This report has been written following an evaluation of St Joseph’s Senior Traveller Training Centre. It presents the findings of an evaluation of the work of the centre as a whole and makes recommendations for the 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 interviews with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and teachers and tutors’ written preparation, and met with the centre’s board of management and the Chief Executive Officer (CEO) of Leitrim VEC. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to 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 Joseph’s Training Centre was established under the auspices of a FÁS programme in 1988. Initially, it focussed primarily on the provision of relevant courses for young mothers in the Traveller community. The centre has operated in the same building for the past eighteen years. Nine additional learner places were sanctioned in June 1998 under the District Approach for Additional School Leaver Places to bring the centre capacity to twenty-one. However, the number of available places now stands at sixteen because of adjustments to classrooms and alterations to the building in recent years. On the other hand, the number of learners enrolled fluctuates but has not exceeded fourteen in recent years. It is understood that there may be learners in the area who are interested in enrolling in the centre. During the evaluation there were eleven learners on the roll, three males and eight females. Eight learners are over eighteen years of age.

1.2 Distinctive character and atmosphere

The vision for the centre is the provision of education, training and progression programmes for the Traveller community and early school leavers in the catchment area. The mission of the centre is to endeavour to “… provide trainees with the necessary skills in literacy, numeracy, social and practical subjects to participate in the community in which they live”. It also acknowledges and respects the decisions of individuals in relation to their own identity, culture and tradition.

The management and staff endeavour to engender a positive climate and atmosphere in the centre. Activities take place in a supportive and structured environment. Respect for diversity of values, beliefs and traditions are upheld in the centre. Relationships within the centre are characterised by care and respect. The interaction between the director, staff and learners is positive and contributes to a happy centre where all work collaboratively. The relationships at all levels provide a sound basis for the personal and social development of the learners. The members of staff value the learners and operate flexibly to take account of individual needs and local circumstances. Learners have a sense of enjoyment and achievement arising from their experience in the centre, their response is positive and they demonstrate a good level of interest and involvement. They stated that “the centre is like home” and they “like the way it is set up” and they “get to learn things”. They acknowledge that they have an opportunity to learn and many seem to be anxious to do so.

It was reported by the director, the Adult Education Officer (AEO) and the Chief Executive Officer (CEO) that the centre has been a key influential factor in the development of Travellers in the locality, especially in areas related to health, well-being, social skills, self-confidence, interest in education and progress from roadside living. They expressed an opinion that exposure to a better quality of life has been introduced for Travellers and afforded to learners through their participation in the centre. However, this has not resulted in improved or enhanced employment for the Traveller community in the town.

1.3 Supports for Learners

Efforts are made to provide a positive, cultural experience for learners. They have a sense of place and a sense of pride in their centre and know that their participation is valued. Regular attendance is promoted and a clocking-in system is utilised. The clock is located in the front office and is capable of being witnessed. Payments are processed based on reconciled clock and class attendance records.

It is suggested that further links be established with VEC staff especially with the adult literacy coordinator and the special education needs coordinator to enable expansion and development of existing provision in the centre.

1.4 Links with the Community

The centre and members of the Traveller community have established good working relationships with the general public. It was stated that the attitude of the community to the Traveller community in Carrick-on-Shannon is very positive. There is good co-operation with the local schools and the director is in regular contact with the local post-primary school and the home-school liaison teacher, particularly with regard to learner referral cases. Close links are also cultivated with the visiting teacher for Travellers who visits the centre on a regular basis. Many parents are interested in the education of their children and it is reported that a spirit of co-operation and goodwill exists between the centre and parents. Good relationships are fostered and members of staff respond regularly to parents’ views and enquiries. However, attendance at formal parent-teacher meetings does not reflect huge interest and participation. Although it appears that there are good informal communication and information structures in place, the centre does not have a structured policy or practice relating to communications or home visits.

Community links are developed and fostered through an annual sale of work and much of the work produced by the learners in classes during the year is displayed and offered for sale. These include woodwork and metalwork artefacts, as well as fabric and embroidery works. This is a celebration event for the centre and a photographic record of the day is usually kept and put on display in the centre. This record acts as a stimulus and source of motivation for learners and they are keen and proud to discuss and display their handicrafts. Further open days/family days/celebration days could be actively promoted in order that the achievements of the learners are recognised and commended.

