An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

St. Fiachra’s Training Centre

Senior Traveller Training Centre (STTC)

Letterkenny,

Co. Donegal

 

Date of inspection: 28 November 2007

Date of issue of report: 22 May 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 St. Fiachra’s Training Centre, Senior Traveller Training Centre (STTC), Letterkenny. It presents the findings of an evaluation of the work of the centre as a whole and makes recommendations for the further development of the work of the centre. During the evaluation, the inspectors held pre-evaluation meetings with the director of the centre and with the teaching staff. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspectors conducted interviews with the Chief Executive Officer (CEO) of Co. Donegal Vocational Education Committee (VEC), the adult education organiser (AEO), the Youthreach county coordinator and the chairperson of the centre’s board of management. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the director and staff of the centre. The board of management was given the opportunity to respond to the findings and recommendations of the evaluation; the board’s response is in the Appendix to this report.

 

 

1 centre context and ethos

 

1.1 Context

 

St. Fiachra’s Training Centre (STTC) was established in 1983 as a joint venture between Co. Donegal VEC and FÁS. The then management committee secured a site and a loan to build a new education and training centre on the Kilmacrennan Road on the outskirts of Letterkenny town centre in the mid-1980s. A new purpose built centre was subsequently opened in 1992. Currently, the building is shared with Letterkenny Youthreach. It was obvious during the course of the evaluation that both programmes operate harmoniously together and in a spirit of partnership. A professional working relationship was seen to exist between the management and staff of each centre. Indeed, the centres share a small number of staff.

 

St. Fiachra’s (STTC) is currently a thirty-nine place centre and at the time of the evaluation thirty-seven learners (thirty-four female and three male) were enrolled, aged between 18 and 57 years. The majority of learners here had left school early, or had no experience whatever of formal schooling. Returning to education was a major step for them. The centre’s records indicate that it opens for the required 209 days each year.

 

The centre recently adopted a practice of non-enrolment of learners under eighteen years of age. This age group of learners are advised to apply for enrolment in the adjoining Youthreach centre if they submit an enrolment application or make enquiries about enrolment. This is a commendable strategy and it was reported that it has worked successfully to date. A number of members of the Traveller community are currently enrolled in Letterkenny Youthreach.

 

The catchment area of the centre is the town of Letterkenny itself, together with other areas of County Donegal. Learners utilise a range of transport modes, public and private, to travel to and from the centre. Approximately 30% of the current cohort of learners resided outside the centre’s local area and a number of these travelled considerable distances daily. Discussions with these particular learners yielded an insight into their high level of commitment to their centre, together with their high level of determination to succeed in their endeavours in the centre.

 

 

 

1.2 Distinctive character and atmosphere

 

The centre’s mission statement states that it is a “centre of education for Travellers, which facilitates life long learning and training through an intercultural approach”. This mission statement is supported by a comprehensive set of aims and objectives which were developed collaboratively by staff as part of their involvement in the centre development planning process of the quality framework initiative (QFI). The holistic development and needs of learners firmly underpin these aims and objectives. This is commendable. As some of the learners currently enrolled were not members of the Traveller community and centre management accept applications from the settled community in a spirit of integration, it would be appropriate for the centre now to revisit the wording of its mission statement.

 

External visitors are made to feel welcome in the centre. Relationships between in-centre management personnel and teaching staff were noted generally to be positive, while good relationships were seen to exist also among the different members of staff in the centre. While the quality of relations between the majority of staff and learners were seen to be positive, in some instances they were observed to be strained. The quality of the relationships among the learners themselves was seen to be positive. Learners engaged openly with one another, for example, and their communications observed during lessons were always cordial, businesslike and productive. Learners were frequently observed assisting one another with their work and were happy to learn from one another. In such circumstances teachers generally fulfilled a facilitative rather than a teaching role. They ensured that learners were on task and encouraged the development of collaborative approaches towards work and learning. Improved relationships in the centre, particularly at the management and teaching staff interface, would facilitate the creation of an enhanced atmosphere of trust and respect. This would further raise staff morale. Positive relationships at all levels in the centre would provide a more solid basis for the personal and social development of learners.

 

Staff members operate flexibly to take account of individual learner needs and local circumstances and have high expectations of the learners in terms of their behaviour. The centre has to deal with serious disciplinary matters only on rare occasions.

 

1.3 Supports for learners

 

Learners are able to access a number of excellent supports in the centre. Many are designed to complement the weekly programme that learners follow and to provide positive experiences of learning and training. Such supports also contribute towards making the learners’ time in the centre as enriching as possible. The provision of daily meals in the centre’s canteen is also an important support that is welcomed by the participants.

