An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Evaluation of Centre for Education
REPORT
Cootehill Youthreach
83 Market Street, Cootehill
County Cavan
Date of inspection: 12 December 2006
Date of issue of report: 04 October 2007
2 quality of centre management
4 quality of teaching and learning
5 summary of strengths and recommendations for further development
EVALUATION OF CENTRES FOR EDUCATION
This report has been written following an evaluation of Cootehill Youthreach. 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 inspector 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 two 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. Relevant centre planning documentation was reviewed as was tutors’ written preparation. The inspectors also conducted an interview with the Chief Executive Officer (CEO) of Co. Cavan VEC. Following the evaluation visit, an inspector provided oral feedback on the outcomes of the evaluation to the CEO, the co-ordinator and the 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
Cootehill Youthreach opened in 2000 and serves areas in the north east of Co. Cavan and parts of south Co. Monaghan. It is one of three Youthreach centres in Co. Cavan. All three centres collaborate by way of sharing experiences and developing good practices for the benefit of staff and learners. The need for a Youthreach programme in the Cootehill area was identified through feedback from various VEC education services and other agencies. The programme is dedicated to the needs of early school leavers aged 15-20 years who have little or no formal education.
Cootehill Youthreach is a twenty-place centre and there are currently twenty learners enrolled at the centre (thirteen male, seven female), six of whom are from the settled Traveller community. Most of the learners are above the compulsory school leaving age. It was reported that the average length of stay for a learner in the centre is two years. However, one of the learners currently enrolled has attended for the last thirty-nine months, while others had just commenced attending prior to the evaluation.
1.2 Distinctive character and atmosphere
The centre aspires to the mission of Co. Cavan VEC which is to “provide education for life in an innovative, responsive, caring and flexible learning environment”. It was found that management and staff share this vision for the centre. It is the aim of in-centre management in particular that the centre will continue to thrive as a centre for education and training and that the number of learners that progress to further education and training or employment will increase. There is also a resolve to develop stronger links between the centre and its community in the years ahead to the extent that the whole community will come to view the centre as an asset to the town. The centre motto is “of all the people you will know in your lifetime, you are the only one you will never leave or lose. To the questions of your life, you are the only answer. To the problems of your life, you are the only solution”.
Positive relationships exist at all levels and are characterised by mutual respect, support and openness. Interactions observed between in-centre management, staff and learners during the course of the evaluation were at all times relaxed but constructive, and appropriately challenging in the case of staff and learners in particular. Activities take place in a supportive and structured environment that engenders a positive climate and working atmosphere in the centre. The relationships at all levels provide a sound basis for the personal and social development of the learners.
Morale among staff in the centre is high. Management clearly value staff and staff clearly value the learners. Staff operate flexibly to take account of the individual needs of learners and local circumstances. Learners displayed 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.
1.3 Supports for learners
The centre has a learner admissions policy in place. This policy outlines the criteria and procedures for admission, along with information on appeal procedures should an admission be refused. The policy would, however, benefit from a review that would involve including information on practices that are already part of the admissions procedures of the centre (e.g., liaison with parents or guardians, referral systems operating and learner assessment procedures upon entry).
Once enrolled learners benefit from significant supports to facilitate their attendance and participation in the programme. If a learner is absent contact is quickly made with the home. Upon return learners are spoken to to ascertain and address any personal issues that might prevent them from attending. If absenteeism is persistent parents/guardians are involved and issues are addressed. In-centre management are proactive in exploring methods that could be employed to facilitate learner attendance and suggested that the provision of a bus for the collection of trainees could help improve attendance rates, along with the introduction of an attendance rewards system. The latter in particular could easily be implemented and it is recommended that this approach be adopted.
The effort and energy invested by staff in getting to know learners on an individual basis plays a key role in the support offered to learners. This approach indicates to learners that staff genuinely care about, and are interested in, their welfare. This person-centred approach is exemplified by the informal liaison that takes place each morning between staff and learners before lessons start. This ‘morning meeting’ allows staff to discretely become aware of and plan for any problems or issues that individual learners might be bringing with them to the centre on a particular day. Further, the provision of meals for learners by the centre where staff, learners and visitors are provided with the opportunity to sit together is of considerable benefit for many reasons, including integration, development of social skills and dietary improvement.
