An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

 

Evaluation of Centre for Education

REPORT

 

 

Ballymahon Youthreach

Co. Longford

 

Date of inspection: 21 February 2007

Date of issue of report: 17 January 2008

 

 

 

 

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 Ballymahon Youthreach centre for education. 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 coordinator 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 and with a representative group of parents. 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 Longford VEC 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 Chief Executive Officer (CEO), chairperson of the board of management, coordinator 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

 

Ballymahon Youthreach is one of three education and training providers in a complex rented by the VEC since 2000 from a property development company. The Youthreach centre was established in 1995 under the auspices of FÁS and was based initially in Lanesboro, County Longford. Links were developed with local schools and services and a network for referrals was created. The 30-place centre serves the wide catchment area of County Longford. Information supplied signifies that the centre provides for marginalised teenagers, many of whom have encountered difficulties and trauma in their lives. The centre is well regarded in the area and its work is considered locally as valuable as it caters for learners from diverse social backgrounds and for all levels of ability. Twenty seven learners are currently enrolled in the centre, 16 male and 11 female. Of the enrolment, six male and four females are from the settled community. Two of the learners participate in a Post Leaving Certificate programme in nearby Ballymahon Vocational school. Accommodation comprises three separate, suitably converted buildings on a site formerly owned by the Mercy Order who founded schools here in 1878. Ancillary staff includes a cook who works full-time and a caretaker who works for four hours weekly. Their work contributes positively to the smooth running of the centre.

 

1.2 Distinctive character and atmosphere

 

The mission statement expresses a desire to help learners to develop personally and academically in a safe learning environment based on respect and trust. There is a positive atmosphere in the centre.  Relationships between learners and staff are respectful. Learners interact well with each other for the most part. The findings of the evaluation reflect centre attempts to create an inclusive, caring environment. Overall, the centre values its learners and their families and succeeds in its activities, procedures and processes. The centre has a dedicated teaching staff that is welcoming and supportive. A good sense of partnership, collaboration and co-operation within the centre community was evident during the evaluation.  All involved in the maintenance of the centre are to be complimented for their contribution towards safeguarding a clean, safe and attractive learning environment for the learners and staff in the centre. Health and safety are promoted. A health and safety policy was devised recently in conjunction with an external consultant. Parents indicated their appreciation for the work of the centre and value the positive approach and attentiveness of the coordinator and staff.

 

 

1.3 Supports for learners

 

Many supports provided by the centre encourage the learners. A warm and welcoming reception area, together with provision of a breakfast and cooked lunch in a dining area shared with staff, is appreciated by the young people. The centre is fortunate to be located beside the local vocational school and can avail of the use of its physical education facilities and hall. Leisure options include soccer, basketball, snooker and pool.

 

The combined expertise and experience of the staff is a significant support for learners in the centre.  The manner in which members of staff interact with each other and with learners has a positive influence on learner behaviour and application to work.  There is an emphasis in the centre on helping learners to develop their self-esteem and self-confidence and to acquire practical skills that would support their integration into the workplace or help them in further education and training. Learners at risk are identified and supported. All learners receive individual support if and as required on an on-going basis in classes and at break times from staff members, the resource person and the coordinator. This means responding to learner questions and concerns and discussing career options in a private and sensitive manner. However, approaches such as circle time, whole class discussion, group work and active listening would enhance this further. Whilst pastoral care is also timetabled for learners every morning, it is conducted casually and informally. It is suggested that a more formalised and systematic pastoral care programme be initiated. This developmental programme would be more beneficial for learners.

 

Social, personal and health education is not formally timetabled or delivered in a planned and integrated manner. It is important that an integrated and systematic programme of health education is provided for young people with emotional and social difficulties. Content relating to mental health, physical health and nutrition, substance use, relationship and sexuality education and gender issues should be included. There is a commitment at management level to providing guidance and counselling to all learners and to preparing them for the transition from centre level education to further education and to working life. All learners are timetabled for one-to-one counselling with the guidance counsellor. The guidance counsellor should be involved at all stages of curriculum planning and with individual learner profiles and programmes. The centre is not supported by the National Educational Psychological Service.