The centre has participated in the town’s St Patrick’s Day parade in recent years. It is reported that the public health nurse has given talks to learners on occasion. Visitors to the centre could include artists, musicians, storytellers, poets and heritage specialists who live in the area. Learners are afforded opportunities to participate in some extra-curricular activities.

2 Quality of Centre Management

2.1 Role of VEC and Board of Management

The Adult Education Organiser (AEO) of Co. Leitrim VEC is the liaison person between the VEC and the training centre. The director of the centre meets with the CEO of the VEC approximately 6-8 times during the year and provides briefings. Pertinent issues discussed include budgets, health and safety issues and staff salaries. The AEO is in daily contact with the Centre, visits on one day per week and regularly keeps the CEO briefed on developments or relevant issues at the Centre. These briefings take place on both a formal and informal basis – informal meetings are regular and are easily accommodated because the offices of the CEO and AEO are in the same building. The duties of the AEO with respect to the training centre are wide ranging, but encompass the following general responsibilities: to act as liaison person on behalf of the VEC, between the Department of Education and Science and other relevant agencies; maintenance, tracking and record keeping of all budgetary matters relating to the centre; maintenance of staff records, recruitment and salaries; collation, analysis and preparation of reports regarding all relevant data (for example, learner attendances and allowances); convenor of and attendee at, board of management meetings, and coordinator of the Quality Framework Initiative (QFI) for all the FETAC programmes in Co. Leitrim VEC.

Interviews and discussions held with the CEO and the AEO of the VEC indicate that the VEC management is very familiar with the origins, organisation and operation of St Joseph’s Training Centre. Issues relevant to the centre are brought to the attention of VEC meetings as the need arises. In recent times, for example, the issue of accommodation was discussed at VEC level. Strategies were then adopted and liaison was initiated between the Department of Education and Science and the local health board with regard to seeking ways to improve the accommodation in which the centre currently operates. This strategy is still being pursued. Management acknowledges that many challenges exist for the centre currently. These include the development of a long term plan for the centre including planning for improved facilities; the development of the educational programmes on offer at the centre to ensure they meet the needs of learners more effectively; the requirement to improve learner progression rates and routes and the need to work more closely with local agencies and businesses.

Samples of budgetary records pertaining to the centre were examined and discussed with management personnel during the course of the evaluation. The level and quality of these records is commendable. In 2005 the Vocational Support Services Unit (VSSU) conducted an internal audit of Co. Leitrim VEC and the training centre was visited as part of this audit. The system in place for the payment of allowances to learners, for example, was reviewed during the audit. The VEC recently received grants from the Further Education section of the Department of Education and Science totalling €20,351 for upgrading of special needs provision, disability and further education services.

The board of management is representative of various interested organisations. There are also teaching staff and learner representatives on the board. However, no meeting of the board has taken place since April 2004 (apart from the meeting convened with inspectors during the course of the evaluation). The meeting held with the board as part of this evaluation indicated that the full board lacks certain information regarding pertinent management issues of the centre and that budgetary matters are not generally discussed at board of management meetings. It is clear that the absence of a board affects the quality of the management of the centre. The inspection team was informed that three VEC members have been nominated to sit on the board and that a new board will be convened soon. It is recommended that this process be dealt with promptly and that a new board of management be established immediately with representatives of all constituent organisations (under Section 21 of 1930 VEC Act).

The VEC and the board of management have tended to adopt a ‘hands-off’ approach to the execution of the QFI process in the centre. It is recommended that the VEC and the board of management endeavour to engage more proactively with this process. The centre development planning and internal centre evaluation processes of QFI provide different opportunities and approaches for high-level management to engage in the process (for example, attendance at facilitated sessions, participation in a management review, meetings with the director following any planning process).

2.2 Administration of the Centre

The centre is open for the required 209 days per year. Learners attend on a full-time basis for 35 hours per week over 41 weeks. The centre opens each day at 9.30hrs and finishes at 17.00hrs. Learners must clock in and out each day they attend the centre. It was reported that this clocking arrangement encourages good levels of punctuality and attendance among learners. On Fridays, almost all of the learners leave at 13.30hrs. Some female learners in the centre leave each day at 15.30hrs to collect their children from a local crèche. Therefore, the centre operates with a depleted number of learners each day between 15.30hrs and 17.00hrs. Break time each day takes place between 11.15am and 11.30am, while lunch time each day is between 13.30hrs and 14.00hrs. Lesson times are generally organised into one hour blocks during the course of the day. Management reported that learners find it difficult to concentrate for the full duration of the official day.