Parent-tutor meetings have not been a tradition of the centre but the first such meeting was arranged to take place shortly after the evaluation period. All parents or guardians had been informed of this meeting at the time of the evaluation and it was reported that reminder notices would be sent home as the day of the meeting approached. This development is commended and the centre is encouraged to continue with its efforts in this respect. In the absence of parent-tutor meetings communication was mainly by telephone. It was reported that parents occasionally visit the centre, usually at the request of the coordinator, in relation to disciplinary matters. Sometimes staff members would visit the homes of learners.
The centre has recently introduced a number of specific short courses aimed at improving learners’ life skills. All learners, for example, undertake courses in social, personal and health education (SPHE) and personal and interpersonal skills. The centre also offers the ‘Copping-On’ programme of the National Crime Awareness Initiative (NCAI). Other initiatives are also provided to assist in modifying learners’ behaviour patterns and attitudes. The annual Alcoholic’s Anonymous visit and liaison with the Blue Rose Theatre are two such initiatives. It was reported that these courses and initiatives support the personal development, health and well-being of learners and helps them to create and maintain supportive relationships. From discussions held with staff and learners regarding behavioural issues it is recommended that the centre consider introducing anger management lessons for learners. Such an initiative may require appropriate training for some or all staff members. Efforts should also be made to facilitate learners with appropriate counselling and career guidance facilities.
The centre also implements the ‘profiling web’ system for assessing learners. This is a holistic approach to the assessment of learners and was recently introduced to centres by the National Coordinator for Guidance, Counselling and Psychological Services in Youthreach and Senior Traveller and Community Training Centres.
Interviews with learners revealed that they are regularly asked for their opinions or ideas in relation to how the centre is run. In particular, the learner council empowers learners by providing them with a formal channel to communicate their views to management and staff. This is commended.
1.4 Links with the community
Although the opportunity was not provided during the evaluation to meet with parents or guardians the centre reported that a good relationship existed between the centre and the parent body. In-centre management reported operating an open door policy in respect of parents and guardians; it was reported that parents were aware that they could call into the centre at any time to meet with the coordinator or staff.
The centre has been proactive in establishing useful links with a range of service providers, agencies and local businesses in the pursuit of providing the best programme possible for learners. This networking has also facilitated referrals to the centre, as well as the provision of a holistic support to learners and their families. Links are in place with the Health Service Executive, the Visiting Teacher Service for Travellers, the local Juvenile Liaison Officer(s) of the Garda Siochana, FÁS, local School Completion Programme personnel, NEPS personnel, the Probation Officer, Alcoholics Anonymous, relevant Department of Education and Science support services and numerous local employers. Personnel attached to some of these bodies will, on occasion, visit the centre to speak with the staff and learners. In the case of relevant Department of Education and Science support structures, in particular, it is recommended that visits from support personnel be well planned in advance in order to ensure maximum benefit from such visits. Links with local employers were strengthened in recent times with the introduction of work experience for learners.
The centre is particularly proud of its involvement in community work initiatives and of how these contribute to improved relationships between learners and the community. Each year learners get involved in a major community-based project. Examples of past projects include window painting for local businesses at Christmas time, flower box painting, the creation and maintenance of murals in a local playground and participation in the marshalling of the annual St. Patrick’s Day parade. From discussions with those learners that participated in this work it was clear that they enjoyed it, and that they benefited considerably from being involved. Given the significance of this work in the activities of the centre, and the positive impact it can have on learners, it is important for the centre to ensure that each learner is provided with the opportunity to engage in such work during the course of their time in the centre.
Numerous items of high quality project work made by the learners were observed by inspectors during the course of the evaluation, for example, mosaic top coffee tables, leaded glass lamp shades, candles and picture/mirror frames. Management should give consideration to holding an annual open day for the centre where interested parties could visit and meet with staff and learners to find out more about what happens in the centre. Alternatively, a craft fair or sale of work could be held at which learners’ work could be displayed to the public. Such initiatives would help publicise the centre further, along with the good work it does.
2 quality of centre management
2.1 Role of VEC
It was clear from the interview and discussions that the VEC’s senior management is very familiar with the origins, organisation and operation of Cootehill Youthreach. Given the proximity of the Vocational Services Support Unit (VSSU) to Co. Cavan VEC senior management is also very much aware of and promotes the implementation of VSSU procedures pertaining to centres for education in Cootehill Youthreach. The adult education officer (AEO) does not play an active role in the management or operation of the centre. It is recommended that a clear role be developed for the AEO.
