Measuring and reporting on our impact

“…solving any big, seemingly impossible problem starts with the question ‘What can we measure?'”   Jim Clifton, Chairman and CEO of Gallup

87% OF EDUCATORS at our partner schools, in 2020, indicated observing immediate, positive behavioural and attitudinal changes in learners engaging with Community Keepers.  (79.75% in 2019 and 77% in 2018)

96% of educators reported that CK services make a positive difference in their school
95% of learners indicate that they trust CK staff
94% of CK services meet educator expectations

Therapeutic interventions (2020: 2 857 learners and educators)
  • a safe space where learners can receive therapeutic support to reduce the negative impact of challenges
  • clients who are supported and assisted when reporting a statutory case
Resilience building development work (2020: 23 406 learners in 1 643 groups)
  • learners with the knowledge and skills to make positive life choices
  • learners who realise their own potential
  • learners who can work productively and fruitfully
  • learners with greater resilience and who can cope with the normal stresses of life
  • learners able to make a contribution to the community
  • healthy, effective, self-sustaining communities
Positive parenting workshops (2020: 9 732 parents in 176 sessions)
  • a safe space to discuss challenges and concerns
  • supported and empowered parents
  • parents who realise their own potential and can identify their child’s potential
  • parents actively involved in their children’s lives
Teacher professional development (2020: 1 364 educators in 499 sessions)
  • motivated educators with the practical and emotional skills to realise their own potential
  • educators with the knowledge on how to work productively and fruitfully
  • educators who prioritise and practice mental well-being
  • educators who build healthy relationships, and teach learners to do the same
  • educators able to make a contribution to their community.
Measuring IMPACT goes beyond recording and reporting on activities and attendance; our intention is to:
  • collect accurate and meaningful data which is carefully audited but which does not compromise our confidential relationship with our clients
  • report on key indicators that map to our theory of change
  • balance quantitative and qualitative data to paint a meaningful picture
  • continually review our programmes, processes, indicators and reports to ensure that they are relevant
  • invite comment and critical input from all stakeholders.




2020 2019


Incremental increase in culture of well-being in schools % of educators rating CK service good or excellent


Result pending

96% 97% 92%
Individual attitudinal and behavioural change in learners % of educators reporting positive change in learners accessing the CK service


Result pending

87% 79.75% 77%
De-stigmatisation of access to mental health services % of learners self-referring for services


Term 1 39%*

41% 41%

*self-referrals are understandably higher in High Schools (2021 Term 1: 55.33%) than Primary Schools (2021 Term 1: 27.48%)

Re-referrals:  in South Africa, one quarter (24%) of mental health in-patients are readmitted within 3 months which is commonly referred to as the revolving door pattern; this equates to 18% of mental health expenditure (Prof Crick Lund, 2019).   At Community Keepers, re-referrals for therapeutic interventions during 2020 were 4.5% (127 of 2 857) with 1.9% of re-referrals within the first 6 months of therapy (54 of 2 857).


Subjective Well-being (SDG 3.4 Indicator)
Some of the major determinants of subjective well-being are a person’s inborn temperament, the quality of their social relationships, the societies they live in, and their ability to meet their basic needs.

Orphans and Vulnerable Children (OVC) Child Status Index (Implementation partner: OVCmeasure)
This platform was evaluated during 2020 and implementation began, at a cohort of partner schools, in Term 2 of 2021.  Well-being assessments will be done across five of the eight domains: Psycho-social, Protection, Shelter and Care, Spiritual and Community, Economic.  Whilst we facilitate referrals relating to Education and Food Security – our services do not have a direct impact on those domains.

Following consultation with a group of our funders, we will start to align our reporting to business quarters rather than school terms.  Some of our funders have their own preferred reporting cycles which we will comply with, for their specific reports.

Breaking the cycle of trauma is critical for the well-being of family and children, and has a relevance to social justice, because trauma  diminishes life opportunities  across generations and hinders social mobility.”