M O S T :: Mapping Out of School Time

POLICY : REPORTS

Link Description Publisher

Better Outcomes, Brighter Futures The National Policy Framework for Children & Young People 2014-2020. DCYA 2014

PERFORMANCE FRAMEWORK for TUSLA the Child and Family Agency The enactment of the Child and Family Agency Act 2013, and consequent establishment of the Agency on January 1st, 2014, represents a significant milestone and a new point of departure in terms of policy and service provision for children and families in Ireland. The establishment of the Agency as a distinct legal entity to deliver services for children and families aims to ensure optimal levels of performance, accountability and transparent governance within all components of service. TUSLA DCYA

Tusla and Children Services Committees Peresentation by Mr. Gordon Jeyes National Director Children & Family Services,
CEO Child & Family Agency in October 2013 on Children Service Committees and the vision for services into the future. 2013 Powerpoint

Children Services Committees Colma Nic Lughadha National Co-ordinator for the CSCs Initiative an overview of Children Service Committees, implementation and challenges 2013Powerpoint

Overview of functions of the OMCYA Presentation to the Irish Youth Justice Service Biennial Conference
OMCYA(Now DCYA) 2008

No Way Back? The Dynamics of Early School Leaving
The most comprehensive study to date of the processes shaping early school leaving in Ireland is published today. No Way Back? combines detailed information from surveys of second-level students and in-depth interviews with early school leavers. The study highlights many new findings relating to early school leaving. The report deals with four aspects of early school leaving: (1) The Profile of Early School Leavers, (2) School Organisation and Process, (3) Insights into Decision Making, and (4) Post-school pathways.

ESRI

2010

Carnegie UK Trust) Shifting the Dial: From wellbeing measures to policy practice 2013

Better Outcomes for Children 2014-2020
Better Outcomes, Brighter Futures is a whole-of-Government policy and a clear, comprehensive statement setting out how we intend to do our best to achieve the best for children, young people and families.

A central theme of the Framework is implementation. The arrangements will be put in place to enable Government and interagency collaboration, to connect infrastructure, to guarantee standards and to make the best possible use of public money in the service of the State, its children and families.
Gov IE 2014

White Paper on a Framework for Supporting Voluntary Activity and for Developing the Relationship between the State and the Community and Voluntary sector The White Paper is concerned with the nature of the relationship between the Community and the Voluntary sector and the State and with structures and other elements that underpin that relationship. Its aim is to provide a more cohesive framework of support and encouragement for the Community and Voluntary sector. It gives formal recognition to the partnership ethos that informs much of the working relationship between the two sectors, while recognising the differences between them. It notes that not all voluntary organisations want a working relationship with the statutory side Irl

Children First : national guidelines for the protection and welfare of children These National Guidelines are intended to assist people in identifying and reporting child abuse. They aim, in particular, to clarify and promote mutual understanding among statutory and voluntary organisations about the contributions of different disciplines and professions to child protection. They emphasise that the needs of children and families must be at the centre of child care and child protection activity and that a partnership approach must inform the delivery of services. They also highlight the importance of consistency between policies and procedures across health boards and other statutory and voluntary organisations. They emphasise in particular that the welfare of children is of paramount importance.
Department of Health and Children (1999)

Irl

Ready Steady Play A National Play Policy This National Play Policy is about creating better play opportunities for children. Its overall objective is to plan for an increase in public play facilities and thereby improve the quality of life of children living in Ireland by providing them with more play opportunities.
The Policy provides a framework for future development and looks at a range of issues, including: - Guiding principles; - A partnership approach between the statutory, community, voluntary and private sectors; - Developing a play infrastructure; - Safety and public liability insurance; and - Funding arrangements.
The Policy also identifies responsibility for
implementation and sets target dates for the
8 achievement of actions.

