# data[].attributes.headline
Guidance for creating an Access Statement 

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Guidance for creating an Access Statement 

# data[].attributes.body
An access statement shows your visitors that you care about accessibility and about them. It is designed to give them all the information they need about visiting you.

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Guidance for creating a Sustainability Statement 

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Guidance for creating a Sustainability Statement 

# data[].attributes.body
A sustainability statement shows your visitors that you care about the world in which we live and are taking active steps to be more sustainable. It is designed to inform your visitors about the policies and practices you have in place, and hope to implement, to safeguard the environment.

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Tools, recommendations and resources to become a more inclusive employer.

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Section 7: Inclusive recruitment and employment

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Your staff members and volunteers should be able to have the same positive, accessible experience that is available to your customers; it’s important to ‘practise what you preach’.

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The #BeeWell survey has collected responses from over 42,000 young people in 103 secondary schools across Hampshire. The interactive Data Hive allows you to explore the data trends by neighbourhood.

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Hampshire, Isle of Wight, Portsmouth, Southampton - #BeeWell

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Young people’s wellbeing and mental health

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Guide to inclusive recruitment practices

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Guide to inclusive recruitment practices

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A practical video series featuring leading experts on both recruitment and how to be Disability Confident, identifies where to start, how to build trust, and the simple steps we can all take to encourage more inclusive recruitment and retention strategies.

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Disability Confident - Your guide to inclusive recruitment practice :: The REC

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An alliance of ethical agencies, and a fast-growing network of climate-committed brands.

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A nonprofit global network of professionals using creativity to take climate action.

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Evidence shows that there are five key elements which contribute to mental wellbeing - Connect, Be Active, Keep Learning, Give, Take Notice.

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A beginner’s guide to LinkedIn for Arts & Culture

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A beginner’s guide to LinkedIn for Arts & Culture

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Whether you’re an individual artist or part of a cultural organisation, this session will provide you with the practical advice and inspiration to get cracking with LinkedIn.

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Webinar recording - A beginner’s guide to LinkedIn for Arts & Culture

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A beginner’s guide to LinkedIn for artists and creative and cultural organisations – grow your presence and form connections.

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Includes 50+ simple, practical ideas to make your charity more environmentally sustainable, and details of UK environmental regulations.

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Free UK Charity Environmental Sustainability Policy Template

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A free UK charity environmental sustainability policy template, including 50+ simple, practical ideas to help save the planet, energy and your money

# data[].attributes.body
This webinar will demystify what goes into a social media strategy for anyone working in the creative and cultural sector, and provide top tips on what to include in yours.

# data[].attributes.body
This webinar will provide you with a general understanding of digital accessibility and equip you with practical tips to enhance the accessibility of your website, newsletters, videos, digital downloads, and social media.

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No agenda, workshops or webinars. Just chat over some drinks with others and learn more about sustainability in all its forms.

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UK: South East & London - People Planet Pint™

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No agenda, workshops or webinars. Just chat over some drinks with others and learn more about sustainability in all its forms.

# data[].attributes.headline
The Creative Freelancer’s Climate Almanac

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The Creative Freelancer’s Climate Almanac

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This Almanac gathers useful resources from existing toolkits, alongside templates, wellbeing practices, artist case studies, and book recommendations, designed specifically with freelancers in mind.

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The Creative Freelancer’s Climate Almanac - Julie’s Bicycle

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A companion for artists, independent creatives, community practitioners and producers, supporting them to make sustainable change. Filled with resources, templates, wellbeing practices, artist case studies, and book recommendations.

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Everything you wanted to know about subtitling

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Everything you wanted to know about subtitling

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This 60-minute webinar covers what makes subtitles an effective tool for deaf access, how best to format subtitles for access, and answer the most commonly asked questions about subtitling.

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Hampshire Joint Strategic Needs Assessment 

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Hampshire Joint Strategic Needs Assessment 

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Hampshire's JSNA looks at the current and future health and wellbeing needs and inequalities within Hampshire's population. Use this data for funding applications.

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Joint Strategic Needs Assessment - Introduction Webinar

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Joint Strategic Needs Assessment - Introduction Webinar

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Public Health Hampshire demonstrate what local health data is available and how to use the Hampshire Joint Strategic Needs Assessment (JSNA) - helping organisations plan and deliver creative health projects and programmes to reduce health inequalities in our communities.

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Webinar for the Culture and Creative Sector | Public Health Hampshire

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A one hour webinar exploring how you can empower neurodiverse talent.