 

Learners and their parents are provided with comprehensive information about subject and programme options on enrolment. An induction pack could be developed for new learners. Learners are referred by the National Educational Welfare Board (NEWB), by the visiting teacher for Travellers, by the Junior Liaison Office, by other local schools, or by the National Council for Special Education (NCSE).  Referral can occur at any time during the course of the school year. Further development of the referral process should include attention to the assessment of the learners’ needs and the development and implementation of suitable individual programmes. These should include individual education plans with specific targets and review dates and attention to monitoring of progress in educational, behavioural and social areas. 

 

Attendance and punctuality of learners are problematic. Absenteeism is high. Rates of attendance fluctuate and turnover of learners alongside continuous intake present challenges for staff.  The coordinator pursues learners’ absences with phone calls or letters to parents or guardians as appropriate. Learners realise and accept that the centre actively encourages attendance and punctuality and they understand that the centre pursues their attendance for the correct reasons. It is recommended that a plan to enhance learner attendance and participation in the centre’s programme be developed as an immediate priority. 

 

The learners expressed during interview that they have little formal input into decision making in the centre although they feel they could usefully contribute to suggestions for improvement. To facilitate this, a learners’ council with elected representatives from each group could be established.  This would offer the learners a formal structure and opportunity to express their views and provide suggestions for improvements regarding the centre. It would consolidate existing relationships between the centre and learners and provide greater opportunities for the young adults to assume their role as mature individuals in society. A number of past learners often contact the centre seeking advice and support. In the current year two former students are on a dual roll with a PLC course in the local Vocational school. This on-going contact is to be commended since learners may not have easy access to needed supports should they encounter personal or other difficulties in the years immediately after leaving the centre. While some information on past learners is available and they are encouraged to return for guidance or support, all learners should be formally tracked after they leave the centre. The production of a centre newsletter would keep former learners in touch with the centre and would also contribute to formal communications systems in the community.

 

A summer programme is organised for learners each year. The scheme includes work in the areas of personal lifestyle, reflections, art and crafts, go-carting, bowling, team-building exercises, summer barbecue, word searches and puzzles. A centre enhancement programme was organised for all learners in 2006 and served as a health promotion exercise. This included designing, making and erecting a fence, planting flower pots and hanging baskets and creating a shrubbery. These are all very worthy activities which might be more formally structured as an adjunct to the curricular programme in order to validate the efforts of the learners. Records of events could be maintained by the learners. Every opportunity to concretely expand literacy and numeracy improvement and development of existing curricular areas could be explored.

 

1.4 Links with the community

 

The centre is positively promoted by management and staff in the local and wider community and has well-developed links with many agencies. This is evidenced by associations with the business community, the Gardaí, Probation Officers, St. Christopher’s Day Centre and the Health Services Executive and through a sports initiative with a local primary school. Good community links are made through members of the board of management. Many of these links have been established to provide additional support to the learners and also to facilitate referrals to the centre.  The centre fosters positive relationships with the general parent body. Parents present with their children on enrolment and further communication is generally through the coordinator. Some parents engage actively in the work of the centre. Interviews with a representative group of parents showed them to be highly supportive of the centre programme and activities. Further home-school links were strengthened this year with the posting of end-of-term reports in December 2006. 

 

While the board and centre management willingly facilitate communication, and the close nature of this small community supports dissemination of information in informal contexts, there is no clear structure to support real partnership and effective two-way communication with the general parent body. It is recommended that parents be represented on the board of management and that this be attended to in the short term. Parents stated that these efforts would help them to build relationships with their children. There are good informal structures in place to support home-school communication. These include telephone calls, individual meetings and recent reports. No structures are in place for formal parent teacher meetings. The representative group of parents expressed an interest in having such meetings.

 

 

 

 

2 quality of centre management

 

2.1 Role of VEC and Board of Management

 

The interest of the CEO in the work of the centre is commendable. The VEC management complies with the Vocational Support Services Unit (VSSU) procedures, ensures appropriate allocation of resources and budget and works in consultation with a board of management. An audit conducted by Deloitte & Touche in 2002 and commissioned by the VSSU to report on the management and control systems in place in respect of the Youthreach programmes in general made a number of recommendations which are being implemented locally. A board of management, established in 2005 in general alignment with VEC structures, has had two meetings in the intervening period. The board includes the CEO, centre coordinator and councillor representatives from the VEC. Recent nominees include a teacher representative and a juvenile liaison officer (JLO). The board could consider wider representation from the local business and voluntary community. These networks could enable placement for the learners for work experience also.

