An Roinn Oideachais agus Eolaíochta

Department of Education and Science

Directorate of Regional Services

 

 

 

Evaluation of Centre for Education

REPORT

 

 

 

St Catherine’s Senior Traveller Training Centre 

Cox’s Lane, Carlow, Co. Carlow

 

Dates of inspection: 30 November 2006

 Date of issue of report:  04 October 2007

 

 

 

1 centre context and ethos

2 quality of centre management

3 quality of centre planning

4 quality of teaching and learning

5.summary of strengths and recommendations for further development

School Response to the Report

 

 

 

 

 

 

EVALUATION OF CENTRES FOR EDUCATION

 

This report has been written following an evaluation of St. Catherine’s Senior Traveller Training Centre. It presents the findings of the evaluation of the work of the centre as a whole and makes recommendations for further development of the work of the centre. During the evaluation, the inspectors held pre-evaluation meetings with the director of the centre and with the teaching staff. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspectors conducted interviews with the Chief Executive Officer (CEO) of County Carlow VEC, the Adult Education Officer, and with the centre’s board of management. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the CEO of County Carlow VEC, The Adult Education Organiser, the chairperson of the board of management, and the director and staff of the centre. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

 

1 centre context and ethos

 

1.1 Context

 

St. Catherine’s Senior Traveller Training Centre (STTC) in Carlow town is one of the longest established Senior Traveller Training Centres in the country having been established in 1978.  It has been housed in the present premises since 1982. The centre is in transition and is about to move to new and more suitable premises early in 2007. The post-evaluation meeting was held in the new building which is a vast improvement on the existing one. The present building is totally inadequate for the purpose for which it is being used. This appears to have been the case for some considerable time. 

 

St. Catherine’s is currently located in the centre of Carlow town and it is the only Senior Traveller Training Centre in County Carlow. There is no Youthreach Centre in County Carlow.

 

The centre caters exclusively for members of the Traveller community. It is predominantly a centre for adult learners. There are 33 learners currently enrolled of whom only four are males. To increase the enrolment of males is an ongoing challenge for the centre, as it is for many other centres nationwide.

 

There are no learners under 16 attending the centre. Two learners are between 16-18 years of age. This centre is, therefore, well placed to continue working towards the principle enunciated in the recent ‘Report and Recommendations for A Traveller Education Strategy’ (2006) that STTCs “should not enrol young people under the age of 18”.

 

1.2 Distinctive character and atmosphere

 

The centre has a very positive atmosphere. It provides a purposeful and happy environment for learners and staff. It promotes and respects Traveller culture, values and lifestyles. There is a palpable sense of hope and optimism among management, staff and learners about the future of the centre in the context of the imminent availability of new and improved facilities at a new location. 

 

The centre is gradually developing a culture of collaborative planning. The Director and staff have willingly engaged with the Quality Framework Initiative and they have produced a comprehensive Centre Development Plan for the period 2006-2011.  The Centre Plan includes a praiseworthy mission statement that commits the centre to strive “to develop the individual’s self reliance and sense of responsibility through the provision of educational and training programmes. We work towards ongoing progression and educational integration to enhance the participants’ educational options and choices”.

 

1.3 Supports for learners

 

Support for learners within the centre and from the VEC is impressive, notwithstanding the inadequate buildings in which the centre has had to operate for a number of years. The new premises due for occupation in early 2007 should be a major improvement and will provide an opportunity to provide a range of supports to learners such as new classrooms, office space, equipment, resources and furniture.

 

The director and staff have good working relationships with learners. On the evidence of the focussed interview and discussions with learners during the evaluation there appears to be open dialogue between staff and learners. Learners felt consulted and felt able to seek advice, to discuss their problems and to voice their opinions.

 

The facts that allowances are paid and that meals are provided for (to a large extent by learners themselves) are very practical supports for learners. 

 

1.4 Links with the community

 

The centre has produced a useful brochure to inform learners, their families and the general public about the aims, programmes and activities of the centre.

 

The fact that membership of the board of management includes a representative of the Traveller community, educational and training interests, a social worker, the public health nurse and a member of the local business community facilitates links with the wider local community.