Senior management of the VEC are supportive of the work of the staff in the centre. The coordinator of the centre regularly meets with the CEO both formally (predominantly in conjunction with other Youthreach coordinators within the scheme) and informally, and provides briefings as appropriate. The CEO reported being kept informed of all matters relating to the centre. Issues pertaining to the centre are brought to the attention of VEC meetings as the need arises. It is clear that good relationships and communications exist between senior and in-centre management. There is a clear understanding of roles.
Currently, the centre does not have a board of management, but tentative plans are in place to convene such a board. It is recommended that these plans be advanced to completion. A board of management would support current in-centre management structures and it could play an active role in policy formulation and development in the centre. Further, it would facilitate further communications between the different sections operating in the area of further and adult education in Co. Cavan and would help to foster even greater links with the local community.
Interviews with both VEC and in-centre management revealed a number of ongoing challenges that currently face the centre. These include continued adherence to the QFI model and to the quality assurance practices and procedures developed in respect of FETAC. It was also mentioned that the centre was continually engaged in trying to recast the views of some parents on the educational value of Youthreach for their children. It was mentioned, for example, that some parents viewed the centre as a ‘job’ that their child got ‘paid’ to do rather than as a place of education and training. Other challenges mentioned were associated with infrastructural and budgetary matters, the need to be able to access learners’ psychological and educational reports upon their enrolment in the centre and the need for improved ICT facilities. Management would also like to secure a bus for use by the centre.
VEC senior management facilitates professional development training for staff where feasible, including QFI training. While not having had opportunity to engage extensively with the QFI process to date it is clear that the process is well supported in the centre.
2.2 Internal centre management and administration
The centre has a very able and committed coordinator who provides instructional leadership, clear direction and support to staff and learners in a skilled and engaging manner. The main duties of the post, as described by the coordinator, include the management of the day-to-day operation of the centre, organising enrolments, dealing with staff and learner issues, community liaison and publicity issues, managing the centre’s operational budget and interacting with parents. The coordinator has a written contract with the VEC. The centre’s full-time resource person contributes greatly to the efficient running of the centre in terms of collaborative leadership, teaching and office skills.
The coordinator has the full support of staff and learners in the centre and is keen to move the centre forward. This was evident from the vibrant morning meetings held in the centre during the course of the evaluation, and from discussions with learners. The morning meetings were very much inclusive and collaborative in nature and were an excellent example of teamwork in action.
The contribution of teaching staff to management and administration issues is especially important in the absence of any other in-house administrative staff. The centre’s main accounts are processed in the VEC head office and this arrangement seems to work well for the centre. In practice, however, it means that the coordinator in particular is on call at all times to take phone calls, meet personnel who might visit the centre or deal with any urgent administrative issues. This can sometimes encroach upon valuable teaching time. Benefits could be gained from reviewing current administrative arrangements.
2.3 Organisation of the curriculum
Currently, learners in the centre are divided into two groups of ten. Each group follows the same programme. This programme comprises mostly FETAC level 3 modules namely, Mathematics, Communications, Craft (Glass), Craft (Wood), Food and Cookery, Living Things in their Environment, Personal and Interpersonal Skills, Preparation for Work and Swimming. While a level 3 module in Computer Literacy is also provided not all learners in the centre were studying this module at the time of the evaluation. A number of FETAC level 4 modules are also offered to learners, namely Sport Horse Riding, Craft (Wood) and Data Entry. In the case of some level 3 modules there is no follow-on module provided, even though some learners might have a particular interest or skill in a subject and would be well capable of undertaking it at a higher level. In general, this is the case because there is no suitable follow-on FETAC level 4 module available. In essence, progression in work for some learners is therefore stifled. The centre should ensure that all learners are provided with curricular opportunities that allow for progression. Where suitable modules of study do not exist for use with learner’s consideration should be given to developing such modules internally (i.e., locally developed modules). The centre should contact FETAC for support and advice in such instances. Further, a formal system for monitoring and recording the progression of learners during their time in the centre should be developed.
