Let`s Get Cooking - Childrens Food Trust

A recipe for healthier communities
The impact of Let’s Get Cooking
October 2007 to September 2011
“I really love cooking and find it
lots of fun. I have learnt new skills
and now know how to make many
different dishes and have cooked
for my mum and dad at home.”
Ellie McWilliam, aged 9, Year 5 pupil at
Castledyke Primary School, Barton-upon-Humber
“The recipes encourage children
to be more adventurous in what
they will eat – it’s great to hear
parents say, ‘they’d never try that
at home’.”
Donna Sully, Let’s Get Cooking club coordinator,
Carr Head Primary School, Lancashire
“Let’s Get Cooking has helped me
build up friendships with other
parents. I have learnt new dishes
like mini quiche and curry, I enjoy
cooking now.”
“As family support worker it is a great way to
engage parents and children, and provide them with
opportunities to learn skills needed to improve their diet,
widen horizons, get them working as a team and as a
community. The possibilities are endless!”
Kelli-Anne Broome, parent and Let’s Get Cooking
club member at Biddick Hall Infants School
Liz Priest, Let’s Get Cooking club coordinator,
St Martin’s RC Primary, Runcorn
Page 2 | Let’s Get Cooking evaluation report
Contents
Foreword from the Chair of the Children’s Food Trust and School Food Trust Page 4
A summary of the impact of Let’s Get Cooking Page 5
How does Let’s Get Cooking work?
Page 6
How was the impact of Let’s Get Cooking measured?
Page 8
What impact has Let’s Get Cooking had?
Page 12
Value for money assessment
Page 16
What club members have to say about Let’s Get Cooking
Page 18
Does Let’s Get Cooking have a sustained impact?
Page 20
Postscript: What is next for Let’s Get Cooking?
Page 22
Let’s Get Cooking evaluation report | Page 3
Foreword from the Chair of the
Children’s Food Trust and School Food Trust
Five years since the launch of Let’s Get Cooking, there are now over 5,000 clubs covering every
local authority in England. The programme is led by the Children’s Food Trust with the School
Food Trust, and the work in schools is supported by a £20 million grant from the Big Lottery Fund.
We know from the stories that clubs tell us how much of a difference Let’s Get Cooking can make to
the lives of children and adults alike. Club coordinators tell us that Let’s Get Cooking helps to improve
numeracy, literacy, communication skills and team work, building a sense of achievement and confidence
for children and their families.
Clubs also tell us that Let’s Get Cooking makes a difference to the food that children and adults are
willing to try, and their understanding of healthy eating.
This evaluation has given us the opportunity to show that Let’s Get Cooking makes a measurable
difference to people’s lives. We now know that the skills people learn in Let’s Get Cooking clubs stay
with them beyond taking part in club sessions. We know that taking part in Let’s Get Cooking makes a
real difference to the type of food that people eat.
Thanks must go to all those clubs who took part in the evaluation study, and to all of our Let’s Get
Cooking clubs across the country – their dedication and hard work has achieved amazing results,
making a difference to the lives of over 1.7 million people.
I hope you enjoy reading more about the impact that Let’s Get Cooking has had to date, as we look
forward to helping even more people improve their cooking skills.
Rob Rees, Chair of the Children’s Food Trust and the School Food Trust
Page 4 | Let’s Get Cooking evaluation report
A summary of the impact
of Let’s Get Cooking
We can see a shift in eating habits amongst people who have learnt to cook with Let’s Get Cooking.
• 92 per cent of Let’s Get Cooking club members report that
they use their new cooking skills at home.
• 58 per cent of Let’s Get Cooking club members report
eating more healthily after their involvement with the
programme.
• The evaluation of the programme has shown that, on
average, Let’s Get Cooking club members share their new
cooking skills with at least one other person.
• More than 1.7 million people have improved their cooking
skills through their involvement with Let’s Get Cooking.
Let’s Get Cooking can also have a sustained impact on
communities.
• Three months after taking part in Let’s Get Cooking,
nearly half of all club members are still eating more
healthily than they were before they joined the clubs.
• Once club activities have ended, 91 per cent of club
members are continuing to use their new cooking skills
at home.
Let’s Get Cooking offers excellent value for money,
delivering this healthy impact at an average cost of £34 per
club member.
Let’s Get Cooking evaluation report | Page 5
How does Let’s Get Cooking work?
Let’s Get Cooking runs England’s largest national network of healthy, school-based cooking clubs,
led by the Children’s Food Trust with the School Food Trust.
In 2007, the School Food Trust was awarded funding from Big Lottery Fund to set up and
support the first 5,000 clubs for children and their families.
Let’s Get Cooking supports clubs by offering specialist training for adult helpers, access to
funding and a wide range of resources.
Let’s Get Cooking clubs are run by parents, school cooks, teachers, teaching assistants and
volunteers from the school community.
Clubs receive funding to help with the costs of ingredients and equipment. All clubs are
encouraged to attend regular training events and use the support and advice of expert
Let’s Get Cooking staff.
Clubs are supported to become sustainable within their school, ensuring the benefits of
Let’s Get Cooking are seen for many years.
Clubs were recruited in every local authority in England, with priority given to schools in the most
disadvantaged areas.
The Let’s Get Cooking approach
Let’s Get Cooking clubs are required to cook healthy food with their members. All clubs sign
up to an agreement to cook ‘good food that is good for you’ from basic ingredients, mainly
using recipes provided by Let’s Get Cooking.
All children and adults who have prepared food in a club session are given a free copy of
the recipe immediately after they have prepared it. Club leaders actively encourage club
members to replicate recipes and skills learnt at home. Trying recipes at home is quickly
established as ‘the norm’ for club members.
Page 6 | Let’s Get Cooking evaluation report
Learning practical
cooking skills
Date
11/06/07
Designer
HB
Stage
1
Client:
SFT
Project:
Revised logo
Job Number:
18324
© Copyright
r:
be
um
bN
Jo 324
18
Logo_Secondary
t: go
ojec lo
Pr vised
Re
Skills
e
ag
St
1
r
r
igne
igne
Des
Des
HB
HB
e
Dat/06/07
11
©
r:
be
um
bN
Jo 324
18
:
ject logo
Provised
Re
:
nt
ClieT
SF
:
:
nt
nt
ClieT ClieT
SF
SF
ge
ge
Sta
Sta
1
1
r
igne
Des
HB
e
Dat/06/07
11
ry
da
on
ec
_S
go
Lo
ry ry
da da
on on
ec ec
_S _S
go go
Lo Lo
r
igne
Des
HB
e
Dat/06/07
11
ry
da
on
ec
_S
go
Lo
Sta
1
:
nt
ClieT ClieT
SF
SF
:
ge
ge
Sta
Sta
1
1
:
:
:
make changes to recipes and
dishes that promote current
healthy eating messages,
e.g. using lower fat mayonnaise
make changes to recipes and
dishes by using different
cooking methods, e.g. grilling
instead of frying
ge
ge
Sta
Sta
1
1
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
use different graters for different
types of foods, e.g. nutmeg,
parmesan
cut, slice or dice ingredients
into equal sized pieces/
portions e.g. potato
use a knife to portion parts of
meat, poultry and fish
weigh foods in 25g and 50g
increments, using weighing scales
r:
r:
be
be
um Num
bN
b
Jo 324 Jo 324
18
18
t: go t: go
ojec loojec lo
Pr visedPr vised
Re
Re
5
e
e
ag
ag
St
St
1
1
r:
r:
r:
be
be
be
um Num
um
bN
b
bN
Jo 324 Jo 324 Jo 324
18
18
18
r:
r:
be
be
um Num
um Num
bN
b
bN
b
Jo 324 Jo 324 Jo 324 Jo 324
18
18
18
18
measure the quantity of food
1. measure accurately using a
1. measure foods using cups and
t: go t: go
t:
t: go t: go
t: go t: go
ec looj
ecnumbers
lo ojec logo and
loojec loe.g.
needed using
measuring jug, e.g. 50ml milk
measuring
spoons,
ojwhole
ojec
ojec 1locup,
ojec lo1 x
Pr visedPr vised Pr vised
Pr visedPr vised Pr visedPr vised
Re
Re cucumber 5ml spoon
Re (a teaspoon)
Re
Re
Re measure
fractions, e.g.Re8 grapes,
½
2. measure in metric and imperial
2.