The centre has one full-time director who has overall responsibility for the day-to-day operation of the centre. There is no written contract in place. The duties and responsibilities associated with the post of director have evolved over time. It is suggested that a written job description for the post would prove beneficial. The director is responsible for the management of the staff in the centre, for planning and organising the curricular programmes available to learners, for organising the staff and learner timetables and ordering and purchasing of materials and resources. He opens and closes the centre in the mornings and in the evenings. The director is assisted in the centre’s administrative work by a part-time clerical officer who works three days per week in the centre. The officer, who has been full-time with the VEC since 2005, works in the local adult literacy service under the auspices of the VEC, for the remaining two days each week. The centre’s main accounts are processed in the main VEC office. While management is of the view that the centre should be provided with a full-time clerical officer it was clear during the course of the evaluation that the combination of direct secretarial support already available to the centre, together with the current level of administrative back-up support available from the main VEC office, was working well. Challenges identified by the director include inconsistent enrolments, irregular and poor attendance by some learners and non-completion of programmes. It is accepted that attendance could be improved. It is recommended that provision be made for attendance sheets and/or roll-call in all classes.

Discussions with staff members indicate that a safety conscious culture permeates the centre, particularly in the areas of Woodwork, Metalwork and Home Economics. However, this needs to be reflected in relevant documentation. The centre’s health and safety statement requires review and updating. A nominated safety officer should be appointed. Additional safety posters and notices should be displayed in the centre, obsolete items of equipment should be regularly and appropriately disposed of, and regular fire drills should be executed.

Male learners do not generally mix with female learners for classes. Indeed, this culture of segregation permeates other activities at the centre, for example, lunch time eating arrangements and outings. Generally, female learners occupy the first floor of the premises while male learners occupy the ground floor of the building. Management and staff indicate that segregation of learners on the basis of gender reflects the culture of Travellers and meets the needs of the learners and their families. However, it is advised that such practices further embed inappropriate gender roles. It is recommended that immediate consideration be given to exploring ways to overcome this culture of segregation. It is important to recognise that no group should be treated in a less favourable way than any other group in the context of equality legislation and the Equal Status Act.

2.3 Programme and Curriculum Organisation

The basic programme offered to learners is certified by the Further Education and Training Awards Council (FETAC). It is essentially modular and the majority of components are at engagement and foundation levels. Elements on offer to all learners include Communications, Mathematics and Computer Literacy. Male learners take Engineering Workshop Processes and Woodcraft while female learners study Food and Nutrition, Food and Cookery, Personal Care and Presentation and Craft Textiles. Implementation of the curricular programme at engagement and foundation levels only denies opportunities for learners to advance to subsequent levels. An exception is the Woodcraft module currently offered to male learners and certified at FETAC level 1 following achievement in foundation level in their previous year. This practice is commended and it is suggested that this be replicated across all other subjects and modules.

Segregation of learners impacts negatively on their educational prospects. Female learners are disadvantaged and denied opportunities to develop and improve. The current situation in the centre where Mathematics classes are provided for male learners and separate but very similar Mathematics classes are also offered to female learners could be revisited to see if a different approach could be adopted. Assessments could identify learners who require basic mathematics skills and tuition could be provided for them at that level. Conversely, learners (male or female), who would benefit from more advanced Mathematics sessions should have the opportunity to do so. Similar approaches and procedures should be followed for English and Computer Literacy programmes.

Guidance and counselling services are offered to learners primarily on an individual basis on Thursdays and Fridays each week. A comprehensive guidance plan dated September 2005, outlines the aims of this provision and the methods by which it is delivered is in place. It incorporates objectives, target group needs, guidance activities and areas to be addressed in the future. Learners expressed their need for one-to-one counselling opportunities and value the current provision. However, they also reported that they would welcome opportunities to explore different types of careers within peer group settings. Greater consideration should be given to career guidance and to opportunities for learners to interact in small groups. The existing policy could be employed as a basis for further expansion and development.