 

Learners spoke with pride about their involvement in telling their story for the compilation of a book and compact disc of Traveller stories. They have taken part in a ‘back to literacy project’ and have also raised money for charity.  An exhibition of craftwork in the centre was held in the County Council offices to mark the centre’s twenty-fifth anniversary. These and other projects help to affirm the work of the centre and to raise its profile, and that of Travellers, within the wider community.

 

 

2 quality of centre management

 

2.1               Role of VEC and Board of Management

 

From discussions held with the Chief Executive Officer, the Adult Education Organiser and the centre’s director it is very evident that VEC management is very aware of, and very supportive of the work of the centre. This support is very much appreciated by the director and staff. The VEC ensures that the procedures laid down by its Vocational Support Services Unit are followed. The VEC makes the major decisions with regard to centre premises and staffing and allocates and controls the budget that is available to the centre. 

 

The role of the board of management is mainly an advisory one.  The board of management acts essentially as a sub-committee of the VEC. It meets every two months during the academic year. Minutes of meetings are kept systematically and in an orderly manner. They are formally adopted and forwarded to the VEC. Board members play a key role in the centre’s links with the wider community. It is suggested that members of the board of management visit the centre more regularly to affirm and encourage activities therein.

In addition to the community interests represented, the board includes members of the VEC and a teacher representative. The board member who is a learner from the Traveller community also acts as a de facto class representative. The Visiting Teacher for Travellers is also a member of the board. She brings insights and knowledge of Traveller families and mainstream schools as well as up-to-date information regarding Traveller Education policy and practice. Her contribution was openly acknowledged and welcomed by the board.   

 

2.2 Internal centre management and administration

 

The centre opens at 0845 and closes at 1700 each day except on Fridays when classes begin at 0900 and finish at 1200. There was evidence of some slippage in the time-table during the inspection visits. There was poor attendance and very low pupil-teacher ratios in some individual classes.

 

A set of rules and regulations has been drawn up for the current academic year; these are signed by learners, witnessed and dated. The regulations include a trial period of six weeks for learners. An application form is completed but could be redesigned to give more information about standards already achieved by learners. Prospective learners are interviewed by the director and representatives of the board of management; this is good practice and should continue. It is recommended that a transparent admissions policy, including exit as well as entry strategies and with the right of appeal, be drawn up.

 

The day-to-day operation of the centre is the responsibility of a dedicated, caring and committed director who has been in situ since 2002.  His tenure has followed a very difficult period for the management and administration of the centre. He is currently engaged in further studies to enhance his level of formal qualifications and such personal investment in professional development is to be commended and will, in time, assist in further developing instructional leadership and curricular planning skills.  

 

Capacity to plan effectively across the full range of centre activities and to implement such planning would be enhanced by supplementing in-centre management as appropriate to enable a combination of administrative, curricular planning and teaching responsibilities and it is recommended that the centre authorities address this as a key priority.

 

The director is ably assisted by an efficient secretary. She performs a wide range of secretarial duties and has a key role in monitoring learner attendance and in keeping track of allowances paid to learners. Learners clock in and out each day they attend the centre.

 

2.3 Organisation of the curriculum

 

The programmes on offer in the centre are modular.  They are exclusively certified by the Further Education and Training Awards Council (FETAC). Learners are required to follow FETAC modules and decisions are made subsequently by staff whether to submit portfolios for examination. A range of FETAC modules is offered, mostly at Level 3 and Level 4. Varied modules including Metalwork, Woodcraft, Horticulture, Computer Studies, Food and Cookery, and Childcare are on offer.  A short time after the evaluation visit President McAleese visited a nearby hotel to present FETAC certificates to learners from the centre.

 

The structured programmes and assessment process within the FETAC model encourage team and individual class planning and give structure to assessment practices.  Some learners follow FETAC modules but are not deemed to be ready to partake in the formal assessment process. There needs to be greater transparency for, and consultation with learners with regard to this practice.   

