An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

 

Trim Youthreach

Old Vocational School,Haggard Road

Trim, Co Meath

 

 

Date of inspection: 9 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

 

 


 Evaluation of centre for education

 

This report has been written following an evaluation of Trim 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 inspectors held pre-evaluation meetings with the co-ordinator 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.  A number of parents of learners were also interviewed as part of the evaluation process.  The inspectors also reviewed relevant centre planning documentation and tutors’ written preparation, and met with the Chief Executive Officer (CEO) and Adult education Officer (AEO) of Co. Meath Vocational Education Committee (VEC).  Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the co-ordinator and staff of the centre.  The CEO and AEO of the VEC were present at this meeting.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

1     centre context and ethos

 

1.1 Context

 

Trim Youthreach is a relatively new centre.  It was established in 2003 and is located in its current position, the old vocational school, since then.  There are currently 28 learners in the centre.  These are drawn from Trim, its rural hinterland and surrounding towns.  Most of the learners are male and attend Trim Youthreach as a result of negative experiences of mainstream post-primary schools.  Some were permanently excluded from their previous schools for misbehaviour, others could not establish a rapport with teachers and consequently left school and a small number have been referred to the centre by the Juvenile Liaison Officer (JLO) of An Garda Síochána.  A small number of the learners have experienced addiction difficulties prior to their commencement in the centre.  In order to access a position in the centre, these learners are encouraged to resolve such difficulties before taking up an allocated place. 

 

Supported closely by the CEO of the VEC, the management team of the centre provides excellent leadership.  The full-time co-ordinator and resource person are ably supported by a team of part-time tutors, counsellors and therapists.  There is a good team ethic in the centre and there is a strong sense of the learners’ needs, abilities and interests being understood by the members of staff.    

 

1.2 Distinctive character and atmosphere

 

The atmosphere in the centre is one which is conducive to learning.  Significant credit is due to the centre co-ordinator and resource person in that regard.  Having established the centre under the auspices of the VEC, it is apparent that there was very good understanding among the management team of both the need to establish an alternative path to accreditation along with the need to bring the learners with them on this path.  The work of the centre is underpinned by a good work ethic, evident among the staff and the learners. The learners understand and appreciate that the alternative path being provided for them suits their needs.  They are also very appreciative of the efforts undertaken by the staff to ensure their continued contact with education.

 

Similarly, the atmosphere is very positive in the centre.  While there are occasional instances among learners of inability to control behaviour, staff and learners interact positively.  This is apparent both in the formal setting in classrooms and in the more informal setting of the canteen, where meals are shared.  It is also evident that members of staff manage poor behaviour appropriately.  The support of the co-ordinator and the resource person in that regard is crucial.  Key to the positive atmosphere in the centre is the tone, set in the first instance by the co-ordinator.  Good emphasis is placed on affirmation of positive behaviour and on the learners’ achievements by all staff. 

 

1.3 Supports for learners

 

According to the learners, the atmosphere in the centre is a significant support to them.  They report being comfortable in their surroundings, wanting to learn and wanting to achieve accreditation.  As they progress through the centre they are enabled to develop a clear understanding of their future path, either in further education and training or in employment.  The staff members are commended for the manner in which this is achieved. 

 

The teaching styles adopted by the staff and the structuring of the timetable constitute a support to the learners.  During the course of a day, the learners are likely to engage in a very good range of lesson types.  These range from the more formal type whole class lessons through to intensive support being provided to individuals.  The learners will also experience a suitable mix of practical work, some project work and the development of literacy and numeracy skills. 

 

The referral and induction process implemented by the centre constitutes a very effective support for learners.  The referral process is tightly managed and potential learners are interviewed and shown around the centre.  Where relevant, their parents are expected to participate fully in this process.  Expectation levels regarding behaviour, attendance and application to work are clearly stipulated.  Thus, the new learner is acutely aware of expectations the centre has for him or for her.  On commencing, the new learner undergoes an effective induction programme which attempts to ascertain innate strengths and areas of weakness. 

 

The attitude of the staff in managing the learners, their enthusiasm for their work and the high, though realistic expectations they have of learners is a significant support for the learners.  There is a strong sense of disciplined enthusiasm among the staff.  They conduct themselves professionally and act, both formally and informally, as effective role models for the learners in their care.   

