Social Integration Measurement Toolkit Feb 2021

SO C IAL
I NT E G R AT IO N
M E ASU R E M E N T
TO OL K IT
Researched and written by PRD, We Made That and UCL Institute for Global
Prosperity. Design by Maddison Graphic. Commissioned by the Greater London
Authority.
Published January 2021.

YFL summer project visit. Credit: Caroline Teo
Social Integration Measurement Toolkit 3
CO NT E N T S
5 Introduction 58 Part C
What is the social integration Tools to support social
measurement toolkit? integration measurement
7 Background
12 A London-wide conversation 103 Part D

Practical examples of social
14 Using the Toolkit integration measurement
16 Part A
Defining social integration
18 All of Us: Defining social

integration
20 London’s social integration

measures
24 Part B
Guidance on social integration
measurement
25 The measurement process
27 Stage 1: Plan
36 Stage 2: Collect
47 Stage 3: Reflect
52 Further research tips and

reading

I N T RODU CT IO N
W HAT IS
T HE SO C IAL
I NT E G R AT IO N
M E ASU R E M E N T
TO OL K IT ?
People shopping at a market in Lewisham. Credit: Luca Marino
BAC KG ROUND
The Mayor of London is committed to breaking down barriers to social

integration across the city. As the city recovers from the impact of Covid-19,
this becomes even more important. Social integration will be fundamental in
ensuring that impacts and challenges are not disproportionately felt by those
who have been historically excluded.
While mainstream approaches to social integration focus on specific groups in

the population, such as migrants, at the GLA we employ an ‘All of Us’ approach
to social integration, defined as:
‘The extent to which people positively interact and connect with others
who are different to themselves. It is determined by the level of equality
between people, the nature of their relationships, and their degree of
participation in the communities in which they live.’
The creation of an improved social evidence base has a key role to play in
supporting this approach, and is one of the four core components of ‘All of Us’,
the Mayor of London’s Social Integration Strategy.
Again, better understanding social integration will be critical to support

London to recover in a fair and equitable way.
Providing evidence-based analysis of the state of social integration will allow

the GLA and its partners to better understand the city as a whole, providing a
clear account of the social trends and issues facing Londoners.
It will help to track the specific impact of policies and projects, improving
strategic planning, and supporting the development of better initiatives to
support Londoners. It will also enable the Mayor to advocate for policy change
by central government and other decision makers.
To better understand and improve levels of social integration, it is important

that partners collect and share the best possible evidence and insight. By
doing this collectively, policy makers, investors, deliverers of services and
communities themselves will be able to play a more meaningful role in helping
to enhance relationships, equality and participation across the city.
This is about more than just measuring success; it is about helping Londoners to
become aware of how social integration affects our wellbeing and prosperity. It
puts into context the powerful contribution that all Londoners make to the success
of our city. It reveals the extent to which we are all able to share in that success.
Introduction Social Integration Measurement Toolkit 7

W H AT I S THE TOOLKIT FOR ?
The toolkit provides practical advice to support the collection of broader and
deeper information on social integration in a range of different contexts across
London.
It aims to help establish a better understanding of the circumstances of

individuals and communities, focusing on three core themes: relationships,
participation and equality.
The toolkit is designed to support collaboration in the collection of

information. It cannot be the sole responsibility of the GLA to do this and,
as such, this guidance has been produced to help others contribute to the
creation of a rich and consistent database to support the wider objectives of
the Social Integration Strategy.
More specifically, this toolkit is designed to help plan research to:
1. Understand the experience of people living in London, particularly in

terms of their ability to access the economic and social opportunities the
city has to offer.
2. Understand local areas and communities, how they are changing, and
how change is impacting on social integration
3. Understand the impact of investments, initiatives or organisations on

social integration within London’s places and communities.
The toolkit should not be used in isolation. It should be used alongside the
suite of GLA documents on impact and measurement – including the Good
Growth Impact and Evaluation Handbook.
It should also be seen as complementary to the evolving approaches to

measuring social and public value in policy and project delivery.

W H O SH OULD U SE THE TOOLKIT A ND WHY?
Social integration is relevant to all aspects of London life – from the built
environment, infrastructure and urban regeneration, to business and
enterprise, employment and skills, culture and leisure, health and wellbeing,
and community development. In a recession and recovering city, it becomes
even more important to approach this in a systematic way.
The Mayor is just one of several actors who will shape the future of social
integration in London and will need the support of partners to achieve his
vision. In this way, the toolkit is targeted at a broad range of organisations –
from the largest public sector institutions to small civil society organisations.
These include:
• Mayoral family and local authorities
• Education and healthcare providers
• Cultural groups and institutions
• Development industry (e.g. developers, housing associations)
• Businesses and business groups
• Charity and community groups
• Trusts and foundations.
More so than ever, there is a need for all types of organisations across London
to have a better understanding of the factors that influence social integration.
By exploring this collectively we stand a better chance of making progress and
ultimately sharing in the benefits of a fairer and more equitable city.

H OW CAN IT HE L P YOU A ND YOU R
O RG ANI SATION PR ACTICA L LY?
Better information and evidence creates insight and empathy, which in turn
can support better projects. The research you carry out will help tailor the
approaches your organisation takes, identify important lessons, and support the
case for future action. And, it will contribute to a shared knowledge base that will
benefit all Londoners. This toolkit can help you and your organisation to:
• Understand and engage with your communities
• Plan future activities and investment
• Target and tailor activity to investment; to be relevant, effective and

efficient
• Demonstrate the impact of your actions and / or activities
• Make the case for ongoing and / or future investment.

Figure 1: Why, What, Who? Social Integration Measurement Toolkit Purpose.
The toolkit is relevant across a diverse range of areas of thematic interest,
and is targeted at a diverse range of partners across the city: from large
institutions and corporates, down to the smallest grassroots and community
organisations.
1. Why? Research
Purpose Understanding Understanding Understanding
Reasons for the experiences Places and their the impact
undertaking of Londoners Communities of Action
research into
social integration
2. What?
Built
Research Focus Economy & Employment
Area of potential environment &
Enterprise & Skills
Infrastructure
thematic focus
/ interest in
undertaking
social integration Culture & Health & Community
research Leisure Wellbeing Development
3. Who? Potential
Mayoral family Education & Charities &
Users
& Boroughs healthcare community
Types of organ-
providers groups
isations which Example focus: Local
understanding impact
have an interest of intervention, city
Example focus: Com-
munity characteristics
Example focus: Local
concerns and issues;
in understanding governance
and needs representation
social integration
and undertaking
research Development Business & Cultural groups
industry business groups & institutions
Example focus: Example focus: Business Example focus:
Tailoring delivery and responsibility and social Relevance, reach and
understanding impact impact impact
Trusts &
Foundations
Example focus: Local and
thematic representation:
local impact

A LON D O N -W ID E CO NVE RSAT I ON
The Mayor is just one of multiple actors – including communities, civil

society organisations, employers and businesses, London borough councils,
developers and others – who will shape the future of social integration in
London.
The publication of this toolkit aims to provide the starting point for an ongoing
conversation which brings together partners across London, linked by a
common commitment to evidencing and influencing social integration.
In actively influencing the research activities of organisations across London,

the toolkit aims to enable the assembly of a new and deep evidence base
which charts the experience of new and existing Londoners in relation to
social integration.
WH AT THE GL A WIL L DO
As well as providing consistent questions, oversight and advice via this toolkit,
the GLA is also committed to being a conduit for the collection, aggregation
and analysis of data on social integration.
Through the City Intelligence Unit and Social Integration Teams, the GLA will
work to develop an appropriate repository for partner information so that
evidence can aid ongoing reflection on how current and future projects can
adapt to make the city more inclusive and equitable.

W H AT SOC IA L INTEGR ATION
PARTNE RS CA N DO
There are multiple ways in which partners across London can collaborate in
the delivery of the Mayor’s Social Integration Strategy.
These include:
• Collect information, using the Mayor’s defined Social Integration Measures

where you can, and encouraging your peers and partners to get involved
• Share data / information on social integration with the GLA and with other
partners across the city
• Participate in co-designing Mayoral initiatives through workshops and

events
• Look out for opportunities launched in City Hall’s new civil society
engagement programme
• Host the Mayor or Deputy Mayor on their borough visits to share examples
of best practice in each borough
• Consider bidding to partner through tenders and grant-funding

opportunities shared on the GLA website.

U S IN G TH E TOOLK I T
The toolkit is structured in four parts:
PART A
D E F I N I NG SOCIA L INT E GR AT I ON
How social integration is defined and an overview of the specific measures
which can be used to help understand it.
PART B
G U I DA N CE ON SOCIA L INT E GR ATION ME ASUREMEN T
Practical guidance on the social integration measurement process, from initial
planning through to communicating findings.
PART C
TO O LS TO SU PPORT SOCIA L IN TEGR ATION ME ASUREMEN T
Eleven practical tools which have been developed to support the measurement
process: from designing research questions, to choosing research measures,
to writing surveys and reports.
PART D
P R ACTI CAL E X A M PLE S OF SOCIAL IN TEGR ATION ME ASUREMEN T
Case studies of some of ways which different organisations across the UK
are prioritising social integration measurement, and some of the practical
approaches which are being applied.

FURTH E R I N FORMATION A ND SU PPORT
The GLA is keen to encourage use of the Social Integration Measures

and Measurement Toolkit across London, and will be available to provide
information and support where needed.
Please contact us at socialevidence@london.gov.uk for assistance.

PA RT A
D E F IN IN G
SO C IAL
I NT E G R AT IO N
Koolkidz Nursery. Credit: Caroline Teo
ALL O F U S : D E FI NI N G SO CI AL
IN T E G R ATI ON
Even before the challenges and reflection created by COVID-19 and Black
Lives Matter, Sadiq Khan had stated that “communities have been changing
rapidly, inequality has increased and our sense of social cohesion is being put
to the test like never before.” It was this acknowledgement that led, for the first
time, to the creation of a Social Integration Strategy for London.
The Mayor’s vision to improve social integration in London is summarised in

Figure 2, and includes:
• Enabling people to have more opportunities to connect with each other

positively and meaningfully
• Supporting Londoners to play an active part in their communities and the

decisions that affect them
• Reducing barriers and inequalities, so that Londoners can relate to each

other as equals.
A socially integrated city is a healthier, fairer and safer city.
The Social Integration Strategy has three key themes that relate to life in
London: Relationships, Equality and Participation. A fourth theme of the
Strategy is the creation of a stronger evidence base, of which this toolkit is a
fundamental part.
The Strategy sets out how the Mayor and City Hall will work with others to
help improve social integration in London. It recognises that the Mayor cannot
change social integration on his own. The Strategy challenges others to play
their part, with the promise of support to help them do this.
Part A Social Integration Measurement Toolkit 18

Figure 2: The Mayor’s Vision for Social Integration
EQUALIT Y
RE L ATIONSHIPS PARTICIPATION
R E L ATIONSHIPS EQUALIT Y PARTICIPATION
Objectives Objectives Objectives
Enable Londoners to build Reduce inequalities which could Reduce inequalities which
stronger social networks in otherwise undermine social improve volunteering and social
early years and family support integration, working alongside action opportunities to increase
settings, so that more of partners to achieve this, participation, particularly among
London’s families benefit from particularly in the areas of skills, groups of Londoners who
social integration housing, planning, regeneration are currently less likely to be
and policing engaged
Support London’s councils,
central government and other Work with employers and Equip more Londoners to
partners to embed principles businesses to help improve participate in democratic
of social integration into their access to employment and processes such as voting, public
institutions increase opportunities for debates and citizen-led action
social integration in London’s knowing how to engage and that
Develop world-leading best workplaces their voice matters
practice on using sport,
volunteering, arts and culture Address specific barriers to Ensure that City Hall works
as powerful tools for social social integration through with Londoners in developing
integration targeted programmes such and delivering its policies, and
as promoting pathways to encourages other institutions
Establish London’s reputation as citizenship, improving English to adopt a similar citizen-led
a welcoming city for newcomers language training and widening approach
from other parts of the UK and digital inclusion
abroad. Newcomers must have
opportunities to feel a strong Lobby for changes to central
connection and positive sense government policies which
of belonging to the city in which currently present barriers
they are living to social integration, for
example the implementation of
immigration policies

LO N DO N ’ S SOCI AL I NTE G R AT I ON
M E ASURE S
Since 2018, the GLA has been working with partners across the city to define
a consistent set of measures via which social integration can be understood.
In total, there are 40 indicators across 30 measurement themes.
The measures cover the three social integration domains: Relationships,

Participation and Equality. In addition, a small number of ‘outcome’ measures
have been identified which sit above and across these three domains.
The measures have been selected from existing datasets, such as large-scale
central government surveys, council surveys and local administrative data.
The measures have been selected because they are widely-used, which
means:
• In many cases, data / evidence about social integration can be collated from
existing datasets
• The measures are widely tested so are robust and will be relevant over time.
Many of the measures examine peoples’ experiences, perceptions, and social

relationships; things that are often described as ‘intangible’ and thought of as
harder to measure. With this toolkit, we want to give organisations guidance to
measure these critical aspects of social integration.
The measures are summarised in Figure 3, with further information and detail
available at the following link: https://data.london.gov.uk/dataset/social-
integration-headline-measures
Further information on how to use the measures to understand social

integration in relation to your local area or project is provided in Part B of
this Toolkit.

