Stories
David's Story
In October 2004, a young man was referred to us by Bishop Challoner Boys School because his disruptive behaviour was putting him at risk of permanent exclusion. He initially worked on a Video production with 7 other boys that looked at the issues of racism and making the community better. David learnt how to use the camera and sound boom, and grew in confidence as he interviewed people on the street and discussed the production and editing of the documentary. Whilst working on the video he completed the Project's assessment that each young person does when joining. It became clear from this assessment that he needed extra literacy support, and subsequently, he began our literacy programme called Thatreadingthing which he says 'has made me more confident with my reading'. David has also begun the Sports Leadership Award (SLA) that the Gap Project now runs. 'David is one of our best and most reliable members' says SLA Coordinator Mark Hutchings. David himself says that the most interesting part of the course for him has been 'learning how to work with people with disabilities.' David has already been able to utilise the skills he has developed on the SLA, here at Gap by organising, advertising, and hosting a party for a group of younger children who share the same building. This challenge encourages the young people to put something back into their community. Like all the young people Gap works with, David has a huge contribution to make. A potential they can only realise by getting involved. Justina Ilochi, the SEN coordinator at Bishop Challoner, says that the work done by the young people on the Gap Project has 'lead to a reduction in fixed exclusion rates and better behaviour in school.' Concerning another young person who has recently left the project she writes, 'One of the students who was on a long term fixed exclusion before he went to The GAP Project has not only graduated from the project but has acquired such high levels of emotional intelligence that he is seen as the best improved boy in the school.'
Afia's Story
Afia was referred to The Gap Project for the mentoring programme by a local organisation specialising in supporting vulnerable women. It was felt that Afia's needs had become more general and that she would benefit from having a Gap Project mentor. On the first couple of appointments with her mentor Afia discussed her unsatisfactory GCSE results and wanting to find a job. Afia's parents were making her unhappy at home by nagging her to get a job and showing disappointment in her progress so far. She was having problems finding a job due to her lack of experience and grades. Her mentor discussed further education options with her. Afia mentioned that she wanted to go straight into work, as she didn't enjoy a college environment, and wanted to be earning as soon as possible in order to gain independence from her parents. Her mentor suggested a modern apprenticeship, which would pay a wage, while training Afia for the future. They arranged an appointment with an apprenticeship provider, and Afia's mentor accompanied her there. After the initial assessment, Afia's mentor went with her to Connexions to help fill in the relevant paperwork. Afia was accepted onto a course starting after the Christmas holiday. She was much happier, and more hopeful about her future, and her parents were satisfied that she was working towards a career. Her mentor is still in touch with her should any further support be needed.
Susan's Story
In September 2005 Susan was referred to us by a local school due to disaffection with her education. She was not attending school at all, but was attending various link courses at local colleges in order to keep her engaged in learning. To begin with, Susan used the space at Gap to do coursework, but she also chose some Gap Challenges including a film review and planning a fun event for 5-11 year olds. In planning and carrying out this challenge, Susan faced issues of low self-confidence, and overcame them. Susan confided that she was not enjoying one of her link courses, and was only attending because the school made her go. She agreed to complete the Gap filming and editing course instead, which we cleared with the school. During the filming and editing course, Susan also assisted with scripting the film, which was a publicity DVD for The Gap Project, and eventually agreed to be featured on the DVD. This sparked an interest in Social work / youth work, and Susan got more involved in shaping The Gap Project for other young people, by conceiving ten new challenges, and helping organise The Gap Project achievement celebration. After the Filming course finished, Susan began some small group work with two other girls. They completed unit A of the Getting Connected curriculum, on the topic of 'Knowing Myself'. Susan's confidence had obviously grown, because she made the new girls feel welcome and at ease. She befriended one of the girls and proved to be a very positive influence. Over the past year, Susan has also written, re-drafted, and handed in five pieces of English coursework. Her belief in her ability to achieve academically has grown as these pieces have been marked by her teachers. Susan wants to remain at The Gap Project until she has completed a Basic First Aid course, all her coursework, and GCSEs. After that, she already has an assured place at college to carry on studying Health and Social Care. She is currently considering doing an ABC accredited Level 1 Foundation in Youth Work next year, using The Gap Project as her placement. Mandy O'Connor from Susan's school says that, "Gap helps to support schools with educating pupils and provides a life line for pupils who would have got 'lost.' "
Jason's Story
Jason started work with The Gap Project in May 2005. He was referred by an inclusion and support officer from the youth offending team. Jason had become known to them after displaying poor behaviour in school, and being sent to the exclusion room on numerous occasions. Jason initially started Gap two half days a week to do the ThatReadingThing literacy programme, and some one-to-one maths sessions. He also completed two Gap Challenges, which were a visit to the cinema and review, and cooking a meal for his parents and the inclusion officer who referred him. In July Jason attended the Achievement Celebration to collect his level 10 certificate in ThatReadingThing. After the summer holidays, Jason returned to school full-time. He still attends Gap for maths and literacy support, but now only for two hours a week. Jason has only been sent out of one lesson since the start of term.