 

It is evident from the meeting with the board of management during the evaluation that the board has a comprehensive understanding of the operation of the centre and is aware of, and supports management and staff endeavours on behalf of learners. The board expressed a number of challenges facing it into the future, including an increasing concern about the many and varied social issues that currently affect young people from the area, learner behaviour issues, the learner progression continuum, balance in the learner cohort and childcare and how it is used.  While good communications between the centre and the board are evident it is recommended that formal structures for regular reporting to the CEO and board of management are put in place. Appropriate administrative support is provided by the VEC office. It is suggested that Circular 12/03 for coordinators and resource persons be considered by the VEC and management of the centre and all aspects be put into effect immediately, including reporting arrangements to the CEO and development, monitoring and assessment of the programme.

 

2.2 Internal centre management and administration

 

The coordinator is supported by a resource person in the administration of the centre. Centre management provides assistance in relation to timetabling, opportunities for teaching staff for work planning and the provision of resources.  The centre is to be commended for providing as wide a range of subjects as possible within the available teacher allocation. Comprehensive timetables for individual staff members and subject areas are available. Two teachers have timetabled provision for the coordination of the Leaving Certificate Applied (LCA) and the Junior Certificate (JC) programmes. It is important that the centre’s timetable accurately reflects classroom delivery and it is recommended that the timetable be reviewed and amended appropriately to reflect full, total and accurate details of the curriculum implemented. A master timetable would be useful to present an overview of curricular provision in the centre.

 

The Youthreach centre is in operation for 226 days each year in accordance with Vocational Support Services Unit (VSSU) procedures. Work in the centre commences at 8.45 and ends for learners at 16.15 daily except on Wednesdays and Fridays. The programme ends at 14.00 hours on a Wednesday and at 11.45 hours on a Friday with the inclusion of a social club from 12 noon until 13.30. There is no evidence that all learners participate in the centre programme up to 13.30 on Fridays as the programme available is not entirely structured. Some learners may be participating in centre tuition and activities for a maximum of 29 ½ hours per week. A number of 15-year old learners are attending the centre. It is recommended that management investigate current enrolment and attendance patterns and ensure adherence to regulatory requirements for the conduct of centres and in the best interest of all learners.

 

 

2.3 Organisation of the curriculum

 

A varied curricular programme is offered to learners in Ballymahon Youthreach.  The centre endeavours to provide a curriculum programme that meets the needs of the community it serves. The centre currently offers the Junior Certificate Programme and the LCA Programme (since 2003). Appropriate certification is available to learners. Of the twenty-five learners, ten are pursuing LCA, ten are following Junior Certificate and five are engaged with Junior Certificate 1 (year one of the syllabus). Time allocation for the various subjects is appropriate and satisfies the requirements and recommendations of the syllabuses. An optional FETAC Foundation course, an equivalent of a Pre-Junior Certificate course, was previously available.

 

In the LCA 2-year modular programme, classes are set for English and communications, visual art, craft and design, office administration, social education, Spanish, mathematics, vocational preparation and guidance, leisure and recreation and introduction to information and communication technology.  Many learners pursue these subjects on the basis of their performance in the Junior certificate examinations. Subjects offered at Junior Certificate level include English, Mathematics, History, Home Economics, Art, Materials Technology (Wood) and Civic, Social and Personal Education (CSPE).

 

The LCA programme in English is well prepared and learners engage positively with the content. In many of the classrooms visited there was a reasonable effort to develop the learners’ linguistic skills as the language pertaining to individual subjects was taught and developed.  New terms were introduced, often written on the board, carefully explained and used throughout the lessons.  This good practice is in line with syllabus requirements.  Further opportunities to scaffold this work in language and literacy development are required. It is laudable that the centre has begun to engage with the prioritisation of literacy and numeracy provision. However, a whole-centre concentrated awareness, information and modelling structure for staff needs to be introduced with the coordination of a comprehensive programme by all staff in a detailed manner. Concerted phonological and vocabulary development in a whole-centre approach, use of dictionaries, language experience charts, newspapers and a centre reading ethos are required. In terms of identifying pedagogical areas for further development, it is recommended that the centre pool its resources in relation to the teaching and learning of strategies for literacy and numeracy. Cross-curricular planning and integration will be required in this regard.