Individual tuition is provided for participants in English and literacy on a withdrawal basis between 9.30am and 13.30hrs on Tuesdays, Wednesdays and Thursdays each week. Learners reveal that they are benefiting from this provision. Nevertheless, many of the learners attending the centre have expressed a sincere wish to improve their literacy and numeracy skills. It is important therefore, that the development of learners’ literacy skills is not considered to be within the sole remit of the individual literacy classes. Various strategies and structures for the provision of literacy on a whole-centre basis should be explored, developed and implemented. A whole-centre integrated approach to the development of literacy skills, and indeed numeracy skills also, should permeate all curricular areas and all teaching and learning in the centre.

Work experience does not form part of the curricular experience for learners at the centre although management indicated that it was offered to learners previously. It was reported that there were difficulties with identification and sourcing of local businesses that were willing to engage with the centre. Nonetheless, the learners expressed a firm desire to engage in work experience as part of their programme. It is recommended therefore that management review the current practice of not providing work experience for learners. The board of management may be able to assist in any endeavours regarding work experience as it is representative of a number of local employers in the area who could offer good advice, assistance and placement.

2.4 Staff Deployment

The staff is well-qualified to teach the range of subjects and modules on offer to learners. The length of teaching service of eight staff working in the centre ranges from seventeen years to six months. Some staff members work part of their time in the centre and the remainder in a mainstream school. Members of staff are generally assigned to teach particular subjects on the basis of their qualifications but experience, personal preference and the needs of the centre are also considered. The teachers are generally allocated base classrooms while learners move from room to room for their timetabled subject areas. The current timetable facilitates some staff members to have most of their classes concentrated in either the morning or afternoon period each day of the week. While teachers necessarily have to be accommodated when working in dual locations, nevertheless, it is critical that a balance is established between curriculum organisation, staff availability and the provision of quality teaching and learning. It is recommended therefore, that the system currently in place for the deployment of teachers across the timetable be reviewed in order to ensure that optimal levels of provision for learners are available.

2.5 Accommodation and Resources

St Joseph’s Training Centre is located on a busy main street in a building that operated originally as a garage. The VEC currently holds a 2 year 11 month lease from a local landlord. The owner of the premises maintains the exterior of the building, while the VEC maintains the interior. Classrooms and the centre itself are well maintained and all are neat and tidy. Some renovations were carried out in 1989. The building comprises two general classrooms, one computer room, a kitchen and canteen area, one small Woodwork workshop and one small Metalwork workshop, together with office and toilet facilities. There is a small office area available to staff where they can undertake class planning and preparation work. However, it is seldom used for this purpose. While the facilities of the centre are not considered to be ideal they are however, adequate for the current provision and enrolment figures. Although some class areas are small, they are appropriate for the number of learners.

Initial plans are in place that may guarantee the eventual relocation St Joseph’s Training Centre to different, but much improved, accommodation. Plans are advanced for the provision of a new community college in Mohill, Co. Leitrim. When completed, Co. Leitrim VEC intends to relocate the centre to the existing Mohill Vocational School building. A large percentage of previous learners in the centre travelled from Mohill although the number of learners from Mohill currently enrolled at the Centre is small. Management does not envisage any problems regarding relocation of the centre to Mohill.

A good range of resources for English comprehension activities are available. Some elements of ICT are incorporated including computer applications, computer usage and operation, introduction to word processing, excel, powerpoint, publisher, and spreadsheets. Some learners prepare for their driver theory test. Software programmes incorporated include Lexia Reading, The Computer Classroom, NALA Literacy Tools and Lexicon Word Puzzles. The number of computers available to learners was increased recently. It is recommended that resource provision is expanded to include further suitable ICT software programmes.

3 Quality of Centre Planning

3.1 Centre Plan and Policies

The principal objective of the centre plan is “… to counter disadvantage by providing education, training and work experience to make a collective effort to maximise the development potential of our target group.” Other objectives include the provision of additional supports to facilitate early school-leavers, to provide training programmes aimed at combating long-term unemployment and social exclusion, to provide a structured programme of advice and career planning and to provide support measures for the development of local enterprise. The aims of the training programme include developing skills, fostering and developing self-confidence and motivation, improving literacy and self value, in accordance with the mission statement of the centre. While a team approach is adopted in the operation of the centre, it is suggested that a whole-centre agreement on a centre plan is undertaken in collaboration with key stakeholders. This should guide and inform the work of the centre and should be subject to on-going appraisal and review.