National CHILDRENS Office

Irl

Our Duty to Care; Principles of good practice This document, which has been named Our Duty to Care, is aimed at community and voluntary organisations of any size or type that provide services for children. It offers guidance on the promotion of child welfare and the development of safe practices in work with children. It also gives information on how to recognise signs of child abuse and the correct steps to take within organisations if it is suspected, witnessed or disclosed. The process of reporting suspected or actual child abuse to the health board is described step by step, and guidance is given on how to handle sensitive areas.
Department of Health and Children (1999)

Irl

IRELAND National Development Plan 2000-2006
This new National Development Plan is designed to underpin the development of a dynamic competitive economy over the period 2000-2006. It aims to build on the unprecedented economic progress of recent years and to strengthen the foundations for further strong and sustainable progress in the years ahead.

Irish Gov

1999

Irl

Houses of the Oireachtas Joint Committee on Education and Science Second Report The Provision of Educational Services in a Multi- Ethnic/Multi-Cultural Society.
This Second Report relates to the Provision of Educational Services in a Multi Ethnic/Multi-Cultural Society. To assist it in its consideration of this issue, the Committee invited representatives of LYNS: Learning for Young International Students, the National Consultative Committee on Racism and the Department of Education and Science to make presentations to the Committee.

Irish Gov

2004

Irl

The National Children's Strategy Our Children their Lives
Children deserve to be highly valued for the unique contribution they make through just being children. Respect for children as a global ideal has been affirmed by the United Nations Convention on the
Rights of the Child, which Ireland ratified in 1992.

The publication of this Strategy is a major initiative to progress the implementation of the Convention in Ireland.

Irish Gov

2000

Irl

teen space National Recreation Policy for Young People
The process of developing the National Recreation Policy was informed through research. The aims of the research were to determine what young Irish people do in their free time and what are the barriers and supports they experience and their aspirations with regard to recreation and leisure. The findings of the research and the key issues emerging from the public consultation were considered in the context of the development of the National Recreation Policy.

Office of the Minister for Children

2007

Irl

Building an Inclusive Society National Action Plan Against Poverty and Social Exclusion Office for Social Inclusion First Annual Report Implementation of Plan 2003–2004
Gov of Ireland

2002 Irl

DEIS (Delivering Equality Of Opportunity In Schools) An Action Plan for Educational Inclusion This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years).
DES

2005

Irl

Programme for Government 2011-2016 The Coalition's programme for Government 2011

DEVELOPING CHILDCARE IN IRELAND A REVIEW OF PROGRESS TO END 2003 This is a review of progress to end 2003 on the implementation of the Equal Opportunities Childcare Programme 2000 – 2006
Department of Justice, Equality and Law Reform (2004)

1st Report Ireland Convention on the Rights of the Child. This report has been prepared pursuant to Ireland's obligation under article 44 to present periodic reports to the United Nations Committee on the Rights of the Child on the protection afforded under Irish law to the rights guaranteed by the Convention. This is Ireland's first national report under the Convention. It was coordinated by the Human Rights Unit in the Political Division of the Department of Foreign Affairs, in cooperation with all government departments that deal with child related matters.
UN

1996

Family Well-Being What Makes A Difference
The study builds upon the findings of a large body of research which has identified four broad sets of influences on the well-being of parents and children:
(1) family type as indicated by whether one lives in a one- or two-parent household and whether the parents are married, cohabiting, single or separated;
(2) family processes, notably the way in which conflicts are addressed, the inter-generational history of family
relationships, attitudes to parenting and family roles, etc.
(3) individual characteristics notably personality traits such as positive and negative emotionality as well as
psychological independence and interdependence; and

(4) family circumstances such as life events, education, social class, hours worked, etc.

JK. McKeown et al (2003)

Irl

Summary of All Initiatives Funded By the Department to help alleviate educational disadvantage
Education can play a key role in the promotion of a more inclusive society. Educational qualifications, or the lack of them, determine to a large extent the life chances of people. More than ever, underachievement at school results in social difficulties that can lead to a life of uncertainty, marginalisation, and dependence on the structures of social assistance. Lack of qualifications can combine with unemployment, dependence on social welfare, accommodation difficulties and health problems, and create a situation where the various aspects of disadvantage become mutually reinforcing. A wide range of measures has been introduced aimed at addressing disadvantage and a summary of these measures are set out in this document.