 

The rationale for the LCA Social and Health Education module, introduced in January 2007, is to provide opportunities to explore topics and issues of interest, relationships, health and contemporary issues to prepare learners for independent living. This is commended. The LCA module on office administration and customer care is helpful for learners in retailing or in the customer relations area of the workplace. It also proves useful in preparing learners for work experience. The provision of Spanish included cultural aspects and focussed on examination preparation. Language teaching methodologies may need further development and expansion of the traditional approaches currently in use. 

 

The quality of work in the visual arts is of a very high standard and there is an appropriate balance between two-dimensional and three-dimensional activities in making art. Learners are encouraged to express their ideas and feelings through art and in responding to art. The quality of learners’ understanding was reflected in their ability to ask and answer questions during lessons and was also evident in the competencies exhibited in individual and group work during practical lessons.  There is very good integration with woodcraft in the construction and decoration of dog kennels and bird feeders. Portfolios are used to record progress and include samples of learners’ work.

 

A comprehensive guidance plan in the LCA Vocational Preparation and Guidance programme is followed. Personal profiles that evaluate the learners’ interests, skills and personality profile are developed to enable further education and career decisions. The guidance counsellor works closely with the coordinator and staff in identifying learners at risk. It is recommended that additional hours be allocated to the provision of more guidance activities in particular. Greater links should be established between guidance and holistic pastoral provision. In this regard it is recommended that the coordinator, the resource person and the guidance counsellor organise a developmental programme and continuum of provision for the benefit of learners.

 

The mathematics syllabus at Junior Certificate level is followed with the aid of textbooks and photocopied worksheets. The approach and materials of JCSP ensure that frustration levels were avoided. A more practical application of mathematics and a problem solving approach with practical activities would be useful. A general introduction of all learners to the uses of calculators would enable greater progress in some mathematics classes. A new Civic, Social and Political Education (CSPE) is being presented at Junior Certificate level from January 2007.

 

Instruction in various aspects of home economics is provided in accordance with the syllabus. Male and female participants have equal access to the Junior Certificate home economics design and craftwork programme. One room is used as a kitchen and classes are taught in this room. The kitchen is also used to provide meals for learners and as a dining area and meeting place for staff and learners at break and lunch time. It is important that this subject is actively delivered. Introductions to the theoretical aspects of the programme need to be interesting and learners should experience a programme that proceeds to active and experiential learning from the theoretical. The use of artefacts and an element of local history research and practical activity would enhance the history syllabus.

 

Materials technology is undertaken by a small group of learners at Junior Certificate level. Learners are fully engaged and interest levels are high. Teachers are to be commended for their organisation, safe conduct and management of all practical activities and project work. During the evaluation, parents and learners expressed much disappointment about the unavailability of more practical subjects. The maintenance of breadth and balance in the curriculum is important to meet the needs of learners and the programme should be tailored to individuals’ needs on an annual basis. While management identify and address issues requiring attention and prioritise matters within available resource provision, formal procedures for curricular development and review need introduction.

 

The value of the current approach to hairdressing lessons should be addressed. Learners revealed their interest in achieving certification at every opportunity.  Practical areas of study such as hairdressing would meet the needs of learners in the provision of qualifications and also incorporate elements of worthwhile life-skills.

 

The introduction of an ICT programme at all levels that allows a basic understanding of computer applications is a useful component for learners. There is also recognition in the centre that the potential of ICT to enhance the quality of teaching and learning should be explored and exploited as an additional teaching and learning tool in all curricular areas. Learners also indicated that they would be anxious to have the opportunity to complete the driver theory test and the safe pass syllabus.

 

Ten learners participated in work experience last year. Generally learners access their own placement facilities, depending on their own interests and preferences. Positions were found in record and hardware shops and a local garden centre. It is recommended that centre management become more active in seeking further appropriate placements for learners. An involvement of the guidance counsellor in a co-ordinated programme would be beneficial for learners.

 

 The centre is commended for its efforts to provide a comprehensive physical education curriculum programme module which has at its core the development of leisure and life skills for each learner. Given the limitation of existing facilities, one timetabled period of games per week and a supervised games activity at lunch times is available through the provision of a hall by the local vocational school. However, centre management should review the lunch-time arrangements as more male than female learners use this option. A specific timetable and a systematic programme based on the principles of PE syllabuses could be further developed for all learners in their use of the hall.