While the centre has documentation relating to guidelines in different areas including anti-bullying and harassment, substance use, ‘Children First: National Guidelines for the Protection and Welfare of Children’ and relevant health education programmes, the centre has not initiated policies relevant to its own particular context. The issue of child protection was discussed with the management of the centre. Policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 2004) have yet to be developed and implemented. A designated liaison person has not been appointed in line with the requirements of the Department of Health and Children guidelines.

Policies available in the centre plan include codes of practice for dealing with sexual harassment, code of behaviour for learners, safety statement and a first aid manual. Some documentation related to enrolment files and procedures, induction programme carried out over the first week of the programme, centre rules and regulations, centre opening and closing times and centre facilities are available. A general code of conduct should be developed, presented to, and approved by the board of management. It should incorporate provision for monitoring and regular review.

No written curricular policies are currently in place in the centre. The curricular programme is devised primarily by the director in collaboration with the staff. From discussions with learners however, it is clear that they have much to contribute with regard to the curriculum on offer at the centre. Learners, for example, expressed an interest in being provided with the opportunity to study subjects such as Music, Singing, Sport and languages. Music appreciation and listening to music would benefit the learners. It is advised that management and staff collaborate with learners when developing future curricular programmes for implementation in the centre to more effectively meet the needs of learners. Indeed, consideration should also be given to liaising with parents and the local community in this respect. It is important that the programme is participant-centred and participant-led.

It is recommended that the curricular programme currently on offer at the centre be reviewed and that priority be given, perhaps as part of the centre’s engagement with the QFI process, to the development of an up-to-date policy and accompanying procedures for programme delivery, implementation and review. The following areas should be given priority: breadth and balance of the curriculum on offer; the views of management, staff, learners and others; the three stages of engagement, foundation and progression; programme and timetable organisation; guidance, literacy and numeracy provision and work experience. Consideration should be given to the possibility of introducing other courses into the curriculum such as the Junior Certificate School Programme (JCSP) and the European Computer Driver Licence (ECDL) programme. These would provide learners with the opportunity to engage with a wider range of courses and obtain a wider range of certification.

3.2 Planning Process

The centre was not included in the pilot Quality Framework Initiative. However, the director and staff have begun to engage with the Quality Framework process and have spent 2 days with a facilitator to date this year. A total of five training days have been planned for the current academic year. A centre review worksheet indicates that the centre is at a very early stage in organisational management in relation to the Quality Standards and Evaluation Criteria and much further work needs to be done. Members of staff indicated that they welcome the new opportunities presented by this initiative and look forward to the establishment of a culture of planning, development, evaluation and record-keeping in the centre.

It is reported that the Vocational Support Services Unit (VSSU) conducted an internal audit of Co. Leitrim VEC and that St Joseph’s Training Centre was visited as part of this audit in 2005. It is understood that the system in place currently for the payment of allowances to learners was reviewed during this audit visit. However, there is no evidence of a report and/or feedback. There is no evidence that VEC management have had any involvement to date with planning in and for the centre. Heretofore, discussions about policies, plans and procedures were confined in a limited way to staff meetings. Areas for attention generally discussed include individual learner progress and behaviour issues. Curricular issues are not prioritised. It is suggested that all staff are afforded opportunities to contribute to central policy and planning through active participation and delegation, with designated roles and responsibilities. Tasks and responsibilities should be allocated widely and relevantly. Planning documentation should offer clear aims for subject areas. Learners should have structured opportunities to contribute to and be involved in planning issues. These suggestions will serve to expand boundaries for learners, utilise the collective experiences of all involved with the centre and promote the centre as a learning community. It is recommended that learners are informed of transfer and progression options open to them and that a policy and procedures for transfer and progression are documented and developed.

3.3 Implementation of Plan

Management and staff have expressed an understanding of the need for the development and implementation of a centre plan. It is acknowledged that there is an understanding of various policies and that staff and learners have a vague awareness of current polices. Implementation of the centre plan should be itemised on all future agendas for staff meetings. Consultation could begin and a monitoring team could be put in place. While the QFI initiative sets a timeframe for work on specific actions, it is recommended that management and staff becomes proactive in revising and upgrading existing policies and that the centre plan is centrally available and accessible.