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Empowering Neurodiverse Talent - Purple 365 April webinar

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A tool that clearly articulates what “good” looks like for creative and cultural initiatives that aim to support people’s health and wellbeing. Designed to support best possible experiences and outcomes in Creative Health.

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The Creative Health Quality Framework is a ground-breaking tool that clearly articulates what “good” looks like for creative and cultural initiatives that aim to support people’s health and wellbeing. The Creative Health Quality Framework consists of a set of downloadable PDF resources based around…

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A free to join membership organisation for creative health across England. They provide networks, collaborative advocacy, support and resources, supporting health and wellbeing for all through creative and cultural practice.

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The Culture, Health and Wellbeing Alliance is a national organisation representing everyone who believes that cultural engagement can transform our health and wellbeing.

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Support with employee health and disability

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Support with employee health and disability

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This service will help you support employees and understand any legal requirements. You will see questions about your situation and get advice based on your answers.

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Support with employee health and disability

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This guidance is for employers and managers.

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National Academy for Social Prescribing 

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This briefing helps set out what the evidence currently tells us about arts, heritage, culture and health and wellbeing.

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Creativity, culture and heritage for wellbeing

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Creativity, culture and heritage for wellbeing

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This webinar explores how creative health can make a meaningful difference to mental wellbeing for individuals and communities.

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Creativity, culture and heritage for wellbeing and connected communities

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A digital approach to inclusivity for deaf visitors

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A digital approach to inclusivity for deaf visitors

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In this one-hour webinar you'll learn how to make your online resources and events accessible to deaf audiences.

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Webinar recording - End-to-End Access: A digital approach to inclusivity for deaf visitors

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In this one-hour webinar, Oliver Webster, Head of Systems and Services at Stagetext, will present how to make your online resources and events accessible to deaf audiences.

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Revolutionising mental health through the arts 

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Revolutionising mental health through the arts 

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This one hour video explores the evidence base on how the arts can support in the treatment of mental illness.

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UCL Faculty of Population Health Sciences

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Revolutionising mental health through the arts with Professor Daisy Fancourt | Public Health Voices

# data[].attributes.headline
Enhancing user experience for hidden impairments

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Enhancing user experience for hidden impairments

# data[].attributes.body
In this one-hour webinar you'll learn the often-overlooked challenges faced by people with hidden disabilities. Focusing on visual impairments, this session will give you practical insights to help you improve the accessibility of your website to make the user experience more inclusive.

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With just a few simple steps, be able to showcase the social value created by a project, service or your whole organisation.

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Designed by leading experts in Hertfordshire Business School, and informed by the voluntary sector, Social Value Calculator is underpinned by rigorous, research led data to calculate and demonstrate the social value that your work creates.

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Creative & Credible supports arts and health organisations and practitioners to:

– engage with evaluation creatively
– improve your practice
– make well-informed spending decisions
– strengthen the evidence base around the benefits and impacts of arts and health projects

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Creative & Credible supports arts and health organisations and practitioners to:

- engage with evaluation creatively
- improve your practice
- make well-informed spending decisions
- strengthen the evidence base around the benefits and impacts of arts and health projects

Use this website to understand why you might need to evaluate, what approaches might be appropriate, and to plan and implement evaluation for your project. You will also find downloadable handouts, examples and links to other evaluation resources here.

For news of Creative & Credible Training Programmes like us on Facebook and follow us on Twitter.

Preparing to Evaluate

There is a growing interest in the role that the arts can play in addressing health and social care priorities, and a need to demonstrate their impact effectively. A variety of strategic programmes and policy initiatives are helping both to highlight the contribution that the arts can make to health and wellbeing improvements and to develop the evidence base. Arts organisations and practitioners will want to consider how they fit into this strategic landscape, how they can forge partnerships with health professionals and policy makers, and how then to prepare their own plans for evaluation.

Evaluation is the process we use to find out whether a project can meet, or has met its aims. It will be led by the core values of the organisation or project. It should be informed by a 'theory of change', that is, an understanding of how an activity may be linked with its outputs and outcomes, or why what is done has the effect you observe that it does.

It may be useful to think about what evaluation is not. It involves more than just collecting and reporting monitoring information about a project. Although evaluation findings can be powerful when advocating for a project, it is important not to confuse the two, because evaluation will ask and answer questions and reveal impacts that may be both positive and negative. And evaluation and research are also different. Research usually seeks to generate new knowledge, while evaluation generally judges an existing service.