 

2.4 Staff deployment

 

The management of the centre has made good use of the available qualifications, skills, interests and talents in the deployment of teaching staff. Many of the staff have taught in the centre for at least four years and this provides valuable continuity and experience in support of the centre’s programme. The nature of the allocation of staff to centres for education has resulted in difficulties for subject availability and timetabling. However, VEC management is committed to providing the very best resources available in the interest of supporting learners. Management is proactive in encouraging staff to participate in further development courses. Areas identified during the course of the evaluation as requiring further appropriate and additional training for staff include pedagogical understanding, behaviour modification techniques, classroom management and organisation. Although staff members are employed in other centres and schools, the staff has met at planning meetings as a team and this is commendable.  It would be useful if members of staff together with the coordinator confer on a daily basis to discuss the events of the day. This would promote continuity of awareness and information to the centre as a team. The duties of the resource person are in accordance with Circular 12/03 of the Department of Education and Science. Some further aspects could be formalised to enhance the profile and status of the position. These include conducting initial interviews of learners and involvement in the design, co-ordination, development and monitoring of the curricular and guidance programmes.

 

2.5 Accommodation and resources

 

Ballymahon Youthreach is situated centrally in the town.  The building is well appointed and maintained and provides a suitable learning environment for Youthreach learners and staff. A healthy, safe and pleasant environment is maintained and sufficient and appropriate resources support the implementation of the programme. As a result of the extensive and comprehensive renovations and redecoration programme completed in 2006 staff and learners work in a visually pleasant environment. The board of management is very conscious of its responsibility to provide a safe and healthy environment for both staff and learners. The maintenance of the current buildings and grounds is of a high standard. Care and attention has also been devoted to the development of the outdoor facilities, which include a shelter, a hard-surface tarmac area and a small shrub garden. 

 

Teachers are generally classroom based. One building provides a general-purposes room with a staff and resource room, dining and recreational area, kitchen and a storage area. The coordinator's office is in the second building which also houses two comfortable classrooms, a dedicated ICT room with 12 computers and internet access that also acts as a base classroom, and toilet facilities. The third building encompasses the art and woodwork room and two large classrooms divided by a folding partition. This dividing wall creates a difficult atmosphere for teachers and learners. Noise, distraction, disruption and interference impede good classroom management. The retention of the division may be useful for large meetings but in the interest of learning and teaching it is suggested that such difficulties be attended to immediately. A reorganisation of the centre timetable would alleviate this to ensure that concurrent classes are not held there. Management should confer regarding the optimal solution to this problem in the best interests of learners and teachers. Although attractively furnished and decorated, the learning-support room is rather cramped for that purpose.  The timetable could be adjusted to accommodate classes in other vacant rooms. Print-rich and motivational environments have been created in many of the classes. Displays in some rooms included posters, learner writing samples, learner projects and occasional newspapers and magazines. The production of imaginative visual aids and the display of learner work is highly commended and the extension of this practice across all classrooms is encouraged, simultaneously to reinforce learning and celebrate the achievements of learners.

 

The board has invested in a good range of resources, equipment and materials to support teaching and to enhance the learning experiences of those in attendance in the centre. As awareness of pedagogy and subsequent curriculum implementation develops, further resources will be required to facilitate an activity-based approach to teaching and learning and to ensure the use of a variety of methodologies and strategies. The resources used by teachers included handouts, worksheets, whiteboards, word searches and subject textbooks. The centre has invested properly in its computer facilities over the years with a well-equipped computer room as a useful resource for learners and teachers. Where possible, it is recommended that more multi-media stimuli and concrete artefacts are utilised in the teaching to cater for learners’ different learning styles and ability levels. Also, the staff is encouraged to utilise ICT to support teaching.  It is suggested that teachers could identify useful websites and save files to use at a later stage. This would serve to enhance and increase learners’ engagement in particular units of work.

 

A variety of uses of the whiteboard was observed over the course of the evaluation, including recording of learner comments and group discussion, presentation and reinforcement of facts and assignments. All of these are commended as sound educational activities. It is recommended that the whiteboard now be used in a more consistent, structured way throughout the centre. Other structured exercises include the use of language charts (for vocabulary reinforcement), summarising, diagramming and mapping and consistent use of vocabulary and homework columns. Such practices will equip students with an ever-expanding reserve of vocabulary, syntactical structures, and writing models.