In addition to the FETAC modules the centre also provides an SPHE programme for learners and the ‘Copping-On’ Programme of the NCAI. The Gaisce programme (President’s Award) is in the process of being implemented in the centre. Weekly sports sessions are also provided for learners for which local community facilities are generally used. A programme of excursions, trips and outdoor pursuits is usually provided in the summer period. Management reported that this refocusing of the programme during the summer period is undertaken in a bid to encourage and maximise learner attendance.
Work experience is another important component of the programme offered to learners. This module, introduced in 2005 and certified by FETAC, gives learners an opportunity to experience different areas of work firsthand. This experience, which is supervised, supports learners in making decisions regarding their future options. From discussions with learners it was clear that they enjoyed this element of the programme. Given that it is now and integral part of the programme for learners it is important that the centre would take all reasonable steps to ensure that each learner engages in work experience during their time spent in the centre. Learners are encouraged to procure their own work experience and any difficulties that have arisen to date were usually concerned with the learners’ ability to do so. Also, work experience creates opportunities for enhanced cross-curricular work in the programme and these should be explored. Further, there should be integration with any guidance provision that might be introduced for learners.
Literacy and numeracy are prioritised in the curriculum by the literacy tutor who withdraws learners from lessons for individual or pair work. It is important, however, that the development of learners’ literacy and numeracy skills are not considered to be the sole remit of individual literacy lessons. A whole-centre integrated approach to the development of literacy and numeracy skills should be prioritised in the centre. The focus on literacy and numeracy development should permeate all curricular areas and all teaching and learning. Staff should avail of appropriate training which could well be sourced from within the VEC scheme.
2.4 Staff deployment
Currently, seven staff work in the centre, ranging in length of teaching service to the centre from six years to one year. This provides valuable continuity and experience. All posses a wide range of skills and abilities, many showing exceptional dedication and expertise. A number are shared with other Youthreach centres in the VEC scheme. The experience of working in different centres is proving very valuable to the staff concerned in that they can apply skills and ideas learned in one particular centre across others. While staff are generally assigned to teach particular subjects or modules on the basis of their qualifications, experience and personal preference are also considered. Tutors are generally allocated base classrooms while learners move from room to room for their subjects.
Staff regularly engage with appropriate in-career development. All staff, for example, have undertaken Health Service Executive, ASSIST, QFI and FETAC quality assurance training, as well as training in first aid, child protection and programme planning. Some staff members will also undertake training on an individual basis. In this respect some have attended training in SPHE, Gaisce, Copping On and NALA literacy training. Staff are to be commended for their commitment to engagement with professional development training and to ensuring they are equipped with the skills necessary to provide learners with an effective programme.
2.5 Accommodation and resources
Cootehill Youthreach is housed in accommodation located over and to the back of a business premises on the main street in the town. It was reported that senior management are continually vigilant with regard to locating more suitable accommodation. The premises are rented by Co. Cavan VEC and have operated as the base for the centre since its establishment in 2000. While the building is not ideal it is workable. It was noticeable throughout the evaluation that staff and learners do not let the shortcomings of the physical premises curtail or hinder the quality of the work of the centre.
Accommodation comprises a staff room, one kitchen, one canteen area, one computer room, one woodwork workshop, one art and craft room, one office, four storage rooms and a number of toilet facilities. The canteen also acts as a recreation room for learners. The majority of these rooms are quite small, but the building was extended in recent years and this provided bigger woodwork, computer and craft rooms. While in-centre management, staff and learners would like to see new subjects introduced into the curriculum, such as hairdressing and metalwork, the physical accommodation does not allow for such an expansion.
There is a good range of resources available to the different subjects operating in the centre. The practical rooms in particular have ready supplies of consumables. It was reported by staff that management are generally supportive with regard to the purchase of resources and facilities. Notwithstanding, the IT infrastructure available to learners in the centre is in need of upgrading.
Overall, the building is maintained to a high standard of cleanliness and tidiness that makes the physical environment conducive to learning. Good examples of learners’ work are displayed on the walls of the corridors in the centre and in the canteen area. Such work could be more prominently displayed in some classrooms.
3 quality of centre planning
3.1 Centre plan and policies
The centre’s current plan is based on the work of an internal centre evaluation carried out as part of the centre’s involvement in the QFI process. This plan, dated December 2006, contains information on the aims, objectives and philosophy of the centre. The plan also gives an overview of the programme on offer to learners, lists staff and highlights actions to be taken as a result of the internal centre evaluation carried out. These actions indicate the person responsible for seeing them through and the target date for their completion. This is considered good practice. It is recommended that the implementation of these actions be monitored and that the plan be reviewed on a regular basis. It is also important that all relevant personnel are afforded opportunities to contribute to the development and review of the plan.