Figure 3: Overview of London’s Social Integration Measures
EQUALIT Y
OUTCOMES
Measurement Themes:
R1 - Diverse relationships E1 - Employment rate gap* P1 - Participation in leisure

activities
R2 - Social mixing E2 - Occupational segregation*
P2 - Volunteering
R3 - Neighbourhood cohesion E3 - Educational attainment*
P3 - Informal help
R4 - Social Trust E4 - School exclusions*
P4 - Political participation*
R5 - Hate crime* E5 - NEET*
P5 - Civic participation
R6 - Social isolation E6 - English language proficiency
P6 - Citizenship
R7 - Loneliness E7 - Early years childcare
uptake*
R8 - Use of digital network
E8 - Unfair treatment
R9 - Educational segregation* OUTC OMES
E9 - Housing affordability
R10 - Childcare segregation*
E10 - Insecurity of private- O1 - Feeling of belonging
rented sector accommodation
O2 - Personal wellbeing
E11 - Financial resilience
E12 - Digital skills

WH AT D O WE KNOW A L RE A DY?
There is already a good amount of information which can help drive an

understanding of social integration in London.
The Survey of Londoners (2018/19) was commissioned by the GLA to provide

a more complete picture of social integration across the city. It uses the new
social integration measures as a starting point and provides valuable insights
and benchmarks for future research.
The findings highlight some of the social integration challenges and barriers
which currently exist across London, including high levels of inequality,
employment rate gaps, a shortage of affordable housing, challenges accessing
support to learn English, and legal rights to citizenship and residency.
A snapshot of these findings is provided in Figure 4, with full detail in the

Survey of Londoners Headline Findings report. Further baseline facts on social
integration in the city are provided in the Mayor’s Social Integration Snapshot.
This early evidence provides a useful starting point for the city as a whole.
All over London however, boroughs, civil society organisations, town centre
managers, developers, facilities managers, sports organisations and park
authorities are carrying our research that can contribute to a deeper and more
localised understanding.
Uniting these many diverse approaches is one of the key functions of this toolkit.

Figure 4: Social Integration in London - A Snapshot
EQUALIT Y
OUTCOMES
Measurement Themes:
92% of Londoners agree The employment rate for BAME Two thirds of Londoners have
that people from different Londoners is 20% lower than participated in leisure activities
backgrounds get on together their White British peers in the past month
locally
Over a third of Londoners 28% of Londoners regularly
More than a quarter of have been unfairly treated in volunteer formally but
Londoners feel they have no one the past year because of their volunteering amongst 25-34
close to rely on characteristics or class year olds is half the rate it is for
55-64 year olds
45% of Londoners borrow and 46% of Londoners have savings
exchange favours with their of less than £1,500 86% of Londoners are registered
neighbours to vote
7% of Londoners report that
9% of Londoners have frequent their language is not very good
positive contact with people when they need to speak English
from a different social class OUTC OMES
60% of Londoners have a high or

very high life satisfaction
73% of Londoners feel they

belong in their neighbourhood

PA RT B
GUI DA N C E O N
SO C IAL
I NT E G R AT IO N
M E ASU R E M E N T
T HE M E ASURE M E NT
P RO CE S S
Broadly speaking, all good evidence collection encompasses three main
research stages: planning, collection, and reflection.
The social integration measurement process is no different.
While the specific approach to measurement will vary from one project to the
next, following these three stages, and the nine steps identified within these,
will help you to tailor the research to your local context, ensure the collection
of information that responds directly to your needs, and to do so in a way
which is robust and replicable.
Figure 5: Overview of the Measurement Process
1.1 DE F INE RE SE A RCH PU RPOSE &

QU E STIONS
STAGE 1 : PL AN
1.2 SE L ECT ME ASU RE S
1.3 PL A N A PPROACH
2.1 C OL L ATE SEC ONDA RY

INFORMATION
STAGE 2 : CO LLE CT 2.2 U NDE RTA KE PRIMA RY

RE SE A RCH
2.3 A NA LYSIS
3.2 DR AW CONC LU SIONS
STAG E 3 : RE FLE CT 3.2 FE E D BACK
3.3 L E A RN A ND A DA PT
Part B Social Integration Measurement Toolkit 25

MTS Walking South Bank, London SE1. Bankside. Credit: Eleanor Bentall
STAGE 1 : PL AN
A focused planning stage is vital in any information collection exercise. It will
underpin the research and help ensure the collection of robust and relevant
information.
The planning stage should comprise three key steps: initial work to define the
purpose of the research; scoping of the measures and indicators to be used;
and finalisation of research approaches.
This research process is summarised below. Six tools have been developed to
help you plan your research; these are provided in Part C of this toolkit, with
links provided below.
See
TO O L 1 . D E VE LO PI NG YO UR THEORY OF CHA NGE : CA NVAS
TO O L 2 . D E FI NI N G YOUR RE SE A RCH QU E STIONS: CA NVAS
TO O L 3 . SE LE CTI N G YOUR ME ASU RE S 1: F U L L INDE X OF

SO C IA L I NTE G R AT I ON M E ASU RE S
TO O L 4 . SE LE CTI N G YOUR ME ASU RE S 2: SOC IA L INTEGR ATION

M E AS U RE D E CI SI O N T RE E
TO O L 5 . D E CI D I N G O N YOU R RE SE A RC H A PPROACH
(Q UAN T I TAT I VE AN D Q UALITATIV E )
TO O L 6 . FI NALI SI N G YOUR RE SE A RCH STR ATEGY: TE MPL ATE
Part B STAG E 1 : P L AN Social Integration Measurement Toolkit 27

ST E P 1 . 1 D E FI NING RE SE A RCH PU RPOSE
AND QU E STIONS
The key first step in any research process is to establish a clear idea of what it
is you want to understand, and why.
Developing a theory of change can be an important starting point in helping

you define the purpose of your organisation or initiative, and in establishing
initial research parameters.
Social integration itself can be measured in very different contexts and

at different points in time. In all cases, you should aim to establish a clear
research purpose (i.e. what is it you want to understand), and a set of
supporting research questions. This will help to establish clarity and to
develop the most efficient strategy for measuring social integration as part of
you project.
In some cases, social integration may form the sole area of interest or focus
for your research. In other cases, however, social integration may only be
one aspect within a wider set of research interests: be it economic, social or
environmental considerations.
Either way, aim to map out clearly the relationship between social integration
and the context of your project, place or organisation. One, two or all three
of the Mayor’s social integration domains (relationships, equality and
participation) may be relevant.
In considering the purpose of your research, you should consider whether you
are looking for quantitative or qualitative insights, or a mixture of both. The
difference between the two is summarised in Figure 6. In simple terms:
• Quantitative insights will help you to measure things and understand

questions about scale. For example, how many people feel something or are
excluded from something.
• Qualitative insights will help you to understand in-depth the reasons,

barriers, experiences driving social integration.

Figure 6: Basic Comparison Between Quantitative and Qualitative Insights
and Research
Quantitative Qualitative
Deals with numbers and statistics Deals with words and meanings
Primary focus is on testing theories Focus is on exploring ideas and

and hypothesis formulating theories
Requires many respondents Requires few respondents
Closed multiple choice questions Open ended questions
Data collection methods include Data collection methods include

surveys, experiments, and interviews, focus groups, case
observations studies and literature review
Data analysis methods include finding Data analysis methods include

common patterns in the data using thematic analysis, discourse analysis
tools such as R, SPSS, Excel etc. and content analysis.
Once you have established a clear research objective, and set of research
questions, aim to test these with relevant partners. Securing wider buy-in from
the outset can be influential in securing support and input as the research
process progresses.
To identify the core aim of the research, consider the following

questions:
• What is your organisation or initiative trying to achieve?

• What are the places, communities and people which you or your
initiative aims to engage?
• What characteristics do you want to understand?
• If relevant, what long-term difference do you want / expect to see?

ST E P 1 . 2 SE LE CTING SOC IA L INTEGR ATION
ME ASU RE S
The Social Integration Measures aim to provide a balanced view on social

integration and to have pan-London and pan-thematic relevance.
As highlighted by Tool 3, it is possible to use existing data sources (e.g.

government surveys) to gather evidence in relation to some of the social
integration measures.
However, in many cases, and particularly at the most local scales, primary
research will be needed to supplement existing information, to fill gaps and to
create new insight.
At the broadest level, your aim should be to select a bespoke basket of

metrics which best suits your needs and context.
The three Social Integration Domains (Relationships, Equality and Inclusion),

are all core to our definition of Social Integration; a full and balanced
assessment of social integration should therefore aspire to collect at least
some evidence in relation to each of these three domains.
However, the listed measures are in no way intended to be mandatory and

the choice of which measures to collect should be guided by: priorities in a
particular context, the key research questions to be answered, as well as the
practical resources to gather and handle the information.
There is no set guidance for how many measures you should select for your
research. While encouraging a balanced set of measures across the three
domains, even if you can only collect information against one measure,
this will still provide valuable insight to feed into the local and London-wide
understanding of social integration.
Consideration of each of these questions will help you filter down

the full basket of 40 measures into a basket which is appropriate and
manageable for your research purposes:
• Within the context of your overall research purpose, what aspects of

social integration are most relevant and important?
• What information is already available, and can this be reused?
• How easily can new information be collected?
• What resource do you have available to collect new information
(where relevant, taking into account any wider research)?

ST E P 1 .3 PL A N A PPROACH
Once you have a clear research purpose and questions, and an agreed set of
measures, you will be ready to scope and plan the research in more granular
detail.
This is where you will need to consider the technical details of how you are
going to collect information and your resources for doing so.
Key factors to consider are summarised in Figure 7. An important area of focus

will be establishing the balance between quantitative and qualitative research
(informed in part by your choice of measures), and planning your approach to
each. Guidance on this process is provided within Tool 5.
More broadly, development of a simple research strategy or plan will help you
to establish and set out the methodology in a structured way; a template for
this is provided in Tool 6.
Summary of Questions to Consider in Planning your Research
• Study area: Are there any geographic parameters for your research?
• Local context: Are there any key local groups / individuals who could
play a role in shaping or delivering your research?
• Timeframe & timescales: Is your research longitudinal or one off?
What is the overall research timeframe? How frequently will you
return?
• Types of information: What will be the balance between quantitative
and qualitative information? Will you need to undertake primary
research?
• Primary research approach: If undertaking primary research, what
type of research will it be? How many people do you need to speak to?
Who will it be undertaken by and when?
• Resource: What are the costs involved in the research?
• Analysis: How will you collate and use the data when collected?

Figure 7: Key Considerations in Planning Your Research
Study area For pieces of research which are place based, it is important to
Are there any establish a clear definition of the geography that you are focusing on.
geographic This may be a formal administrative area (e.g. a Borough, or a ward),
parameters for a local community (which is likely to need bespoke definition), or a
your research? catchment area (e.g. the area from which project beneficiaries are
drawn from). The size of the geography will have direct implications
on the number of people you will need to engage and hence the
resource implications of the research. Once selected, it is ideal to keep
geographies consistent throughout the research – particularly where
this is being undertaken across multiple points in time.
Local Context An initial mapping of the local / project context will help you to
What groups / understand the population that you will need to engage. This might
people will you include review of government statistics providing intelligence on the
approach? local population, working with local partners to access any locally-
held intelligence, or (in the case of projects) interrogating your own
intelligence.
Further information on key sources of secondary intelligence is
provided within Tool 7.
Types of At an early point you will need to decide on the types of information
Information that you want to collect and your approach to doing so. The balance
and Approach between quantitative and qualitative insights is an important element
of this, as is the need for (and extent of) primary research. Ultimately
these decisions will be informed by your specific research purpose
and questions. Tool 5 provides a checklist of considerations to support
with this process.

Primary If undertaking primary research, clarity on the approach should be
Research sought from an early point. Your approach will be informed by the
Approach balance you are seeking between quantitative and qualitative insights.
Who will Key initial considerations in planning your primary research include:
undertake
• Research approach: deciding on the main methods for data
primary
collection. A range of possible approaches exist from door to door
research and
and street surveys, through to telephone surveys and online surveys.
when will it be
Each of these approaches have relative benefits and disbenefits in
undertaken?
terms of terms of reach, cost and quality which need to be weighed
up at the outset. In most cases the Social Integration Measures will
require structured one to one surveys. However, in some cases,
group research and more semi-structured approaches could add
further value and insight.
• Establishing who will undertake the research. This might be a
community group leader, a project officer, local residents who are
trained / supported, or an external organisation commissioned.
• Communications / publicity: consideration of how the research
will be communicated to local groups and people. This might
include information via existing local communication channels (e.g.
newsletters or mailouts), or more bespoke communications (e.g.
social media or leafletting). In many cases, it will be important to
work collaboratively with other local partners and individuals (e.g.
community gatekeepers) to publicise the research and to access
local networks.
• Research timings: consideration of the best approach to accessing
people to engage. This should consider if there are any local events
which can be ‘piggybacked’ and the best days of the week and times
of day to reach individuals.
• Language: consideration of any language barriers in terms of literacy
and non-English speakers. Is there a need to re-phrase questions if
using them with children, or use more creative techniques to try and
engage people?
• Informed consent and data sensitivity. It will be necessary to obtain
informed consent from respondents. First, this means that you
should inform respondents fully about the purpose of the exercise
and what you are going to do with the well-being data about them.
Second, it means you should seek consent to collect data from them,
and only collect such data if they have consented to it. Clarity will
be needed from the outset on the level of anonymity of the survey,
and how data will be used and stored once collected. Consideration
of GDPR regulations is an important part of this; please refer to the
Further Reading section of this toolkit for more information.
Further information on the approach to primary research is included

in the next section, under the ‘Collect’ stage of the Measurement
Process.

Primary Your approach to sampling will be an important element of planning
Research your primary research. The approach to sampling varies depending
Sampling on whether you are undertaking primary quantitative or primary
How many qualitative research:
people will you
• Primary quantitative research: for this type of research, it is
involve?
important to aim for a sample which is as representative as
possible of the group of people (the ‘population’) you are seeking to
understand. There are a broad range of established tools which can
help you establish the number of people you need to speak to for
your research to be representative. Please refer to Tool 5 for more
information and also the Further Reading section at the end of this
document
• Primary qualitative research: here, the focus is more on the depth
of insight. While it is still important to try to capture insights that
represent the breath of your target population, the absolute number
of responses is less important.
Timeframes Deciding on overall research timeframes is an important early priority:

and timescales in some cases, this will be a one-off process, while in other cases it will
Is your research involve repeated measurement / tracking over an extended period. You
longitudinal should look to define the overall research period, and the frequency of
or one off? measurement within this. More frequent measurement will allow more
What is the detailed tracking of levels of social integration, picking up short-term
overall research variation in response to particular events and periods. This may not be
timeframe? How necessary for overall monitoring, but on the other hand the time gap
frequently will between measures should be short enough to enable a meaningful
you return? time series to be built up. It is important to repeat the same contact
methodology and question ordering to be able to compare survey data
collected at different times.
Resource In tandem with all the consideration above, it will be important from
What are the an early point to consider the costs of the research and how these
costs involved will be covered. These will relate both to the staffing needed to plan,
in the research? manage and analyse the research, and any additional costs relating
to undertaking survey work and communications. Where research is
longitudinal, a resource plan should be developed to cover the whole
research period, recognising possible changes in access to resource
over time.
Analysis How Initial consideration of how you are going to collate and analyse your
will you collate intelligence once collected, and how the findings will be reported and
and use the data communicated. This is explored in more detail in the next section.
when collected?