:
:
:
:
:
:
:
units
foods
terms,
nt
nt
nt
nt
nt using
nt common
nt
ClieT ClieT
ClieT
ClieT ClieT
ClieT ClieT
walnut or
SF
SF
SF
SF e.g.
SFknobSFof butter,
SF
size
e
e
e
e thumb
e
ag
St
1
ag
St
1
Prepare
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
e
e
e
Dat/06/07Dat/06/07 Dat/06/07
11
11
11
1. weigh accurately using
weighing scales, e.g. in 5-10g
increments 2. weigh in metric
and
imperial
units
r:
r:
be
be
cream together fat and sugar for
a cake in an electric mixer until
it is aerated and pale in colour
ag
St
1
ag
St
1
ag
St
1
Shape
Cooks can...
ry ry ry
ry ry ry ry
da da da
da da da da
on on on
on on on on
ec ec ec
ecSec SecSec
_S _S _S
_ rinse
a. Wash o_So_gently
o_ fruit and vegetables
go go go
g g googthe
tap, removing any
Lo Lo Lo
Lo Lo Lounder
L
ht
ht
ht
rig
rig
rig
py
py
py
Co
Co
Co
©
©
©
6
b. Wipe
visible dirt, e.g. grapes,
green beans
1. wash fruit and vegetables to
remove dirt, e.g. carrots, beetroot
and potatoes 2. pick out any bugs
or large pieces of dirt
wipe fruit and vegetables using
kitchen towel, removing any dirt
or grit
use a damp cloth to wipe away
grit and other debris,
e.g. mushrooms
wash away grit and sand from
foods using a colander,
e.g. salad leaves
judge when food is clean and
ready to use, e.g. leeks are free
from dirt
7
Select
b. Deseed
use hands to scoop out seeds,
e.g. a melon
cut away the core by first
quartering the fruit, then
removing the pips
core an apple or pear using an
apple corer
use hands to remove the seeds
from a red pepper
use a spoon to deseed,
e.g. remove pumpkin seeds
use a masher to produce a
smooth mash, e.g. cooked
swede
e. Combine
combine ingredients together
using a spoon, e.g. stir together
a fruit salad
1. combine wet and dry
ingredients together uniformly,
e.g. gingerbread mixture 2. mix
raw foods in a marinade, storing
safely until required
know how far to combine
ingredients, depending on the
recipe, e.g. muffin mixture
does not need to be fully
combined, yet an all-in-one
cake mix should have no
single ingredients remaining
(e.g. flour, lumps of butter)
puree a soup in an electric
blender (soup already put into
the blender)
push soft fruits through a sieve
into a small bowl
puree a soup using a handheld blender in a saucepan
g. Rub-in
use a food processor to ‘rub-in’
fat into flour
use hands to rub fat into flour to
make a veggie crumble topping
1
use hands to rub fat into
r
flour until it resembles
fine
igne
Des
breadcrumbs
HB ready for scones
or pastry
h. Stir
stir cold ingredients together,
e.g. a coleslaw
stir hot dishes on the hob safely,
e.g. soup
a. Crimp
b. Cut out
drain away liquid from foods in a
can or bottle using a sieve,
e.g. tuna or sweetcorn
f. Form
use a knife to remove the bone
from cooked fish or meat,
e.g. salmon
use a knife to carefully remove
raw meat/fish from the bone/skin
e. Juice
squeeze the juice from an orange
by hand
use a juice squeezer to press juice,
e.g. lemon
place fruit into an electric
juicer, with supervision,
e.g. pear and cucumber
juice an orange or lime by
squeezing it around a fork
e
ag
carefully use fingers toStcrimp
1
(make a fluted edge) along
r
igne
the top of a Cornish
pasty to
Des
HB
achieve an even
finish
use a cutter to cut out a shape,
e.g. fruit scones
trim off pastry around the edge
of a pie using a palette knife
e
Dat/06/07
11
f. Peel
use hands to peel fruit,
e.g. banana or satsuma
use a vegetable peeler to peel
vegetables, e.g. carrot for a salad
or potatoes for mashing
use a vegetable or serrated
knife to remove skin,
e.g. orange or mango
use a cook’s knife to cut away the
‘peel’ from a ‘hard’ item,
e.g. pineapple or swede
h. Hull
pull the green stalk away from a
strawberry using fingers
cut away the top of a strawberry
using a knife
i. Skin
pull away the skin from poultry,
e.g. a chicken leg
cut away the skin from poultry or
fish using a sharp knife,
e.g. mackerel or chicken portions
g. Pluck
pull away the feathers from
poultry, e.g. pheasant
plunge fruit or vegetables into
boiling water, remove, allow
to cool and then peel away the
skin, e.g. tomato or peach
remove the skin from fish using
the back of a knife, e.g. haddock
j. Shell
use hands to remove peas from
pods
use a nut cracker to remove
nuts from shell
remove the husk from spices,
e.g. cardamom pods
k. Separate
separate the centre of an egg from use an egg separator to separate
shell into a bowl
the yolk from the white
separate the yolk from the
white by holding an egg cup
over the yolk on a saucer
separate the yolk from the white
by juggling the yolk between the
2 halves of shell
l. Stone
use a cherry pipper to remove the
stones
cut a fruit in half and twist the
stone out, e.g. peach, avocado
carefully cut the flesh away
from the stone, e.g. mango
use the fine side of a grater to
‘grate’ the zest from citrus fruit
use a zester to ‘peel’ the zest
from citrus fruit
use hands to remove shell,
e.g. cooked prawns
steam veget
in an electri
stir-fry vege
and/or nood
the hob
r:
r:
r:
be
be
be
um Num
um
bN
b
bN
Jo 324 Jo 324 Jo 324
18
18
18
l. Simmer /
Boil
e
e
ag
ag
St
St
1
know exactly when to stop1
r
r
rubbing-in, checking
that
there
igne
igne
Des
Des
are no large lumps
(by
shaking
HB
HB
the bowl), and using fingertips
t: go t: go
t: go
ojec loojec lo ojec lo
Pr visedPr vised Pr vised
Re
Re
Re
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
Cool
e
e
Dat 6/07Dat 6/07
:
nt
ClieT
SF
e
ag
St
1
regulate and
t: go(g
a simmer
ojeced loojece
Pr vis(rapid
Pr vis
a boil
Re
Re
food :
:
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
e
e
e
Dat 6/07Dat 6/07 Dat 6/07
r:
be
um
bN
Jo 324
18
e e e
_S _S _S
go go go
Lo Lo Lo
13
t: go
ojec lo
Pr vised
Re
e
e
e
e
Dat 6/07Dat 6/07 Dat 6/07Dat 6/07
use a piping bag and nozzle to
pipe, e.g. mashed potato for
duchess potatoes
Cool
:
nt
ClieT
SF
place ingredients on a dish by
hand, e.g. open sandwich, pizza
pour and spread sauces in
alternate layers, e.g lasagne
c. Spread
spread a soft topping, e.g.