Complementing the centre plan is an extensive range of recently developed policies covering a wide range of key areas. These include policies on centre administration, learner admission, bullying, learner assessment, communications, conduct, health and safety, diversity and equality, staff development, substance abuse and work experience. It is recommended that a curricular policy for the centre be developed and that a policy on literacy and numeracy be developed also.
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 implemented the policies. A designated liaison person has been appointed in line with the requirements of these Department of Health and Children guidelines and all staff in the centre attended in-service regarding the guidelines.
3.2 Planning process
The centre has been involved in QFI since January 2006 at which point the centre engaged the services of a QFI facilitator. All staff have attended two days QFI training to date, while the coordinator and resource person have attended one extra day each. The participation of senior management in the QFI process has been limited to date.
Before their QFI training, through staff meetings and engagement with the QFI facilitator, the centre agreed to undertake an internal centre evaluation. An internal centre evaluation report was completed in December 2006 and identified nine quality areas for development. These nine areas are: (1) administration and financial management, (2) staff support, (3) record keeping, (4) learning assessment and certification, (5) staff team, (6) social, personal and health education, (7) staff recruitment and induction, (8) support structures for learners, (9) transfer and progression. Staff continue to work on developing these nine areas and have set a target completion date of September 2007.
Planning in the centre is now firmly based on the principles and practices of the QFI. Through discussions with centre personnel and through review of planning documentation available in the centre it is evident that involvement in QFI has led to the development of a culture of planning within the centre. It has also led to improvements in the centre’s record keeping systems.
3.3 Implementation of plan
The centre’s internal centre evaluation report or centre plan, along with all of the policies developed for the centre, are stored in the coordinator’s office where staff have ready access to the material. While there is a good level of awareness among staff members of the existence of the plan and the different policies it is expected that staff will become more familiar with their contents, and how they are to be applied, as time progresses.
The centre plan comprises an action plan for the development work to be undertaken on the nine different quality areas identified as part of the internal centre evaluation. Each of these actions details specific tasks related to each action, a target date for their completion and the name of the staff member responsible for undertaking the action. This practice is commendable as it both clarifies the improvements being sought and the role of personnel in the centre concerning the implementation of the plan. It is recommended that consideration be given to convening a small monitoring team whose function it would be to monitor progress made at implementing the actions section of the centre plan. Progress reports from such a committee should be conveyed to the centre coordinator, the AEO and the CEO.
Staff meetings take place every six weeks in the centre. The dates for these meetings are decided on at the start of each centre year and at that point are inserted into the centre’s calendar of events for the year. An agenda is compiled in the weeks leading up to staff meetings with staff being given appropriate opportunity to suggest agenda items. Planning issues are regularly discussed at these meetings. Minutes of staff meetings are recorded and copies of the minutes are circulated to all staff. Consideration could also be given to circulating these minutes to the AEO and CEO for information purposes.
4 quality of teaching and learning
4.1 Planning and preparation
Recently, staff received training in lesson planning and preparation and, by the admission of staff members, this has resulted in more informed long and short planning for most lessons. The FETAC module descriptor is no longer viewed by most staff as being sufficient to act as a scheme of work. While module descriptors provide details of the content to be covered in a subject or a module they do not provide information on how such content is to be delivered. Neither do they provide information on how the content should structured over the duration of time allocated for its delivery. Some staff members made their written programmes of work available for inspection. One programme in particular contained information on the subject matter to be covered, the teaching methodologies to be used and the timescale for its delivery. It is recommended that this good practice be replicated across all subject areas in the centre. It is also important that individual tutor planning takes account of learners exhibiting special educational needs.
Most staff keep copies of their relevant FETAC module descriptors in their classrooms and this is considered good practice as issues to do with content and assessment, for example, can be clarified quickly. Those descriptors observed were well annotated indicating that tutors were very familiar with them and had scrutinised them in some depth.