4 Quality of Teaching and Learning

4.1 Planning and Preparation

Some members of staff present written schemes of work and lesson plans. All teachers are working to FETAC syllabuses as schemes of work. Various texts and books are utilised as resources by teachers including some Junior Certificate and JCSP texts. Almost all teachers utilise some handouts, demonstration sheets, photocopied sheets and/or work-cards. These incorporate, to varying degrees, aims, objectives, resources, organisational strategies and assessments in different curricular areas. These are very commendable and could be used as a background for future development. It is recommended that all staff identify and adopt a consistent approach to short-term and long-term planning. A whole-centre framework could be developed and be accessible to all. It is also recommended that modules to be undertaken in each section are identified at the beginning of the year and recorded. This will ensure a consistent approach and provide optimal opportunities and targets for learners. It is suggested that curriculum policies and plans are available and maintained in a central location in order that continuum of provision for each learner can be facilitated in the context of best practice. This will also serve to provide continuity of programmes that facilitate learner development in the event of teacher absence or teacher substitution.

4.2 Teaching Methodologies

Members of staff have a breadth of relevant expertise and experience. There is evidence of a range of good approaches to teaching and learning and a balance of whole class, group and individual approaches are undertaken. Teacher explanation and demonstration is predominant and class discussion is employed on occasion. Some opportunities to brainstorm, to question and to participate in focussed debate are given to learners. The small numbers in classes allow for much individual tuition and attention. Learners are generally involved and engaged with the classes and many classes are well pitched and of interest to them. However, learners sometimes display passivity and an uncertainty as to how to proceed and this can delay the overall progress of their work. Learners are not sufficiently challenged in some areas and classes do not always maintain their interest. Direct teacher guidance in many classes denies opportunities for learners to take initiatives and be proactive in their own learning and in the progression of their work. Repetition of achieved tasks and lack of new targets do not motivate learners. The staff should have realistically high expectations of the learners in terms of their capacity to acquire skills and knowledge and all curricular programmes should be planned accordingly.

While good management of practical class activities is evident it is suggested that more varied class organisational arrangements could be employed to facilitate the teaching of specific objectives. The learners own ideas, interests and environment could be used appropriately as starting points for learning activities. Other approaches could be used by the staff to interest and motivate the learners such as pair work, guided activity and discovery and environment-based learning. Learners could be further encouraged to think and do for themselves through open-ended tasks, problem-solving, investigation, projects and personal research. All materials and tools are available and in place for classes. Further development and expansion of teaching materials and equipment, such as photographs and videos, appropriate software, stories, television programmes which reflect the programme areas would enhance current approaches.

4.3 Assessment of Learners’ Progress

Many of the assessment practices conducted in the centre are in line with FETAC requirements and records of the learners’ progression are maintained in this context in most subject areas. Their FETAC folders contain records of completed work and are kept in classrooms. A range of other modes of assessment used by staff includes: teacher observation, assignments, exam tasks, questioning, projects, quizzes and learner recording. Other records of assessment observed included comprehension activities, mathematics exercises, project plans and procedures and recipes. Revision is undertaken frequently and learners record their work in copies and folders in some classes. Some staff members retain class records and progress sheets. An individual education plan for each learner with headings such as targets, achievements, revision, resources, methodologies and comments was observed in one class during the evaluation. This is a very commendable practice. Learners’ progress should be recorded regularly and systematically. Assessment results should be used to inform planning and teaching. They should be used to identify specific learning strengths and needs so that the nature of the support and the assistance required can be ascertained.

No evidence of initial assessment of learners was available during the evaluation. Their needs and interests should be identified on entry to the centre and an appropriate individual education learning plan (IEP) should be instituted for each learner. In this context, individual learner files should be developed to incorporate strengths, challenges, achievements, targets and review dates. An outline Trainee Individual Learning Plan was introduced in 2004. Headings include goals, progress and space to record success. It is recommended that this template be reviewed, expanded and completed on a regular basis, by learner and by teachers. Standardised testing in literacy and numeracy should be undertaken on entry and reviewed annually. Provision for learners with special needs should be put in place and in accordance with current legislation and requirements. Initial and on-going records of progression need to be introduced and assessment needs to be incorporated in daily classes and inculcated in the culture of teaching and learning in the centre. It is recommended that data on learner retention rates and systems for following the career paths of former learners are established.