DES

Irl

Educational Disadvantage in the Primary Sector
In accordance with the provisions of Section 9 of the Comptroller and Auditor General (Amendment) Act, 1993, this report carried out a value for money examination on educational disadvantage initiatives in the primary sector.

DES

2006

Irl

Measuring Child Well-Being:
This is an Inventory of Key Indicators, Domains and Indicator Selection Criteria to Support the Development of a National Set of Child Well-Being Indicators.

This document includes more than 2,500 indicators from 80 international, national and regional reports on child well-being and outlines the way in which child well-being has been conceptualised across different reports and throughout different countries.
The compilation of this Inventory helped to define priorities for the national set of child well-being indicators for Ireland.
Anne-Marie Brooks Sinéad Hanafin The National Children s Office

2005

Irl

ADDRESSING`DISADVANTAGE: A REVIEW OF THE INTERNATIONAL LITERATURE A Report Submitted to the Educational Disadvantage Committee
The present document contains an overview of the work of the Educational Research Centre on the second set of four tasks which, together, constitute a review of the current provision (overall strategy and individual measures) for responding to disadvantage, with a particular focus on responses within formal schooling. The four tasks are to:
1. update the review of the literature on effective strategies conducted for the Kellaghan, Weir, Ó hÚallacháin & Morgan (1995) report;
2. prepare an overview of existing evaluations of educational disadvantage programmes;
3. prepare a brief commentary on core aspects of the implementation of Giving Children an Even Break (GCEB), which has not been the subject of a formal
evaluation; and
4. comment on the extent to which existing provision in Ireland reflects the findings of the review of the literature presented at (1) above

PETER ARCHER AND SUSAN WEIR for the Educational Disadvantage Committee of the DES (2005)

Irl

MOVING BEYOND EDUCATIONAL DISADVANTAGE: REPORT OF THE EDUCATIONAL DISADVANTAGE COMMITTEE 2002–2005 This final report recognises the developments that have occurred in recent decades to address educational disadvantage in Ireland and acknowledges that a great deal has been done within the education system to support social inclusion. It also points out that the definition of educational disadvantage in the Education Act (1998) is focused on the formal school context and does not refer to education that is provided in other contexts. This has led to an unnecessary fragmentation in policy on educational disadvantage and a failure to gain maximum benefit from the various programmes and initiatives that have been put in place. The report proposes a re-examination of the fundamental assumptions of the approach in Ireland to addressing educational disadvantage and acknowledges that the foundation for addressing this issue has already been laid in the National Development Plan 2000–2006, which commits the government to adopting “a comprehensive, holistic approach” to tackling social
DES

Irl

Educational Disadvantage Initiatives in the This report was prepared on the basis of information, documentation and explanations obtained from the public bodies referred to in the report. The draft report was sent to the Department of Education and Science, the Health Service Executive, the National Educational Welfare Board and the Education Research Centre.
Comptroller and Auditor General

Irl

Introduction to the YOUTH AFFAIRS Section The Youth Affairs Section is concerned with the non-formal education of Ireland’s young people and provides support by way of financial and other assistance to those providing youth work programmes and services. The main aim of the youth work service in Ireland is to help all young people to realise their full potential and to become active participants in a democratic society. Youth projects and organisations present valuable opportunities for the social and personal development of young people.
The Youth Affairs Section of DES has been moved to the Deptartment of Childern and Youth Affairs

DES

!rl

A Brief Description of the Irish Education System
This document is intended as a brief guide to the Irish Education System.
Further information may be obtained on the Department’s website www.education.ie
DES