 

A person-centred culture permeates the centre. Staff invests significant effort and energy in getting to know the learners on an individual basis and learning about their interests, abilities and needs. This indicates to learners that staff genuinely care about and are interested in their welfare. An induction programme operates for new entrants. Although it enables the integration of learners into the centre, the induction programme observed for one new entrant would have benefited from more detailed planning.

 

Learners are afforded an opportunity to avail of the services of a professional counsellor who works in the centre for five hours each week. This service is predominantly utilised by learners on an individual basis. Issues presented can vary from family problems, relationship issues, depression and complicated grief. It was clear from discussions with learners that they are appreciative of, and benefit from this service. It is planned to provide this service on a small group basis in the future. This would be a welcome development as it would contribute to making the service accessible to a greater number of learners. Currently, there is limited provision of guidance, including career guidance, in the centre. This is particularly surprising given that a permanent member of staff is fully qualified in this area. Given the complementary nature of the two services, it is recommended that a guidance and counselling policy be developed in a collaborative manner within and for the centre. All learners should be provided with an appropriate level of guidance, particularly career guidance.

 

The attendance record of learners is poor. In a ten day period prior to the evaluation attendance of only 40% of registered learners was recorded on some days, this in spite of daily monitoring and the requirement of learners to sign in and out each day. It was observed, however, that the current signing in and out procedures had flaws. The ramifications of this are serious given that learner allowances are processed according to these records. The centre attempted to introduce an electronic clocking in and out system in the recent past but this was rejected by learners. The electronic system is operating quite well however for the staff of St. Fiachra’s (STTC). Renewed efforts should now be made to introduce a supervised electronic clocking in and out system for the learners. It was clear from observation of a sample of teachers’ class registers that some learners had not attended lessons at all since the start of the centre’s year. This issue raises particular questions, in the first instance, around the status of enrolment of some learners in the centre. It is recommended that the centre develops an enrolment and attendance policy as a matter of urgency. This policy should be informed by the procedures laid down in the Vocational Services Support Unit (VSSU) Procedures in respect of Youthreach/Senior Travellers Centres.

 

A learners’ council exists in the centre. This is very commendable. A number of vocal members are always keen to ensure that the views of learners are heard. It is important for the council, however, to clarify whether views expressed are the collective view of the council or whether they are expressions of interest on behalf of individual learners. It was obvious during the course of the evaluation that the learner council provides its members with valuable learning experiences and skills, including secretarial and people management skills, as well as public speaking, negotiating and debating skills.

 

The local visiting teacher for Travellers, who liaises closely with the centre, provides staff with a vital and valued conduit to parents. The centre has limited or no contact with other national support agencies such as the National Educational Welfare Board (NEWB), the National Educational Psychological Service (NEPS) or the National Council for Special Education (NCSE).

 

1.4 Links with the community

 

St. Fiachra’s Training Centre (STTC) has strong links with a wide range of bodies and groups in its local community. This can be attributed in no small part to the hard work of the dedicated and committed management team and staff of the centre, including the different members of the centre’s board of management. It can also be attributed to the fact that the centre has been operating in its community for the past twenty-four years. The centre works closely on a regular basis, for example, with the Donegal Travellers Project, the local offices of the Department of Family and Social Affairs and the Health Service Executive, and with the adult education service of Co. Donegal VEC. The centre also has regular communications with Donegal County Council, the local Women’s Centre, Citizens Advice and Donegal Sports Partnership offices, as well as the High Level Interagency Group for Travellers, the local Resource Centre and Artlink. Usually, at the kernel of all these communications, lies the objective of providing learners with a programme that meets their needs. Links are also established with a small number of local employers, with a centre of further education and training and with relevant agencies to provide work experience and transfer and progression routes.

 

Community links are also developed and fostered through events such as exhibitions and craft fairs which are held from time to time in the centre. These are essentially celebration events for the centre. On occasions learners are involved in fundraising activities. A carol singing event, for example, is held in the local shopping centre annually and this yields valuable funding for nominated local charities. This incorporates involvement of staff and learners and is enjoyed by all. Consideration should be given to putting photographic records of such events on display in the centre for defined periods of time after events. Such records can act as a stimulus and source of motivation for learners. Such records should also be catalogued for future reference purposes. Learners regularly engage in educational trips and excursions from the centre. Many guest speakers have also visited the centre over the years to speak to learners on a variety of topics. This is commendable practice.

