Secondary Transition Empowerment Programme
STEP transitions mentoring is Chance UK’s newest programme that supports year 6s and year 7s (and their parents/carers) as they make the move to secondary school.
It’s called STEP: Secondary Transition Empowerment Programme.
Each child will
receive weekly mentoring sessions and group support, helping them to develop
skills, confidence and strategies to tackle the challenges of secondary school
This programme is designed for children who have current/past involvement from CAMHS. The families we work with have often experienced challenges in life e.g. trauma and we use solution-focused techniques to help strengthen relationships and explore their preferred future.
Children will receive:
- 6-9 months of individual mentoring with a trained volunteer mentor who will spend 2-4 hours with the child each week outside of school.
- Group sessions covering change, healthy relationships, social media, and practical issues around the transition to secondary school.
- A named Programme Manager (PM) assigned to each mentoring relationship. The PM provides supervision guidance and input to the mentoring relationship and can liaise with other professionals if needed
- A named Parent Programme Manager (PPM) assigned to each parent/carer. The PPM will support parents and caregivers with everyday parenting challenges and help make the parent-child relationship even more enjoyable.
All sessions take place outside of school hours.
This programme is offered in Islington.
Referral Status: CLOSED for referrals, thank you to all professionals who made a referral
Referred children must:
- Have consent for the referral to Chance UK from the child and the child’s main carer.
- Be at school and/or resident in the borough accepting referrals.
- Have current/past involvement with emotional mental health services or CAMHS (Child and Adolescent Mental Health Services)
- Have experienced an adverse childhood experience. The service may not be suitable for a child who is currently in crisis due to the short term nature of the relationship but would benefit a child who is ready for a mentoring programme to support them, and help them build self-esteem and resilience during, and in anticipation of a change in schools.
Referred children should not:
Have a significant learning need or significant neurodevelopmental
difference that would prevent them from having the necessary level of comprehension,
communication and self-reflection skills to engage fully with our early
intervention behavioural programme, talking tools and behaviour strategies.
Examples of diagnoses we cannot work with would include Autistic Spectrum
To find out more please contact Jessica Easton or Tarnia Mason.