Free trees giveaway launch. Bankside. Credit: Caroline Teo
STAG E 2 : CO LLE CT
The data collection stage is the core part of the research process.
There are three key steps to the data collection process: work to collate
secondary information, primary research (where relevant), and information
analysis. The extent to which you focus on one, two or all three of these steps,
will depend on your specific research context and purpose.
Two tools have been developed to help you undertake your research; these are
provided in Part C of this toolkit, with links provided below.
See
TO O L 7 . CO LL AT I N G SE CO NDA RY INFORMATION ON SOCIA L

IN T E G R AT I ON : DATA I N D E X
TO O L 8 . B UI LD I NG YO UR QU E STIONNA IRE FOR PRIMA RY

R E S E ARCH
Part B STAG E 2 : C OL L E CT Social Integration Measurement Toolkit 36

ST E P 2 . 1 COLL ATING SECONDA RY
I NFORMATION
Drawing together existing information to establish a good baseline

understanding of context and conditions is an important early step in the
collection stage.
Using secondary information can fulfil two purposes:
• Providing information on conditions / characteristics at a single point in

time (whether or not you to plan to supplement this with primary research)
• Providing a baseline position from which to track to change over time or
the impact of an initiative (again, whether or not you to plan to supplement
this with primary research).
In either case, research should include a review of all materials that you already
have, including:
• Information from government datasets

• Information held by the GLA or your Borough
• Information held within your organisation or by partner organisations.
An initial review of available data and information should have formed part of
your research planning process – including, where relevant, discussion with
key partners about the availability of any bespoke data which can be drawn
down or shared.
At this point in time all relevant data should be collated centrally to allow
interrogation and analysis.
In doing so, key consideration will need to include the geographic coverage
of the data, how up to date it is, how frequently it will be updated in the future
(in cases where you are tracking change), and the availability of information
for comparator areas to allow you to benchmark performance (this might be
similar local areas, your Borough, and / or London as a whole).
Make sure that you keep a clear record of your baseline research, clearly
documenting the information which has been collated, the time period / point
in time that it relates to, and any supporting notes or definitions needed to
support with potential future scrutiny / revisits.
Information on data sources which can help you with social integration
measurement is included within the Tools section of this Toolkit.

ST E P 2 . 2 UND E RTA KING PRIMA RY RE SE A RCH
In most instances – whether you are tracking change or measuring social

integration at a single point in time – this will form the most resource-intensive
part of the research process.
Key considerations in undertaking the research are set out below.
2 . 2 . 1 Tracking Change and Setting Goals
Social integration journeys are diverse and complex in nature. Different

individuals and groups have different trajectories, experiences, and
perceptions.
For this reason, the identified measures do not specify targets or timeframes
for when particular outcomes should be achieved and any target setting needs
to be considered very carefully.
That said, the measures are particularly valuable when used to measure
change and can be used to establish bespoke goals for your organisation or
project.
In these instances, you will need to think clearly about your theory of change
(please refer back to Tool 1): how your project or intervention is designed to
reach specific goals, and hence the outcome indicators which will be most
relevant in allowing you to track progress or performance.
Over time, progress against the goals can be measured and causal
relationships to be rethought where they are no longer supported by the
evidence.
Using the indicators in this way firstly requires the collection of baseline data
against which to measure changes. Further measurements should then be
taken at suitable points to capture changes.

2 . 2 . 2 Undertaking Primary Research
As noted previously, there are several different options for how primary
research is undertaken. These include:
Door to door Effective for reaching diverse and representative

surveys groups, but relatively resource intensive.
Street / locational More efficient than door to door, but harder to reach
surveys a representative sample.
Telephone Effective for large scale research but requires good

surveys contact database and challenges in ensuring data
quality.
Web surveys Resource efficient, but challenges in timeliness and

in ensuring representation and information quality.
Each method offers relative advantages and disadvantages in terms of

accessing participants, quality of information, and resource implications. You
will need to weigh these up carefully and consider which is most appropriate
for your specific research task.
Generally speaking, given the complex and often sensitive nature of social
integration topics, face to face research techniques are typically the best
option.
In instances where you are undertaking quantitative primary research, you will
need to continually refer back to your sample targets. In some cases you may
need to adjust your approach to respond to emerging gaps in the types and
numbers of people that you are engaging.

Community / Local Researchers
The practical approach to primary research will need to be tailored to

reflect the specific context of the study.
For smaller pieces of research, it may be easiest for structured

surveys to be undertaken by the core project team, as part of existing
engagement activities.
In other instances, however, there will be a need for larger scale field
work activity, and in these instances, you will need to consider how this
work will be resourced.
If additional research support is needed, the use of local researchers can

offer multiple benefits: both in terms of engaging with the community,
of local knowledge and networks, and of retaining value locally. From a
process perspective it can also be more efficient than procuring external
support.
It is important that researchers are engaged on a formal basis and

are provided with the training and support needed to support their
own learning and development while ensuring research standards are
maintained.
Beyond professional development, in all cases, community researchers

should be compensated for their time, ideally at or above the London
Living Wage.

2 . 2 . 3 Designing Primary Research: Quantitative Approaches (Surveys)
Structured surveys are likely to form a key part of your approach to capturing
quantitative information on social integration. The questionnaires that you
design will play an important role in determining the success of your primary
research.
Key considerations in designing your questionnaire include:
• Introducing the research: think carefully about what you can say or write
upfront to make sure people can follow and understand the survey. The way
you introduce the survey will play a key role in making respondents feel
comfortable and well informed
• Audience and Language: Once you’ve worked out what questions you
want to ask, think about how you want to phrase them. You could try more
creative ways to present them for different groups. Some people may need
help with some words – for example, if English isn’t their first language or if
some words mean different things for them. You don’t always need to use
social integration ‘language’ to communicate with your participants, even if
this is how you will be thinking about or reporting the findings yourself
• Longitudinal research: questionnaires offer the advantage that they can
be repeated at different times to show trends and patterns in results. Take
this into account in designing your survey, asking questions in a format,
language and tone which have future repetition in mind
• Answer scales: think carefully about the best scales to use within your
questions. For example, is a number scale the best option for your
audience? While commonly used, some people may be unfamiliar or
struggle with using numbers to explain how they feel. You can teach them
how; but you need to do that before you ask the questions, and it could be
time-consuming and complicated
• Bringing in other measures: in many cases, social integration may only
form part of your survey. You will need to think carefully about what other
information you want to collect to help design a balanced survey. This
may include wider socio-demographic information which allows you to
explore, for example, how social integration varies among your target group
according to gender, age, ethnicity, working status, post code etc. You will
need to think about what you want to know and how you will analyse your
data, and ask the relevant additional questions
• Allowing for comparison: benchmarking of performance can play an
important role in helping to analyse and interpret findings, helping you to
understand the difference between your study area / object wider areas.
Take time to design questions to be consistent with existing available data
/ surveys so findings can be compared reliably to national / regional / other
local figures.

As noted previously, it is important that your survey design builds in the need
for informed consent from respondents. Please refer to the Further Reading
section of this toolkit for more information on this.
Further guidance on designing questionnaires for Social Integration Research

is provided within the tools section of this toolkit.
2 . 2 . 4 Designing Primary Research: Qualitative Approaches
Beyond structured surveys, there are a range of other ways of gathering

information on social integration .
These include:
• research interviews
• discussion groups and focus groups
• community consultation events
• research diaries (where people write down their feelings, behaviours and
activities over a set timeframe).
Depending on when they are scheduled within your research process, they can
play an important role in helping you to access new audiences and, potentially,
survey participants.
They can also help add much greater depth to your research process. Most
of these wider methods provide information in the form of words (qualitative
data) which can be used alongside questionnaire data to help explore findings
in more detail.
2 . 2 . 5 Standards of Evidence
Standards of evidence are important but often overlooked. They provide

structure and scale which can help partners think about the difference they are
making.
In the case of social integration, they can provide the basis for understanding
change over time (where relevant), but also for understanding how partners
can make the most difference.
Nesta and the Alliance for Useful Evidence have identified five levels of
evidence which enable those seeking to measure their impact to assess the
strength of the data they collect.

The levels range from one, where partners can make informed observations
of positive impact, through to five, where they can provide definitive evidence
that an innovation or action can be replicated and scaled elsewhere. The key
challenge for most projects is moving beyond level two where you would
normally require an external control group to show progress or impact.
It is important to note that these (and other) standards of evidence are not
a test. In some cases (particularly where projects are small) it is perfectly
reasonable to operate at level one, taking time to reflect and make
observational judgments.
However, if projects are actively seeking to pilot innovative activity to scale up

for the benefit of the city, evidence collection and insight should reflect this
and seek to make a more rigorous assessment of change.
In developing strategies for evidence, insights and reflection, partners need to

be honest about the level of evidence that can be gathered. The temptation,
understandably, can be to reach for the highest possible impact figure,
when better more accurate evidence could be of more value to inform future
intervention and lead to better policy.
Figure 8: Five levels of evidence Level 1

identified by Nesta and the Alliance You can describe what you do
for Useful Evidence and why it matters, logically
coherently and convincingly
Level 3 Level 2
You can demonstrate causality You capture data that shows
using a control or comparison positive change, but you cannot
group confirm you caused this
Level 4 Level 5
You have one + independent You have manuals, systems and
replication evaluations that procedures to ensure consistent
confirms the conclusions replication and positive impact

ST EP 2.3 A NA LYSIS
The analysis step will allow you to make judgements on the breadth and
coverage of the research, the quality of the information, and the insights that it
provides.
Key considerations in undertaking analysis include:
• Reliability: if you have undertaken quantitative primary research, revisit

your initial sampling targets and check the extent to which it reflects
population characteristics. Are any caveats within the analysis required to
reflect smaller gaps?
• Data coverage and quality: how strong is the coverage of the data you have
collected against the selected measures. Are there certain measures where
the data collected is not complete or reliable enough to report on?
• Quantitative and qualitative forms of analysis: in many cases, your research

will have provided a mix of quantitative and qualitative analysis. Where
the research allows for quantitative analysis, always bear in mind, and
reference the sample that you are working with. For qualitative insights,
explore different ways in which these can be ‘coded’ to allow common
messages to be drawn through. Consider how numbers (quantitative data)
and descriptions or narrative (qualitative data) can be combined for a better
picture of what is happening. Similarly, consider how different perspectives
– subjective (e.g. people’s perceptions and opinions) and objective can be
combined to tell a story.
• Demographic analysis: where the sample allows, explore whether you

can disaggregate the data you have collected by meaningful identity /
demographic markers to ensure that social integration is understood in
deeper granularity. In doing so, make sure that all analysis conforms with
the consent you have received from your respondents (usually this will
mean ensuring all analysis is anonymised).
• Change analysis: where social integration data aims to capture change

over time, recognise that the measures chosen will only reflect a small part
of the true, ‘messy’ reality of change in people’s lives. Be realistic in the
depth of understanding you can hope to achieve, aiming to understand:
overall scores / performance in context (are they generally high or low), the
direction of social integration change (getting better or getting worse over
time), and the magnitude of change (a big change or a small change over
time).

Across the analysis of information, it is imperative that the integrity and
confidentially of the information that you have collected remains at the fore.
Ensure you have a robust plan in place for how you manage and store the
information, who has access to it, and how you use and report on it. This must
align fully with the wording used on your questionnaires and engagement
tools regarding the use of personal data and information.
Again, please refer to the Further Reading section of this toolkit for more
information on matters of data confidentiality and security.

Vaisakhi 2018. Credit: Caroline Teo
STAG E 3 : RE FLE CT
Reporting and feeding back your research should be viewed as a central part
of the research process.
Having collected and analysed your information, you should be able to return
to the purpose that you identified at the outset, and report back to your
partners with clarity and honesty.
Ideally this should include an interim feedback phase: if surveys or focus

groups have taken place, go back and discuss initial findings, including how
the community / place / project is being represented, the conclusions that are
being drawn, and the implications and what should happen next.
It is important that adequate resource is set aside to enable a thorough

and robust reporting process, which does justice to the time that you, your
partners and your participants have contributed.
Three tools have been developed to help you report on your research; these
are provided in Part C of this toolkit, with links provided below.
See
TO O L 9 . W RI T I N G YOUR PL ACE FOC U SE D RE SE A RC H RE PORT:

T E M P L ATE
TO O L 1 0 . W RI T I N G YOUR E VA LUATION RE PORT: TE MPL ATE
TO O L 1 1 . W RI T I N G CASE STU DIE S: TE MPL ATE
Part B STAG E 3 : RE F L E CT Social Integration Measurement Toolkit 47

ST E P 3 . 1 DR AW CONC LU SIONS
As noted previously, social integration is a complex area, and it is likely that the
information you have gathered will be multi-layered and multifaceted.
However, where possible, it is important to try to distil clear and simple

messages from the analysis you have undertaken which can be communicated
to your different partners and audiences.
Returning to the research questions that you posed at the outset provides a
clear framework via which to draw these conclusions.
Key considerations should include:
• Are the results surprising in any way? Do they show you what you expected
to see? Did you expect results to be different? If there weren’t surprises,
what did you know in advance that allowed you to be accurate in expecting
what the analysis would show?
• Can you see patterns within the overall results? Did some questions
produce answers which were not in line with the others? Why? Did some
types or groups of people answer questions very differently than other
types or groups? Why?
• Where relevant, how did results change over time? Why do you think this is
the case? Did they change for some people and not others?
• How does your sample compare with wider averages (where information for
comparators is available)? If there are differences, how significant are these
and what might explain them?
While it is important to draw conclusions, always bear in mind the size of your
sample and the reliability of the data; where there is uncertainty or lack of
clarity, be honest about this.