 

Management and staff promote a positive image of the centre and its learners within the local and wider community. Co. Donegal Youthreach and STTC Staff News, the newsletter produced regularly by the county Youthreach coordinator, covers activities and developments taking place in all of the Youthreach centres in Co. Donegal, including St. Fiachra’s Training Centre (STTC). This is perhaps the best example of such promotion. This newsletter has a wide circulation and acts as an excellent public relations tool for the work of St. Fiachra’s and of all the centres for education under the remit of Co. Donegal VEC.

 

Currently, learners have limited opportunity for meaningful and sustained contact with people of their own age from other social and cultural groups. From discussion with learners it was clear that they would welcome such opportunities. It is recommended, therefore, that management would explore the possibility of providing learners with even more opportunities to work with people in different contexts.

 

 

2 quality of centre management

 

2.1 Role of VEC and Board of Management

 

The centre has a clear and effective management structure in place. It was clear from discussions held with senior management personnel in the VEC that they had a thorough knowledge of the strengths of the centre, and of the different challenges that it faces. The depth of knowledge displayed by senior management personnel in relation to the centre, its operation, and even its learners, was exemplary. The Adult Education Officer (AEO) of the VEC has line management responsibility for in-centre management personnel. Regular formal and informal meetings are held between both parties at which relevant issues are discussed. This is good practice and is evidence that good communication structures are in place between the different management personnel. It was clear that senior management have high expectations, and are extremely supportive of the work, of the staff in the centre and of the director in particular. Relationships between senior and in-centre management are very healthy; there is a clear understanding of roles. While there is awareness among senior management of the VSSU procedures pertaining to centres for education there is opportunity to promote further their implementation in the centre.

 

The centre has a board of management in place which meets up to four times annually. The board is appropriately constituted and its members are representative of both the public and private sectors. St. Fiachra’s (STTC) is one of only a small number of centres that has a learner representative on its board of management. While there was no opportunity to meet with the full board during the course of the evaluation it was clear from the meeting held with its chairperson that the board is a crucial component of the overall management structure of the centre. The board acts as a significant support for in-centre management personnel; board members are always available to offer their advice, to discuss issues and to provide the director with helpful ideas and suggestions. From the records of board meetings observed it was clear that a wide range of issues are considered at board meetings. However, there is opportunity for the board to become more involved in centre planning and in the development of centre policies. Currently, its role in this area is primarily one of policy ratification. Financial issues are generally a matter for VEC management and they ensure appropriate use of allocated budget, both pay and non-pay. It was clear that there are good communications between the board and the centre and between the board members and those that they represent.

 

2.2 Internal centre management and administration

 

The commitment and dedication of the director to the centre is beyond reproach. The director has a written contract in place with the VEC and the duties attached to the post, which were made available to the inspectors, call for the deployment of a range of skills including people and financial management skills, communication and administration skills, as well as curricular development, secretarial and IT skills. The role is primarily an administrative one with only a small amount of the director’s time currently being devoted to teaching duties. Currently, a significant proportion of the director’s time is taken up with supervision of the learners during unofficial breaks, or smoke breaks. Such breaks interrupt lessons, and undermine the centre’s no smoking policy. They should be discontinued as a matter of priority, allowing the director to concentrate more on the core work of the centre in teaching and learning.

 

The director is keen to move the centre forward and works hard at trying to win the support of all staff members and learners in the centre. The director’s leadership style is, for the most part, one of inclusion and collaboration. Some instances of the management of organisational change, however, could benefit from the deployment of more assertiveness in the role.

 

The administrative workload of the director is supported by an administrative secretary whose work is shared equally with the Youthreach programme also located in the centre. Currently, a part-time administrator covers the secretary’s leave one day per week. It was clear during the course of the evaluation that this support is valued by director, staff and learners and that it was paying dividends.

 

2.3 Organisation of the curriculum

 

The learners’ timetables indicate that their day commences at 8.50am. From then until 9.30am each day a small number of teachers is available in the centre for personal development work with the learners. It was observed, however, that few learners attend for this work. The learners’ timetables also indicate that the centre day concludes at 16.30hrs (13.00hrs on Fridays) with personal development work taking place in a similar fashion for the last half hour each day. Again it was observed that most learners go home at 16.00hrs. The timetable provides learners with a short break each day at 11.00hrs, while a half-hour is provided for lunch each day at 13.00hrs. It was observed, however, that learners take a number of unofficial breaks during the day. Subjects are provided on the timetable in forty-five minute, one hour or ninety minute blocks. A review of the current timetable is recommended; this would provide an opportunity for staff to explore whether the longer lessons work effectively for certain subjects, and whether the current weekly lesson contact time for learners is appropriate and/or sufficient. This review should address the effectiveness of the personal development lessons in the morning and afternoon, the issue of unofficial breaks and the longer lesson periods. The annual master timetable for learners should be displayed on the corridor of the centre.