margarine over a slice of bread
spread a uniform layer of
topping, paying attention to
corners
create patterned effects,
r
e.g. use a forkigto
ne make
Des
peaks in mash
HB
d. Thread
thread soft fruits carefully on a
kebab stick
thread sliced vegetables carefully
on a kebab stick
e
Dat/06/07
11
layer slices of cake into strips,
e.g. to form Battenberg cake
e
ag
St
1
e
e
ag
ag
St
St
1
1
r
r
igne
igne
Des
Des
HB
HB
e
e
ag
ag
St
St
1
1
©
e
e
ag
ag
St
St
1
1
e
e
e
e
Dat/06/07Dat/06/07 Dat/06/07Dat/06/07
11
11
11
11
drain hot liq
from foods u
e.g. pasta, ri
b. Portion
carefully spoon or scoop servings
into a dish, e.g. fruit salad
1. ladle soup
2. cut a final
equal sized p
a. Coat
coat food with a topping,
e.g. pasta with a tomato sauce
dip food into
fruit in choc
b. Sprinkle /
Dredge /
r:
r:
be
be
um Num
Dust
bN
b
use fingers to sprinkle
ingredients over a dish,
e.g. cheese on pasta ber:
sprinkle spi
e.g. ground n
c. Drizzle
pour a little dressing over a salad
Jo 324 Jo 324
18
18
d. Pipe
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
r:
r:
be
be
um Num
um
bN
b
bN
Jo 324 Jo 324 Jo 324
18
18
18
t: go t: go
t: go
ojec loojec lo ojec lo
Pr visedPr vised Pr vised
Re
Re
Re
:
:
nt
nt
ClieT ClieT
SF
SF
:
nt
ClieT
SF
e
ag
St
1
drizzle oil, y
t: go
loojec
cooked
ojeceddish
e
Pr
Pr
vis
Re
vis
Re
use a piping
:
:
nt
nt
pipe
ClieT simple
ClieT
SF
SF
e.g. faces on
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
e
e
ag
ag
St
St
1
1
Tidy up and clear a
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
e
e
e
Dat/06/07Dat/06/07 Dat/06/07
11
11
11
©
ClieT
SF
ht
ht
ht
ht
rig
rig
rig
rig
py
py
py
py
Co
Co
Co
Co
©
©
©
©
t: go t: go
ojec loojec lo
Pr visedPr vised
Re
Re
e
e
Dat/06/07Dat/06/07
11
11
ClieT
SF
e
e
ag
ag
St
St
1
1
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
Cooksrycan…
ry ry
Decorate
and
garnish
e
e
ag
ag
St
St
1
1
ary ary
nd nd
co co
Se Se
o_ o_
t: go
placeojec
dishes
loojec
Pr visedPr vise
freeze
Re (appr
Re
and labelled
:
:
nt
nt
14
:
nt
place cooked
to chill whe
covered)
:
:
nt
nt
ClieT ClieT
SF
SF
ry ry ry ry
da da da
da da da da
on on on
on on on on
ec ec ec
ec ec ecSec
_S _S _S
_S _S o_S
o_ from cans or bottles
go go go
go go drain
g ogliquid
a. Drain
Lo Lo Lo
Lo Lo Lousing
L a sieve, e.g. fruit pieces
ClieT vegetables and other
layer
SF
mixtures, e.g. to form a terrine
ht
ht
rig
rig
py
py
Co
Co
©
r:
be
um
bN
Jo 324
18
Prepare to serve
e
e
e
Dat/06/07Dat/06/07 Dat/06/07
11
11
11
ht
ht
ht
rig
rig
rig
py
py
py
Co
Co
Co
©
©
©
r
r
igne
igne
Des
Des
HB
HB
brush unbaked
arydishes evenly
with milk
ndor egg to achieve a
co
shiny
Se finish, e.g. pasty or pie
o_
:
nt
ClieT
SF
e
ag
St
1
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
r:
be
um
bN
Jo 324
18
g
roll small pieces of chicken
fish cakes in flour, beaten og og
Lo roll
L L
in flour, beaten egg and then
egg and breadcrumbs to make
breadcrumbs to make nuggets
an even coating
b
b
Jo 324 Jo 324
18
18
t: juice
t: go moulds
place fruit
go t: in
go lolly
ojec loojec lo ojec lo
Pr visedPr vised Pr vised
into the
Re freezer
Re
Re
:
:
nt
nt
ClieT ClieT
SF
SF
Serve
thread uncooked meat and
vegetables carefully onto
kebab sticks, ready for cooking
L L
be
be
um Num
bN
b
Jo 324 Jo 324
18
18
b. Freeze
:
:
nt
nt
ClieT ClieT
SF
SF
t: go
ojec lo
Pr vised
Re
arrange ingredients attractively
in a salad
e e e e
_S _S _S _S
be
be
L safe,
L e.g. sandwiches,
salads
Num Num
o in the fridge to keep it
a. Chillr:ogor:ogo oplace
googfood
r:
r:
t: go t: go
ojec loojec lo
Pr visedPr vised
Re
Re
15
use hands to shape into
evenly sized items,
e.g. fish cake
layer different ingredients
together, e.g. layered salad
Let’s Get Cooking is a programme delivered by:
place chicke
oven to roas
are thoroug
run clear wh
:
:
nt
nt
ClieT ClieT
SF
SF
dough to a uniform thickness
and shape
pipe simple biscuits onto a
baking tray
ht
brush unbaked dishes with pymilk
rig
Co
©
or egg to achieve a shiny finish,
e.g. bread rolls
poach an eg
that the wh
colour and i
t: go t: go
ojec loojec lo
Pr visedPr vised
Re
Re
ht
ht
rig
rig
py
py
Co
Co
©
©
b. Layer
f. Coat
place foods
toast or mel
h. Roast
r:
r:
be
be
um Num
bN
b
Jo 324 Jo 324
18
18
t: go
ojec lo
Pr vised
Re
ry
ry ry
da
da da
on
on on
ec
ec ec
_S
_S _S
go
go go
Lo use a rolling pin to roll out Lo Lo
place mixture into a burger
maker to form ‘burgers’ or ‘cakes’
The British Nutrition Foundation and the Royal Society for Public
Health have supported the programme in an advisory capacity.