 

1.4 Links with the community

 

It is evident that this centre is seeking to establish a prominent profile in the community it serves.  To that end, learners in the centre have participated in a number of community-based projects.  The purpose of this was to counteract views held by members of the public in the area that the centre catered only for those who were incapable of behaving and learning.  This drive to establish a positive profile among the community is welcome and should be further encouraged.  The learners’ suggestion of organising an open day is one which could be furthered in the centre.    

 

The centre has established links with a significant range of local agencies and institutions.  These include local post-primary schools, the Juvenile Liaison Officer (JLO), Educational Welfare Officer, FÁS and Visiting Teacher for Travellers.  Crucially, the centre has identified the support of parents as being a prerequisite for success.  In interviews with a representative sample of parents, each expressed a very positive view of benefits that have accrued to their children as a result of their attendance at the centre.  There are good communication channels between parents and the centre.  The willingness and capacity of the co-ordinator to actively listen and support them was identified by parents as being of great importance.

 

2     quality of centre management

 

2.1 Role of VEC and Board of Management

 

To date, the CEO of Meath VEC has played a significant role in supporting the establishment and early development of the centre.  He visits the centre frequently and has excellent working relations with the centre co-ordinator and the staff.  The recent appointment of an AEO for the area will change the dynamic somewhat.  There will be a need to establish clear and effective lines of communication and management between the AEO and the centre.  One of the early tasks to which the AEO and the VEC in general will need to give consideration is the establishment of a board of management for the centre.  Currently there is none.  An effective and supportive board of management will add significantly to the overall success of the centre and thus, its establishment is recommended as a priority.  Crucial to this process will be the encouragement given to parents to elect a number of representatives to the board. 

 

It is evident that Youthreach centres are regarded by Meath VEC as an integral part of the service continuum in the county.  In discussions with the CEO and AEO, it became apparent that both are very supportive of Youthreach.  Their views are concretely manifest in VEC publications, in which significant prominence is given to the centres within the county.  Youthreach co-ordinators regularly meet VEC personnel with a view to addressing issues and sharing best practice.

 

2.2 Internal centre management and administration

 

Internal centre management is excellent.  This is evidenced by the commitment, dedication, skill and enthusiasm which the co-ordinator brings to the position.  There is a strong sense of team evident in the centre among both tutors and learners.  Significant emphasis is placed on ensuring that the learners achieve; educationally, socially and personally.  There is good evidence to suggest that different approaches to the management of learners will be implemented and reviewed.  Successful elements will be retained, less successful elements will be jettisoned.  In effect, the centre typifies the learning organisation, one which is willing to learn from its experiences.  In that regard, the co-ordinator and resource person, along with the teaching team, deserve considerable praise. 

 

Day-to-day routines are followed appropriately, the timetable is implemented effectively and the centre reports regularly to the VEC.  It is evident that staff members are ably supported in their efforts by the in-centre management.  Their contributions to the development of the centre are valued.  Their propensity to seek advice and support from management in relation to teaching strategies and the general well-being of learners is commendable.  These practices ultimately ensure that the management systems employed in the centre are transparent and effective.      

  

Attendance levels in this centre are reasonable.  In the days immediately prior to the evaluation taking place an average attendance of 71% was achieved.  A number of strategies are in place to encourage better attendance among the learners.  For the most part, these are effective.  However, the centre has a small number of learners who have chronic attendance problems.  The threat of non-payment of their allowance does not serve as a deterrent.  Where appropriate, learners’ poor attendance has been reported to the Education Welfare Board.     

 

2.3 Organisation of the curriculum

 

A suitable range of subjects is offered in the centre.  Because of its location in the former vocational school, there is sufficient scope to offer practical subjects.  The timetable is constructed such that all learners have an input on literacy and numeracy on most days.  One to one counselling and guidance sessions are offered on a weekly basis.  Currently, lessons are of one hour’s duration.  This is suitable for many of the practical subjects.  Consideration, however, should be given to best practice with regard to timetabling for other subjects.  A review should be undertaken of current class timetabling structures with a view to establishing whether hour long classes in non-practical subjects are optimal use of centre time.  Some learners tend to lose interest in elements of some lessons as they progress.  Shorter, more focused lessons may obviate this.  

