1. Play, learning & interaction activities Mo Chead Cheim/visual portfolios - transitions Relationship building (parent/child) (Family/ECCE setting) Quality Mentoring

2. Tús Nua Model Service work - the mentoring process begins with a service agreement ECERS baseline/follow up assessment Family work – Establishment of a referral system. Referrals to the project by PHN’s, Early Childcare settings, community projects etc. Families that engage with the Tús Nua project experience substantial barriers in accessing an FSPY place for their child.

3. Findings From The Report National School Survey - Participation in the free preschool year from 2010 -2013

4. Barriers% Parental anxiety 2 (6%) Developmental delay5 (16%) Toilet training7 (22%) Behaviour management6 (19%) Finance6 (19%) English as a 2 nd language4 (13%) One Parent did not want child to attend4 (13%) Transport2 (6%) Medical reasons2 (6%) Knowledge18 (56%)

5. ServicesInitial total scoreFinal total scorePercentage difference Service 1186 (53.1%)300 (85.7%)32.6% Service 2171 (48.8%)299 (85.4%)36.6% Service 3 a271 (77.4%)298 (85.1%)7.7% Service 3 b270 (77.1%)231 (66%)-11.1% Service 4155 (44.2%)277 (79.1%)34.9% Service 5223 (63.7%)262 (74.8%)11.1% Service 6186 (53.1%)277 (79.1%)26% Service 7178 (50.8%)230 (65.7%)14.9% Service 8a243 (69.4%)304 (86.8%)17.4% Service 8b192 (54.8%)248 (70.8%)16% Service 9a193 (55.1%)317 (90.5%)35.4% Service 9b217 (62%)335 (95.7%)33.7% Service 10237 (67.7%)306 (87.4%)19.7% Service 11272 (77.7%)332 (94.8%)17.1%

6. Four main findings: Family and social systems are key influences on child attendance in preschool Early family supports at community level are needed and wanted Hands-on quality mentoring has a positive impact on childcare services Collaborative working needs to happen at all levels if it is to be successful Recommendations going forward