ST E P 3.2 FE E D BACK
Measuring social integration is of greater benefit if you share the results with
your audiences. In this way, the research will provide value far beyond the
direct needs and purpose of your organisations.
Begin by considering the audiences you would like to share your findings with.
The list will vary from one context to the next, but may include: local residents,
service users, community and voluntary groups, local statutory organisations,
funding bodies.
As noted previously, depending on the scale of the research and resource

available, you should consider multiple feedback steps along the way: this
might include interim updates on research progress or emerging findings and
conclusions.
How you share your findings will depend on your specific context, but options
could include:
• Using existing newsletters, mailouts and media channels to share findings

to those who participated or were contacted
• Writing blogs on your website, or disseminating ‘findings snapshots’ via
social media
• Developing short case studies which summarise the findings for certain
groups or individuals (where permissions allow)
• Creating short videos to tell the story of your research, your participants,
and your findings
• Distributing a short report to local residents / local media / local agencies
• Presenting at events or meetings
• More formal methods of reporting to funders (e.g. evaluation reports or
funding bids).
No matter who you are sharing information with, or in what context, always
consider the relative interests and needs of different audiences and consider
tailoring your communications to reflect these.
Generally speaking, messaging should aim to be concise, balanced, and

honest. It should also be written in a way which is easily accessible, and ideally
jargon free.
Think carefully about what information is relevant, and which messages are
most compelling. Returning to your key research questions can help to focus
the messages and avoid any risk of information or data overload.

ST E P 3 . 3 LE A RN A ND A DA PT
Finally, make sure that you set aside adequate time to use the findings to
inform the future work of you and your partners.
Use the conclusions you have drawn and the underpinning information to
identify the key lessons learnt from the research, the implications for future
delivery or engagement activities, and any additional / future research needed.
Use the data you have gathered to underpin decision making.
Where you can, share findings with your partners (and ideally more widely) to
help ensure that your research delivers value above and beyond that delivered
directly to your organisation.

Africa on the Square. Credit: Eleanor Bentall
F U RT H E R RE SE ARCH TI PS
AN D RE AD I NG
TE N OVE R ARCH ING TIPS FOR PL A NNING A ND
D E LI VE RING YOU R RE SE A RC H
1. Make sure you have a clear research objective / purpose in mind from the
outset and use this to define an agreed set of research questions.
2. Select only the social integration measures which are relevant to your
research questions: as many or as few measures as you feel comfortable
with.
3. Identify what is already known about your question(s): work with your
partners to help scope the research and collate baseline information.
4. If new research is needed, ensure that the scale of primary research is

proportionate to your context and resource.
5. Consider if participatory research approaches are appropriate to help

secure buy-in and embed research locally.
6. Be clear and open about how data and information is being used from the
outset, ensuring alignment with all rules and regulations regarding sharing
and confidentiality.
7. Make sure you are balanced in reporting and honest about any gaps or
weaknesses in the information collected.
8. Identify clear conclusions and lessons to inform future delivery.
9. Where appropriate share your findings beyond your networks to multiply

the value added of the research.
10. Adapt the language of your communications & research to ensure it is

appropriate to your participants.

FURT H E R TI PS TO HE L P YOU TA ILOR
YOU R RE SE A RC H
The Social Integration Measures have been designed to have pan-London

relevance: in terms of the types of research they are used for, the context to
which they apply, and the types of organisations to which they are relevant.
The diversity of contexts means that there is no single approach or

methodology for the measurement of social integration. In each instance, you
will need to tailor the research to the specific needs of your organisation /
project, and to the nuances of your place or community.
Tool 12 identifies three ‘filters’ and supporting questions to help you tailor and
plan your research:
• What is your research purpose?

• What is your research focus?
• What type of organisation are you?
See
TO O L 1 2 . TAI LO RI NG YO UR RE SE A RCH TO YOU R C ONTE XT:

Q U E ST I O NS TO CON SI D E R

FRE Q UE NTLY ASKE D QU E STIONS
1. Do I need to gather information against all social integration measures?

No. Select as many measures as you feel comfortable with. The number you
select should reflect the overall purpose of your research and the resource
you have available to undertake the research.
2. Are some social integration measures more important than others?

No. There is deliberately no hierarchy within the measures as each research
context will be very different. Where possible, you should aim to collect
information across a balance of social integration domains and themes – but
this is not imperative.
3. Can I use the social integration measures alongside a wider set of

measures? Yes. The social integration measures can be used either on their
own, or as part of a wider piece of research. They are designed to be used as
flexibly as possible to support research in different contexts. In many cases,
there will be value in collecting a more holistic set of information.
4. Can I adapt the GLA social integration ‘language’ to suit my context?

Yes. While we want to maintain as much consistency in measurement as
possible, it is fine to adapt language where necessary within surveys and
reporting to best fit your context and audience. Make sure you keep a track on
any changes made, so that any possible discrepancies are understood.
5. Is there any support available to help me measuring social integration?

Yes. This toolkit aims to act as an overarching guidance and signposting
document to support your work. Please contact:
socialevidence@london.gov.uk at the GLA if you have any specific questions
about the content of the guidance or the social integration measures
themselves.

FURTHE R RE A DING
This toolkit introduces the overall process which can be used to understand
social integration.
The Mayor’s All of Us Social Integration Strategy and 2020 Social Integration
Snapshot provide a useful starting point in helping you to define and plan your
research. Similarly, the GLA’s database of social integration intelligence provides
useful baseline intelligence to help you conceptualise and frame your work.
At a more practical level, the London Prosperity Board’s 2019 research report
provides inspiration for planning and delivering hyper-local research within
London’s neighbourhoods.
Aside from this, there are many wider external resources available which will
support your work. These are referred to where relevant throughout this toolkit
and include:
Guidance on Collecting Good Information
The National Centre for Research Methods, is a good starting point for
information on social research, providing a range of tools and guidance
documents on approaches to quantitative and qualitative research.
Nesta and the Alliance for Useful Information have developed a range of
guides and tools to help you plan, deliver and analyse your research. Good
starting points include the ‘DIY Toolkit’, which includes a range of tools and
‘canvases’, and ‘Using Research Evidence: A Practice Guide’, which provides
more in-depth information on different approaches to undertaking research.
What Works Centre for Local Economic Growth: a research body established
by government to support local economic development provides a wide library
of resources, including a series of blogs on how to undertake good evaluation
and wider resources on how to evaluate projects across a range of policy
areas
Similarly, the What Works Centre for Wellbeing provides a range of

guidance documents, including a summary of approaches to measuring and
understanding wellbeing in different contexts.
At a more practical level, the Scottish Government’ Social Researchers’

Method Guides provides short introductions to some of the most common
methods used in social science research.

UK Data Service provide information on securing ‘informed consent’ for your
surveys here: UK Data Service. They also provide a helpful guide of how GDPR
regulations can be applied to research here: UK Data Service » Data protection
in research.
Guidance on Undertaking Evaluation
Magenta Book: central government guidance on designing and undertaking

evaluation. Chapter 4 onwards refers to best practice for conducting the
evaluation process.
Magenta Book supplementary guidance: Quality in qualitative evaluation –

central government guidance on assessing qualitative research evidence for
evaluation. It was developed with particular reference to evaluations of social
policy and programmes.

Dalston Kingsland station and Ridley Road market. Credit: Eleanor Bentall
PA RT C
TO O L S TO
SU P PO RT
SO C IAL
I NT E G R AT IO N
M E ASU R E M E N T
Twelve practical tools have been developed to support with the social
integration measurement process. These are designed to be used alongside
the guidance provided in Part B of this toolkit.
For further information on how to undertake social research, please refer to

the Further Reading links on p52. The National Centre for Research Methods,
is a particularly valuable resources, providing a range of tools and guidance
documents on approaches to quantitative and qualitative research.
TO O L 1 . D E VE LOPI N G YOU R THEORY OF CHA NGE : CA NVAS
A template to help you develop a bespoke theory of change (where relevant)
TO O L 2 . D E FI N I NG YO UR RE SE A RC H QU E STIONS: CA NVAS
A template to help you define your research questions
TO O L 3 . SE LE CTI N G YOUR ME ASU RE S 1: F U L L INDE X OF

SO C IA L I NTE G R AT I ON M E ASU RE S
An index of Social Integration Measures, information sources and

research questions
TO O L 4 . SE LE CTI N G YOUR ME ASU RE S 2: SOC IA L INTEGR ATION

M E AS U RE D E CI SI O N T RE E
A tool to help you identify a bespoke basket of Social Integration Measures
TO O L 5 . D E CI D I N G O N YOU R RE SE A RC H A PPROACH
(Q UAN T I TAT I VE AN D Q UALITATIV E )
A tool to help you compare and decide on quantitative and qualitative

research approaches
TO O L 6 . FI NALI SI N G YOUR RE SE A RCH STR ATEGY: TE MPL ATE
A template to help you plan your measurement process
Part C STAG E 1 : P L AN . TO O LS Social Integration Measurement Toolkit 59

TO O L 7 . B UI LD I N G YOUR QU E STIONNA IRE FOR PRIMA RY
R E S E ARCH
A collated list of possible sources for collecting information from

secondary datasets
TO O L 8 . B UI LD I N G YOUR QU E STIONNA IRE FOR PRIMA RY

R E S E ARCH
A template to help you develop a social integration questionnaire
TO O L 9 . W RI T I N G YOUR PL ACE FOC U SE D RE SE A RC H RE PORT:

T E M P L ATE
A template to help you report findings of area-focused research
TO O L 1 0 . W RI T I N G YOUR E VA LUATION RE PORT: TE MPL ATE
A template to help you plan project evaluation reports
TO O L 1 1 . W RI T I N G CASE STU DIE S: TE MPL ATE
A template to help you develop case studies
TO O L 1 2 . TAI LO RI NG YO UR RE SE A RCH TO YOU R CONTE XT:

Q U E ST I O NS TO CON SI D E R
A series of filters and questions to help you tailor you research to your
specific organisational and thematic context

TO O L 1 .
DE VE LO P I NG YO UR T H E ORY OF CHA NGE : CA NVAS
A theory of change explains how an organisation or initiative has an impact

on its beneficiaries. It outlines all the things that a programme does for of
its beneficiaries, the ultimate impact that it aims to have on them, and all the
separate outcomes that lead or contribute to that impact.
In the context of understanding the impact of investment or initiatives on

social integration, it can help you clearly identify the key things that you want
to understand and measure.
Nesta has developed detailed guidance on developing theory of change,

including the standard template provided overleaf. Further information on
the process of developing your theory of change is provided by Nesta here:
https://diytoolkit.org/media/Theory-of-Change-Size-A4.pdf

TO O L 1 .
DE VE LO P I NG YO UR T H E ORY OF CHA NGE : CA NVAS
What is the problem you are trying to solve?
Who is your audience?
How do you reach and engage with your audience?
What are the steps needed to bring about change?
What are the measurable effects of your work?
What are the wider benefits of your work?
What is the long-term change you see as your goal?
Source: template by Nesta

TO O L 2 .
DE F IN IN G YO UR RE SE ARCH QU E STIONS: CA NVAS
Identifying a clear set of questions to frame your research will help you to
develop your approach, maintain focus throughout the research process, and
structure your analysis and reporting.
The ‘canvas’ below aims to help you summarise the context that you are
working within, and, from this, to define the focus of your research.
Local Remit Local Audience

What is your organisation What are the places and who are
or initiative trying to achieve? the groups you seek to engage?
Research Focus
What are the most important
questions you want your
research to answer (identify no
more than 5)?
Change Characteristics
if relevant what What
long-term characteristics
difference do you do you want to
want / expect to understand?
see?

TO O L 3 .
S E L E CT ING YOUR M E ASURE S 1: FU L L INDE X OF SOCIA L
IN T EG R ATI ON M E ASURE S
The full list of Social Integration Measures is provided in the table overleaf,
with links to possible data sources (where relevant) and sample survey
questions.
The survey questions are quantitative with answers and are largely scored on a
standard likert or binary scale (see summary tables below).
Further detail on the measures can be accessed from the GLA via the following
link: https://data.london.gov.uk/dataset/social-integration-headline-measures
The spreadsheet contains the full list of measures and definitions and baseline
data for each measure for London, drawing on government datasets, and the
result of the survey of Londoners.
Survey Response: Likert Scale
Agreement Frequency Proportion
1 = Definitely disagree 1 = Never 1 = Not at all

2 = Tend to disagree 2 = Infrequent 2 = A little
3 = Tend to agree 3 = Often 3 = Somewhat
4 = Definitely disagree 4 = All the time 4 = A lot
Survey Response: Binary Scale
Yes/No Agree/Disagree
1 = Yes 1 = Agree
2 = No 2 = Disagree

TO O L 3 .
Relationships
Theme Measure Existing Geography Standard survey question(s)
source coverage
Proportion of Survey of London What proportion of your friends: are of a

Diverse relationships
adults whose London- similar age as you/ are of the same ethnic
friends have the ers group as you / have a similar level of educa-
same character- tion as you / have similar incomes to you?
18-19
istics as them
(1.All similar 2.More than half 3.About half
4.Less than half)
Proportion of Survey of London As part of your wider social group (e.g. col-
adults reporting London- leagues at work, other parents at the school
positive fre- ers gate, neighbours you chat with regularly),
quent contact how often do you spend time with adults who
18-19
with people with are; much younger than you/much older than
different cha- you/of a different social class to you/of a
Social mixing
racteristics than different ethnicity to you?

them
(1.Never 2.Occasionally 3.Sometimes 4.Quite
a lot 5.All the time)
Would you say that this time is:

1.Very positive (only good experiences, they
are friendly to you) 2.Mostly positive 3.Neu-
tral 4.Mostly negative 5.Very negative (only
bad experiences, they are mean to you)
Proportion who MOPAC Local To what extent do you agree or disagree with
agree that this Public authority & the following: My local area is a place where
Neighbourhood
local area is a attitude above people from different backgrounds get on

cohesion
place where survey well together.

people from
(1.Definitely agree 2. Tend to agree 3. Tend to
different back-
disagree 4. Definitely agree)
grounds get on
well together
Proportion Survey London How strongly do you agree or disagree

reporting that, of Lon- with the following statement: Generally I
Helping neighbours/
generally, they doners borrow things and exchange favours with

Social trust
borrow things my neighbours (1.Definitely agree 2.Tend to

18-19
and exchange agree 3.Tend to disagree 4.Definitely agree)
favours with
their neigh-
bours

Relationships
Population MPS End Wards & N/A (covered by secondary data)
projections – of Year above
Could be completed by survey questions
hate crime per Crime
Hate crime
around crime perceptions and feeling of

1,000 people Sta-
safety
tistics
/ GLA
Mid-year
pop esti-
mates
Proportion of Survey London Please think about the people close to

people that of Lon- you such as your spouse/partner, immedi-
do not have doners ate family and friends. How much can you
Social isolation
a spouse or rely on them if you have a serious problem?