2004

Irl

Mind the gap Creating a seamless system of support for vulnerable children and families Coming at a crucial time in the development of preventative services, 4Children’s starting point is the wide range of interventions that are currently operating coupled with the major potential of the development of universal integrated services through children’s centres, extended schools and youth strategies. The report sets out how early intervention can be achieved as part of the wider Every Child Matters reform process and the system and practice changes needed to take this forward
4 Children

2007

UK

Mid-term Review of the National Drugs Strategy 2001-2008 Department of Community, Rural and Gaeltacht Affairs Report of the Steering Group, The overall aim of the review was to examine the progress being made in achieving the key strategic goals set out in the Strategy and to enable priorities for future action to be identified – and a re-focusing of the Strategy if necessary – for the remaining period up to 2008. The Steering Group was also asked to examine the relevance of the Strategy in tackling the current nature and extent of drug misuse in Ireland, including emerging trends, and to identify any gaps presenting and how they might be addressed.
Department of Community, Rural and Gaeltacht Affairs (2005)

Irl

Youth Work and Study Support The Code of Practice

( a very poor quality report)

This Code of Practice
- Identifies common principles in study support projects taking place outside core school hours, drawing on examples of good practice from around the country;
- Provides a framework of standards with identifiable success criteria, which project staff and participants can use to evaluate and improve practice; and
- Suggests strategies and sources of support which can help create high quality effective projects which contribute to raising young people’s achievements
National Youth Agency

Department of Education and Skills (2001)

UK

A Guide to Networks: A Strategic Approach to Educational Disadvantage A Guide to Networks is a resource that has been developed by the Combat Poverty Agency. It is based on the Agency’s experience of developing the Demonstration Programme on Educational Disadvantage and draws on the work of the four networks involved in this programme. It aims to offer an insight into the value of networks as a means of developing locally based inter-agency approaches to educational disadvantage. In doing so, it highlights steps taken by the four networks involved in the Demonstration Programme to initiate and develop these structures in their respective areas and highlights issues that may be faced by others interested in developing this approach. CPA

Link	Description	Publisher
Better Outcomes, Brighter Futures	The National Policy Framework for Children & Young People 2014-2020.	DCYA 2014
PERFORMANCE FRAMEWORK for TUSLA the Child and Family Agency	The enactment of the Child and Family Agency Act 2013, and consequent establishment of the Agency on January 1st, 2014, represents a significant milestone and a new point of departure in terms of policy and service provision for children and families in Ireland. The establishment of the Agency as a distinct legal entity to deliver services for children and families aims to ensure optimal levels of performance, accountability and transparent governance within all components of service.	TUSLA DCYA
Tusla and Children Services Committees	Peresentation by Mr. Gordon Jeyes National Director Children & Family Services, CEO Child & Family Agency in October 2013 on Children Service Committees and the vision for services into the future.	2013 Powerpoint
Children Services Committees	Colma Nic Lughadha National Co-ordinator for the CSCs Initiative an overview of Children Service Committees, implementation and challenges	2013Powerpoint
Overview of functions of the OMCYA	Presentation to the Irish Youth Justice Service Biennial Conference	OMCYA(Now DCYA) 2008
No Way Back? The Dynamics of Early School Leaving	The most comprehensive study to date of the processes shaping early school leaving in Ireland is published today. No Way Back? combines detailed information from surveys of second-level students and in-depth interviews with early school leavers. The study highlights many new findings relating to early school leaving. The report deals with four aspects of early school leaving: (1) The Profile of Early School Leavers, (2) School Organisation and Process, (3) Insights into Decision Making, and (4) Post-school pathways.	ESRI 2010
Carnegie UK Trust)	Shifting the Dial: From wellbeing measures to policy practice	2013
Better Outcomes for Children 2014-2020	Better Outcomes, Brighter Futures is a whole-of-Government policy and a clear, comprehensive statement setting out how we intend to do our best to achieve the best for children, young people and families. A central theme of the Framework is implementation. The arrangements will be put in place to enable Government and interagency collaboration, to connect infrastructure, to guarantee standards and to make the best possible use of public money in the service of the State, its children and families.	Gov IE 2014