Planning and preparation work undertaken by tutors for all lessons observed during the course of the evaluation was exemplary. It was evident that staff make effective use of ICT in the preparation work they undertake for lessons. Classroom materials such as worksheets, handouts and reading materials are regularly produced with the aid of ICT. There was evidence also that tutors use the internet regularly as a source of acquiring teaching and learning materials, and such materials are sometimes further tailored to suit learners. Tutors were found to prepare practically all of the materials that learners need for their lessons, including pens, paper and other stationery items. While this level of preparation is commendable it is important that tutors would appreciate the possibility of the development among learners of a culture of dependency. Learners should be made aware of their personal responsibility in preparing themselves for lessons.
Subjects or modules are mostly timetabled to take place in one and a half hour block periods. While this arrangement works well for practical-based subject lessons some consideration might need to be given to monitoring how they suit other subject areas in the centre.
4.2 Classroom management and teaching methodologies
A variety of teaching methodologies were employed in the different lessons observed including whole class, group and individual activities. Individual learner attention by tutors is prevalent in lessons. This is made possible by the low learner-to-tutor ratio in the centre (i.e., c.3:1). However, while this teaching strategy might be appropriate depending on the subject matter, it is important that opportunities for learners to take initiatives, and to be proactive in their own learning and in the progression of their work, are not denied. Learning would benefit in some lessons if learners were afforded more regular opportunities to discuss and reflect upon their work, to brainstorm and to participate in focussed debate. The effective questioning strategies employed in the lessons observed could be used as a platform for the introduction and development of these strategies, i.e., discussion, reflection, brainstorming, debate.
Learners engaged willingly and with enthusiasm in most of the activities undertaken in the different lessons observed. Lessons were characterised by multiple activities and the majority of these were challenging, engaging and off interest to learners. Effective use was made during lessons, for example, of worksheets, handouts and other such teaching materials. Learners generally stored the work that they completed during lessons in their own portfolios and these were normally stored in the classroom. This is good practice as it assists learners in keeping their work safe and tidy and they can see it build up over time. It is important that the learners’ portfolios be regularly monitored and that they receive feedback on such monitoring practices. Learners undertook project work in some lessons observed on both an individual and paired basis. It is important that project work is learner friendly, sufficiently challenging and varied. It should be possible for learners to complete projects in the space of time that will hold their attention and interest.
The dedicated on-to-one individual lessons offered to learners concentrate primarily on the development of learners’ literacy and numeracy skills. Limited attention, however, is given to the development of these skills in mainstream lessons. In these lessons their development was observed as being more incidental than planned. As mentioned in section 2.3, it is important that the development of these skills would not be left to the remit of the individual literacy lessons. The development of learners’ literacy and numeracy skills should permeate all subjects and all lessons in the centre.
There was effective classroom management in all lessons observed and learners were regularly affirmed for their behaviour, effort and progress. A very good rapport was observed between learners and teaching staff with interactions being respective and relaxed. The positive relationships contributed to an atmosphere of purposefulness and achievement throughout the centre with discipline and orderliness being well maintained.
Teaching and learning would benefit from a review of classroom layout in some instances. All classrooms, for example, should be provided with a blackboard or whiteboard, which is a core item of equipment in most classroom situations. The training in teaching methodologies which management reported as being currently sourced for staff should include an element of effective use of the blackboard/whiteboard.
4.3 Assessment of learners’ progress
All learners are assessed upon entry to the centre. This comprises the administration of an in-house developed assessment instrument to determine learners’ abilities in the areas of literacy and numeracy. While this practice is commended it is recommended that the centre introduce standardised testing materials for these areas. Standardised assessment tools would provide staff with more detailed and useful information than is currently being gleaned. Management expressed concern with the difficulties sometimes experienced when trying to obtain background information regarding a learner from their place of residency before entering the centre. This is an area that the centre continues to work on.
Best practice requires that assessment results be used to inform planning and teaching. This practice is being implemented in the case of the assessment results gleaned from the initial assessment of learners. This information is used in the development of individual education plans (IEP) for learners. All learners in the centre have an IEP. They contain information on a learner’s education up to entry to the centre, the skills or strengths they have in particular areas, as well as details of their subject preferences and career focus. Information is also included on learning supports offered to the learner. Some further development work, however, is required on the drafting of IEP’s as they are currently missing some vital pieces of information. Staff are directed to the guidelines produced by the National Council for Special Education called Guidelines on the Individual Education Plan Process (2006) for advice in drafting IEP’s.