 

The issue of the centre being open for 226 days a year was raised during the course of the evaluation.  Centre staff consider this an excessive requirement and instance this by stating that there is considerable difficulty in retaining learners within the parameters of the planned programme, particularly during the summer months when the learners’ peers in mainstream education do not attend school between June and September. 

 

2.4 Staff deployment

 

Teaching staff are provided through the offices of the VEC.  The co-ordinator is centrally involved in the recruitment of new staff.  Each undergoes an induction process in the centre and there is a strong sense of newer and less experienced staff being supported in their work by their more experienced colleagues.  The majority of staff members are part time and are drawn from a wide and interesting range of professional and vocational backgrounds.  There is good evidence of staff members seeking to up-skill themselves through participation in courses. 

 

2.5 Accommodation and resources

 

Though the building in which the centre is located is somewhat dated, it does provide satisfactory accommodation for the learners and staff.  The main building contains a spacious canteen area which is regularly and meticulously cleaned.  The practice of involving the learners in the maintenance of this area is worthwhile and commendable.  Other accommodation includes an art room, a computer room and offices for the co-ordinator and resource person.  A pre-fabricated room, located in the centre’s yard is utilised for activities, literacy and as a general classroom.  The future use of the building is currently under consideration by the VEC.  This may result, ultimately, in the centre moving to a new site in the town. 

 

A good and useful range of resources is provided in the centre.  These include materials for mathematics, communication, and literacy and ICT.  For the most part, these are used to good effect in the course of classroom work. 

 

 

3    quality of centre planning

 

3.1 Centre plan and policies

 

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.

 

Cogent plans and policies have been drawn up for areas pertaining to the management and administration of the centre.  In that regard, good engagement with the Quality Framework Initiative (QFI) is noted.  Members of staff in the centre have defined its mission as providing

….a flexible, challenging, person-centred training and education program which allows participants an opportunity to gain recognised certification with particular focus on the holistic development of individuals

 

As will be referred to below, the programmes offered to the learners match, to a very large extent, the ideals and goals set out in this mission statement.  The philosophy underpinning the day-to-day interactions in the centre is based on the concepts of trust, courtesy and respect.  With regard to accountability, staff members have defined statements outlining lines of communication and accountability to the VEC, to parents and to the learners.  Policies on issues such as communications, bullying, equality and work experience have been devised and are suitable. 

 

It is recommended, however, that as part of the ongoing engagement with the QFI, further consideration be given to two published policies.  In the first instance, the entry criteria for learners should be reviewed.  Currently, one of the criteria states that potential learners must ‘find relationships with friends/peers difficult in large-school settings.’  Application of this criterion in a strict manner has the potential to be exclusionary and should be redrafted.  The criteria for entry should also take account of the significant population growth in the Trim area and the likely further demand for places in the future. 

 

Secondly, while virtually all of the substance abuse policy is relevant and appropriate, it does allow for the use of alcohol in social settings within the centre.  As outlined by staff members at the post-evaluation meeting, this refers predominantly to cheese and wine receptions at prize giving ceremonies etc.  It is strongly recommended, however, that this clause be removed, particularly as a considerable number of the learners are under eighteen.   

 

The development of a plan for literacy is also recommended.  Although many of the learners experience little or no difficulties in this area, a considerable number have significant literacy problems and possess only very basic skills on arrival at the centre.  Good practice is evident relating to elements of literacy support in the centre.  The challenge now for the centre is to infuse as many areas of subjects delivered with elements of literacy. Learners must be continually, though in some instances subliminally, exposed to the importance of literacy development.  The notion of each member of staff being responsible for the development of learner literacy skills was discussed at the post-evaluation meeting with the staff.  This will best be achieved in a planned, systematic manner and the capacity exists among staff members to achieve this objective.

 

3.2 Planning process

 

The planning process utilised in the centre, to date, has been inclusive.  Personnel from the VEC are regularly consulted and updated with regard to policy development.  Individual staff members have played an important role in the planning process.  However, the main task of preparing plans and policies has fallen to the co-ordinator.  The provision of suitable, relevant and user-friendly plans and policies has been the focus of her work and, in that regard, this has successfully been achieved.  Learners have had a limited role in the planning process to date, their involvement being confined to consultations regarding discipline.  As the AEO takes up duties in the area, it is envisaged that there will be a greater role for the VEC in the planning process.  Similarly, a functioning board of management will have a significant role to play in the ongoing formulation and review of policies.