White Paper on a Framework for Supporting Voluntary Activity and for Developing the Relationship between the State and the Community and Voluntary sector	The White Paper is concerned with the nature of the relationship between the Community and the Voluntary sector and the State and with structures and other elements that underpin that relationship. Its aim is to provide a more cohesive framework of support and encouragement for the Community and Voluntary sector. It gives formal recognition to the partnership ethos that informs much of the working relationship between the two sectors, while recognising the differences between them. It notes that not all voluntary organisations want a working relationship with the statutory side	Irl
Children First : national guidelines for the protection and welfare of children	These National Guidelines are intended to assist people in identifying and reporting child abuse. They aim, in particular, to clarify and promote mutual understanding among statutory and voluntary organisations about the contributions of different disciplines and professions to child protection. They emphasise that the needs of children and families must be at the centre of child care and child protection activity and that a partnership approach must inform the delivery of services. They also highlight the importance of consistency between policies and procedures across health boards and other statutory and voluntary organisations. They emphasise in particular that the welfare of children is of paramount importance.	Department of Health and Children (1999) Irl
Ready Steady Play A National Play Policy	This National Play Policy is about creating better play opportunities for children. Its overall objective is to plan for an increase in public play facilities and thereby improve the quality of life of children living in Ireland by providing them with more play opportunities. The Policy provides a framework for future development and looks at a range of issues, including: - Guiding principles; - A partnership approach between the statutory, community, voluntary and private sectors; - Developing a play infrastructure; - Safety and public liability insurance; and - Funding arrangements. The Policy also identifies responsibility for implementation and sets target dates for the 8 achievement of actions.	National CHILDRENS Office Irl
Our Duty to Care; Principles of good practice	This document, which has been named Our Duty to Care, is aimed at community and voluntary organisations of any size or type that provide services for children. It offers guidance on the promotion of child welfare and the development of safe practices in work with children. It also gives information on how to recognise signs of child abuse and the correct steps to take within organisations if it is suspected, witnessed or disclosed. The process of reporting suspected or actual child abuse to the health board is described step by step, and guidance is given on how to handle sensitive areas.	Department of Health and Children (1999) Irl
IRELAND National Development Plan 2000-2006	This new National Development Plan is designed to underpin the development of a dynamic competitive economy over the period 2000-2006. It aims to build on the unprecedented economic progress of recent years and to strengthen the foundations for further strong and sustainable progress in the years ahead.	Irish Gov 1999 Irl
Houses of the Oireachtas Joint Committee on Education and Science Second Report The Provision of Educational Services in a Multi- Ethnic/Multi-Cultural Society.	This Second Report relates to the Provision of Educational Services in a Multi Ethnic/Multi-Cultural Society. To assist it in its consideration of this issue, the Committee invited representatives of LYNS: Learning for Young International Students, the National Consultative Committee on Racism and the Department of Education and Science to make presentations to the Committee.	Irish Gov 2004 Irl
The National Children's Strategy Our Children their Lives	Children deserve to be highly valued for the unique contribution they make through just being children. Respect for children as a global ideal has been affirmed by the United Nations Convention on the Rights of the Child, which Ireland ratified in 1992. The publication of this Strategy is a major initiative to progress the implementation of the Convention in Ireland.	Irish Gov 2000 Irl
teen space National Recreation Policy for Young People	The process of developing the National Recreation Policy was informed through research. The aims of the research were to determine what young Irish people do in their free time and what are the barriers and supports they experience and their aspirations with regard to recreation and leisure. The findings of the research and the key issues emerging from the public consultation were considered in the context of the development of the National Recreation Policy.	Office of the Minister for Children 2007 Irl