 

There are some commendable attempts to integrate literacy and numeracy across the curriculum in a number of subject areas such as Childcare, Metalwork and Woodwork but these are sporadic, poorly coordinated and rely on the initiative of individual teachers.    

 

Where individual learners have excellent crochet, knitting or metalwork skills already but have poor literacy and numeracy skills, these individuals’ timetables should be re-balanced to reflect these realities and to address literacy and numeracy needs as a key priority in their learning programmes.  The practice of asking older learners to follow the FETAC module in Childcare seems a worthwhile one as most learners are parents, grandparents or have child-minding responsibilities.

 

2.4               Staff deployment

 

The present arrangement of four-hour blocks may inadvertently benefit staff more than learners.

 

The commitment of most staff to ongoing professional development is to be welcomed. A number of members of staff including the director have embarked upon courses at certificate, diploma and degree level to aid their professional development while one member of staff is doing a post-graduate degree.

 

The fact that the director is engaged in further study relevant to the post and that he gives of his time in a voluntary capacity to help organise a Traveller Men’s Health Programme is to be commended.

 

2.5 Accommodation and resources

 

It is recognised by all of the stakeholders that the current premises is totally inadequate and that it has outlived its usefulness. The movement to new premises which is to take place in early 2007 is long overdue. Some remedial work has been carried out on the existing building to rectify the more obvious health and safety risks. 

 

There are specialist rooms for metalwork and woodwork, a well-stocked kitchen, and a well-equipped computer room as well as two small offices for the director and the secretary.  It would be important that as much modern, up-to-date equipment as possible would be installed in the new building in order to maximise learner’s potential and to lift staff and learner morale.

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

All members of the board of management were presented with a copy of the finalised Centre Development Plan at the board of management meeting in October 2006. This represents a great achievement for the centre. Great credit is due to the management and staff for their hard work and commitment in the development of the centre plan. This plan, combined with this external evaluation report, provides an important benchmark for the centre as it begins a new era in a new location.

 

The centre has developed a draft FETAC Quality Assurance Development Plan. This is an impressive working document drawn up with the advice and co-operation of the Adult Education Organiser and in consultation with staff. This plan has been forwarded to FETAC for approval and verification. It contains important policy statements on communications, equality, access and progression at centre and VEC levels. It also contains a commitment to fair and consistent assessment of learners.

 

The centre has adopted the code of practice for dealing with complaints of bullying and harassment in VEC workplaces. It also has developed a policy on safety in the workplace which was developed by the safety committee. This policy needs to be reviewed within the widest statutory health and safety context when the centre moves to the new building.

 

The issue of child protection was discussed with the management of the centre. Evidence was not provided to confirm that management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999). Evidence was also not provided to confirm that the management of the centre has adopted and implemented the policies. A designated liaison person had not been appointed in line with the requirements of these Department of Health and Children guidelines at the time of the evaluation but a DLP has been appointed in the interim. These matters need to be addressed as a matter of urgency as long as the centre caters for children under eighteen.

 

3.2 Planning process

 

The planning process within the centre has been a collaborative one within the context of the Quality Framework Initiative. It has also been informed by the planning procedures outlined in the Vocational Support Services Unit (VSSU) documentation. The Centre Development planning process was facilitated during five staff planning days between November 2005 and April 2006. The open nature of planning in this centre is reflected by the regular consultation with staff and learners. The leadership role played by the Adult Education Organiser in planning to improve the integration of services delivered in St. Catherine’s and other centres of education within Carlow is to be commended.

 

3.3 Implementation of plan

 

The centre development plan has only recently been adopted and its implementation is ongoing. It contains a realistic timeline for action. Planning items are highlighted at staff meetings and the director and staff are committed to the implementation of the plan.  They see the move to the new premises as essential to delivery of the plan.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

A wide range of course, module and lesson planning is in evidence in the centre. Teachers generally use FETAC module descriptors as the basis for preparing schemes of work and lesson plans. Preparation for teaching and learning is governed by the Specific Learning Outcomes for the particular FETAC modules being taught.  Some members of staff presented quite detailed and well-prepared schemes of work and lesson plans, for example, in Cookery. This is to be commended.

