Stepping Stones Transition Programme

Transition Project Learning Network Workshop 3

IYF Transition Project

Stepping Stones: Background

Organisational purpose

– KYS VisionThe 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

8 Guiding principles of KYS

KYS commits to reflect and promote the following guiding principles in its implementation of this Strategic Plan.

1. Voluntary basis of KYS

2. Developmental capacity of children and young people

3. Families and communities

4. Social equality and social inclusion

5. Quality standards

6. An inter-agency approach

7. Service integration

8. A learning organisation

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.

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.

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

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

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.

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

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

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

Medium TermGeneral 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

responsibilityTargeted Programme Reduction in incidents of displaying

challenging behavior

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

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

– 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

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