 

Overall, the centre provides a broad curriculum that comprises the Leaving Certificate Applied (LCA) programme, FETAC modules and some Junior Certificate subjects. The current cohort of learners in the centre is divided into six class groups. Membership of the groups is generally determined by the ability level of the learner. One group has ten members and works predominantly to FETAC level 4 standard, another has nine learners and this group works at FETAC levels 3 and 4, while a third group has eight learners most of whom have been identified as having significant learning difficulties. The remaining three classes are small with only three or four learners in each group. One of these groups follows the LCA programme, another is termed the progression class as these learners simultaneously follow Back to Education Initiative (BTEI) and other courses external from the centre, while the last group comprises the only three male learners enrolled in the centre. While it is acknowledged, as reported by the centre, that segregation of learners on the basis of gender goes some way to both reflecting the culture and meeting the needs of the learners and their families, it is recommended that consideration be given to exploring ways of overcoming this culture of segregation wherever practicable. It is important to recognise in the context of equality legislation and the Equal Status Act that no group is treated in a less favourable way than any other group. Further, the centre should give consideration to how it might proactively promote the recruitment of more male learners into the centre.

 

The LCA programme was introduced in the centre in 2006 and the subjects provided comprise Mathematics, English, Art and Craft, ICT, Health Related Fitness, Social Education, Preparation for Work and Work Experience. The FETAC modules provided in the centre are predominantly vocational or practical in nature and include Communications, Mathematics, ICT, Woodcraft, Health Related Fitness, Preparation for Work, Work Experience, Personal Effectiveness, Cookery, Craft, Art and Pottery. Learners who have completed the appropriate subjects at FETAC level 3 are provided with the opportunity to study Junior Certificate English and Mathematics. These subjects were recently introduced into the centre’s curriculum at the request of learners. While this displays a willingness to cater to the needs of learners it was found from discussions with some learners that they would prefer to have a wider choice of subjects at this level. Discussions with learners also found that they would prefer to see a greater emphasis placed on Traveller culture within the curriculum. It is important that the needs of learners are considered fully each year when developing the centre’s programme. It is important also that the curriculum would provide a positive cultural learning experience for learners.

 

Learners following the LCA programme are provided with a programme of work experience for ten day periods in each of terms one, two and three. While it is acknowledged that learners are adequately prepared before they embark on their work experience, and that there is a good level of contact between the centre and the employers both before and during placements, it is felt that the combined length of the programme for these learners could be too long. Discussions with other learners found that they too would like to participate in work experience. It is recommended therefore that the current work experience arrangements be reviewed. The possibility of providing all learners with work experience should be explored; it is important also that good quality record-keeping would apply in the case of work experience.

 

The centre also provides a number of short courses aimed at improving learners’ life skills. These include programmes in social education, driver theory and driving lessons and lifestyle challenge. The latter programme tends to take place off-site each Thursday afternoon and in the absence of appropriate sporting and recreational facilities the centre is to be commended for organising this programme. Some learners are also provided with taster courses in plumbing, computer aided design (CAD) and childcare. A summer programme is organised annually for two weeks in July and comprises mainly of educational excursions or trips, taster courses in subjects such as health and beauty, as well as a family day.

 

A number of tutors are professionally trained in the area of literacy development with the result that literacy and numeracy are prioritised by a number of teachers in the curriculum. Visits to a number of mainstream and learning support lessons found examples of excellent practice in the area of literacy and numeracy skills development. These practices should be replicated across all lessons. The appointment of a literacy coordinator and the implementation of a whole-centre integrated approach to the development of literacy and numeracy skills should be prioritised. The focus on literacy and numeracy development should permeate all curricular areas and all teaching and learning. A whole centre reading ethos could be developed with emphasis on language development, use of dictionaries, investment in a centre library and structured visits to the local library. All staff should encourage learners to read, spell and handwrite during lessons. The expertise currently available on-site could readily be used in the training of other staff members in this area.