We evaluate for various reasons. Top amongst them has to be a desire to find out whether what we are doing has an effect and whether that effect is the one we thought it would. Without this knowledge we cannot develop or refine a service or respond effectively to the needs of those people who hold a stake in the work - such as participants, project funders or commissioners.

Do any of the following apply to you? You want to know how many people took part in a project and whether they were the people you had hoped to reach. You are interested to know about how the artistic outputs of a project have been displayed or received. You are concerned to know whether participants enjoyed the experience of taking part. You want to establish what practical challenges were involved in delivering the project and how they were overcome, what did not go well and what you could improve on next time. You are interested in unexpected outcomes, and whether the project worked in ways you had not anticipated. You want to understand whether the project represented a worthwhile financial investment. You are interested in understanding the benefits the project has delivered for participants in terms of their health, wellbeing or quality of life. Evaluation can help in all of these areas.

Arts and health organisations often look outwards when evaluating because they feel they don't have the skills or the capacity to evaluate internally. External evaluation can appear more credible, avoiding issues around areas where bias may creep in. An external evaluator provides specialist skills and knowledge and may be able to disseminate findings more widely. However, these benefits may come at a significant financial cost or mean that evaluation is 'one off' and that learning is not embedded within the project team. In reality, many successful projects develop by using an iterative process involving both internal and external evaluation. It may be useful to think through carefully where you need to be on a continuum between simple monitoring and academic research and the organisation AESOP has developed a number of tools designed to help think through this process. And sometimes, it is useful to accept that your evaluation just needs to be 'good enough' for the context in which you are working.

Approaches to Evaluation

The approach you take to an evaluation will depend on what you want to find out. You will choose the approach that suits your project, your stakeholders and the resources and skills available to you. You may feel that you need to evidence your work using the language and methods used by those who are commissioning or funding you. However, it may be that the outcomes you want to demonstrate cannot usefully be addressed in this way. Co-producing an evaluation with commissioners and funders and involving them in identifying aims and suitable outcomes, will help to make sure that you understand each other from the outset.

Evaluation frequently relies on the collection and analysis of data in number form. Approaches which involve this are termed 'quantitative'. They range in complexity from simple monitoring to the randomised control trial. Most arts and health project evaluations will benefit from using a mix of simple quantitative and qualitative methods.

Even the smallest scale project evaluation will involve some kind of monitoring of attendance or number of activities delivered. Quantitative data are also often collected at the end of a project or activity using surveys or questionnaires. Reporting on these can be a good way to describe impacts on participants. However, they cannot tell us much about whether a project has actually had a measurable effect. To find out whether a change might have taken place, you will need to measure at both the beginning and end of a project.

Use of a measure developed by researchers and 'validated' or tested on similar participants in a similar context, for example, the Warwick-Edinburgh Mental Well-being Scale, can give more reliable data. Validated scales also allows what you find for participants in your project to be compared with those of similar projects elsewhere.

It is always good for those delivering arts and health projects to clearly understand what the project costs and how this might compare to the cost of delivering similar work. However, as well as demonstrating outcomes, project providers sometimes feel they need to show that they can deliver specific economic benefits for commissioners and other stakeholders. If this is the case for your project, it will be important to develop a collaborative relationship with the commissioner to ensure that you both understand what is required.

The 'value' of an arts and health project may be measured in various ways. Formal approaches such as 'cost benefit analysis' value outcomes of a project in monetary terms but may not easily capture many important more subjective aspects of an arts project. Economic evaluation that seems better suited to the context might seek to assess the benefits of an intervention in terms of Quality of Life Years or QALYs. Another commonly-used tool in arts and health is 'Social Return on Investment' (SROI). SROI seeks to establish what the cost and impact to society would have been if an intervention had not taken place.

Economic evaluation of any kind requires significant skills and resources to conduct. Results will only be reliable if a project has first established a clear understanding of why the work it does has the effect it does - a theory of change. Further information about a variety of approaches to measuring value can be found by downloading Economic Evaluation.

Qualitative evaluation approaches focus on exploring the experiences, perspectives and opinions of those involved. They can help us understand what an arts activity or process 'means' to participants. They can be illuminating about other subjective elements such as project delivery. These approaches frequently rely on interviews and focus groups to collect data which is then analysed to identify themes and patterns within participants' words.