4.4 Outcomes and Standards

Many aspects of the current curricular programme are appropriate to learners needs. The director and staff stated that the content of the various FETAC modules are relevant to the learners’ lives. Although some flexibility is offered to learners, there are restricted opportunities for them to make choices in subject areas and levels. There is insufficient opportunity for participants to progress in concept and skill acquisition.

It is apparent that the centre places appropriate emphasis on the provision of a literacy programme in English as evidenced from observation of activities and assessment of learner folders. Some language integration was observed during all lessons taught and connections were made with prior knowledge in other curricular areas. One-to-one support for writing and comprehension activities is provided and each learner is timetabled for a weekly session. Much of this work comprises photocopied worksheets. It is important that learners are given the opportunity to write for a variety of purposes and in a range of genres. Opportunities to work in groups for language sessions are timetabled twice weekly. However, it was difficult to determine what advancements had been made by each learner. Some learners had expressed regret during interviews that their literacy levels were not of a higher standard. Further extension of the programme to encompass all aspects of language including reading, vocabulary development, comprehension, writing, oral language competence and confidence is suggested. Use of story, talk and discussion, communications, media, drama and the learners’ own environment in a structured cohesive way should be utilised to enhance experiential learning. A reading ethos should be promoted and encouraged. Reading skills and strategies should be developed through a range of approaches and various methodologies to stimulate an interest in reading. Learners should be actively encouraged to read a wide variety of texts including fictional and non-fictional. The conventions of grammar, punctuation and spelling could be taught in context and integrated in other curricular areas. A coherent, comprehensive, holistic and integrated literacy programme should be established without delay. It is understood that adult literacy classes are conducted through the auspices of the VEC in a building adjacent to the training centre. It is suggested that the adult literacy organiser in the VEC would help to strengthen the literacy programme in the centre.

Five hours per week are offered in Mathematics. A well structured programme is in place and continuity and progression in the programme is balanced. Equipment and resources for number work, capacity, area, length and money are available and utilised. ICT CD’s and games are used to consolidate class work and give an extra dimension to the programme. Informal assessment takes place daily and weekly through observation and questioning. Formal assessment is conducted following completion of individual units and modules. Opportunities to develop numerate skills in other subject modules on offer could be explored for the benefit of learners.

Art activities have a positive and affirming approach and classes are effective Male learners have two hours per week and female learners are timetabled for three hours per week. There is evidence of effective practice in balancing 2D media and learners have handled a good variety of art materials and tools. Folk Art is the principal focus and is integrated with Woodwork. Learners work principally with design templates and transfers. Some completed samples enhance the walls. Learners talk about and discuss their work with enthusiasm and confidence. Completed art work is offered for sale to the public at an annual sale of work. Profits are ploughed back into centre funds. It is recommended that breadth and depth be introduced to the art programme and that a recognised FETAC module be offered and implemented. A range of effective stimuli and starting points could be employed for purposeful activity. Learners could be more active in exploring, experimenting, expressing and enjoying Art. Drawings with different media, print, fabric and fibre, use of a digital camera, construction and clay could be introduced. An art appreciation unit could be undertaken competently and successfully. Integration with SPHE could be explored together with discussions about feelings, landscapes and personal responses to art. These could form the basis for writing activities. Art portfolios could be developed to enable assessment and further art materials could be purchased to complement a broader programme.

Practical and purposeful activities with a range of appropriate resources are organised for learners. A programme incorporating NCVA components is in place for the female learners only. Module descriptors implemented include Craft Textiles, Food and Cookery, Food and Nutrition and Personal Care and Presentation. Specific learning outcomes are targeted and portfolios of coursework indicate achievements. The Food and Cookery section is utilised in a practical way and lunches are prepared for all learners on three days per week. The learners were shy about their achievements in needlework and crafts but showed a sense of pride and delight when asked to discuss their work. Health promotion is an incidental element of this programme and learners have access to some information on health related issues. However, further development, expansion and implementation of a Social, Personal and Health Education (SPHE) programme that incorporates a framework of life-skills needs to be established. The male learners experience success in Engineering Workshop Processes and Woodcraft modules and they display a sense of achievement and enjoyment of their work. FETAC record sheets indicate goals reached. The learners confidently discuss their plans, sketches and drawings and demonstrate an understanding of the various processes and techniques of their work. Attention is given to health and safety procedures.