 

3.3 Implementation of plan

 

Many elements of the plans and policies formulated in the centre have a beneficial impact on how the centre is managed.  Members of staff are commended, in the first instance, for ensuring that the centre’s stated philosophy and mission infuse their work practices.  Perhaps the most successfully implemented element of the centre’s plans and policies is its mission statement.  It is evident that the centre does succeed in providing the flexible, challenging, person-centred training and education programme it sets out in that statement. 

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

Staff members in Trim Youthreach plan appropriately for their work with the learners.  With regard to FETAC-related modules, the tutors utilise the specific learning outcomes as a means of guiding their work.  While this offers a satisfactory platform from which to work, further consideration could be given to planning for other elements of the programme offered in the centre.  The most salient example of this is the need to plan more effectively for the pastoral development of the learners.  Currently, at least three members of staff work towards this end.  It is recommended that those engaged in this work meet regularly with a view to devising a more co-ordinated approach to the issue.  Each member of staff should be aware, in a general sense, of what the other is trying to achieve in their interactions with the learners.    

 

One of the important features of the management of learners observed during the course of the evaluation is the sensitivity shown by staff members to those learners experiencing significant difficulties in the area of literacy.  In a non-threatening manner, the development of learners’ basic literacy skills is prioritised.  Much of this support is provided outside of the classrooms in one to one settings.  This is an effective practice. 

 

Members of staff deserve considerable praise for the extent to which they prepare material and teaching resources.  There is a dearth of age-appropriate materials available commercially, particularly for the development of literacy and numeracy skills.  This places an extra burden on the tutors.  The quality of the materials presented is commendable and they are used appropriately during the course of lessons.  ICTs, for example, are used effectively to enhance the quality of learners’ presentations.  An area, however, which warrants further consideration, is the preparation of a bank of suitable websites which could be utilised during the course of lessons.  Currently, learners access games-based websites on completion of assigned course material.  While this might be considered acceptable on an exceptional basis, this practice should be discouraged.   

 

4.2 Classroom management and teaching methodologies

 

There are some learners whose behaviour and attitude towards learning present challenges to the staff.  In particular, younger learners, or those who have most recently commenced in the centre have yet to establish the trusting, open and caring relationships that are the hallmarks of the relationships between staff and those with more experience of the centre.  It is evident, however, that the structures required to ensure the creation and fostering of these relationships are in place.  Each member of staff works diligently and conscientiously towards ensuring that the learners are comfortable in their surroundings and that self-perceived weaknesses are surmountable.  Where required, there is an effective system of measures that can be implemented in dealing with inappropriate behaviour.  These range from loss of privileges and allowances to suspensions and, ultimately, permanent exclusions.  These latter measures are rarely implemented which is one indication of the effectiveness of the learner management systems in place. 

 

Key to the success of the centre in managing challenging behaviour is the sense of teamwork which is evident among the staff.  Individual staff members support each other in the face of challenging behaviour.  The learner is required to reflect on the appropriateness or otherwise of his / her behaviour.  This process may involve the resource person and the co-ordinator.  There are weekly meetings with individual learners designed to assess progress from the learner’s perspective, to confront challenging behaviour in a non-threatening manner and to agree on behaviour and plans relating to their educational progress.  As a means of building on the existing levels of teamwork evident in the centre, it is recommended that consideration be given to the introduction of team teaching.  This should be done on a small-scale basis initially, in recognition of constraints on staff availability, and should be subject to rigorous evaluation and review.

 

It is evident that the learners settle readily into the routines of the centre.  Those learners who have spent some time in the centre express pride in their achievements to date and express gratitude to members of staff, individually and collectively, for providing them with, what for many, is their first positive experience of education.    

 

There are clear distinctions evident in the teaching approaches utilised by the tutors.  Younger learners, pursuing FETAC Level 3 modules, are far more likely to receive individual attention during the course of lessons than their older counterparts, for whom whole-class dynamics are more suited.  In this latter scenario, the learners interact with maturity and are capable of reflecting on their experiences.  In many respects, the older learners are encouraged to act as role models for younger learners and experience success in this task.  Tutors make good use of the learners’ experiences as the basis for a number of lessons.  Talk and discussion are encouraged and many of the learners express themselves confidently. 

 

The learners are engaged in purposeful learning throughout the centre.  They are engaged in formal and informal programs designed to develop them in a holistic manner.  For the most part, the objectives of these programs are achieved to very good effect.  Their vocational and practical abilities are suitably catered for.  Tutors pace lessons appropriately, though as outlined above, further consideration should be given to the current allocation of time to non-practically focused lessons.  Similarly, the arrangements for practical subjects could be considered with a view to establishing in the learners a greater sense of deferred gratification.  Many, if not most of the learners demonstrate poor regard for the future; their interests lie almost exclusively in the present and to that end, many of their actions, both within and outside of the centre are spontaneous.  By assigning greater time to phased project-type work in, for example arts-related activities, the learners may be exposed to the need for them to think through projects thereby exposing them to the importance of planning. 

 

At the post-evaluation meeting, discussions were held regarding the replacement of one current long-term project, which involves the restoration of a vintage car, with the introduction of a series of other projects which have a more focused timeframe.  This will allow for learners to gain a wider range of skills particularly in the Engineering Workshop Processes area.     

 

The development of life skills forms an important part of the learners’ everyday experiences.  In that regard, the learners, on a rota basis, are expected to co-operate in the preparation of meals in the centre.  The quality of meals prepared is high and the learners demonstrate considerable understanding and cognisance of hygiene.  As a means of further challenging the learners, it is recommended that additional responsibilities be given to them in this area; specifically, in budgeting and purchasing.        

 

4.3 Assessment of learners’ progress

 

Learners’ progress is monitored formally and informally and here the co-ordinator liaises closely with the learners, the resource person and other staff members.  This process commences as soon as the learner takes up a place in the centre and is contingent upon effective communication channels existing between the parties concerned. Given the fact that the centre is relatively new, there are commendably open and effective lines of communication in that regard.  Targets are set for new arrivals in the centre with regard to their potential achievement, their behaviour and their interactions with staff and other learners.  Following these early meetings, the learners are aware that all of the afore-mentioned are important to the effective running of the centre and they are consistently encouraged to apply themselves in that regard.  As a means of further enhancing the effectives of the assessment procedures, it is recommended that, where deemed appropriate, learners are tested diagnostically in literacy and numeracy.  The introduction of diagnostic tests in literacy and numeracy will require training which the VEC should provide.

 

Written work provided by the learners is monitored appropriately.  The learners are encouraged to monitor their own progress by completing a monthly progress record.  An examination of these records during the course of the evaluation indicates that, currently, maximum benefit is not derived from this practice.  In order to make this a more effective and reflective process, it is recommended that the current timeframe of monthly review be changed to a weekly review. 

 

Parents play an important part in the assessment process.  They are routinely informed of the progress made by learners and their support is frequently demanded in dealing with situations which are often difficult.  The parents interviewed as part of the evaluation process were highly complimentary of the centre for the efforts undertaken to ensure that their children received an appropriate education.

 

4.4 Outcomes and standards

 

According to the learners, one of the prime reasons they attend the centre is the possibility of obtaining accreditation.  At a basic level, learners will leave the centre with FETAC Level 3 qualifications in a range of subjects including Art, Communications, Engineering Workshop Processes, Mathematics and English.  Those who attend for a more prolonged period will achieve FETAC Level 4 qualifications in these and other subjects.  Accreditation aside, among the more significant outcomes for the learners is the fact that they are retained purposefully in the education system and the sense of achievement they experience.  It is also evident that, as they progress through the centre, they develop a sense of maturity and responsibility.  This contrasts with some of the youngest learners whose interactions with members of staff are initially typified by truculence and a desire not to co-operate.  Some of the learners have to manage difficult situations in their home lives, ranging from early parenthood to addiction.  Having spent a number of years in Trim Youthreach it is evident that many of the learners will be in a better position to deal with these challenges, having developed self confidence and a sense of achievement. 

 

 

5   summary of strengths and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

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

 

 

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