m. Zest
r:
be
um
bN
Jo 324
18
brush edges of pastry with water
or egg and press together to
make a seal
e. Glaze
use a toaster to grill bread
g. Poach
j. Steam
e
e
at 07
07shapes
cutDatout
with attention to
/06/ D /06/
11
11
making maximum use of dough
without waste
use a knife to cut out a
unique shape
ht
rig
py
allow dough to prove, knowing
Co
©
when it is ready for use, i.e. it
doubles in size
a. Arrange
Assemble
fry an onion
e.g. as a base
k. Stir-fry
e e
_S _S
go go
Lo Lo
use a fork to crimp the edge of
pastry around a pie
form dough into simple shapes
using hands
melt or warm
baked beans
Cooks can…
Se
use a rolling pin to roll out
dough, e.g. scones
reheat dishes, ensuring they are
piping hot, e.g. soup
/0
/0
/0
/0
/0
/0
/0
/0
/0
11
11
11
11
11
11
11
11
11
understand
that some foods do
stir hot dishes on the hob,
not need continual stirring while
ensuring that food does not
being
cooked, e.g. pasta, rice,
burn or catch (keep food
ht
ht
ht
ht
ht
ht
ht
ht
ht
arythat heat isCopyrig Copyrigpotatoes darydary © Copyrig © Copyrig © Copyrig
ary ary arCoypyrig Copyrig © Copyrig © Copyrig darydarydarydary
moving, ensure
nd e.g. risotto © ©
n on
ndond ond © ©
n on on on
o
o
o
o
not too
high),
c
c c
c c c
c c c c
_
use forks or spoons to ‘toss’ a
go
salad evenly
Lo
The Let’s Get Cooking programme is led by the Children’s
Food Trust
11
and School Food Trust, in partnership with The Prince’s Trust and
Business in the Community. Magic Outcomes were also involved in
the earlier stages of the programme.
d. Fillet /
Debone
e
Dat/06/07
11
use fingers to crimp edges of
pastry dishes, e.g. turnover
g. Pipe
drain away and keep the liquid
from canned foods, e.g. fruit
in juice
ht
rig
py
Co
e
ag
St
1. use a balloon whisk, e.g.
to thicken cream 2. use an
electric hand whisk to ‘whisk’
air into a mixture
use the palm of hand to
flatten dough
d. Microwave
e. Fry
judge
: how long to ‘blend’ for a
nt
ClieT
desired
consistency, e.g. some
SF
chunks, coarse, smooth
use a hand whisk to whisk
together a savoury all-in-one
sauce
use a fork to whisk together a
dressing or simple sauce/dip
c. Blanche
i. Sauté
f. Puree /
Blend
e. Seal
safely scrape out the seeds of a
chilli pepper using the back of a
spoon
use a ‘ricer’ to make a very
smooth mash, e.g. creamed
potatoes
knead bread dough by hand,
developing it to become elastic
and smooth (no surface cracks)
d. Roll out
(Squash /
Flatten)
Working with partners
a. Core
gently fold sugar into whisked
egg white
use a masher to crush cooked
foods to make a fairly smooth
mash, e.g. cooked potatoes
c. Prove
ht
ht
ht
ht
rig
rig
rig
rig
py
py
py
py
Co
Co
Co
Co
©
©
©
©
fold flour into a whisked
mixture carefully, using a
metal spoon or spatula
help to knead bread dough,
making it stretchy and smooth
j. Whisk
10
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
e
e
e
e
Dat/06/07Dat/06/07 Dat/06/07Dat/06/07
11
11
11
11
know when a mixture is
creamed by its pale colour,
creamy texture and aeration
use a fork to mash foods,
e.g. banana
use hands to ‘toss’ a salad
place and re
oven safely,
samosas
b. Barbecue
f. Grill /
Toast
cream together fat and sugar
for a cake by hand using a
wooden spoon, until it is
aerated and pale in colour
d. Mash
i. Toss
measure quantities
by eye, e.g.
50ml water
ht
ht
ht
ht
rig
rig
rig
rig
py
py
py
py
Co
Co
Co
Co
©
©
©
Cook
use a melon baller (parisienne
cutter) to scoop food,
e.g. melon balls
©
weigh quantities by eye,
e.g. 50g butter
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
e
e
e
e
Dat/06/07Dat/06/07 Dat/06/07Dat/06/07
11
11
11
11
use a knife to segment citrus
fruit, e.g. grapefruit
e
e
e
e
Dat/06/07Dat/06/07 Dat/06/07Dat/06/07
11
11
11
11
c. Drain
• tidy up and clear away.
use a flat or hand held grater
over a bowl, e.g. grating cheese
into a scone mix
e.g. batons or julienne
vegetables (carrots)
c. Knead
r:
r:
r:
r:
be
be
be
be
um Num
um Num
bN
b
bN
b
Jo 324 Jo 324 Jo 324 Jo 324
18
18
18
18
ct go ject goject go
ject logojeto
lo
lo bylo
make changes
a recipe
ProvisedProvised ProvisedProvised
Re itsRe
Re
swapping
mainReingredients,
:
:
:
:
of pear in a
nt e.g.ntapple
ntinstead
nt
ClieT ClieT
ClieT ClieT
fruit
salad
SF
SF
SF
SF
ClieT
SF
ge
Sta
1
Count or Measure
ry ry
da da
on on
ec ec
_S _S
go go
Lo Lo
:
4
r
r
igne
igne
Des
Des
HB
HB
use an upright grater to grate
foods, e.g. carrot for a winter
salad
b. Fold
ht
ht
ht
ht
rig
rig
rig
rig
py
py
py
py
Co
Co
Co
Co
©
©
©
©
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
Dat/06/07Dat/06/07
11
11
:
write a recipe, using standard conventions, e.g. ingredients,
equipment and method
Cooks can...