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

A broad five-year centre plan has commenced under the Quality Framework Initiative. In order to progress the arrangements it is suggested that more precise and contextual details are outlined. The allocation of specific timeframes to the various proposals and division into short and long term scales would serve to expedite individual aspects.  Various staff members could be allocated specific tasks. Some areas could be implemented immediately, for instance, development of links with parents, literacy and numeracy training for staff, specific enrolment criteria and procedures for learners. Comprehensive health and safety policies and procedures are in place. Planning has commenced in other organisational and curricular areas. These need to be continually reviewed, evaluated, ratified and dated by the board of management. Preliminary work has commenced on many centre policies and plans. Many adhere to VEC documentation. However, in the interests of best practice, they should be discussed by staff and amended accordingly to reflect the needs of this particular centre.

 

The issue of child protection was discussed with the management of the centre. Evidence was 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 provided to confirm that the management of the centre has adopted and is implementing the policies. A designated liaison person has been appointed in line with the requirements of these Department of Health and Children guidelines. The staff has engaged in relevant continuous professional development and workshops in conjunction with the VEC recently. These include an introduction to child protection and welfare procedures as set out in the guidelines.

 

 

3.2 Planning process

 

Initial policies have been formulated in key areas and there is evidence of a good level of planning activity in the centre. Evaluation of nine chosen quality areas include ethos, evaluation, staff development, assessments  and programme development and delivery together with an action plan for 2006/2007 were devised in June 2006. Planning meetings have taken place and planning has progressed to consider curricular areas. Arrangements for planning meetings were noted during the visit. The focus of this activity has been on planning for equipment, practical investigations, practical work, and programme content for junior cycle. It is recommended that the centre continue its good work in planning for the teaching and learning in all curricular areas. Focus for future work could include further development and sharing of teaching strategies and methodologies.

 

As part of centre development planning, management facilitates planning through the provision of formal time for meetings.  The staff meets formally at the beginning of the academic year to discuss centre-related issues such as core learner groups, curriculum provision and timetabling arrangements. Formal records of these meetings are retained. These arrangements appear to work effectively in the centre. A collegial approach is adopted and a high level of co-operation and support among staff was evident during the inspection and this is commended. 

 

3.3 Implementation of plan

 

Management supports time for formal planning at the commencement of the academic year.   The centre has incorporated programme planning into the Quality Framework Initiative (QFI) process.  An agenda and minutes of these meetings are retained.  The staff work effectively together and a number of draft subject plans have been developed using templates based on the national guidelines. It is important that the momentum in planning and in preparing for the programme is maintained to ensure expansion of the good work achieved so far and continued commitment and successful implementation. 

 

Many teachers presented comprehensive individual subject-planning documentation that included references to topics to be covered and resources required. Most were syllabus based and some contained appropriate sequencing of topics.  Good practice was evident where plans made reference to aims and objectives of the syllabus, materials and resources, literacy and/or numeracy integration, planning for co- and cross-curricular activities, teaching methodologies, resources and ICT. Some teachers referred to lesson objectives and forms of assessment. This is highly commended.  The inclusion of specific objectives, lesson outcomes, methodologies, more specific timeframes and assessment strategies would add significantly to existing templates and should be designed on a whole-centre basis in collaboration with all staff.

 

A number of young people are on a waiting list currently. However, no formal enrolment procedures are utilised although the VEC admissions policy is used as a guideline. It is recommended that these systems are developed in the context of this centre, and that all policies are approved and signed by the board of management following review by all staff.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

The content of most lessons observed was appropriate to the syllabus and all requisite resources and materials were available and had been prepared in advance. Most teachers displayed a high level of subject matter expertise. Teachers are to be commended on their preparation and organisation of lessons. In many of the classes visited, there was evidence of short-term planning and structured lessons. Content and pace were appropriate. Objectives were clear and were in line with syllabus requirements.