18-19
partner, family
(1.A lot 2.Somewhat 3.A little 4.Not at all
member or
5.I don’t have partner, immediate family and
friend to rely
friends)
on a lot if they
have a serious
problem
Proportion Survey London How often do you feel lonely?

Loneliness
who feel lonely of Lon-

(1.Often / always 2.Some of the time 3. Oc-
often / always doners
casionally 4.Hardly ever 5.Never)
18-19
Proportion Survey London Have you accessed any social messaging

accessing so- of Lon- sites or applications in the last 12 months
Use of digital
cial media and doners (e.g. Whatsapp, Skype, Facebook, Snap-

networks
messaging ac- shat)? Y/N

18-19
counts several
How often do you access sites or applica-
times a day
tions such as these (1.Several times a day
2.At least once a day 3.Once a week 4.Less
than that)
Ethnic compo- National Any N/A (covered by secondary data)

segregation
sition of chil- pupil da-

Childcare
dren by type tabase

of childcare
setting (entro-
py index)
Index of dis- National Any N/A (covered by secondary data)

similarity of pupil da-
segregation
Educational
pupils eligible tabase

for Free School
Meals (FSM)

TO O L 3 .
Participation
source coverage
Proportion who Taking London & We would like you think about the things
Participation in leisure activities
have partici- part sur- above you do nowadays. Please look at this list and
pated in leisure vey select which things you have done in the last
activities in the month:
(2019 -
last month, by
annual) 1. Spend time with friends/family 2.Go to
type of activity
pubs/bars/clubs 3.Watch TV 4.Go to parks
5.Play sports 6.Exercise 7.Go to cinema 8.At-
tend church/mosque/place of worship 9.Visit
museums/galleries 10.Go to theatre/music
concerts 11.Play video/computer games
12.Attend local community festivals and
events 13. None of these
Proportion of Taking London & In the last 12 months, have you done any
Volunteering
adults who have part sur- above voluntary work? Y/N

done any volun- vey
tary work in the
(2019 -
last 12 months
annual)
Proportion of Survey of Local In the last 12 months, have you given

adults who have London- authority & unpaid help to a person, such as a friend,
given unpaid ers 18-19 above a neighbour or anybody else who is not a
help to a person, (annual) family member? Y/N
Informal help
such as a friend,
a neighbour or
anybody else
who is not a
family member
in the last 12
months
Proportion of Electoral Parliamen- N/A (covered by secondary data)

eligible adults statistics tary con-
Could be completed by survey question on
aged 18 and for UK; stituency &
voter registration
Political participation
over who are mid-year above

registered for lo- pop esti-
cal elections mates

Participation
Proportion of Survey of London & Have you been involved in any of the follow-
adults who have London- above ing activities, in the last 12 months? Please
taken part in civ- ers 18-19 only include those activities that were unpaid
ic life in the last and select all that apply.
Civic participation
(annual)
12 months, by
1. Campaigning on behalf of a political party
type of activity
2. Trying to set up a new service/amenity for
local residents 3. Trying to stop something
else happening in your local area 4. Run-
ning local services on a voluntary basis (e.g.
childcare, youth services, parks, community
centres) 5.Organising a community event (e.g.
street party) 6. Another local issue (specify)
7. None of them
Proportion of Home N/A (covered by secondary data)

non-national Office Im-
Citizenship
Local Could be completed by survey question

population who migration
authority & around citizenship (e.g. if you are not a British
have attended Statistics
above citizen, how important is it to you to gain Brit-
a citizenship
ish citizenship? How difficult do you think it is
ceremony
for you to gain British citizenship?)

TO O L 3 .
Equality
source coverage
Inequalities in Popu- Local N/A (Covered by secondary data)

Employment rate gap
working-age lation authority &

employment survey above
rates by demo- (annual)
graphic profiles
(e.g. female
vs male, white
vs BAME, age
groups)
Gap between Popu- Local N/A (Covered by secondary data)

proportion lation authority &
Occupational
segregation
employed in survey above

high and low pay (annual)
occupations by
demographic
profiles
Average attain- GCSE and Local N/A (Covered by secondary data)

ment 9 score equivalent authority &
Educational attainment
gap between results above

free school meal
(FSM) and non-
FSM incl. pupil
characteristics
(ethnicity, first
language, spe-
cial education
needs)
Permanent Perma- Local N/A (Covered by secondary data)

and fixed-term nent and authority &
exclusions
School
school exclusion fixed above

rates period ex-
clusions
in England
Proportion of NEET Local N/A (Covered by secondary data)

young people statistics authority &
aged 18-24 not annual above
in education, brief
NEET
employment, or
training

Equality
Proportion of Survey of London In day-to-day life, how good are you at
those who speak London- speaking English when you need to? For ex-
a language other ers ample, have a conversation on the telephone
English language
than English or talk to a professional such as a teacher or

proficiency
at home who 18-19 (an- a doctor? 1. Very good 2. Good 3. Not very
report that their nual) good 4. Not good at all
language is not
very good or not
good when they
need to speak
English
Uptake of 3- and Childcare Local N/A (Covered by secondary data)

Early years
4- year-old free and early authority &

childcare
uptake
early education years above

entitlement statistics,
GLA pro-
jections
Proportion Survey of London In the last 12 months, do you feel that you
who have been London- have been treated unfairly by people, other
treated unfairly ers than your friends or family, for any of the rea-
Unfair treatment
by others in the sons below? Please select all that apply:

last 12 months 18-19 (an-
because one or nual) 1.Your age 2.Your sex 3.Your ethnicity 4.Your
several protect- religion 5.Your sexual orientation 6.Your social
ed characteris- class 7.Being or becoming a transsexual
tics or because person 8.Being married or in a civil partner-
of their social ship 9.Being pregnant or on maternity leave
class 10.Disability related reasons 11.Another rea-
son not listed 12.None of these reasons
Proportion House- Local N/A (Covered by secondary data)

of people in holds authority &
affordability
households below above

Housing
spending more average

than a third of income
their income on
housing

Equality
Proportion of Survey of London Thinking back to when you first moved into
private renters London- this household, why did your previous ten-
Insecurity of private-rented sector
who in their last ers ancy end? Please select all that apply:
tenancy were
asked to leave 18-19 (an- 1. I/we wanted to move because the accom-
by their land- nual) modation was in poor condition
accommodation
lord/agent, or 2. We wanted to move due to another reason

left due to rent 3. The landlord asked me/us to leave
increases, poor 4. Accommodation was tied to a job and the
conditions or job ended
because of a 5. By mutual agreement
poor relation- 6. The tenancy was for a fixed period
ship with their 7. Because of rent increases by the landlord
landlord/agent 8. Because of poor relationship with landlord
Not applicable – this is my/our first tenancy
Proportion of Family Local Do you [and your partner] have savings of

Financial resilience
people in fam- resource authority & at least £1,500? Y/N

ilies with less survey above
than £1,500 in (annual)
savings
Proportion with UK Con- London N/A (Covered by secondary data)

full Essential sumer and above
Digital skills
Could be completed by survey questions

Digital Skills for Digital
around use of digital devices and connectivity
Life Index
(e.g. How often do you go online?)
(quadren-
nial)

TO O L 3 .
Outcomes
source coverage
Proportion who Survey of London How strongly do you feel you belong to your
feel they belong London- local area? And London?
belonging
Feeling of
to their local ers

1. Very strongly 2. Fairly strongly 3. Not very
area / to London
18-19 (an- strongly 4. Not at all strongly
very strongly or
nual)
fairly strongly
Proportion who Family Local Overall, how satisfied are you with your life
well-being
Personal
reported a ‘High’ resource authority & nowadays?

or ‘Very high’ survey above
Scale: 0 (not at all satisfied) to 10 (completely
rating for life (annual)
satisfied)
satisfaction

TO O L 4 .
S E L E CT ING YOUR M E ASURE S 2: SOCIA L INTEGR ATION ME ASU RE
DE C IS IO N TRE E
Selecting a bespoke basket of Social Integration Measures is a key element of

the research design process.
You should aim to focus on those which are most relevant, important and
‘appropriate’ to your context or project, while also being realistic about your
resource and capacity (i.e. how many social integration measures can you
collect information for when set in the context of your wider research).
The accompanying Social Integration Measure Basket Builder Spreadsheet

Tool aims to help you define your basket of indicators, working though a set of
six logical ‘filters’. The filtration process is summarised in the diagram overleaf,
and will help you to swiftly move from the full set of 40 measures down to a
basket which suits your requirements.

TO O L 4 .
S E L E CT ING YOUR M E ASURE S 2: SOCIA L INTEGR ATION ME ASU RE
DE C IS IO N TRE E
Overall Research and Purpose Scope B. Selection of wider

measures if relevant to
your research
(e.g. economic, social envi-

A. Selection of social integration measures ronmental and commercial)
I NI T I A L F I LTE RI N G OF M E AS U RE S
Filter 1. Select all the measures

Relevance which are relevant to your
research context and
purpose
Filter 2. Of those remaining, F I LT E RI NG O F P RI MA RY RE SE A RC H

Identifying identify the measures ME ASURE S
existing which can be tracked /
information understood via existing Filter 4. How do the measures with
or secondary information. Importance partial / limited information
Add these to Basket 1. rank in importance
Filter 3. Will you need to Filter 5. Are there any measures

Need for undertake primary Appropriate which may be too sensitive
primary research to fill any gaps or difficult to cover within
research in information? your research
If Yes go to Filter 4. Filter 6. How many measures can

Scale and you realistically expect
If No go to Basket 1. Resource to cover within your
research
Filter 7. Using the above filters,

Priority what are the priority
Measures Social Integration
Measures you want to
cover.
Basket 1.
Final set of Social integration Measures
Basket 2.
Final set of research measures

TO O L 5 .
DE C IDIN G O N YOUR RE SE ARC H A PPROACH (QUA NTITATIV E A ND
Q UA L ITATI VE APPROACH E S)
The purpose of your research will dictate the balance you require between
quantitative or qualitative insights.
Tool 5 summarises the differences between the two, and implications for how
you plan and approach your research.

TO O L 5 .
DE C IDIN G O N YOUR RE SE ARC H A PPROACH (QUA NTITATIV E A ND
Q UA L ITATI VE APPROACH E S)
Quantitative Research Qualitative Research
What Uses numbers and statistics to Uses words and descriptions

measure how widespread certain to explore in detail the qualities
behaviours or conditions are of different behaviours and
experiences
How Focuses on measurable Focuses on exploring meanings,

comparisons - WHAT is happening motivations and reasons – HOW
in different places, across things happen, WHY they happen,
different groups and HOW they are understood by
the people they are happening to
Research Surveys, polls, questionnaires, Semi-structured interviews, focus

methods experiments groups, observation, ethnography
Sampling Typically larger numbers of Typically smaller numbers of

people (e.g. 100+); representative people; selecting information-rich
sampling methods to allow cases to explore meanings and
generalisation from the sample to behaviours in some depth
wider places or groups
Question Generally closed-ended and Generally open-ended

types standardised questions that allow questions designed to encourage
for comparison across groups or rich descriptions, stories and
places perceptions, often using semi-
structured discussion guides to
prompt responses
Analysis Statistical analysis Thematic, sentiment, content

methods analysis
Further Reading: The National Centre for Research Methods provides a range of tools and
guidance documents on approaches to quantitative and qualitative research approaches.

TO O L 6 .
F IN AL IS ING YO UR RE SE ARCH STR ATEGY: TE MPL ATE
The purpose of a research strategy is to support and simplify the process of

planning your research.
We have identified seven key areas of focus which act as a checklist, and
which taken together will to help you establish measures and clear evidence
collections processes.

TO O L 6 .
F IN AL IS ING YO UR RE SE ARCH STR ATEGY: TE MPL ATE
Part 1. Set out briefly the overall purpose and focus of the
Research research, and a set of specific research questions which
Purpose identify 3-5 Key areas of focus.
Part 2. Record the socio-demographic conditions your

Research research is responding to and where relevant, the local
Context strategic / policy context.
Part 3. Provide a clear mapping of the individuals, groups and

Research places which the research is targeting. This should
Targeting be as specific as possible, outlining boundaries and
populations where relevant.
Part 4. Identify the measures which you will use within your
Measures research - both social integration focused and any wider
measures you want to introduce. Where relevant, you
should include any baseline information which exists,
and set out any goals which you expect / hope to see /
achieve (and by when).
Part 5. Summarise how you will collect data to measure

Approach to performance against each of the measures, and to
Data Collection understand wider qualitative and strategic aspects of
relevance. This should include a detailed plan of the
approach to primary research.
Part 6. Set out the resources you will use to collect evidence,
Resources and focusing on the need for robust and timely reporting.
Practicalities
Part 7. Consider how you might track change in the longer

Future term, beyond the timeframes of the current piece of
Tracking research.