Clean
• prepare to serve (e.g. drain, portion, decorate
and garnish)
:
ct go ject go
ject logojeto
loa recipe,
lo
make changes
ProvisedProvised Provised
Re ingredients
Re
Re they prefer,
selecting
:
e.g.nt:sandwich
fillings
nt
3
Weigh
e
e
ag
ag
St
St
1
1
ht
ht
rig
rig
py
py
Co
Co
©
©
r:
r:
r:
be
be
be
um Num
um
bN
b
bN
Jo 324 Jo 324 Jo 324
18
18
18
ry ry ry
ry ry ry ry
da da da
da da da da
on on on
oncon concon
ec ec ec
ecSefoods
e e
_S _S _S
_Sweigh
_ o_Soin_S100g increments,
go go go
go go ogweighing
g scales
Lo Lo Lo
Lo Lo using
L Lo
e
ag
St
1
r
igne
Des
HB
write their own recipe, using text
and some pictures
follow text instructions
confidently from a range of
sources
Weigh and measure
:
nt
ClieT
SF
e
Dat/06/07
11
r:
r:
be
be
um Num
bN
b
Jo 324 Jo 324
18
18
Make changes
ge
ge
t: go
ojec lo
Pr vised
Re
©
1. follow text-based recipe
instructions 2. follow recipes
where ingredients are provided in
metric and imperial units
follow recipe instructions,
supported by images
write their own recipe using
images (and/or record video)
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
r:
be
um
bN
Jo 324
18
ht
rig
py
Co
Mix
ry ry ry ry
da da da da
on on on on
ecSec SecSec
_Sfollow
_ simple
_ _recipe instructions,
go go ogoogasoimages
Lo Lo presented
L L
Sta
1
ht
ht
ht
rig
rig
rig
py
py
py
Co
Co
Co
©
©
©
grind foods to a required size,
e.g. powder, fine, coarse
ht
ht
ht
ht
rig
rig
rig
rig
py
py
py
py
Co
Co
Co
Co
©
©
©
©
e
e
e
Dat/06/07Dat/06/07 Dat/06/07
11
11
11
ry ry
da da
on on
ec ec
_S _S
go go
Lo Lo
grind foods together in a
pestle and mortar,
e.g. herbs and spices
a. Cream /
Beat
©
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
12
crush garlic using a garlic press crush garlic using the side of a
knife to remove its skin
push soft fruit through a sieve
into a bowl, removing the pips
e
e
e
e
Dat/06/07Dat/06/07 Dat/06/07Dat/06/07
11
11
11
11
ht
ht
ht
rig
rig
rig
py
py
py
Co
Co
Co
©
©
grind spices together in an
electric grinder, with attention
to safety
use an ice cream scoop to
create ‘balls’
9
©
crush foods in a bag using
hands or a rolling pin,
e.g. nuts for topping
sift flour into a bowl using a sieve
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
ht
ht
rig
rig
py
py
Co
Co
©
crush foods in a bowl using a
rolling pin or hands, e.g. biscuits
for cheese cake
use a spoon to scoop out, e.g. ripe
avocado flesh from the skin
ge
ge
Sta
Sta
1
1
©
e.g. strips of pepper, cubes of
cheese 2. chop garlic or herbs
finely
h. Sieve
ge
ge
Sta
Sta
1
1
t: go
ojec loojec
Pr visedPr vise
Re
Re
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
chop foods into evenly sized
chunks using a vegetable
and/or cook’s knife,
e.g. potatoes, pineapple
g. Scoop
ge
Sta
1
Cook
:
nt
ClieT
SF
e
ag
St
1
e
e
e
Dat/06/07Dat/06/07 Dat/06/07
11
11
11
pieces using a vegetable knife,
e.g. strawberries in half
segment an orange by hand
:
:
ject logoject logo
ProvisedProvised
Re
Re
ht
ht
rig
rig
py
py
Co
Co
©
©
b. Crush
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
Cooksrycan…
ry
ry ry
ry ry
ry ry ry ry
da
da da
da da da
da da da da
on
on on
on on on
on on on on
ec
ec ec
ec ec ec
ec ec ec ec
_S
_S _S
_S _S _S
_S _S _S _S
go
googo
go go go
a. Bakeogoogo ogoogo
Lo 1. slice and dice foods safely, Lo cut
L foods safely into fine pieces, Lo Lo Lo
L L L L
segment a small ‘easy peel’ piece
of fruit by hand, e.g. satsuma
Write
e
e
Dat/06/07Dat/06/07
11
11
ry
da
on
ec
_S
go
Lo
Slice
r
r
igne
igne
Des
Des
HB
HB
e
e
Dat/06/07Dat/06/07
11
11
ht
rig
py
Co
f. Segment
2
r
r
igne
igne
Des
Des
HB
HB
ht
rig
py
Co
8
©
ht
ht
ht
ht
rig
rig
rig
rig
py
py
py
py
Co
Co
Co
Co
©
©
©
e. Portion
Cooks
y y can...
y
:
:
nt
nt
ClieT ClieT
SF
SF
©
divide foods into half or quarters
by hand, e.g. a banana
1
ge
ge
Sta
Sta
1
1
e
e
e
e
Dat/06/07Dat/06/07 Dat/06/07Dat/06/07
11
11
11
11
ary ary ary ary
da da da
nd nd nd nd
on on on
co co co co
ec ec ec
Se Se _Se_Se
_S _S _S
o_ o_usegothe
o hold and claw
bridge
a. Cut, Chop,
go go go
ogLog Lgrip
o Lto
ogcut foods safely into large
Lo Lo Lo
L
Dice and
use a mouli grater to grate cheese
for a sandwich or savoury sauce
r r r
da da da
on on on
ec ec ec
_S _S _S
go go go
Lo Lo Lo
:
nt
ClieT
SF
r
igne
Des
HB
Cooksrycan...
ry ry
Make
smaller
Follow
ge
Sta
1
• cook (e.g. bake, toast, poach, roast, barbecue,
steam, simmer)
e
e
e
Dat/06/07Dat/06/07 Dat/06/07
11
11
11
ht
ht
ht
rig
rig
rig
py
py
py
Co
Co
Co
©
©
e
e
ag
ag
St
St
1
1
e
Dat/06/07
11
d. Grate
ht
ht
ht
rig
rig
rig
py
py
py
Co
Co
Co
©
©
©
r:
be
um
bN
Jo 324
18
e
e
ag
ag
St
St
1
1
• Some techniques can be done by electrical equipment
• The chart is based on ability, knowledge and previous
rather
than
by hand. This can be useful for cooks who find
experience,
and not just age. r: r:
r:
r:
r:
r:
r:
r:
r:
be
be
be
be
be
be
be
be
be
um Num
um Num
um
um Num
um
itumdifficult
to use hand held tools.
b•N The
b
b N do
b not
bN
bN
b
bN
bN
4 Jo 4 skills listed in this chart
4 Jo 4need to be followed
4 Jo 4 Jo 4 Jo 4
Jo 32
Jo 324 Jo
Jo 32in
32
32
32
32
32
32
18
18
18
18
18
18
18
18
•18 This
list is not exhaustive and will hopefully lead to some
any
particular order.
:
:
:
:
:
:
:
:
:
ject logoject logo
ject logojectd logo jectd logo
ject logoject logo jectd logojectd logo
interesting discussions.
ro
ProvisedProvised
ProvisedProlevels’
ProvisedProvised for
Provise Provise
•
The
different
‘spoon
vise P vise show stages of difficulty
Re
Re
Re
Re
Re
Re
Re
Re
Re
• Less experienced cooks should always be well-supervised.
that particular
skill;
they do not always
use
the: same
level
:
:
:
:
:
:
nt
nt
nt
nt
nt
nt
nt
lie
lie
ClieT
Clie
ClieT ClieT
of skillCSFlie
as
in
T those
T another section. C T C T
• Good hygiene and safety is important at all times.
SF
SF
SF
SF
SF
SF
e
e
e
Dat/06/07Dat/06/07 Dat/06/07
11
11
11
ht
ht
rig
rig
py
py
Co
Co
©
©
e
e
ag
ag
St
St
1
1
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
t: go t: go
t: go
ojec loojec lo ojec lo
Pr visedPr vised Pr vised
Re
Re
Re
:
:
nt
nt
ClieT ClieT
SF
SF
e
ag
St
1
c. Grind
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
e
e
Dat/06/07Dat/06/07
11
11
ht
rig
py
Co
• read, understand and follow a recipe
• prepare (e.g. wash, wipe, core, peel, make
smaller, combine ingredients)
©
Read, understand and follow a recipe
:
ject logo
Provised
Re
©
ry ry
da da
on on
ec ec
_S _S
go go
Lo Lo
ht
ht
rig
rig
py
py
Co
Co
©
e
ag
St
1
r:
r:
r:
be
be
be
um Num
um
bN
b
bN
Jo 324 Jo 324 Jo 324
18
18
18
t: go t: go
ojec loojec lo
Pr visedPr vised
Re
Re
:
nt
ClieT
SF
:
:
nt
nt
ClieT ClieT
SF
SF
This chart can be used to guide Let’s Get Cooking clubs’ cooking activities. It can help club members find out
what cooking skills they know and what they can learn to do next. Use this chart to measure the progress of club
members and their families, as they improve their cooking skills and learn new ones. A smaller copy of this chart is
available to download from the Club Zone of the Let’s Get Cooking website www.letsgetcooking.org.uk
ge
ge
Sta
Sta
1
1
r
r
igne
igne
Des
Des
HB
HB
‘Spoon levels’ show stages of difficulty for
particular skills (with one spoon being the
easiest level, up to four spoons being the hardest),
such as:
• weigh and measure
e
e
Dat/06/07Dat/06/07
11
11
©
e
e
ag
ag
St
St
1
1
:
:
nt
nt
ClieT ClieT
SF
SF
r:
r:
be
be
um Num
bN
b
Jo 324 Jo 324
18
18
t: go
ojec lo
Pr vised
Re
t: go t: go
t: go t: go
ojec loojec lo ojec loojec lo
Pr visedPr vised Pr visedPr vised
Re
Re
Re
Re
:
nt
ClieT
SF
Prepare continued...