 

Models of good practice in lesson planning within the centre should be more widely disseminated among staff and especially among those who have completed little or no teacher training or who are more traditional in their approach.

 

Much better baseline data needs to be gathered regarding learners on their entry to the centre, especially in the key areas of literacy and numeracy levels, so that progress can be more adequately planned for, assessed and monitored.

 

4.2 Classroom management and teaching methodologies

 

Purposeful, positive and healthy working relationships between staff and learners were very much in evidence in all classes visited by the inspectors. The fact that classes are generally made up of adults and that learners are taught by experienced personnel in small groups means that disciplinary matters are not an issue. The learners are to be commended for their self-discipline, respect, engagement and commitment to tasks.

 

Learners arriving late and leaving early, sometimes for very valid reasons, tend to interfere with learning and teaching. Other practices such as learners taking unscheduled breaks and regularly moving around the centre can also disrupt learning and teaching and these occurrences should be curtailed. 

 

Regular attendance is an ongoing difficulty for some learners. This also disrupts learning and teaching. Attendance is monitored daily on a clock card system. Centre and class registers are also maintained.  There was evidence that some individual class rolls were not kept to a uniform format; it is recommended that these be standardised across the centre.  A practice has grown up where mothers are allowed time off to collect their children from school. Though not ideal, this at times was found to be a necessary response to individual personal or family circumstances.

 

The small numbers observed by the inspectors in mathematics, metalwork, upholstery and woodwork classes is a cause for concern. It partly reflects the low number of males in the centre. However, less than three learners were observed in some of these classes. Four-hour teaching blocks translate into very resource-intensive classes especially in those class-groups with very few learners. The use of four-hour blocks of teaching time should be reviewed, and where possible reduced, in order to maximise the use of learners’ time and to facilitate more focussed learning and teaching in the core areas of literacy and numeracy.

 

While there was some good practice observed in the teaching of literacy and numeracy in some individual classes there is a need for a more concentrated, coherent and centre-wide written plan on literacy and numeracy. In this respect, the excellent work of a dedicated literacy tutor was noted. 

 

4.3 Assessment of learners’ progress

 

FETAC certification provides a good basis for assessing, monitoring and grading learner progress and is widely and appropriately used in the centre. Both centre-based and external monitoring strategies were employed as assessment modes.  It is recommended that these assessments be augmented by more focussed and consistent use of individual education plans.

 

4.4               Outcomes and standards

 

The FETAC model, universally adopted in the centre, provides a useful mechanism for planned and transparent certification. Progression for learners beyond FETAC Levels 3 and 4 certification was and is a major challenge to this centre.  There is an urgent need to develop stronger links with employers in terms of both work experience and progression to sustainable and meaningful employment.  Learner destination information provided to the inspection team showed there is much work to be done in this area. A recent survey indicated that only one learner went on to meaningful employment and one went on to further education.

 

It was heartening to note that a number of younger learners interviewed expressed their satisfaction with the services the centre had to offer, and also their strong ambition and their determination to be educated, to take up apprenticeships, job opportunities and further education opportunities. During the focussed interviews with learners one learner saw the time spent in the centre “as a stepping stone to get back to college to do a hairdressing and beauty course” while another learner would like to gain further  qualifications in carpentry. It remains to be seen if their ambitions will be fulfilled.

 

Some of the older adult learners who have spent several years in the centre seem to have much less ambition. They seem content to spend years in the centre as if it was a permanent base or place of work. The view expressed by the director and staff is that they would not currently be in education if they were not attending this centre.  

 

 

5.           summary of strengths and recommendations for further development

 

The following are the main strengths and areas for development identified in the evaluation:

 

 

 

 

 

 

 

 

 

 

 

 

As a means of building on these strengths and to address areas for development the following key recommendations are made:

 

 

 

 

 

 

 

 

 

 

 

 

A post-evaluation meeting with the co-ordinator and teaching staff, attended by the CEO, Chairperson and AEO, was held at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed. 

 

 

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

 

 

 

 

Area 2 Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

 

 

The following areas have been addressed since the visit of the Senior Inspectorate on 29th / 30th November 2006.