It is important to make a distinction between 'anecdote' and qualitative evaluation. Personal testimonial or case studies are often used in advocacy by arts and health organisations but these 'anecdotes' are often chosen because they tell a good story, usually positive. This process lacks credibility, and is unlikely to be helpful in developing a project in the longer term. In contrast, balanced reporting of qualitative data, carefully collected from a sample of participants, can produce rich, detailed evidence and stories. This can inform advocacy and give really meaningful information to support improvement of a project.

Arts and health evaluations may benefit from using a mix of qualitative and quantitative methods to both identify specific outcomes for participants and explore their subjective experience.

An evaluator demonstrates 'creativity' every time they view an evaluation problem from a fresh perspective, or devises an evaluation approach tailored to a particular context. While creativity is very definitely not just the province of artists or the arts, there is a growing interest in the use of evaluation methods that use film and visual arts, poetry and creative writing, music, drama and performing arts.

Arts-based methods can be particularly powerful in uncovering hidden perspectives and in empowering participants. They may also be less intrusive than more clinically-based evaluation tools as they can be inspired by and modeled on the intervention itself. They also involve a number of challenges. For example, the results you get from them (pictures, performances or poems for example) are by nature difficult to interpret and you may require technical skills that are not a part of standard evaluation.

It is particularly important to make sure that any creative evaluation approach you use 'fits' the project and the people who are taking part in the evaluation.

There is power in a good story. You may have used case study stories for many reasons, including when advocating for a project. Personal testimonial from participants who have had a positive experience can be very persuasive. However, this is not what is meant by 'case study' in evaluation. For an evaluator, the quality of a case study hinges on the methods used to collect and analyse the data and the writing or presentation of the story. The evaluator will select case studies that are relevant to the outcomes or issues the evaluation seeks to explore. You can have a case study of a single individual, groups of individuals, an object, even a place or a situation. A range of different kinds of data may be pieced together in a case study to tell a story relevant to the questions that inform the evaluation.

It is important to remember that a case study story is particular to an individual case; because one participant experienced something during a project, this does not necessarily mean that all participants did, or that any future participants will. This is why it is vital to select your cases carefully, so that they can genuinely help to illuminate the particular issues you are investigating.

Evaluation Cycle

Any evaluation you undertake should be part of an iterative process, with your learning being used to help improve and develop the next phase or project. If you look at it in this way, rather than as a costly and time-consuming 'add-on', it becomes obvious that evaluation is an essential part of the process of delivering a project itself. The Evaluation Cycle offers an overarching framework in which to understand evaluation as this iterative process. It was developed by Willis Newson with researchers at the University of the West of England and will fit any kind of evaluation approach you adopt.

This cycle has three main phases: project planning; implementation; and reporting and dissemination. It is worth noting that the implementation phase (including data collection and analysis) is only one part of the cycle and that project planning and reporting and dissemination demand just as much, and possibly more, time and thought.

A published version of this cycle was developed by Norma Daykin, Meg Attwood and Jane Willis and its use should be credited to them wherever it is used.

What can you learn from the work of others? In any evaluation, the first step should be to find out what other evaluation and research can tell you about the likely impacts of a project like yours.

An evidence review summarises the available evidence, revealing what is known about the impacts, outcomes and delivery of similar projects. It should also tell you about what is still not known, or difficult to establish. This is all critical information for evaluation planning. It will help you to decide what to evaluate and what approach might be appropriate. It may also be useful in planning the project itself. Crucially for an arts and health evaluator with limited resources and time, an evidence review may identify research which - if relevant - can then be used to support or illuminate limited, but promising findings from a smaller scale evaluation.

Consulting with the people involved in or affected by your project when planning an evaluation will tell you how they perceive the evaluation and what information they might need from it. Consultation is particularly important at an early stage for informing both project aims and identifying appropriate evaluation aims. It can also provide an opportunity to test out ideas and methods and to discuss whether a particular kind of evaluation activity might be appropriate.

Setting aims is a crucial part of the evaluation cycle. A clear set of evaluation aims should inform the questions that the evaluation seeks to answer. Many arts and health projects have a wide range of project aims, not all of which can be easily measured, particularly given limited evaluation resources. Evaluators will need to decide which aims to focus on, based on stakeholder priorities, an understanding of what can actually be measured, and the funds and resources available.

When you have decided on your evaluation aims and questions, you can plan how you will go about answering them. An evaluation framework or protocol describes what you are interested in evaluating and how you will go about doing it. At this point you will also consider what resources you might need, how you will manage the data, what the ethical issues are, and how you are going to report on and disseminate your findings.