 

A “team teaching” structure has been established in many of the subject areas resulting in good collaboration between teachers. The merits of this concept are good. Teachers are positive and learners appear to benefit. Nonetheless, it is essential that team teaching is properly planned and coordinated in order that the concept fulfils the function of “team” rather than a one-to-one support within classrooms. The planning documentation should emphasise the principles and philosophy behind this approach and should utilise all of the recommendations espoused in the literature. The planning documents and classroom activities should focus more firmly on student learning and outcomes as well as on teacher activity. It is recommended that a ‘lead teacher’ strategy be introduced, perhaps on a rotating basis, thus allowing each member of the teaching team to gain a deeper understanding of the issues involved in the preparation, delivery and evaluation of their subject area.  Learner progress should be documented. It is recommended that this good practice be specifically planned, recorded and then reviewed and evaluated.

 

4.2 Classroom management and teaching methodologies

 

In most of the classes observed, teaching was clear and accurate and learner understanding of the concepts and principles of the lesson was usually facilitated through the use of clear explanation, questioning and the use of concrete examples. Structured questioning was employed by many teachers to good effect to stimulate and interact with students and to organise the learning activity.  Other methodologies employed included discussion, use of flipchart and whiteboard, teacher-led demonstration, the conscious use of key starting points to stimulate discussion and ideas in woodcraft, learner note-taking and learner engagement with practical work.  The use of first hand and personal experiences is commended. This facilitates greater understanding and encourages a reflective attitude in learners.  However, all teachers should strive to use variety in questioning styles so as to maximise learner involvement across the ability range. Exploring learners’ questions, and guiding and allowing learners themselves to come to appropriate conclusions and answers would be more appropriate than teachers answering immediately and directly.

 

Many teachers make every effort to ensure that learners are meaningfully engaged in learning. Discipline was maintained by teachers for the most part. In some lessons observed, learners’ behaviour and motivation required a high level of management by teachers. There was a lot of movement out of class by some learners. In other classes observed, teachers attempted to convey information but loud and intemperate interventions by some learners prohibited any significant work or useful industry. Some learners sought constant attention through inappropriate language and displayed poor concentration and inattentiveness. Some learners used mobile phones consistently during class time.    Many teachers succeeded in encouraging the learners to achieve to the best of their ability.  However, it was apparent that some teachers had not properly prepared for classes. This resulted in confused and mixed messages for learners together with increased frustration levels and very little learning. 

 

Care should be taken to ensure that teacher-led discussion does not become the dominant methodology.  It is recommended that the more consistent use of active learning methodologies be introduced to meet the needs of learners across all ability ranges and to promote learner engagement with all topics. The use of a variety of teaching methods caters more effectively for the preferred learning styles of individual learners and more actively involves them in their own learning.  Discussions about best practice on a whole staff level regarding appropriate classroom management techniques and proper seating arrangements would help to alleviate current inadequacies and strengthen teacher performance and facilitate better learner behaviour. Policies regarding use of mobile phones and regular departure from classrooms should be introduced without delay.

 

 

4.3 Assessment of learners’ progress

 

Learners are prepared for appropriate external and certificate examinations. In almost all classes learners are affirmed in their work, efforts and progress. In one classroom, a progress chart of completed class and individual work is displayed. This serves to motivate learners who display a pride, commitment and positive attitude to their work. Key completed assignments, checklists, portfolios, samples of completed work and work in progress are maintained by many teachers. Samples of learners’ work were viewed during the evaluation including learner copies and folders, and journals. These are all appropriate assessment approaches. Correction and feedback on learner’s copies were noted in some cases. Regular correction and feedback to learners on their work is a good system. In developing this practice it is recommended that increased use be made of comment-based and formative feedback during correction of learner work and that all work is dated.

 

Formal regular assessment of learners is being introduced in the centre. Written reports of learner reviews were posted to parents in December 2006. These comment-based reports reflected the effort and progress of the learner in the centre. This is appropriate. A comprehensive and consistent assessment process needs to be established in each class and on a whole-centre basis.  This will also serve to enhance the learners’ self-esteem and confidence about their respective abilities. Consideration could be usefully given to developing and extending the range of strategies that evaluate individual learner performance. The representative group of learners were ambitious and expressed a desire to further themselves and pursue and complete relevant certificate examinations at a high level. In that context opportunities to sit tests and experience examination settings should be provided in order that they are afforded opportunities for maximum achievement. In this context also, it is imperative that teachers have high expectations of learners and that work is pursued on a structured and challenging continuum.