r
r
r
igne
igne
igne
Des
Des
Des
HB
HB
HB
How to use this chart
ge
Sta
1
©
ry
da
on
ec
_S
go
Lo
ht
rig
py
Co
:
:
nt
nt
ClieT ClieT
SF
SF
r:
be
um
bN
Jo 324
18
r:
r:
r:
r:
be
be
be
be
um Num
um Num
bN
b
bN
b
Jo 324 Jo 324 Jo 324 Jo 324
18
18
18
18
t: go t: go
t: go
ojec loojec lo ojec lo
Pr visedPr vised Pr vised
Re
Re
Re
:
:
nt
nt
ClieT ClieT
SF
SF
e
e
ag
ag
St
St
1
1
r
igne
Des
HB
r:
r:
r:
be
be
be
um Num
um
bN
b
bN
Jo 324 Jo 324 Jo 324
18
18
18
t: go t: go
ojec loojec lo
Pr visedPr vised
Re
Re
:
nt
ClieT
SF
Let’s Get Cooking uses a skills progression
approach. Skills progression charts are provided by
Let’s Get Cooking for use by club leaders to help
guide activities. The charts can be used to measure
progress of club members and their families as they
improve their cooking skills and learn new ones.
• cool (e.g. chill, freeze)
r:
r:
be
be
um Num
bN
b
Jo 324 Jo 324
18
18
r
r
r
r
igne
igne
igne
igne
Des
Des
Des
Des
HB
HB
HB
HB
e
e
e
e
Dat/06/07Dat/06/07 Dat/06/07Dat/06/07
11
11
11
11
Cooksrycan…
ry ry
ry ry ry ry
da da da
da da da da
on on on
on on on on
ec ec ec
ec ec SecSec
_S _S _S
_S _S o_away
_
a. Clearogoogo oclear
go go go
g ogo equipment from
Lo Lo Lo
L
L
L
L
working
area
away
ht
ht
ht
rig
rig
rig
py
py
py
Co
Co
Co
©
©
©
ht
ht
ht
ht
rig
rig
rig
rig
py
py
py
py
Co
Co
Co
Co
©
©
©
16
Tidy up
and
clear
away
b. Wash up
help to wash up items,
e.g. plates, cups
clear area an
surfaces
wash dirtier
of equipmen
ww
LGC1046_Skills_Chart_A1.indd 1
Let’s Get Cooking evaluation report | Page 7
How was the impact of
Let’s Get Cooking measured?
The Let’s Get Cooking programme was measured through:
1. an in-depth evaluation study
2. activity reports submitted by clubs through the Let’s Get Cooking website
3. feedback forms collected during training sessions for club leaders and helpers
4. assessing the value for money offered by the programme.
What did the evaluation aim to find out?
The evaluation and the supporting monitoring aimed to find out whether Let’s Get
Cooking made a difference to the cooking skills and eating habits of club members
and their families.
Ethical approval
Ethical approval for the Let’s Get Cooking evaluation was granted until 8 July 2012
by the Research Ethics Committee of King’s College London (CREC/07/08-195).
Page 8 | Let’s Get Cooking evaluation report
Evaluation method
The method for evaluating of the Let’s Get Cooking programme was developed by
researchers from the School Food Trust, while any necessary fieldwork was undertaken by
TNS BRMB (social research agency). Fieldworkers were trained by the School Food Trust
before visiting schools.
A representative sample of 271 clubs (approximately 5.5 per cent) was selected to take part
in the evaluation. A rigorous stratified sampling approach ensured that the results of the
evaluation gave a truly representative picture of the impact of the programme.
Clubs were recruited for the evaluation over a three-year period. This approach ensured a
sample from each wave of recruitment of the 5,000 Let’s Get Cooking clubs was included in
the evaluation (and that each local authority was represented).
If chosen, clubs were required to participate in the evaluation, although individual club
members were able to opt out. This ensured that the sample was random and it was not just
the most enthusiastic clubs taking part.
A small number of clubs were chosen for a further follow-up visit to see whether the
improvement in eating habits was sustained over time.
Club members from the selected clubs were asked to complete a short questionnaire on two
occasions; once near the beginning of their involvement with the club, and again at the end
of their time at the club (usually after six to eight weeks).
Developing the questionnaire
The change in eating habits was measured by showing a list of foods,
which contained both ‘healthy’ and ‘less healthy’ foods, and asking club
members to tick the foods that they had eaten during the previous 24
hours (yesterday and today). Healthy foods include items such as fresh fruit and vegetables, whilst
less healthy foods include processed foods and those high in salt, sugar
and saturated fat. Club members were asked if they had added any
sugar or salt to the food they had eaten.
Club members were also asked if and where they had eaten breakfast,
and whether they had eaten a school or packed lunch.
The wording and layout of the questionnaire was carefully designed to
minimise any bias towards those participants who might give answers
that they thought were likely to be correct rather than true – for
example, healthy and less healthy food items were randomly distributed
within their food group lists.
The questionnaire was trialled with a pilot group of Let’s Get Cooking
clubs, and any necessary changes were then made to question phrasing
to maximise the quality of the answers and accuracy of the data.
Let’s Get Cooking evaluation report | Page 9
Collecting the data
Fieldworkers visited selected clubs during the second
Let’s Get Cooking session of the term or series of club
sessions. All consenting club members1, including any
adults that were attending with children, completed a
questionnaire.
Club members then took part in Let’s Get Cooking club
activities for a few weeks, learning to cook a range of
healthy recipes and taking part in community cooking
events.
Six to eight weeks later, the fieldworker re-visited the
club and the club members repeated the questionnaire.
This second questionnaire also included a section
about the skills club members had learnt, and the skills
they had used at home and which they had shown to
other people.
The two questionnaires were then analysed. No club
or club member could be identified; unique reference
numbers were used to match up the ‘before’ and ‘after’
questionnaires.
The change in eating habits was calculated by comparing
the ratio of healthy to less healthy food items eaten
between the two time points of the questionnaire.
After all five waves of the evaluation, 2,433 participants
(attending 243 clubs) had filled in questionnaires.
A total of 1,754 participants (72 per cent) attended both
sessions and so had completed a questionnaire at both
time points. These were included in the analysis that
estimated the change in eating habits.
1
Key Stage 2 or older; Key Stage 1 members were evaluated using a picture sort task, explained later.
Page 10 | Let’s Get Cooking evaluation report
Evaluating the impact
on younger participants
Twenty-six clubs taking part in the evaluation were working with infant age
(Key Stage 1) children. A slightly different evaluation method was used to collect
data from this age group, to allow for reading age or memory skills that are not
sufficiently developed for them to complete a questionnaire.