Learners have been successful in various external FETAC Foundation and Level 1 examinations and assessment. Some learners have clear goals which they are pursuing realistically, for example, going into business with a family member or wishing to pursue the next academic level of a prescribed course. Many learners are able to identify possible options for their future but some are reluctant to pursue and access appropriate routes. None of the learners are integrated into further education and training opportunities or the labour market. Some exhibits of the learners’ achievements are displayed in the centre. Annual formal presentations of certification serve to encourage and enhance performance and reinforce positive behaviour among the learners. It is recommended that completed tasks and achievements are displayed and that further opportunities for centre and community celebrations are explored. These could include presentations to staff and other learners, to the board of management and to family members. An open day could be held where records of achievement are displayed.

5 Summary of Main Findings and Recommendations

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

Relationships within the centre are characterised by care and respect, a positive climate is cultivated and activities take place in a supportive and structured environment.
The building is maintained to a high standard of cleanliness and tidiness.
Regular attendance is promoted. This could be further developed with the introduction of attendance sheets and roll-call provision in all classes.
The level and quality of record keeping (budgets, staffing, appointments, attendance) pertaining to the centre from the VEC perspective, are commendable.
The director and staff have begun to engage in a positive manner with the QFI process.
There is good co-operation with local agencies and schools. Further opportunities to build on this collaboration could be explored in the interest of learners.
Good practice is in place with regard to some written schemes of work and lesson plans. The staff could now build on existing templates and adopt a consistent whole-centre approach to short and long-term planning.
There is evidence of a range of effective approaches to teaching and learning.
There is evidence of some good practices with regard to assessment across some programme areas. These should be expanded and developed to include a whole-centre approach.
Members of staff avail of opportunities for further study and to develop their own professional areas of interest and expertise. This could be further developed within the context of the VEC and for the benefit of the centre.
Successful graduation and prize-giving days following awarding of certification have been held.
The learners’ response is positive and they demonstrate a good level of interest and involvement. Learners should have more opportunities to participate in the planning and implementation of the programme.
Learners are well supervised during break times. Consideration should be given to revising supervision practices during breaks to ensure that an adequate, and not too generous, level of supervision is provided for learners each day.
The learners’ achievements are occasionally celebrated. It is suggested that an emphasis is placed on recognising, rewarding and celebrating the work of learners, and that completed projects and finished tasks are prominently displayed in classrooms and on the corridors.
Some quality resources are available. Consideration should be given to reviewing resource provision in some curricular areas: literacy, art, ICT software.

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

It is recommended that a new board of management be convened as a matter of urgency. It is recommended that the board adopts an active role in centre policy development, engages proactively with the Quality Framework Initiative (QFI) process and develops formal communication systems.
It is recommended that consideration be given to exploring ways of overcoming the culture of segregation. Equality of opportunity should be introduced and commitment made to the differing talents, capabilities and potential of males and females, in compliance with relevant equality legislation.
The staff should have realistically high expectations of the learners in terms of skills and knowledge acquisition and behaviour.
It is recommended that a comprehensive system be introduced to assess learners’ needs on entry to the centre and that appropriate individual programmes and learning opportunities (adapted to meet their needs) are put in place.
It is recommended that the breadth and balance of the curricular programme be reviewed and that priority be given to the improvement of key areas including literacy, numeracy, work experience, development of progression stages, and career guidance.
Consideration should be given to the proactive recruitment and the allocation of a proportion of places in the centre to non-Traveller learners. The waiting list should be reviewed regularly.
It is recommended that all centre policies are monitored, reviewed, and evaluated on a regular basis. It is further suggested that all policies are subject to the approval of the board of management, signed and dated.
It is essential that policies be developed and implemented in line with the provisions of Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 2004).

Post-evaluation meetings were held with the director and teaching staff 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 1: Observations on the content of the inspection report

No comment made

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

In response to the report I wish to state that the new Board of Management has met twice since the Inspection visit. They were presented with and discussed all aspects of their role i.e. financial, curricular and centre policies. They have also adopted the Centre’s Development Plan, detailing current and developing policies. Staff have undertaken in-service in order to strengthen the assessment process. The integration of male and female students is in the process of being implemented, but is still encountering some resistance to the concept. Curricular aspects of the Centre are being reviewed on an ongoing basis.