TO O L 7 .
C O L L AT ING SE CON DARY I NFORMATION ON SOCIA L INTEGR ATION:
DATA IN DE X
Secondary data and intelligence has an important role to play in:
• Helping you to plan your research and set your baseline by helping you
to understand the socio-demographic context of your local area or the
individuals / groups that you are working with
• Providing more focused intelligence for certain social integration measures
• Providing intelligence to help you benchmark and compare your social
integration intelligence to wider London averages.
Key data sets and sources are provided in the table; please also refer to the full
measures index (Tool 3) for a list of data sources for each measure.
Part C STAG E 2 : C OL L E CT. TO O LS Social Integration Measurement Toolkit 79

TO O L 7 .
C O L L AT ING SE CON DARY I NFORMATION ON SOCIA L INTEGR ATION:
DATA IN DE X
Collated London Wide Intelligence on Social Integration
London Social Integration Database: baseline data against all 40 social

integration measures for London, drawn from government datasets and
from primary research via the Survey of Londoners. Key considerations:
• Data is currently largely at either the London or Borough spatial scale

• There are plans to update the information annually
• There are plans to update the information to include more localised
intelligence as further information is collected and submitted.
https://data.london.gov.uk/dataset/social-integration-headline-measures
Understanding Your Area
Socio-demographic data portals / mappers: there are several data portals

and mapping tools which act as helpful resources as you undertake initial
research in your area. These cover a broad range of topics, and in many
cases provide up to date intelligence at ‘local’ geographic scales:
• NOMIS: The official ONS website for up-to-date demographic and

UK labour market statistics. Datasets are free and include the Annual
Population Survey, UK Business Counts, the Business Register and
Employment Survey, the Census etc. Data is available at different
geographical scales. https://www.nomisweb.co.uk/
• London Datastore: a free and open data-sharing portal for data relating
to London created by the GLA. Data covers a wide range of areas
including jobs and the economy, communities, and housing. You can
search for data by topic, geography, and publisher: https://data.london.
gov.uk/dataset
• London Datastore Ward / LSOA mapper: the London datastore also
provides a number of interactive data tools which allow local analysis
of baseline performance. The ward data mapper is available at https://
data.london.gov.uk/dataset/ward-profiles-and-atlas, and the LSOA data
mapper is available at https://data.london.gov.uk/dataset/lsoaatlas
• Consumer Research Data Centre Mapping: a free to use mapping
resource which collates government data across a range of themes
relevant to social integration at the hyper-local level. A useful tool in
helping you to familiarise yourself with your local context as you plan
your research: https://maps.cdrc.ac.uk/#/geodemographics/imde2019/
default/BTTTFFT/10/-0.1500/51.5200/

Key socio-demographic datasets: the portals on the previous page
typically collate data across a common set of socio-demographic datasets
which can help you understand your area. While the specific datasets
you use will depend on your local context and the specific focus of your
research, those which are most commonly used include:
• ONS Census: a broad range of intelligence on the local population

– covering overall demography and population density, labour
market characteristics (economic activity and skills), and lifestyle
characteristics (home tenure and living conditions). Data available to the
most local spatial scales and accurate. Now relatively out of date (2011
with results from the 2021 Census due from 2023) – but still useful in
helping to understand the overall character of an area. Access via NOMIS
here: https://www.nomisweb.co.uk/query/select/getdatasetbytheme.
asp?theme=75&subgrp=Key+Statistics
• ONS Annual Population Survey: up to date intelligence on key
demographic and labour market characteristics. Data only at Borough
level, and survey based so some caution needed in analysis. Access via
NOMIS here: https://www.nomisweb.co.uk/query/construct/summary.
asp?mode=construct&version=0&dataset=17
• Mid-Year Population Estimates: up to date estimates of the age profile
of the local population; data available at the most local spatial scale.
Access via NOMIS here: https://www.nomisweb.co.uk/query/construct/
summary.asp?mode=construct&version=0&dataset=2010
• Claimant Count: information on the number and rate of people claiming
benefits (Universal Credit and Job Seekers Allowance), by age and sex.
Data available monthly, and down to the smallest geographical scale.
Access via NOMIS here: https://www.nomisweb.co.uk/query/construct/
summary.asp?mode=construct&version=0&dataset=162
• Department for Education Schools Census: data on the characteristics
of pupils – including ethnicity, language spoken and eligibility for
free school meals. Data available annually, and at both the level of
the individual school and Borough. Access here: https://www.gov.
uk/government/statistics/schools-pupils-and-their-characteristics-
january-2019. The GLA’s London Schools Atlas is also very useful in
helping you to find your local schools and research key information on
pupil numbers and catchments.
• NHS Practice Profiles: up to data intelligence on health outcomes
for residents registered at GP Surgeries. Up to date intelligence, and
available at both the level of the individual school and Borough. Access
here: https://fingertips.phe.org.uk/profile/general-practice//page-
options/map-ao-4

Social Integration Data
The Survey of Londoners provides baseline findings for all Social

Integration Measures. Where response rates allowed, data is provided at the
level of the London Borough. Latest data is for 2018/19, and the GLA plans
to update the research periodically. Baseline data for the Social Integration
Measures can be accessed here https://data.london.gov.uk/dataset/social-
integration-headline-measures, with full research findings here: https://
data.london.gov.uk/dataset/survey-of-londoners-headline-findings
Relationships Theme. Key datasets include:
• MOPAC Public Attitude Survey: information on a range of themes

including neighbourhood cohesion. Survey takes place annual, with
information at the Borough level.
• Met Crime Data: information on recorded crime, with information
updated annually and available down to the neighbourhood level. Access
here: https://www.met.police.uk/sd/stats-and-data/met/crime-data-
dashboard/
• Department for Education Schools Census: data on the characteristics
of pupils – including ethnicity, language spoken and eligibility for
free school meals. Data available annually, and at both the level of
the individual school and Borough. Access here: https://www.gov.
uk/government/statistics/schools-pupils-and-their-characteristics-
january-2019
Participation Theme. Key datasets include:
• Taking part survey: annual survey by DCMS providing information

on participation in leisure activities. Data available annually but only
for London and above. Access here: https://www.gov.uk/government/
statistics/taking-part-201819-statistical-release
• Electoral statistics for UK: information on participation rates in
elections, available annually and for parliamentary constituencies.
Access here: https://www.ons.gov.uk/peoplepopulationandcommunity/
elections/electoralregistration/datasets/electoralstatisticsforuk
• Home Office Immigration Statistics: information on citizenship, with
quarterly information at Borough level and above. Access here: https://
www.gov.uk/government/collections/immigration-statistics-quarterly-
release

Equality Theme. Key datasets include:
• Annual Population Survey: information on employment rate

and occupation. Data only at Borough level, and survey based
so some caution needed in analysis. Access via NOMIS here:
https://www.nomisweb.co.uk/query/construct/summary.
asp?mode=construct&version=0&dataset=17
• DfE Compare Schools Service: information on local education
attainment. Data available at the school and Borough level and updated
annually. Access here: https://www.compare-school-performance.
service.gov.uk/?_ga=2.70775506.373662673.1588054764-
2146490879.1585642333
• Exclusion Statistics: government data on exclusion from schools.
Available annually and at the schools and Borough level from here:
https://www.gov.uk/government/publications/exclusions-statistics-guide
• NEET Statistics Annual Brief: information on those not in employment
education or training. Data for regions only, annually. Available here:
https://www.gov.uk/government/statistics/neet-statistics-annual-
brief-2019
• Childcare and early years statistics: take up of childcare places.
Data available annually at the Borough level here: https://www.gov.uk/
government/collections/statistics-childcare-and-early-years
• Households below average income: government data available for the
UK annually, accessed here: https://www.gov.uk/government/statistics/
households-below-average-income-199495-to-201819

TO O L 8 .
B U IL DIN G YOUR QUE STI ON NA IRE FOR PRIMA RY RE SE A RCH
This questionnaire template has been designed to allow users to select the
questions that are most relevant for their research purpose.
Questions marked with an asterisk* correspond to the social integration

measures.
The template is intended for guidance only.
Additional sections and questions can be added to this questionnaire,

depending on your research subject and purpose.
Some relevant questions from this template could also be incorporated into
any existing questionnaire you might already use.
Key considerations when designing a survey Usage Example

template
As a follow-on from ‘If answering yes to
The survey is to collect information that will
closed questions, question 7, please
answer a specific research question or set of
to develop a more provide the reason for
questions. The first consideration in designing a
detailed response this’
survey is to define the objectives of the survey in
the context of these questions. To find out more Why is that important
By conducting a social survey and beyond about a person, their to you?
the collection of data on social integration, a thoughts, needs,
large amount of data can be collected on the problems, etc.
characteristics of a local area or a specific To get people to What effect does this
community/group (e.g. demography, socio- realise the extent of have on your family
economic). their problems. life?
Collecting this information is key and will help
To get people to How has this made a
in getting the context and analysis right as
reflect on the impact difference to you?
well as allow for comparison between different
of something or
demographic and social-economic groups (e.g.
some change.
economically inactive and older groups tend
to be more involved in their local area through
volunteering than younger groups).
A social survey will be more focused on qualitative

findings, recording peoples’ opinions and
perceptions, and therefore open questions can
be used where respondents can give their own
responses to a set question. Open questions will
begin with what, why, how, or describe, to elicit
rich qualitative information.

SECTI ON 1: R E L ATI ON S H I P S & W E L L BE I NG
Social Integration Coverage: Relationships Pillar 1.3.1 As part of your wider social group, how often
do you spend time with adults who are; 1. much
S E CT I O N NOTE S younger than you/ 2. much older than you/ 3. of a
In this section, additional questions could be different social class to you/ 4. of a different ethnic-
added depending on your research purpose. For ity to you?*R
example, if you are investigating the health or 1.Never
well-being of a community or group, you could add 2.Occasionally
questions around loneliness (e.g. How often, if at 3.Sometimes
all are you in face-to-face contact with 1. Family 4.Quite a lot
members / 2. Friends you do not live with?). 5.All the time
If you are more interested in digital uses, you 1.3.2 Would you say that it is:*R
could ask how people are using internet for (e.g. 1. Very positive (for example, only good experiences,
access council services, find what to do in my they are friendly to you)
local area, connect with friends etc.) 2. Mostly positive
3. Neutral
E X A M PL E CON TE N T 4. Mostly negative
Now some questions about your friends, family 5. Very negative (for example, only bad experiences,
and other people you meet in your local area or they are mean to you)
London.
1.4 How often, if at all, are you in face-to-face
1.1 What proportion of your friends 1. are of a contact with 1. family members/ 2. friends you
similar age as you/ 2. are of the same ethnic as do not live with?
you/ 3. have similar incomes to you?*R 1. At least once a day
1. All similar 2. 4-6 times a week
2. More than half 3. 2-3 times a week
3. About half 4. Around once a week
4. Less than half 5. Around once a fortnight
5. I don’t have any friends 6. Around once a month
7. Less than once a month
1.2 Now please think about the people close to 8. Never
you such as your spouse or partner, immediate
family, and friends. How much can you rely on 1.5. How strongly do you agree or disagree
them if you have a serious problem?*R with the following statement: Generally, I
1 A lot borrow things and exchange favours with my
2 Somewhat neighbours. *R
3 A little 1. Definitely agree
4 Not at all 2. Tend to agree
3. Tend to disagree
In the previous set of questions we asked about 4. Definitely disagree
the people closest to you, such as your immediate
family and friends. Now we would like you to think 1.6.1 Have you accessed any social messaging
more broadly about your wider social group – the sites or applications in the last 12 months (e.g.
different people you spend time with in other Whatsapp, Skype, Facebook, Snapshat)?
situations e.g. colleagues at work, other parents 1. Yes
at the school gate, neighbours you chat with 2. No
regularly etc.
1.6.2 How often do you access sites or
applications such as these
1.Several times a day
2.At least once a day
3.Once a week
4.Less than that
The next questions ask about your feelings on

aspects of your life. They are included to help 1.8. To what extent do you agree or disagree
measure people’s wellbeing and the information that this local area is a place where people from
produced will not identify you or anyone in your different backgrounds get on well together?*R
household. 1. Definitely agree
2. Tend to agree
1.7. How often do you feel lonely?*R 3. Tend to disagree
1. Often/always 4. Definitely disagree
2. Some of the time
3. Occasionally
4. Hardly ever
5. Never
SECTI ON 2: B E I N G PART OF YOU R C OM MUNI T Y
Social Integration Coverage: Participation Pillar 2.3 We would now like you to think about the
things you do nowadays. Please look at this list
S E CT I O N NOTE S and select which things you have done in the
The government Community Life Survey is held last month. Please select all that apply*P
annually to track trends and developments in 1. Spend time with friends/family
areas such as volunteering, charitable giving, local 2. Go to pubs/bars/clubs
action and networks and wellbeing. 3. Watch TV
4. Go to parks
While the data cannot be aggregated at a very 5. Play sport
local level, using some of the Community Life 6. Exercise
Survey questions in your questionnaire can be 7. Go to cinema
useful for comparing your findings with findings at 8. Attend church / mosque / place of worship
a regional and national level. https://www.gov.uk/ 9. Visit museums / galleries
government/collections/community-life-survey 10. Go to theatre / music concerts
11. Play video / computer games
E X A M PL E CON TE N T 12. Attend local community festivals and events
Firstly, we’d like to ask some questions about your 13. None of these
experience of living in your local area. Please think
of the area within 15- 20 minutes walking distance The next set of questions are about any unpaid
from your home. help and work you may have done.
2.1 How long have you lived in your local area? 2.4 In the last 12 months, have you given any
1. Less than 1 year unpaid help to a person, such as a friend, a
2. 1 year or more, but less than 2 years neighbour or anybody else who is not a family
3. 2 years or more, but less than 5 years member?*P
4. 5 years or more, but less than 10 years 1. Yes
5. 10 years or more 2. No
2.2. Do you think that over the past two years 2.5 In the last 12 months, have you done any
your area has ...? forms of voluntary work ?*P
1. Got better to live in 1. Yes
2. Got worse to live in 2. No
3. Not changed much (hasn’t got better or worse)
4. Have not lived here long enough to say

2.6 Have you been involved in any of the 2.7 How strongly do you feel you belong to your
following activities, in the last 12 months? local area? *O
Please only include those activities that were 1. Very strongly
unpaid. Please don’t include anything where 2. Fairly strongly
you signed a petition but took no further action. 3. Not very strongly
Please select all that apply.*P 4. Not at all strongly
1. Campaigning on behalf of a political party
2. Trying to set up a new service/amenity for local
residents
3. Trying to stop something else happening in your
local area
4. Running local services on a voluntary basis
(e.g. childcare, youth services, parks, community
centres)
5. Organising a community event (e.g. street party)
6. Another local issue (specify)
7. None of these
SECTI ON 3: YOU RS E L F
Social Integration Coverage: Equality and E X A MP L E C O NT E NT

Outcome 2 Now, some questions about you.
S E CT I O N NOTE S 3.1 How would you classify yourself?