A simple, picture sort-card method was developed that could be done on a one-toone basis with a fieldworker. This enabled younger club members to say what they
had eaten. This was done on an individual basis to prevent children copying the
responses of their friends.
After all five waves of evaluation, 465 infant-aged children (Key Stage 1, age range
4 to 8 years) had taken part in the evaluation, of whom 355 completed the picturecard task at both times and were included in the analysis to measure the change in
eating habits.
Measuring long-term impact
A small number of clubs were selected for a further follow-up visit to measure
whether the improvement in eating habits was sustained over time. Forty-four
schools were asked to undertake a follow-up questionnaire with club members,
three months after their club sessions had finished.
These questionnaires were administered by the club coordinators, and were
completed by 326 club members.
Monitoring club activities
and the number of people
cooking
All Let’s Get Cooking clubs are required to submit
activity reports regularly through the Let’s Get
Cooking website. These reports collect monitoring
information such as the number of club members,
and the number of people cooking at community
events (when completing activity reports, clubs are
required to count only those club members attending
a session for the first time, so as to avoid double
counting of beneficiaries).
This has provided information about the total number
of people who have benefitted from Let’s Get Cooking,
up to the time that this report was written.
Assessing the quality of training
for club leaders and helpers
All club leaders and helpers attending the two-day Let’s Get Cooking demonstrator training course were
required to complete a feedback form.
This measured how well the training had delivered against the aim of the training (to understand how to
set up and run a successful Let’s Get Cooking club) and against the following objectives:
• to develop ideas about how to involve families, the whole school and the local community in cooking
and food activities
• to develop food preparation and handling skills
• to increase awareness of safety issues, including food safety and hygiene
• to experience different approaches towards demonstrating cookery skills and managing cooking groups
• to increase knowledge of how to cook and adapt recipes for a healthy diet.
In addition, participants were asked to give an overall rating for the course.
Data from feedback forms was collated centrally by the Let’s Get Cooking team.
Let’s Get Cooking evaluation report | Page 11
What impact has Let’s Get Cooking had?
Cooking skills
More than nine out of 10 (92 per cent) of Let’s Get
Cooking club members told us that they have used
their new cooking skills at home.
On average, club members have shared their new cooking skills with at least one
other person.
Following a recipe and cutting, chopping or slicing food were the skills most often
reported as having been learned in Let’s Get Cooking club sessions.
In general, cutting, chopping or slicing food, combining or mixing ingredients, and
following a recipe were the skills reported most often as being replicated at home.
Food safety messages (such as how to cut and chop using bridge and claw
methods, and using knives carefully) also featured highly when club members
were asked to comment on what they enjoyed most about Let’s Get Cooking.
Healthy eating
The evaluation has shown that over half (58 per cent) of Let’s Get Cooking
club members reported eating more healthily after their involvement with the
programme.
Sixteen per cent of these had increased the difference between healthy and less
healthy items by at least 10 points after taking part in club activities – indicating a
large change towards a healthier diet.
Page 12 | Let’s Get Cooking evaluation report
Table 1: Number of healthy and less healthy items eaten at each time point
Baseline
Average number of items eaten
Range
No. of participants with a positive difference
Exit from programme
Change from baseline to exit
Healthy
Less healthy
Difference
Healthy
Less healthy
Difference
-
12.5
5.7
6.8
15.2
6.6
8.6
1.8
0 to 38
0 to 16
-12 to 29
0 to 39
0 to 16
-10 to 29
-24 to 27
-
-
*1,532
-
-
*1,586
**1011
Sample size = 1,740
*Indicates the number of participants who reported eating more ‘healthy’ than ‘less healthy’ items at each time point
**Indicates an improvement defined as an increase in the difference score between the two time points of at least one point or item
The impact of Let’s Get Cooking
on younger participants
The evaluation provides a limited amount of evidence that more infant-aged club members
are eating bananas, peas and tomatoes after taking part in club activities.
Infant-aged children have limited recall ability, so these results should be viewed with
caution, but even so, it is possible that the observed increase was due to improved
recognition of these foods. Food awareness is an important aspect of learning healthy eating
habits in young children. It is likely that children exposed to a wide range of foods at an early
age will eat a more varied diet in the future. Therefore, an improvement in recognition can be
considered a positive outcome with this age group for the Let’s Get Cooking programme.
Impact on eating school meals
There is tentative evidence from the evaluation that pupils are more
likely to have a school lunch after participating in Let’s Get Cooking
club activities.
If this trend is confirmed, it is an important outcome, as food served
in schools has had to conform to both food-based and nutrientbased standards since 2008. Children are more likely to concentrate
in the classroom in the afternoon after eating a healthy school lunch
in a pleasant environment. This also improves their health and their
learning about making better food choices.
Let’s Get Cooking evaluation report | Page 13
Case Study
What else did the
evaluation find out?
The evaluation also provided club members with
the opportunity to provide comments about Let’s
Get Cooking.
Comments received over the course of the
evaluation period indicated that not only do
children value the experience of being allowed to
cook rather than watch a demonstration, but for
some it suggests that they discover that cooking
a meal is something they can actually achieve.
Attending the club for these children in particular
helps to increase confidence and self-esteem.
Comments and anecdotal feedback also suggest
that Let’s Get Cooking clubs can help to bring
families together, and support the development of
social skills in children.
Rebecca McDonald joined
East Crompton St James’
C.E. Primary School’s Let’s
Get Cooking club as soon as
it was established, back in
April 2010.
Club coordinator Gillian Baras noticed that
being involved in the club was benefitting
Rebecca in many ways;
Rebecca McDonald (second from left) with Let's Get Cooking club
members at East Crompton St. James' C.E. Primary School.
“Rebecca’s a lovely girl but was quite shy and didn’t have
much confidence in herself before she joined the Let’s Get
Cooking club. Since she’s been coming along, though, it’s clear
she has a natural flair and a passion for cooking which I don’t
think she’s really felt during other lessons, and so her selfesteem has really grown as a result.”
Rebecca says she now feels much more confident, in part due to other club members asking her
for help and guidance during the sessions, giving her a sense of value. Assisting Gillian during
cookery events helped Rebecca’s confidence grow further still.
“I wouldn’t have had the confidence to talk to adults I didn’t
know before, but after I helped Mrs Baras at our cooking
club events, I feel much less shy and more comfortable
talking to people.”
Rebecca is now thinking of training for a career related to cooking when she leaves school.
She had previously considered this, as she enjoyed cooking with her grandma even before
joining Let’s Get Cooking, but now she actually has the confidence in her ability to see it as a
real possibility.
Page 14 | Let’s Get Cooking evaluation report
Quality of training
for club leaders and
helpers
Six thousand adult club leaders and
helpers took part in the two-day Let’s
Get Cooking demonstrator training
course between October 2007 and
March 2011.
The demonstrator training course was
rated as ‘excellent’ or ‘very good’ by
99 per cent of all participants.
In 2009, the Let’s Get Cooking twoday demonstrator training course
was accredited by the Royal Society
for Public Health. To achieve this
endorsement, the training programme
underwent an expert review,
assessing how effectively it prepares
trainees in cookery demonstration
skills and in food safety, nutrition, and
health and safety.
The accreditation shows the high
standard of training and support that
demonstrators receive to help them
run clubs safely and effectively.
“Very enjoyable. It certainly
inspired me to cook as well as
heightened my food hygiene
awareness. I went home and
cleaned the fridge!”
“Factual,
interactive,
engaging and
accessible,
providing us with
practical skills to set
up our own clubs.”
“The whole experience
of this course has been
great. I can’t wait to
get my club up and
running, thank you.”
Let’s Get Cooking evaluation report | Page 15
Value for money assessment
A full Let’s Get Cooking club, set up from scratch in a school without existing after-school cooking
activities costs £5,000 to equip, train the club coordinators and run for three years.
£2,500 of this goes directly to the club to cover equipment and running costs, whilst the other £2,500
covers the central costs of training, supporting and monitoring the club over a three-year period.
Cost per beneficiary
To date the programme has been delivered at an average cost of:
• £34 per club member
• £11 per beneficiary (including family members and those attending community
events who have developed their cooking skills).
The monitoring and evaluation information indicates that the Let’s Get Cooking
programme offers excellent value for money.
Page 16 | Let’s Get Cooking evaluation report
Let’s Get Cooking evaluation report | Page 17
We asked club members:
‘What did you enjoy ab
“Eating what I’ve cooked. I now enjoy cooking and care about what I’m eating. I’ve cooked more
since starting the lessons than ever before. Overall, it has been very useful!”
“I like food that I wasn’t so keen
on before, such as carrots and
strawberries and raspberries.”
“Cooking, spending time
with my mum.”
“It introduced me to new recipes – for example, I
never ate fish but now I enjoy making fish pie and
fish paté, which I would never normally eat. I have
fun making and trying foods and taking them
home to show friends and family.”
“Having fun with my friends
after school whilst also learning
new skills.”
“I have enjoyed my lessons here at the cooking
club and have learnt a lot of skills, but at the same
time made new friends and had fun!”
“It is a fun and exciting
way to teach children
healthy recipes that we
remember at home. I love
eating our creations. The
fajitas were lovely!”
Page 18 | Let’s Get Cooking evaluation report
“Working as a team to make things. Trying new
things that I’m not allowed to do at home, and
most of all eating the food and having fun!”
“Being with my friends, cooking
things for my family.”
bout Let’s Get Cooking?’
Case Study
For one mum, Kelli-Anne Broome, Let’s Get Cooking was an
ideal way to spend time with her son, whilst learning new
cooking skills. In fact, Kelli-Anne found the club to be a route
to new opportunities, as she ended up volunteering in the
schools’ community café. Kelli-Anne told us a bit about her
Let’s Get Cooking experience…
“Before coming to Let’s Get Cooking I would only make things like cakes from boxes at home.
Now I can make things like mini quiches, healthy muffins, burger and curries from scratch
– I really enjoy cooking now!”
“Let’s Get Cooking has made me come out of my shell a lot. Before attending the club,
I wouldn’t talk to the other parents much but now I have become friends with other parents.
I still help out with the Let’s Get Cooking club which means I am always making new friends
with the new parents starting at the club.”
“The school decided that they would be opening a community café within the school
grounds and were looking for volunteers. Myself and a friend decided that we would do it to
get ourselves out of the house and meet new people. That was a year ago and I have been
volunteering ever since. I love it here, it is tiring but I love coming here for the people and the
chance to practice my cooking skills.”
“I have also got three qualifications in food hygiene and first aid, which I wouldn’t have got if
it hadn’t been for Let’s Get Cooking.”
Kelli-Anne helping at her Let’s Get Cooking
club session and in the school café.
“Let’s Get Cooking is marvellous, absolutely marvellous.”
Let’s Get Cooking evaluation report | Page 19
Does Let’s Get Cooking have
a sustained impact?
Out of 326 people who completed the three-month follow-up survey:
Ninety-one per cent of club members continue to use their
new cooking skills at home after club activities have
finished. In particular, club members showed retention of
messages about healthy eating, food hygiene and safety in
the kitchen.
Almost half (45 per cent) of Let’s Get Cooking club members
were eating more healthy items three months after the end
of club sessions.
These results suggest that Let’s Get Cooking club sessions
can have a sustained impact on members’ eating habits and
cooking skill levels.
As part of the three month follow-up club members were
asked what they had remembered about taking part in club
activities. Most of them could remember at least one activity
or message, with knife skills being the most frequently
mentioned. Many club members remembered two or more
messages and when the responses were coded into general
themes more than half were concerned with safety, as
shown in figure 1.
Page 20 | Let’s Get Cooking evaluation report
4.6
4.6
4.9
8.9
Safety message
A specific skill (preparation or cooking)
56.1
19.3
Enjoyed making a specific food item
Health or improved diet or trying new foods
Socialising with different age groups; meeting new people; teamwork
Eating the food or making food at home
24.8
Fun; all of it
Others
35.6
Figure 1 Messages remembered by club members after three months
(theme, as a percentage of total number of messages remembered).
Let’s Get Cooking evaluation report | Page 21
Postscript:
What is next for Let’s Get Cooking?
“As Let’s Get Cooking ends its recruitment of schools through support via the Big Lottery Fund,
we have been looking to the future and are beginning to take Let’s Get Cooking’s training and
support to a wider variety of new organisations and audiences.
We have already delivered training programmes for a number of primary care trusts, local authorities
and other organisations and charities, enabling youth leaders, sports coaches, exercise specialists and
community leaders to set up healthy cooking sessions in their own communities.
We will continue to support all of our school-based Let’s Get Cooking clubs. We are looking forward to
reaching over two million people through the Let’s Get Cooking programme, and working to spread the
Let’s Get Cooking message even more widely throughout the country.”
Judy Hargadon, Chief Executive, Children’s Food Trust and School Food Trust
Page 22 | Let’s Get Cooking evaluation report
Let’s Get Cooking evaluation report | Page 23
Let’s Get Cooking
Let’s Get Cooking provides training, support and resources for setting
up and running healthy cooking activities for people of all ages. Let’s Get
Cooking is a programme run by the Children’s Food Trust with the School
Food Trust.
www.letsgetcooking.org.uk
The Children’s Food Trust with the School Food Trust
The Children’s Food Trust is a community interest company working
with the School Food Trust, a registered charity and specialist advisor
to Government on school meals, children’s food and related skills. Both
organisations share the vision that all children should have a balanced
diet, cooking skills and food education that will help reach their full
potential as adults.
Contact us
Children’s Food Trust, 3rd Floor, 1 East Parade, Sheffield S1 2ET
Tel: 0114 299 6901
Email: info@childrensfoodtrust.org.uk
Website: www.schoolfoodtrust.org.uk
The Children’s Food Trust - CIC (Community Interest Company) number 7449255
The School Food Trust - registered charity number 1118995
“The kids just love to cook, and as a result they try different
things that they would not try at home. I have had several
parents come up to me and say they couldn’t believe that
I had got their child to eat fruit and vegetables! Also, one
parent was so impressed with one of the recipes that she
took it to work to do with some elderly patients in rehab.”
Claire Jones, Horsley Woodhouse Primary School, Derbyshire
“The first day back at school in September we had children
and parents asking when our club would be starting again
and this gave us a tremendous boost. I couldn’t have done
this without your help and support and the training you
give is first class. We can only grow!”
Janet Cook, Chapel Allerton Primary School, Leeds