An outcomes framework may underpin all this planning. In arts and health terms we generally understand 'outcomes' to mean the changes, benefits, learning or other effects that can be attributed to a particular service or activity. These are what you are seeking to measure. An outcomes framework will clearly map each outcome to a set of indicators that will establish whether or not it has happened and a method of measurement. This is a clear and manageable way to understand how and what you will be evaluating.

The data you collect for an evaluation may come in a number of forms. It may be quantitative, including numbers from monitoring or collected through closed questions on questionnaires. This information might have been collected at the end of a project or activity, or throughout. Data can also come in the form of transcriptions of interviews or focus group discussion, open feedback, meeting minutes, photographic documentation of activities, even artworks created by participants. Things you will need to consider, whatever kind of data you collect, include how you will ensure that the confidentiality, and maybe also the anonymity of respondents and participants will be ensured, and how you are going to avoid bias. The way in which you design and administer forms and questionnaires or run interviews and focus groups can introduce bias, and will need careful thought. In addition, you will want to think about how to use sampling to make your evaluation encompass as wide a range of participants' experience as possible.

The techniques used to analyse quantitative and qualitative data are quite different. For quantitative data you are likely to want to describe the patterns you observe in the numbers you have collected. If your analysis needs to go beyond the descriptive - and you are seeking to infer meaning from the data - it is best to seek advice. Qualitative data will generally be analysed using content or 'thematic analysis', a method which identifies patterns within the data, usually (but not always) participants' words collected in interviews or focus group discussion.

You may want to explore how to collect and analyse data using arts-based methods such as film or video. Some examples of ways in which researchers have gone about doing this can be browsed from this section.

Evaluation findings need to be recorded so that they can be shared. This is usually achieved through a written report describing the project, the evaluation and highlighting what has been learned. A report is useful however brief, and sometimes brief is best. It should present a balanced account of the project, commenting on its impact, the strengths and weaknesses of its delivery and the learning that has been captured that might inform future projects.

Reporting does not have to be confined to a written document. You could explore using film, animation or infographics to bring your findings to life. The important thing to consider is who you are addressing with the report and how this audience will want to access the findings.

Resources

The resources in this section are those that came to light during the Creative & Credible project, either during the literature review phase, or through discussion and interview with members of the Stakeholder Reference Group. This is not intended to be an exhaustive list of resources relating to arts and health evaluation, instead it provides background and references for all the elements discussed on the website. Weblinks (URLs) change. Please contact Willis Newson if you find a broken link so we can fix it.

Willis Newson, in collaboration with Professor Norma Daykin, Tampere University, Finland and other partners including the Royal Society of Public Health and the University of Winchester Centre for the Arts as Wellbeing, is offering a number of training and professional development programmes based on Creative and Credible.

For news of Creative & Credible Training Programmes follow the links below.

Helpful links for planning and implementing data collection and analysis.

There are a range of open-access repositories and collections of Arts and Health reports and literature. Please also see the evidence review section above which contains some significant literature reviews.

Some general resources that explain and contextualise the sector.

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Arts and Health evaluation resource, tools, tips, guidelines for evaluating Arts & Health projects

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How to make your website more sustainable

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How to make your website more sustainable

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You will learn:

Why web and digital sustainability matters

How to judge if your website is eco-friendly

Practical tips on how to make your website greener and reduce your digital carbon footprint

To consider sustainability for your ongoing digital activity

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These artist peer groups are an opportunity for creatives exploring health and wellbeing in their practice to gain feedback and support on their projects, ideas or challenges that they are facing.

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Established in 2015 our artist peer groups are an opportunity for artists exploring health and wellbeing in their practice to gain feedback and support on their projects, ideas or challenges that they are facing. The space is for active feedback, meaning that artists aren't sharing finished works, but asking for specific support from others attending the session.

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Guidance for employers on creating an action plan to reduce your gender pay gap and support employees experiencing menopause. From April 2026, employers with 250 or more employees will have the option to produce and publish a voluntary action plan alongside their gender pay gap data. These will become mandatory from spring 2027.

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Guidance for employers on creating an action plan to reduce your gender pay gap and support employees experiencing menopause.

Applies to England, Scotland and Wales

From April 2026, employers with 250 or more employees will have the option to produce and publish a voluntary action plan alongside their gender pay gap data. These will become mandatory from spring 2027, subject to secondary legislation.

Action plans will show the steps you are taking to:

reduce your organisation's gender pay gap

support employees experiencing menopause

You will also be able to highlight work your organisation is already doing to improve workplace gender equality.