Both formative and summative assessment strategies are used fairly and consistently in teaching and learning within the centre. A variety of formative assessment approaches are used by most staff members including observation, correction of project work, individual discussion with learners regarding their progress, checklists and written assignments. Summative assessment strategies employed include tests, written assignments, external assessment of the learners’ portfolios and FETAC Level 3 examinations. Through the experience of summative assessment strategies in particular learners are prepared for the relevant external assessment and examination of their work. The centre, through Co. Cavan VEC, is a recognised provider of FETAC programmes and so subscribes to the quality assurance principles laid down by FETAC. It was reported by management that all assessments are operated in accordance with FETAC quality standards which includes them being open to external examination by FETAC.
Learning assessment and certification was identified by staff in their recent internal centre evaluation as an area for development. This development work is ongoing in the centre. In the context of this work priority should be given to developing models for the systematic and regular recording of learners’ progress in the different areas they are involved in during their time in the centre. Further, it is recommended that all work is dated and recorded. This will afford potential for peer and self-evaluation together with options for continuity, sequencing and progression of the total programme offered. Finally, greater use should be made of the outcomes of formative and summative assessment in planning for teaching.
4.4 Outcomes and standards
During the evaluation learners displayed a sense of enjoyment and achievement arising from their experience in the centre. It was clear from discussion with learners that they are experiencing success in a number of areas. These include valuable information and broadening of attitudes through the personal and social programmes offered in the centre. Interaction with staff and with each other, the provision of communal lunch each day and the allocation of relevant responsibilities to learners have all contributed to improved standards of learner behaviour and social interaction. The learners also displayed a sense of achievement, pride and ability in the wide range of practical training activities in which they engage. Management and staff reported that they noticed major improvement in the personal and social skills of many learners since their enrolment at the centre.
While some learners have clear goals that 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, others would benefit from relevant guidance and counselling provision. These learners, while able to identify possible options for their future, are reluctant to pursue and access these routes. Guidance and counselling provision would help create a greater awareness among learners of the different progression opportunities available to them and help them to identify and know how to access different career options.
Learners are successful at acquiring a range of FETAC certification types. These range from certificates to show completion of a module, certificates to show achievement in a module and FETAC level 3 certificates which indicate that learners have achieved at least eight level 3 modules in a particular subject area. Achievement of a FETAC certificate generally takes place over the learner’s full time spent in the centre. Frames examples of certificates achieved by learners are prominently displayed in the centre and these act as an impetus and source of motivation for learners. Annual formal presentations of certification could serve to encourage and enhance performance and reinforce positive behaviour among the learners.
The centre has been pleased with the success achieved in recent years in retaining learners within the centre. There is also a system in place for tracking the progression of learners when they leave the centre and gain employment, access further education, avail of places in FAS Training Centres, remain unemployed or become fulltime parents. It was reported by management that the centre maintains a good relationship with learners after they leave the centre and some have returned to the centre to give talks to learners. Management reported that they plan to develop their practices and procedures for assisting learners in their progression form the centre.
5 summary of strengths and recommendations for further development
The following are the main strengths identified in the evaluation:
· Clear, open and collaborative lines of communication exist between VEC and in-centre management. Both levels of management are well-informed and display a high level of commitment to the centre.
· Staff members possess a wide range of skills and abilities, many showing exceptional dedication and expertise. Staff regularly source and participate in relevant continuous professional development programmes.
· The centre is now actively engaged with the Quality Framework Initiative. An internal centre evaluation has taken place and quality areas have been identified for development. Further, an extensive range of policies have been developed covering a wide range of key areas. Involvement in QFI has led to the development of a culture of planning within the centre. It has also led to improvements in the centre’s record keeping systems.
· Recently, staff received training in lesson planning and preparation and this has resulted in more informed long and short planning for most lessons. The teaching materials used in those lessons visited were varied and appropriately tailored for use with the learners.
· Individual learner attention by tutors is a hallmark of lessons. Learners engaged willingly and with enthusiasm in most of the activities in the different lessons observed. At all times there was effective classroom management and learners were regularly affirmed for their behaviour, effort and progress.
· Relationships at all levels 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 learner council, in particular, provides learners with a formal channel to communicate their views to management and staff
· The centre, while still relatively new, has established numerous links with, and enjoys significant support from, its community throughout a wide geographical area. This includes local schools, businesses and relevant agencies. In particular, the centre works collaboratively with other Youthreach centres within its scheme by way of sharing experiences and developing good practices for the benefit of learners.
· While the current schedule of accommodation is not ideal it is workable; the best use is made of the space available in the centre. The building is maintained to a high standard of cleanliness and tidiness that makes the physical environment conducive to learning.
· Regular attendance is promoted and monitored within the centre.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· A board of management should be convened for the centre. A board of management would support current in-centre management structures and it could play an active role in policy formulation and development in the centre. Further, it would facilitate further communications between the different sections operating in the area of further and adult education in Co. Cavan and would help to foster even greater links with the local community.
· A clear role should be developed for the adult education organiser (AEO) in the operation of the centre.
· It is recommended that a more effective system be introduced to assess learners’ abilities and needs on entry to the centre. This should be followed up with the development of more detailed individual education programmes and learning opportunities (adapted to meet learners’ needs).
· A whole-centre integrated approach to the development of literacy and numeracy skills should be prioritised in the centre. The focus on literacy and numeracy development should permeate all curricular areas and all teaching and learning. Staff should avail of appropriate training. This could well be sourced within the VEC scheme.
· All learners should be provided with curricular opportunities that allow for progression. Where suitable modules of study do not exist for use with learner’s consideration should be given to developing such modules internally. Further, a formal system for monitoring, assessing and recording the progression of learners during their time in the centre should be developed.
· Consideration should be given to introducing anger management lessons for learners. This may require appropriate training for some or all staff members. Counselling and career guidance should be introduced into the programme for learners.
· The quality of teaching and learning would benefit from a review of classroom layout in some instances. Further, learning would benefit from learners being afforded more regular opportunities in some lessons to discuss and reflect upon their work. Project work undertaken in lessons should be learner friendly, sufficiently challenging and varied and should allow learners to complete it in the space of time that will hold their attention and interest.
· The IT infrastructure available to learners in the centre is in need of development.
· It is suggested that a greater emphasis be placed on recognising, rewarding and celebrating the work of learners. Consideration should be given, for example, to holding a craft fair or sale at which learners work could be displayed. Projects and other work completed in class could also be more prominently displayed in some classrooms.
A post-evaluation meeting was held at the conclusion of the evaluation which was attended by the CEO, the co-ordinator and teaching staff. The draft findings and recommendations of the evaluation were presented and discussed at this meeting.
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1 Observations on the content of the inspection report
· The centre is a twenty-five place centre with twenty learners enrolled.
· Report gives a comprehensive thorough and balanced overview on the quality of delivery and learning taking place in the centre
Area 2 Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
· A Board of Management is in the process of being established, the structure of the Board was approved at a recent VEC meeting
· The role of the AEO is recognised by County Cavan Vocational Education Committee as one which involves liaison with all Youthreach Centres. Since the appointment of a new AEO in March 2007 this role has been clearly established and the AEO has a regular contact with the staff and learners with the Youthreach centre. The AEO has responsibility for the weekly payment of learners, provision of in-service training for staff and is involved in the recruitment of new tutors for the centre as the needs arise. The AEO is also involved in the regular meetings the Chief Executive Officer holds with the centre co-ordinators
· The centre has been in contact with the National Council for Special Education and has received the Guidelines on Individual Education Plan Process (2006) and is in the process of further developing the Learners Individual Education Plans
· The AEO has arranged ‘Integrated Literacy’ and ‘Conflict Management’ in-service training for all Youthreach tutors
· All learners take part in the FETAC Work Experience module which is tailored to suit their needs. The centre is also in the process of developing a programme where employers from different backgrounds come to the centre to speak to the learners about their jobs and thus give the learners an insight into various careers. A progression course where learners will be given advice and support on what opportunities they have after Youthreach is in development
· An anger management programme for learners is being developed and will be delivered to the learners during the months of June and July; it will then be reviewed in September
· Classroom layout has been addressed and all classrooms now have a white board and posters are displayed in each room showing samples of the excellent work done by the learners
· The IT infrastructure in the centre has been completely updated with the computer room receiving 10 new computers which have broadband connection
· A Counsellor is presently being recruited
· An Art tutor is presently being recruited
· Assessment of learners’ abilities and needs on entry to the centre as well as Career Guidance is to be facilitated to all Youthreach participants through the County Cavan Vocational Education Committee Adult Guidance service
· A craft fair in which learners work will be displayed and sold is to be held in Autumn 2008