Building an Inclusive Society	National Action Plan Against Poverty and Social Exclusion Office for Social Inclusion First Annual Report Implementation of Plan 2003–2004	Gov of Ireland 2002 Irl
DEIS (Delivering Equality Of Opportunity In Schools) An Action Plan for Educational Inclusion	This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years).	DES 2005 Irl
Programme for Government 2011-2016	The Coalition's programme for Government	2011
DEVELOPING CHILDCARE IN IRELAND A REVIEW OF PROGRESS TO END 2003	This is a review of progress to end 2003 on the implementation of the Equal Opportunities Childcare Programme 2000 – 2006	Department of Justice, Equality and Law Reform (2004)
1st Report Ireland Convention on the Rights of the Child.	This report has been prepared pursuant to Ireland's obligation under article 44 to present periodic reports to the United Nations Committee on the Rights of the Child on the protection afforded under Irish law to the rights guaranteed by the Convention. This is Ireland's first national report under the Convention. It was coordinated by the Human Rights Unit in the Political Division of the Department of Foreign Affairs, in cooperation with all government departments that deal with child related matters.	UN 1996
Family Well-Being What Makes A Difference	The study builds upon the findings of a large body of research which has identified four broad sets of influences on the well-being of parents and children: (1) family type as indicated by whether one lives in a one- or two-parent household and whether the parents are married, cohabiting, single or separated; (2) family processes, notably the way in which conflicts are addressed, the inter-generational history of family relationships, attitudes to parenting and family roles, etc. (3) individual characteristics notably personality traits such as positive and negative emotionality as well as psychological independence and interdependence; and (4) family circumstances such as life events, education, social class, hours worked, etc.	JK. McKeown et al (2003) Irl
Summary of All Initiatives Funded By the Department to help alleviate educational disadvantage	Education can play a key role in the promotion of a more inclusive society. Educational qualifications, or the lack of them, determine to a large extent the life chances of people. More than ever, underachievement at school results in social difficulties that can lead to a life of uncertainty, marginalisation, and dependence on the structures of social assistance. Lack of qualifications can combine with unemployment, dependence on social welfare, accommodation difficulties and health problems, and create a situation where the various aspects of disadvantage become mutually reinforcing. A wide range of measures has been introduced aimed at addressing disadvantage and a summary of these measures are set out in this document.	DES Irl
Educational Disadvantage in the Primary Sector	In accordance with the provisions of Section 9 of the Comptroller and Auditor General (Amendment) Act, 1993, this report carried out a value for money examination on educational disadvantage initiatives in the primary sector.	DES 2006 Irl
Measuring Child Well-Being:	This is an Inventory of Key Indicators, Domains and Indicator Selection Criteria to Support the Development of a National Set of Child Well-Being Indicators. This document includes more than 2,500 indicators from 80 international, national and regional reports on child well-being and outlines the way in which child well-being has been conceptualised across different reports and throughout different countries. The compilation of this Inventory helped to define priorities for the national set of child well-being indicators for Ireland.	Anne-Marie Brooks Sinéad Hanafin The National Children s Office 2005 Irl
ADDRESSING`DISADVANTAGE: A REVIEW OF THE INTERNATIONAL LITERATURE A Report Submitted to the Educational Disadvantage Committee	The present document contains an overview of the work of the Educational Research Centre on the second set of four tasks which, together, constitute a review of the current provision (overall strategy and individual measures) for responding to disadvantage, with a particular focus on responses within formal schooling. The four tasks are to: 1. update the review of the literature on effective strategies conducted for the Kellaghan, Weir, Ó hÚallacháin & Morgan (1995) report; 2. prepare an overview of existing evaluations of educational disadvantage programmes; 3. prepare a brief commentary on core aspects of the implementation of Giving Children an Even Break (GCEB), which has not been the subject of a formal evaluation; and 4. comment on the extent to which existing provision in Ireland reflects the findings of the review of the literature presented at (1) above	PETER ARCHER AND SUSAN WEIR for the Educational Disadvantage Committee of the DES (2005) Irl