When designing a survey, the research needs to 1. Man
assess who to survey and how to breakdown overall 2. Woman
survey response data into meaningful groups of 3. Transman
respondents. Both assessments are based on 4. Transwoman
demographic/socio-economic considerations so 5. Non binary/ Genderqueer/ Agender/ Gender
collecting these data is key. Fluid/ Intersex
However, asking too many questions can backfire. 3.2 What was your age at your last birthday?
Some respondents may become concerned or 16…99
aggravated by having to answer a large number of
demographic questions. 3.3 What is your nationality?
List
Additionally, they may feel that they will
compromise their confidentiality, and others may 3.4 Which country you were born in?
perceive the questions as an invasion of privacy. List
Thoroughly review all survey questions during the
design process. Decide which guest demographics 3.5 Which language do you speak most often at
are the most critical to your study. home?
1. English
For questions on financial resilience (5.11, 5.12 2. Other language:……
and 5.13), the Financial Life Survey (FCA) is held
biennially to track UK adults needs and experiences 3.6 In day-to-day life, how good are you at
with financial services and their financial situation. speaking English when you need to? For
example to have a conversation on the
While the data cannot be aggregated at a very local telephone or talk to a professional such as a
level, using some of Financial Life Survey questions teacher or a doctor?*E
in your questionnaire can be useful for comparing 1. Very good
your findings with findings at national level. 2. Fairly good
https://www.fca.org.uk/publications/research/ 3. Not very good
understanding-financial-lives-uk-adults 4. Not at all good

3.7 Are you a British citizen? printer – tool maker – electrician – gardener – train
1. Yes driver
2. No 5. Semi-routine manual and service occupations
such as: postal worker – machine operative –
3.8 What is your highest level of educational security guard – caretaker – farm worker – catering
attainment? Please look down the list of assistant – receptionist – sales assistant
qualifications and select the first one you come 6. Routine manual and service occupations such
to that you have passed. If your qualifications as: HGV driver – van driver – cleaner – porter –
were attained overseas, then we are interested to packer – sewing machinist – messenger – labourer
know what the equivalent qualification is in this – waiter / waitress – bar staff
country.*E 7. Middle or junior managers such as: office
1. University Degree (Bachelor degree) or higher manager – retail manager – bank manager
2. A-levels, or equivalent – restaurant manager – warehouse manager –
3. Trade apprenticeships publican
4. O level/GCSE grades A*-C / 4-9, or equivalent 8. Traditional professional occupations such
5. O level/GCSE grades D-G / 1-3, or equivalent as: accountant – solicitor – medical practitioner –
6. Other – please specify scientist – civil/mechanical engineer
7. No qualifications
3.11 Which of the following best describes your
3.9 What is your current working status? Please home?
select your main status. 1. Being bought on a mortgage
1. Working full-time 2. Owned outright by household
2. Working part-time 3. Rented from Local Authority
3. Unemployed 4. Rented from Housing Association / Trust
4. Not working – retired 5. Rented from private landlord
5. Not working – looking after house/children 6. Other - please specify
6. Not working – long term sick or disabled
7. Student (either full or part time) 3.12 Thinking back to when you first moved into
8. Other this household, why did your previous tenancy
end? Please select all that apply *E
3.10 If you work, do you work as an employee or 1. I/we wanted to move because the
are you self-employed? accommodation was in poor condition
1. Employee 2. I/we wanted to move due to another reason
2. Self-employed with employees 3. The landlord/agent asked me/us to leave
3. Self-employed / freelance without employees 4. Accommodation was tied to a job and the job
ended
3.10 If you work, which of the following best 5. By mutual agreement
describes the sort of work you do in your 6. The tenancy was for a fixed period
current job? If you are not working now, please 7. Because of rent increases by the landlord
select which best described what you did in your 8. Because of poor relationship with landlord
last job. 9. Not applicable – this is my/our first tenancy
1. Modern professional occupations such as:
teacher - nurse - physiotherapist - social worker 3.13 Do you [and your partner] have savings of
- welfare officer - artist - musician - police officer at least £1,500? *E
(sergeant or above) - software designer 1. Yes
2. Clerical and intermediate occupations such 2. No
as: secretary – personal assistant – clerical worker
– office clerk – call centre agent – nursing auxiliary
– nursery nurse
3. Senior managers or administrators (usually
responsible for planning, organising and co-
ordinating work, and for finance) such as: finance
manager – chief executive
4. Technical and craft occupations such as:
motor mechanic – fitter – inspector – plumber –

3.14 What is your ethnic group? Choose one 3.18 In the last 12 months, do you feel that you
option that best describes your ethnic group or have been treated unfairly by people other than
background. White your friends or family, for any of the reasons
1. English / Welsh / Scottish / Northern Irish / below? Please select all that apply*E
British 1. Your age
2. Irish 2. Your sex
3. Gypsy or Irish Traveller 3. Your ethnicity
4. Any other White background, please describe 4. Your religion
Mixed / Multiple ethnic groups 5. Your sexual orientation
5. White and Black Caribbean 6. Your social class
6. White and Black African 7. Being or becoming a transsexual person
7. White and Asian 8. Being married or in a civil partnership
8. Any other Mixed / Multiple ethnic background, 9. Being pregnant or on maternity leave
please describe 10. Disability related reasons
Asian / Asian British 11. Another reason not listed
9. Indian 12. None of these reasons
10. Pakistani
11. Bangladeshi 3.19. Overall, how satisfied are you with your life
12. Chinese nowadays?*O
13. Any other Asian background, please describe Scale: 0 (not at all satisfied) to 10 (completely
Black / African / Caribbean / Black British satisfied)
14. African
15. Caribbean
16. Any other Black / African / Caribbean
background, please describe Other ethnic group
17. Arab
18. Latin American
19. Any other ethnic group, please describe
3.15 Do you have any physical or mental health

conditions or illnesses lasting or expected to
last for 12 months or more? Select all that apply
1. Yes, a physical condition
2. Yes, a mental health condition
3. No.
3.16 What is your religion?

1. No religion
2. Christian (including Church of England, Catholic,
Protestant and all other Christian denominations)
3. Buddhist
4. Hindu
5. Jewish
6. Muslim
7. Sikh
8. Any other religion, please describe
3.17 Which of the following options best

describes how you think of yourself?
1. Heterosexual or Straight
2. Gay or Lesbian,
3. Bisexual,
4. Other

TO O L 9 .
W R IT IN G YO UR PL ACE FO CU SE D RE SE A RC H RE PORT: TE MPL ATE
How you wish to report back on area / thematic based research will depend on
the specific purpose of the research, and the audience of your reporting.
Reporting may take several forms, from detailed written outputs, to softer
forms of communication (e.g. case studies and films).
However, key considerations to think about in undertaking reporting are

summarised to the right.
Part C STAG E 3 : RE F L E CT. TO O LS Social Integration Measurement Toolkit 90

TO O L 9 .
W R IT IN G YO UR PL ACE FO CU SE D RE SE A RC H RE PORT: TE MPL ATE
Part 1. A description of the project and what it was trying to

Project achieve and a headline summary of overall performance
overview against objectives.
Part 2. A refresh on the context for the project and the

Project context rationale for intervention.
Part 3. A review of how the project was designed to respond

Project to this context, project objectives, and the logic model
design summarising specifically how it would do this.
Part 4. A review of the delivery process, including activities

Project delivered, performance in terms of delivery timescales,
delivery funding, and outputs (deliverables), and reflections on
the efficiency and effectiveness of the delivery and
governance mechanisms.
Part 5. A review of project impacts, focusing on achievement of

Project outcome targets, and any wider strategic, economic and
impacts social impacts achieved. Quantitative analysis backed
up with qualitative insights (e.g. case studies where
possible).
Part 6. Reflection on performance against objectivities, overall

Achievements achievements, and lessons learnt for the future.
& lessons
Part 7. A consideration of the legacy of the project,

Project legacy including any areas of ongoing delivery, and the
and forward recommendations to inform future delivery.
plan

TO O L 1 0 .
W R IT IN G YO UR E VALUAT I ON RE PORT: TE MPL ATE
When the purpose of the research is to understand the performance or impact

of a project or investment you may need to complete an evaluation report at
the end of your research.
In many cases, specific guidance on what evaluation reports should include

will be provided by your funder. However, key areas of typical focus are
summarised overleaf.

TO O L 1 0 .
W R IT IN G YO UR E VALUAT I ON RE PORT: TE MPL ATE
Component 1. Make sure you have a clear narrative of what the

Research research was for, what it was trying to achieve and how
Purpose it was undertaken.
Component 2. Consider providing a little detail about the background

Research to the research - for example information about your
Context local area or topic, the communities / people you have
been working with, and any wider processes which have
informed the research.
Section 3. Summarise the key findings from the research , being

Research explicit about any weakness or gaps in the information.
Findings What do the findings mean and are they significant (e.g.
when set against wider / existing knowledge)? How can
they be explained? Use case studies and qualitative
information where you can, alongside quantitative
findings.
Section 4. Consider what the implications of the findings

Research are. Can any firm conclusions be drawn, and what
Implications recommendations can be made to support future policy
development or intervention?
Section 5. Set out how the research findings will be used, and
Next Steps explore whether or not any follow up research is
required.

TO O L 1 1 .
W R IT IN G CASE STUD I E S: TE MPL ATE
Case studies should form a key part of your reporting; they help to bring
research to life and connect the findings to your audience.
While there is no set template for case studies, the following principles will
help you ensure the case studies you develop add value to your reporting
process.

TO O L 1 1 .
W R IT IN G CASE STUD I E S: TE MPL ATE
1. Choosing Consider how many case studies you want to

your case include in your reporting, and what you want them to
studies communicate. If choosing more than one, consider a
selection which articulates a diversity of compelling
when used to align with conclusions / recommendations
2. Drafting Case studies should be concise and focus on

your case articulating information which adds value to your
studies wider reporting process. Broadly speaking they should
include: 1. Key summary information about the case
study (who, what, where, why); 2. Main narrative on
findings / experiences; 3. Clear messages / conclusions
which can be drawn / extrapolated.
3. Presenting Try to make your case studies as visual as possible -

your case whether they are being written in report format or other
studies forms of media. Use good quality pictures where you
can (checking copyright and / or crediting these where
they are not your own).
4. Publishing Make sure you secure any necessary sign off before
your case publishing case studies. This might be agreement from
studies groups / individuals that they are happy to be used as
a case study, or agreement from those involved in the
specific content which has been drafted.

TO O L 1 2 .
TA ILO R ING YOUR RE SE ARCH TO YOU R CONTE XT: QU E STIONS TO
C O N S ID E R .
It is important that your research is tailored as much as possible to the

specific needs of your organisation / project, and to the nuances of your place
or community.
We have identified three ‘filters’ to help you tailor and plan your research.
These are summarised in the diagram below, with key questions and
considerations then explored in turn over the following pages.
Filter 1
What is your • Understanding the experiences of Londoners
research • Understanding Places and their Communities
purpose? • Understanding the impact of Action
• Built environment & Infrastructure

Filter 2
• Economy & Enterprise
What is the
• Employment & Skills
thematic
• Culture & Leisure
focus of your
• Health & Wellbeing
research?
• Community Development
• Mayoral family & Boroughs

• Education & healthcare providers
Filter 3
• Charities & community groups
What type of
• Development industry
organisation
• Business & business groups
are you?
• Cultural groups & institutions
• Trusts & Foundations

Filter
WH AT I S YO UR RE SE A RC H PU RPOSE? 1
KE Y QUE ST ION S AN D CON SIDER ATION S
Defining a clear research purpose should key early priority in your research
planning process.
The specific purpose of your research will influence all stages and steps of
your research from initial planning through to final reporting.
Key Considerations
What is your
research Stage 1 Stage 2 Stage 3
purpose? Plan Collect Research
Who are How What follow

your target representative up support
‘Londoners’? are the views of is needed for
individuals you individuals?
Understanding What have engaged?
Experiences of ‘experiences’ What lessons
Londoners of social What are the key can be shared
integration do personal and for wider groups
you want to external factors and policy
understand? influencing makers?
findings?
Do you have a How is does What

clear definition your place / implications are
of your place / community there for places-
community? differ from other based action /
places and investment?
Understanding What other communities?
Places and changes and What lessons
Communities processes How can these can be shared
are underway differences be widely?
locally? explained?
Is follow on
research needed
to track change?

Key Considerations
What is your
research Stage 1 Stage 2 Stage 3
purpose? Plan Collect Research
What are the Do you have a What change

timescales for clear baseline can be
your research in place which attributed to
and how often provides a your project?
will you repeat reference
Do you need to
it? point for future
Understanding adjust future
change?
the Impact of Do you have a delivery to
Action clear theory of Are you being reflect findings /
change setting consistent in lessons learnt?
out expected the way you
What lessons
lines of causality undertake your
can be shared
between your research over
for wider groups
action and time?
and policy
context?
makers?

Filter
WH AT I S TH E THE MATIC FOC U S OF YOU R 2
RE SE ARCH ? KE Y QU ESTION S AN D C ON SIDER ATION S
The social integration measures are designed to be applicable to a range of

thematic research areas.
A degree of tailoring will be needed to ensure the research responds to the

needs of these different contexts: not least in terms of the measures selected
in response to varying policy agendas.
In determining your research purpose and questions, it is important to be

realistic about the degree of causality which can be inferred between your
project or intervention and the social integration outcomes you are exploring.
Developing a clear theory of change (see Tool 1) at the outset can help with
this process, ensuring that subsequent research and reporting is grounded in
a good understanding of change which is being directly targeted / affected,
versus change which is more indirect.
Key Considerations
What is the
thematic
Stage1 Stage2 Stage3
focus of your
Plan Collect Reflect
research?
• How can the built environment bring people

together?
• How are people and communities impacted by
Built
access to transport and digital infrastructure?
Environment &
• How is regeneration investment impacting on social
Infrastructure
integration locally?
• How are wider ‘change’ processes impacting on
people & communities?
• How does local economic vibrancy and change

impact on people’s lives and levels of integration?
• What are the main areas of interface between the
business and social integration?
Economy &
• How can business groups influence responsibility
Enterprise
and inspire collective action?
• How can businesses foster social integration
themselves?

• How can employment and skills initiatives foster
Employment enhanced social integration?
and Skills • What role does employment and training play in
enhancing personal outcomes?
• How can access to culture enhance personal

wellbeing and community integration?
Culture
• What type of culture and participation are most
effective and important?
• How does health and wellbeing affect levels of social

integration locally?
Health and
• How can leisure and active lifestyles improve
Leisure
personal health outcomes and community
integration?
• What are the most effective forms of grass roots

action in supporting social integration?
Community
• How can community be better embedded within
Development
growth, development, and regeneration narratives to
support better outcomes?

Filter
WH AT T Y PE OF ORGA NISATION A RE YOU ? 3
KE Y QUE ST ION S AN D CON SIDER ATION S
The type of organisation you are / represent will have a significant influence on
your approach to the research – both in terms
Key Considerations
What type of
organisation are Stage 1 Stage 2 Stage 3
you? Plan Collect Reflect
What are the key strategic hooks and foci underpinning

Mayoral your research?
Family & What existing tools and guidance are in place which can
Boroughs support social integration measurement?
What work is being done elsewhere in your organisation
which may be relevant?
Who are the groups and individuals that you work with
Education
and how well do you understand them?
& Health
Institutions What information do you routinely collect which could
support London’s understanding of social integration?
Cultural How well do your activities reflect the needs of your

Groups & target audiences / groups?
Institutions What more can be done to enhance participation across
different groups?
How well do you understand the area you are working

in?
Can you commit to tracking the impact of your
Development investment over time?
Industry How well are you involving local partners, groups and
people in your work?

What community groups and individuals do you
routinely engage with?
Business
and Business What existing data / intelligence do you hold?
Groups
How can you work with your employees & communities
to strengthen this?
How well do you understand the impact of the

investments you are making and the communities and
Trusts and places you are working in?
Foundations
How can your investments be targeted to maximise
social and community impact?
How can you work with wider partners (e.g. Borough,

Charities and developer, institutions) to build your local knowledge
Community and understanding?
Groups
What level of resource do you have to undertake
research? How can the value of this be maximised?

PA RT D
PR ACT ICAL
E X AM P L E S
O F SO C IA L
I NT E G R AT IO N
M E ASU R E M E N T
This section provides a small number of examples of some of ways which
different organisations across the UK are prioritising social integration
measurement, and the practical approaches which are being applied.
We are keen to develop this further as a resource for all those engaged in
social integration measurement. To support with this, we encourage you to
submit examples of what you are doing to collect social evidence, so that we
can develop a rich set of common practical approaches, experiences, and
learning.
Part D Social Integration Measurement Toolkit 104

E M B E D DE D I NG SOCI AL UNDE RSTA NDING AT THE HE A RT OF
C O U N C IL D E CI SI ON M AK I N G
1. London Borough of Newham experience and issues which matter

Recovery Plan: Wellbeing to the Borough’s residents. In
Measurement response, the Borough is adopting
a new set of core indicators which
At a glance: focus on happiness, prosperity
An example of a council placing and health, and which embed
social evidence at the heart social integration considerations
of decision making to support and measures. These will be
aspirations to build equality and underpinned by a range of new
prosperity across communities. approaches to capturing evidence
which triangulates top down
Background: government data, with bottom
Within its Towards a Better Newham up ethnographic and longitudinal
Recovery Plan, the London Borough primary research.
of Newham has committed to
wellbeing measurement as its Further information:
primary means of understanding https://mgov.newham.gov.uk/
success and performance in the documents/s140351/Appendix%20
Borough. This recognises that 1a%20-%20Towards%20a%20
traditional economic focused Better%20Newham%20Strategy.pdf
measures of success belie
the everyday experiences of
neighbourhoods and communities,
and that there is a need to refocus
attention on measures which
provide a more relevant and
granular understanding of the

2. London Borough of Barking and the general public understand
Dagenham Social Progress Index how individuals are living and
progressing within the borough and
At a glance: who is being left behind. It provides
A Borough-led approach which strong inspiration on how socially
collates a range of socially focused focused information can be collated
information to understand and and presented to benefits a range
compare characteristics across of different local stakeholders.
local communities.
Further information:
Background: https://www.lbbd.gov.uk/social-
The London Borough of Barking progress-index
and Dagenham has developed
a social progress index to help
understand the social wellbeing
of local residents. This pioneering
use of data helps decision-
makers, businesses, charities and

P R IO R IT I SN G ST RON G SO CI A L RE SE A RCH WITHIN LONG TE RM
R EG E N E R ATI ON PROG R AM ME S
3. South Acton Regeneration complete. Surveys consider how

Research respondents feel about physical
amenities and infrastructure
At a glance: as well as social aspects such
Surveying long-term social impacts as inclusion, networks, cultural
of regeneration. life and influence. Surveys are
conducted with residents of the
Background: South Acton Estate, Acton Gardens,
Acton Gardens is one of London’s and neighbourhoods next to the
largest estate regeneration regeneration area.
projects. Seeking to test and
improve their methods for estate Further information:
regeneration, the developers are http://centaur.reading.
undertaking a series of surveys ac.uk/82741/8/JSR_1012.pdf
with local people. The first
survey, carried out in October
2015, is being complemented
by repeat surveys every two or
three years as new phases are

4. Understanding Area Change in can be used to track long-term
the Royal Docks change and impact. Measures of
social integration and community
At a glance: prosperity are embedded at the
Embedding social research as a heart of this, and the Royal Docks
fundamental component of efforts Team is developing a range of
to track the impact of a long-term processes and methodologies by
regeneration programme. which quantitative and qualitative
information can be captured at
Background: different scales and over different
The Royal Docks is one of London’s time periods. This includes
largest and most important collaboration with the London
regeneration areas, with potential Prosperity Board to undertake
identified for over 30,000 new hyper-local longitudinal research
homes and 40,000 new jobs over within a number of different Royal
the next two decades. The Royal Docks communities. The Royal
Docks Team has been established Docks Team has also committed
by the GLA and the London to reporting back in an open and
Borough of Newham to help guide inclusive way to ensure that the
the regeneration process and is research and delivery continues to
focused on ensuring that delivery be understood and defined by the
tackles the deep rooted social community.
economic challenges which exist
within local communities. To Further information:
support this process, the Royal https://royaldocks.london/articles
Docks Team has developed a
long-term ‘Success Framework’
which takes a theory of change
approach to identifying the
measures and metrics which

R E S E ARCH I NTO SO CI AL O UTC OME S A ND IMPACT TO SU PPORT
C IVIL SOCI E T Y ACTI ON
5. The Cares Family Social 2014, showed that the programme

Evaluation Research had help to reduce sense of
isolation of older neighbours and
At a glance: that younger people felt closer to
Socially focused research into the community as a result of their
topics of loneliness and community, involvement. In 2016, a second
to support the ongoing work of an piece of research showed how
innovative charity working across older people feel happier, closer to
London and the UK. the community, and that they have
more people around who they can
Background: rely on. A third piece of research
The Cares Family is a community in 2019, showed that, as a result
focused charity which works of being part of The Cares Family
to connect younger and older older and younger people alike felt
neighbours to help address reduced loneliness and isolation,
loneliness. Since being set up in improved understanding across
North London, local Cares Family generations, a sense of belonging
charities have been set up in South to a community and an increased
London, East London, Manchester connection to self.
and Liverpool. From the outset,
the charity has prioritised the Further information:
collection of strong evidence on https://www.thecaresfamily.org.uk/
its impact, and has undertaken impact
three pieces of research to show
the difference relationships across
social and generational divides can
make. The first piece of research, in

6. Understanding The Community approach was devised underpinned
Impact of The Reader by a robust theory of change.
Social research comprised a mix
At a glance: of quantitative and qualitative
Research into the effects of a methods, with research undertaking
community reading programme on an ongoing basis as delivery
on community integration and progressed. The research found
wellbeing. strong evidence that shared
reading improves wellbeing (with
Background: over 90% reporting that group
The Reader is a national charity reading session make them feel
that aims to bring about a Reading better), and reduces social isolation
Revolution so that everyone can (through making new friends and
experience and enjoy literature, relating to others in a deeper way).
which it believes is a tool for
helping humans survive and Further information:
live well. In 2017, the Reader https://www.thereader.org.uk/wp-
was awarded funding for a new content/uploads/2020/06/Stronger-
collaborative community-delivered Foundations-For-The-Future-The-
programme for the North West Readers-Second-Half-Fund-Repo....
with the aim of bringing the health pdf
and social benefits of Shared
Reading to more than 2,100
people in communities across
the region. Evidencing impact
formed an important element of
the programme, and a bespoke

PART N E RSH I P AND CI T I ZE N SCIE NCE A PPROACHE S
TO P R IM A RY RE SE ARCH
7. London Prosperity Board: neighbourhoods where research

Citizen-led prosperity metrics is taking place, and who are
trained and employed by IGP to
At a glance: work as members of the research
Training residents to work as team. The approach ensures
citizen social scientists in their that the research truly responds
neighbourhoods to carry out to the needs and context of local
in-depth qualitative research to communities, while helping to
understand what supports and secure buy-in and creating training
what prevents people from living and employment opportunities for
prosperous lives in east London. the researchers themselves.
Background: The project has resulted in the

Over the past five years, the UK’s first citizen-led Prosperity
London Prosperity Board has been Index: measuring what matters to
working with communities to re- communities.
think what prosperity means for
different communities across east Further information:
London. The aim is to develop new https://www.londonprosperityboard.
ways of measuring prosperity that org
go beyond economic growth and
GDP. Fundamental to this approach Further Information:
has been the development of the https://londonprosperityboard.org/
Citizen Social Scientist model, citizen-scientists
via which research projects are
co-designed and carried out
with citizen social scientists -
people who live and work in the

8. Beyond Us and Them, University than others. The research aims
of Kent and Belong to understand what aspects of
people’s experiences might be
At a glance: increasing or reducing the potential
An online survey cascaded through for positive relationships between
local authorities and the voluntary different groups in society.
sector to explore the social impacts
of Covid-19. An example of bespoke social
research to gather evidence on
Background: a specific thematic issue, and of
Research is funded by the Nuffield taking a partnership approach to
Foundation exploring how social engage a range of communities via
cohesion within and between a number of different mediums.
different groups and parts of
the UK is being affected by the Further information:
Covid-19 crisis. Many communities https://www.belongnetwork.co.uk/
are responding positively to the
crisis, as neighbours organise for
mutual support to help vulnerable
people. But some groups and
individuals are suffering more

Social Integration Measurement Toolkit Feb 2021

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SO C IAL

Published January 2021.

12 A London-wide conversation 103 Part D

18 All of Us: Defining social

20 London’s social integration

25 The measurement process

52 Further research tips and

Social Integration Measurement Toolkit 4

The Mayor of London is committed to breaking down barriers to social

While mainstream approaches to social integration focus on specific groups in

Again, better understanding social integration will be critical to support

Providing evidence-based analysis of the state of social integration will allow

To better understand and improve levels of social integration, it is important

Introduction Social Integration Measurement Toolkit 7

It aims to help establish a better understanding of the circumstances of

The toolkit is designed to support collaboration in the collection of

More specifically, this toolkit is designed to help plan research to:

1. Understand the experience of people living in London, particularly in

3. Understand the impact of investments, initiatives or organisations on

It should also be seen as complementary to the evolving approaches to

Introduction Social Integration Measurement Toolkit 8

• Mayoral family and local authorities

• Education and healthcare providers

• Cultural groups and institutions

• Development industry (e.g. developers, housing associations)

• Businesses and business groups

• Charity and community groups

• Trusts and foundations.

Introduction Social Integration Measurement Toolkit 9

• Understand and engage with your communities

• Plan future activities and investment

• Target and tailor activity to investment; to be relevant, effective and

• Demonstrate the impact of your actions and / or activities

• Make the case for ongoing and / or future investment.

Introduction Social Integration Measurement Toolkit 10

Introduction Social Integration Measurement Toolkit 11

The Mayor is just one of multiple actors – including communities, civil

In actively influencing the research activities of organisations across London,

Introduction Social Integration Measurement Toolkit 12

• Collect information, using the Mayor’s defined Social Integration Measures

• Participate in co-designing Mayoral initiatives through workshops and

• Consider bidding to partner through tenders and grant-funding

Introduction Social Integration Measurement Toolkit 13

The toolkit is structured in four parts:

Introduction Social Integration Measurement Toolkit 14

The GLA is keen to encourage use of the Social Integration Measures

Please contact us at socialevidence@london.gov.uk for assistance.

Introduction Social Integration Measurement Toolkit 15

The Mayor’s vision to improve social integration in London is summarised in

• Enabling people to have more opportunities to connect with each other

• Supporting Londoners to play an active part in their communities and the

• Reducing barriers and inequalities, so that Londoners can relate to each

A socially integrated city is a healthier, fairer and safer city.

Part A Social Integration Measurement Toolkit 18

R E L ATIONSHIPS EQUALIT Y PARTICIPATION

Objectives Objectives Objectives

Part A Social Integration Measurement Toolkit 19

In total, there are 40 indicators across 30 measurement themes.

The measures cover the three social integration domains: Relationships,

Many of the measures examine peoples’ experiences, perceptions, and social