 

The Differential Aptitude Tests (DATS) are administered in LCA Guidance. The results are fed back to each learner and guide them in making career and further study choices. Learning support provision introduced in September 2006 offers one-to-one support for learners for a total of six periods weekly. This provision is at an initial stage. Assessments conducted include Schonell. No specific group is identified. Other assessment tests should be investigated, in particular those that would enable teachers to focus on individual needs of learners. Individual education plans (IEP) would be enhanced by the inclusion of the strengths of each learner and by the knowledge, skills and understanding that the learners are expected to acquire each year. The provision of a structured programme based on an individual’s needs is critical.

 

4.4 Outcomes and standards

 

Not all learners sit certificate examinations following their completion of the programme. In light of the importance of certification it would be useful to conduct an analysis of the appropriateness of the programme provided in the centre and to investigate the reasons why learners do not complete the final examination. It is interesting to note that learners indicated a wish for more practical subjects, the provision of a library and reading opportunities and possibly a local history module. Progression opportunities and life skills should be considered in the light of review of the syllabus.  The centre’s programme needs to address three stages of provision including engagement, foundation level and progression over a two-year period for all learners. 

 

Some teachers employ a personal evaluation of the programme and lessons taught. Many learners maintain a portfolio of all of the work undertaken as part of their programme. These are very commendable for both teaching and learning. While efforts to assemble individual learner files has commenced in the centre, a comprehensive individual learner profile on each learner should be initiated by the guidance counsellor when the learner is enrolled and added to, throughout his/her time in the centre. These files should be securely maintained. Records of achievement should be maintained of each learner’s performance in curricular and behavioural areas.  These results should be used by staff and learners to identify areas of development.  The development of self-assessment and peer-assessment techniques would be useful as a developmental tool for young learners engaging in lifelong learning and improvement programmes.  Such an approach values each learner as a cognitive participant, through informed reflection on his/her own performance.  This is also a good system to monitor learner engagement and progression in specific tasks. 

 

 

5 summary of strengths and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

·   Ballymahon Youthreach centre succeeds in creating an inclusive, caring and positive environment for its learners and staff.

·   The VEC and the board of management indicate a comprehensive understanding of the operation of the centre and conduct their statutory responsibilities appropriately and in a spirit of generosity and service to the community.

·   The centre has a committed co-ordinator along with teaching and support staff who work in a demanding environment and there is a good sense of partnership, co-operation and collaboration within the entire centre community.

·   The maintenance of centre buildings and grounds is of a high standard. A good range of facilities and resources is available for teaching and learning.

·   The centre has developed good links with local schools and agencies.

·   There is a strong commitment to and support for the continuous professional development of staff. The staff has engaged with the Quality Framework Initiative and has begun to plan and prepare for all aspects of provision in the centre.

 

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

 

·   The role of resource person should be strengthened as a middle management role. Enhanced collaboration between the coordinator, resource person and guidance counsellor would strengthen current systems in the best interests of the centre.

·   The management of learner behaviour needs consideration to ensure improved understanding and practice throughout the centre.

·   Attendance and punctuality need to be addressed in the best interests of learners.

·   It is recommended that a regular, formal reporting and communication system from the centre management to the board of management be introduced.

·   It is recommended that staff members engage with professional development in relation to classroom management and active teaching and learning methodologies. Staff should ensure that all learners are exposed to high expectations and are encouraged and supported to achieve to the best of their abilities.

·   Various methods of assessment should be explored and introduced as part of curricular planning and implementation. 

·   It is recommended that the current provision of literacy and numeracy and related activities for learners be reviewed, so that a whole centre approach is specifically implemented.

 

 

Post-evaluation meetings were held with the CEO and chairperson of the board of management and with the coordinator 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     

 

The Board of Management has noted and welcomed the findings of the Inspectorate Report, from the Department of Education and Science, in relation to the Youthreach Ballymahon Centre for Education.  The Report gave a very favourable overview and very positive view points on the overall running of the centre, together with recommendations for further development.  The Members paid tribute to the dedication and hard work that all in Youthreach Ballymahon have given to the efficient running of the Centre and agreed that the very positive recognition given in the Report was well deserved.

 

 

 

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

 

 

Follow-up actions undertaken since the Inspection to implement the findings and recommendations of the Inspection include:

 

 

Follow-up actions planned to implement the findings include: