Transition Project Learning Network Workshop 3

1. Transition Project Learning Network Workshop 3 Stepping Stones Transition Programme IYF Transition Project

2. Stepping Stones: Background Organisational purpose • KYS Vision The KYS vision is: • An inclusive and fair world where children and young people are valued in their own right and actively engaged and supported by their families, communities and wider society, to reach their full potential. KYS Mission Statement • KYS is a voluntary organisation. It provides a range of development and learning opportunities and services throughout County Kildare. These are provided for and with children, young people, their families and communities to be responsive to their changing needs. IYF Transition Project

3. 8 Guiding principles of KYS KYS commits to reflect and promote the following guiding principles in its implementation of this Strategic Plan. Voluntary basis of KYS Developmental capacity of children and young people Families and communities Social equality and social inclusion Quality standards An inter-agency approach Service integration A learning organisation

4. Analysis of School Transition Populations and target groups The programme seeks to target and support young people who are already vulnerable within the education system, such as those at risk of not completing second level education, those whose family have a history of early school leaving, those experiencing learning and behavioural difficulties, or those who experience low self confidence, social exclusion, or lack of parental or peer support.

5. Current provision: The Stepping Stones Programme was initially piloted by Kildare Youth Services’ (KYS) Naas Child and Family Programme and Naas Youth Project in 1999. Since then it has been run annually in the Youth projects in Kildare Town, Naas, Newbridge, Athy, Leixlip and the Curragh. County Kildare Leader Partnership (formerly Action South Kildare and Kildare Community Partnership), the Newbridge & Curragh/Kildare School Completion Programmes and the Kildare VEC have supported the programme during this period.

6. Socio-economic factors that inform outputs and outcomes • The Youth Work Act 2001 • Action Plan For Education and Inclusion • Economic & Social Research Institute “Moving Up” Study • “ A Guide To What Works In Family Support Services for Vulnerable Families” MOST McKeown (2000) • “Models of Youth Work – A Sociological Framework” Hurley & Tracey (1993) • Funding • Soured through the Education Training Boards through the School Completion Programme • One project sources funding through a local philanthropy grant • There are restrictions on the numbers of Young People that this programme can target due to the low level of funding available • Impact on Local Conditions • The majority of the Project areas don’t fall into the remit of the DEIS Schools. For that reason, provision from the SCP and HSCL can cause restrictions around the engagement of “at risk” Young People

7. Stepping Stones : Inputs • Inputs Staff • 18 Qualified Youth Workers • 18 Community Employment • 2 TÚS Volunteers • Up to ten trained in YWI Adult Leadership and NYCI Child Protection Awareness Training Buildings • Buildings otherwise used by the Projects Technology • Standard available programme equipment IYF Transition Project

8. Stake Holders Parents/Guardians Schools: Principals, Teachers, HSCL, SCO Family Support Service Other referral agencies e.g. SWD, Information Service, Youth Clubs, Gardaí JLO, etc.

9. Outputs (Activities) Who we will reach: • Up to fifteen Yong People per programme (110approx) throughout seven Projects What we will do Where, when and how it will happen: General Summer Programme • A 4 – 10 day programme in July/August • Focused on fears and expectations, friendships and relationships, peer pressure, bullying, rights and choices, roles and futures, skills based activities Post Engagement (optional for general programme) • Follow up session with participants in September to check in on how the transition has gone IYF Transition Project

10. Targeted Programme In-school Programme 40 min – 2 hours workshops with 6th Class taking place prior to pre engagement Referral Process Engagement of Teachers, parent, Gardaí etc. in order to gain referrals for programme Shortlisting of referrals and contact made with participants Pre-engagement A weekly programme prior to Summer Programme focused on personal and social development Summer programme See general programme for details Post Engagement Run during the 1st year school cycle- Move towards a critical social education approach Targets for numbers to be reached Frequency of activities

11. Stepping Stones: Outcomes Short Term General and Targeted Programme Young People more aware of the system of supports available to them. Awareness of the issues they may face during their secondary school experience e.g. peer pressure, bullying, friendships, relationships, etc. Development of organizational skills e.g. timetables, homework, schedules, etc. IYF Transition Project

12. Medium Term General and Targeted Programme Young People more confident in challenging peer pressure, bullying and stereotyping A more positive attitude towards their secondary school experience. Awareness of life choices, personal responsibility Targeted Programme Reduction in incidents of displaying challenging behavior

13. Long Term General and Targeted Young person has succeeded in their transition from primary to secondary and are actively engaged in all aspects of school life e.g attendance, completing homework, involved in school extracurricular activities Targeted Continued engagement within Youth Service Positive relationship developed with Second Level school for education support for individuals

14. Stepping Stones: Monitoring and Evaluation • Indicators • Young People can name and identify the support available to them • Young People name the issues they face and can demonstrate the ability to problem solve • Young Person is able to complete tasks and schedules, has correct books and other materials needed. They have a plan in place about organising themselves throughout the school day • Young people demonstrate the ability to challenge peers on topics such as Peer pressure, bullying and stereotyping • Young people completing homework tasks are organised and are engaged in extra curricular activities within school IYF Transition Project

15. Young people demonstrate the ability to reflect on their decisions and the consequence of their actions The number of detentions, suspensions and report cards decrease as engagement in school continues Young person is attending school and is active in school life Young person attends weekly groups in projects Young person is engaging with both school and external supports when needed

16. Data sources Pre summer programme questionnaire and post summer programme questionnaire, session plans and final evaluations Fears and expectation session notes Post summer programme questionnaire End of first term questionnaire End of 1st year questionnaire Formal and informal data from contact with Young People, parents and teachers Formal in-school data including school reports, homework journal, attendance sheets Youth Project formal data including Youth Worker’s debriefing notes, group participation log and group evaluations