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Creating an action plan: guidance for employers

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Guidance for employers on creating an action plan to reduce your gender pay gap and support employees experiencing menopause.

# data[].attributes.body
A health education and leadership programme that empowers young people to work with health professionals to design cultural provision.

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Pathways to Health through Cultures of Neighbourhoods brings together academics, civic leaders, health professionals, NGOs and cultural organisations to learn from young people (age 11–16) from deprived communities in Southampton. We are working together to understand what culture means to young people and how they use local assets.

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The report presents findings from a survey of members of the Creative Industries Council (CIC), assessing progress one year after the launch of the Creative Climate Charter. It highlights the sector’s environmental leadership, challenges, and opportunities for further action.

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Creative Health & Wellbeing is a plan for how ACE is going to work within health and social care, and how they’ll promote collaboration between organisations and practitioners in the creative and health sectors.

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Creative Health & Wellbeing is a plan for how we're going to work within health and social care, and how we'll promote collaboration between organisations and practitioners in the creative and health sectors.

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Resources, reports, webinars and interviews about Creative Health.

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The National Centre for Creative Health will advance good practice and research, inform policy and promote collaboration, helping foster the conditions for creative health to be integral to health and social care and wider systems.

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The Creative Climate Justice Hub is a dynamic library of climate justice resources curated for the arts and culture community.

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The Creative Climate Justice Hub is a dynamic library of climate justice resources curated for the arts and culture community.

The Creative Climate Justice Hub is for artists and cultural practitioners who want to understand the systemic causes of the climate crisis, how it intersects with issues of social, economic and environmental injustice and how arts and culture is responding creatively.

Curated content

Explore resources by theme

Climate & Environmental Justice

PICTURES: From top left to bottom: (Philip Kusasa - photo: Philip Kusasa; // CCL training participants in Slovenia - photo: Karim Shalaby; // Fog Everywhere by Camden People's Theatre - photo Brian Logan; // Drillminister - photo: Drillminister; // Village in Zimbabwe hosting N'Dau Festival of the Arts - photo: Philip Kusasa; // Zadie Xa preparing for a performance at JB's We Make Tomorrow - photo: Ben Darlington; // CCL training participants in Slovenia - photo: Karim Shalaby

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The Creative Climate Justice Hub is for artists and cultural practitioners who want to understand the systemic causes of the climate crisis, how it intersects with issues of social, economic and environmental injustice and how arts and culture is responding creatively.

# data[].attributes.headline
Warwick Edinburgh Mental Wellbeing Scale

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Warwick Edinburgh Mental Wellbeing Scale

# data[].attributes.body
The go-to insights tool trusted by leading organisations worldwide for accurately measuring mental wellbeing and impact.

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WEMWBS is a world-leading, trusted tool for measuring mental wellbeing, used globally in commercial and non-commercial sectors. With scales containing either 14 or 7 questions, it offers proven, reliable data and user-friendly digital formats. Explore our licencing options today!

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Monetising the impact of culture and heritage on health and wellbeing 

# data[].attributes.subject
Monetising the impact of culture and heritage on health and wellbeing 

# data[].attributes.body
Research exploring how to monetise culture and heritage impacts on health & wellbeing and what evidence is available.

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A toolkit to support Integrated Care Systems to embed creative health in their systems.

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How you can use the toolkit

The toolkit considers the enablers and barriers and is structured so as to illustrate how systems can deliver against the forthcoming NHS England Maturity Matrix for Social Prescribing, with reference to five domains: Leadership, Strategy & Governance; Planning & Commissioning; Workforce Development; Digital & Technology; and Evidence & Impact.

The toolkit will support systems to work with the assets in their communities and to develop their own approach. The aim of the tool kit is to embed the benefits of creativity in all health and social care systems, from integrated care system planning to delivery by grass roots organisations. It will support commissioners, link workers and the voluntary community social enterprise sector to work collaboratively and deliver better health outcomes for communities and individuals.

The toolkit includes short illustrative examples, drawn from the four systems but also from other places around England. We would like the toolkit to be iterative and welcome your suggestions for examples which might be of interest to other systems. You can submit illustrative examples here.

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The toolkit considers the enablers and barriers and is structured so as to illustrate how systems can deliver against the forthcoming NHS England Maturity Matrix for Social Prescribing, with reference to five domains: Leadership, Strategy & Governance; Planning & Commissioning; Workforce Development; Digital & Technology; and Evidence & Impact.

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Verifying you are human. This may take a few seconds.