MOVING BEYOND EDUCATIONAL DISADVANTAGE: REPORT OF THE EDUCATIONAL DISADVANTAGE COMMITTEE 2002–2005	This final report recognises the developments that have occurred in recent decades to address educational disadvantage in Ireland and acknowledges that a great deal has been done within the education system to support social inclusion. It also points out that the definition of educational disadvantage in the Education Act (1998) is focused on the formal school context and does not refer to education that is provided in other contexts. This has led to an unnecessary fragmentation in policy on educational disadvantage and a failure to gain maximum benefit from the various programmes and initiatives that have been put in place. The report proposes a re-examination of the fundamental assumptions of the approach in Ireland to addressing educational disadvantage and acknowledges that the foundation for addressing this issue has already been laid in the National Development Plan 2000–2006, which commits the government to adopting “a comprehensive, holistic approach” to tackling social	DES Irl
Educational Disadvantage Initiatives in the	This report was prepared on the basis of information, documentation and explanations obtained from the public bodies referred to in the report. The draft report was sent to the Department of Education and Science, the Health Service Executive, the National Educational Welfare Board and the Education Research Centre.	Comptroller and Auditor General Irl
Introduction to the YOUTH AFFAIRS Section	The Youth Affairs Section is concerned with the non-formal education of Ireland’s young people and provides support by way of financial and other assistance to those providing youth work programmes and services. The main aim of the youth work service in Ireland is to help all young people to realise their full potential and to become active participants in a democratic society. Youth projects and organisations present valuable opportunities for the social and personal development of young people. The Youth Affairs Section of DES has been moved to the Deptartment of Childern and Youth Affairs	DES !rl
A Brief Description of the Irish Education System	This document is intended as a brief guide to the Irish Education System. Further information may be obtained on the Department’s website www.education.ie	DES 2004 Irl
Mind the gap Creating a seamless system of support for vulnerable children and families	Coming at a crucial time in the development of preventative services, 4Children’s starting point is the wide range of interventions that are currently operating coupled with the major potential of the development of universal integrated services through children’s centres, extended schools and youth strategies. The report sets out how early intervention can be achieved as part of the wider Every Child Matters reform process and the system and practice changes needed to take this forward	4 Children 2007 UK
Mid-term Review of the National Drugs Strategy 2001-2008 Department of Community, Rural and Gaeltacht Affairs Report of the Steering Group,	The overall aim of the review was to examine the progress being made in achieving the key strategic goals set out in the Strategy and to enable priorities for future action to be identified – and a re-focusing of the Strategy if necessary – for the remaining period up to 2008. The Steering Group was also asked to examine the relevance of the Strategy in tackling the current nature and extent of drug misuse in Ireland, including emerging trends, and to identify any gaps presenting and how they might be addressed.	Department of Community, Rural and Gaeltacht Affairs (2005) Irl
Youth Work and Study Support The Code of Practice ( a very poor quality report)	This Code of Practice - Identifies common principles in study support projects taking place outside core school hours, drawing on examples of good practice from around the country; - Provides a framework of standards with identifiable success criteria, which project staff and participants can use to evaluate and improve practice; and - Suggests strategies and sources of support which can help create high quality effective projects which contribute to raising young people’s achievements	National Youth Agency Department of Education and Skills (2001) UK
A Guide to Networks: A Strategic Approach to Educational Disadvantage	A Guide to Networks is a resource that has been developed by the Combat Poverty Agency. It is based on the Agency’s experience of developing the Demonstration Programme on Educational Disadvantage and draws on the work of the four networks involved in this programme. It aims to offer an insight into the value of networks as a means of developing locally based inter-agency approaches to educational disadvantage. In doing so, it highlights steps taken by the four networks involved in the Demonstration Programme to initiate and develop these structures in their respective areas and highlights issues that may be faced by others interested in developing this approach.	CPA