1. TRANSITION PROJECT LEARNING NETWORK WORKSHOP 3 AISLING PROJECT: TRANSITION PROJECT

2. AISLING PROJECT: TRANSITION PROJECT BACKGROUND Aisling Project: Reason for Being  Concern expressed about high levels of Disadvantage & Deprivation encountered by families in the Ballymun Area.  The Aisling Transition Project provides a facility that aims to support vulnerable young people by developing their communication and social skills and assisting them with positive resolutions to behaviour.  “It (The Transition Period) can be a time when their confidence as learners is reduced and they fail to progress as expected, triggering a disengagement from formal education”. University of Bristol.  Preparing children through practical help, support and a knowledge of what to expect can greatly help the young person deal with this period of significant change. AISLING PROJECT TRANSITION PROJECT

3. Analysis of Aisling Project Transition Project Target Group: The young people who attend this Project are from the geographical area of Ballymun an area of high disadvantage which places children and young people at higher risk of adversity. Canavan & Byrne, 2013. The Aisling Transition Project is a Project for young people who have been identified as at risk of not making a successful transition into secondary school. Lack of comprehensive support for Young People in this Life Phase- due to family challenges, lack of emphasis on importance of Education, Poor Parental literacy levels leading to absence of homework support, Difficult environment generally for young people to remain motivated on their own.

4. Stakeholders were very positive and impressed with what the transition Project offers: a safe environment; positive role models; discretion in dealing with problems; social skills, family support and a means of keeping children “off the streets”. Aisling Project identified a glaring service provision gap for Young People. Young People who can be supported to remain in Mainstream Education have far greater Life Options available to them. Every child should grow up in a family with access to sufficient resources, supports and services, to nurture and care for the child, and foster the child’s development and full and equal participation in society. Towards 2016, p.42. AISLING PROJECT TRANSITION PROJECT

5. In 2010, the deprivation rate for individuals living in households with children was 28.2%, almost double the level of 14.6% for those living in households without children. Survey on Income & Living Conditions (SILC) Thematic Report on Children,P.29 While poverty among children 0-5 was 12%, it was 19.2% among 6-11 year olds and 26.1% among 12-17 year olds. In other Words: More than one in four children aged between 12 and 17 are now at risk of poverty. Socio-economic factors that inform outputs and outcomes Policy, legislation, funding, politics, local conditions

6. AISLING PROJECT TRANSITION PROJECT

7. AISLING TRANSITION : INPUTS Inputs  2-3 Staff  2- 4 Volunteers  Funding  Buildings  Materials  Technology  Partners – Aisling Organisation AISLING PROJECT TRANSITION PROJECT

8. AISLING TRANSITION : OUTPUTS Outputs (Activities)  Who we will reach – 20 Young People  What we will do Where, when and how it will happen – Meeting Monday Tuesday and Thursday from 4pm to 7pm For homework, hot meal and activities including school visits, visits to other projects, programmes on sexual health, drugs and alcohol. Liaising with schools Parents Group  Targets for numbers to be reached – All graduates from Aisling Primary Referrals from 7 local schools targeting young people from the area AISLING PROJECT TRANSITION PROJECT

9. AISLING TRANSITION : OUTCOMES Outcomes (Results)  Gains in knowledge and skills – Through activities skills and knowledge have increased; practical skills such as cooking and developing young peoples knowledge of themselves at this time in their lives and the role they play in society  Changes in attitudes Self confidence has continued to grow with individuals Interpersonal and intrapersonal skills have improved in the group Through daily focus on homework and reading programme, the value of education is promoted and is continuing to grow AISLING PROJECT TRANSITION PROJECT

10.  Changes in behaviour Daily attendance in the group is high Organisational skills have continually increased Journals and homework are checked daily  Organisational development Evaluation processes are developed and monitored Emphasis on community relationships has increased through strong links with the schools, parents group and liaising with other organisations AISLING PROJECT TRANSITION PROJECT

13. AISLING TRANSITION : MONITORING AND EVALUATION Indicators  High Attendance  Positive participation in the group  Parents Responding to contact and engaging  Schools referring young people and initiating contact AISLING PROJECT TRANSITION PROJECT

14. Data sources  Attendance Records  Weekly Records, Term Evaluations  Observations  Points System – record of young peoples achievements in homework, behaviourally and working as a group  Circle Time – a chance for young people to reflect and evaluate their own progress  Referral Forms – record of school referrals  School Evaluation Forms – record of progress with schools  Parents Evaluation Forms – record of progression with parents, home visits and parents group AISLING PROJECT TRANSITION PROJECT