Play, learning & interaction

activities

Mo Chead Cheim/visual portfolios - transitions

Relationship building

(parent/child) (Family/ECCE

setting)

Quality Mentoring

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.

0%10%20%30%40%50%60%70%80%90%

2010201120122013

Findings From The Report

National School Survey - Participation in the free preschool year from 2010 -2013

Barriers %

Parental anxiety 2 (6%)

Developmental delay 5 (16%)

Toilet training 7 (22%)

Behaviour management 6 (19%)

Finance 6 (19%)

English as a 2nd language 4 (13%)

One Parent did not want child to attend 4 (13%)

Transport 2 (6%)

Medical reasons 2 (6%)

Knowledge 18 (56%)

Services Initial total score Final total score Percentage difference

Service 1 186 (53.1%) 300 (85.7%) 32.6%

Service 2 171 (48.8%) 299 (85.4%) 36.6%

Service 3 a 271 (77.4%) 298 (85.1%) 7.7%

Service 3 b 270 (77.1%) 231 (66%) -11.1%

Service 4 155 (44.2%) 277 (79.1%) 34.9%

Service 5 223 (63.7%) 262 (74.8%) 11.1%

Service 6 186 (53.1%) 277 (79.1%) 26%

Service 7 178 (50.8%) 230 (65.7%) 14.9%

Service 8a 243 (69.4%) 304 (86.8%) 17.4%

Service 8b 192 (54.8%) 248 (70.8%) 16%

Service 9a 193 (55.1%) 317 (90.5%) 35.4%

Service 9b 217 (62%) 335 (95.7%) 33.7%

Service 10 237 (67.7%) 306 (87.4%) 19.7%

Service 11 272 (77.7%) 332 (94.8%) 17.1%

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 successfulRecommendations going forward