The Keeping Active Project West Berkshire area The Keeping Active Project began as a three month pilot to reduce falls amongst the elderly in residential homes and day centres. This was to be achieved through providing physical and mental stimulation via a wide range of courses including Tai Chi, gentle seated exercises, pottery, flower arranging, reminiscence and diet and cookery. Courses are now provided in two residential homes and five day centres through co-operation between West Berkshire Council (Social Services and Education), Berkshire Health Promotion and Newbury College. Over the past year courses have been taken to 123 new learners. The budget for the year has been found through matching a Health Prevention Grant with Lifelong Learning Standards Fund. Some practical issues: Support from care staff is vital – and it is important for the tutors to be able to talk with the care staff about the clients' needs. Tutors must have experience of teaching older learners - and must be paid well. Use a co-ordinator who can act as a responsible link between the centres/homes. Lots of different tutors making links with often-changing care staff in homes and centres can be a recipe for chaos. Don't forget material costs. It is important for clients in adult learning classes to have something tangible as an outcome and this will have a cost. Out of 123 new learners, 44 per cent completed a student satisfaction form to give feedback. 91 per cent thought that they had learned either 'greatly' or 'moderately' and 89 per cent found the quality of tuition 'excellent' or 'good'. One group being taught Tai Chi exercises reported some interesting self-perceived benefits from even a short 6 week course. Health benefits had mainly 'no change' or 'slight improvement' whilst general well-being and confidence were 'much improved' or 'improved' (over 60%). Those who benefited from the project include 4th age learners in residential homes and day centres and tutors who learned how to cope with many frustrations including learners with poor memory or physical disabilities, unfamiliar environments and uncertain class sizes. They also found it stimulating to work with, and learn alongside, 4th age learners. Care staff learned how to follow through sessions with ideas and suggestions, whilst professionals in Education, Social Services and Health Promotion have learned about other professional 'languages' and 'concepts' and to work together in a multi-agency partnership.

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