 

 

 

 

2.4 Management of staff

 

Currently, the centre is sufficiently staffed. It employs a total of fourteen teaching staff ranging in length of service to the centre from one month to seventeen years. The majority of staff members have five or more years teaching experience in the centre. This provides valuable continuity and experience. Three of the teaching staff, inclusive of the director, are permanent whole-time members of staff and two are on contracts of indefinite duration (CIDs), while the remainder are part-time. The teaching staff is well qualified and, although deployment issues were questioned in the past by some staff members, it was felt by the inspectors that staff are currently being deployed efficiently across the timetable based on their qualifications, and on their wide range of skills and competencies. It was clear also from observations during the evaluation that staff function professionally. Staff roles and responsibilities are clearly defined in the staff handbook. While there was a sense of team work among the staff it was also felt that this could be further enhanced with improved staff relations.

 

Management and staff in the centre are keen to see the new post of deputy director created. While it is possible to see how such a post would benefit the centre it is hardly feasible in the current circumstances. The centre has only thirty-seven learners, and some of these have not attended since initial enrolment. The centre also benefits significantly from the services of three non-teaching staff members, two office administrators and a cook. It was obvious that these are valued members of staff.

 

Co. Donegal VEC places a strong emphasis on staff training and endeavours to ensure that staff skills are updated on a continuous basis. This is evidenced in the range of professional development courses organised for, and undertaken by staff in the past three years. The county Youthreach coordinator plays a significant administrative role here, and is valued by the centre for this support. Training recently organised on a county wide basis included courses on suicide awareness, Gaeilge, child protection, group skills, anger management, integrating literacy, practical teaching skills, equality and intercultural issues, health, safety and first aid. From time to time centres will organise and provide training for their individual centres or training will be provided by outside agencies. Some staff members continue to engage in education and training courses. This is commendable.

 

 

2.5 Management of accommodation and other resources

 

The building in which St. Fiachra’s Training Centre (STTC) currently operates was opened in 1992 as a purpose built education and training centre. It was built, therefore, with the working and learning needs of staff and learners in mind. The building has undergone a number of extensions since its official opening and these have allowed the centre to expand its curriculum over the years. Currently, the centre comprises five general classrooms and individual rooms for computers, art and craft, sewing/beauty, counselling, woodwork/metalwork in addition to a teaching kitchen. The centre also boasts a staffroom, three office spaces, two storage rooms and separate male and female toilet facilities. A portacabin is used primarily for learning support purposes.

 

With the support of Co. Donegal VEC and the centre’s board of management, considerable attention has been given in the last two years to improving the overall health and safety of the accommodation. A health and safety manual is maintained in the centre which is available to staff and learners alike. The centre and its classrooms are well maintained and all were in a neat and tidy condition at the time of the evaluation. Areas that have been identified for improvement include the provision of disabled access to the building, acquisition of a dust extraction system in the woodwork area, upgrading of fire doors and emergency access and egress to and from the building, as well as upgrading fire alarms and electrical wiring. This is evidence that the centre is proactive at endeavouring to improve the quality of its accommodation.

 

The centre is generally well resourced and these are deployed and used appropriately by both staff and learners across the centre. There is a good range of resources available for the different subject areas. An abundance of consumables was in evidence for the practical subject areas in particular. ICT facilities are available for both staff and learner use. The computer room has ten computers with broadband internet access, while the staffroom has two computers with such access. Computers are also available in some other classrooms. These are primarily used for word processing purposes. Staff make use of ICT for lesson planning and preparation purposes, as well as for learner assessment purposes and networking with other subject tutors. This is commendable. From discussions with learners it was apparent that some were unhappy with their level of access to the centre’s ICT facilities. It is recommended therefore that the current arrangements for learner access to the ICT facilities be reviewed.   

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

A comprehensive centre development plan is in place, covering the period 2006-2009. This plan contains an action plan in which areas for development are identified, along with details of the timeframe for  completion and persons responsible for their implementation. Some of the areas identified as priorities for future development include organising drug awareness training for staff, developing fire evacuation procedures, reviewing the administration workload of the centre and developing a guidance policy, as well as further business links for work experience.

 

The centre has a wide range of policies which complement its development plan. Many of these, however, are not centre specific but have been developed at a county level to cater for all of the centres for education in Co. Donegal VEC. While this is commendable, and the work of the Youthreach county coordinator is acknowledged in this respect, it is important that the specific resources and needs of this centre are reflected in these policies. It is recommended, therefore, that centre management, including the board, in collaboration with staff and learners, reflect carefully on each of these overarching policies and make amendments where necessary to ensure that they address the specific needs of the centre. Further, it is recommended that admissions, enrolment and attendance policies, as well as policies on learners’ literacy and numeracy development, learner assessment, work experience and mobile phones, be prioritised for development within the centre. It is important also to ensure that centre policies are implemented fairly and equitably by all staff members.

 

The issue of child protection was discussed with the VEC and the management of the centre. Evidence was provided to confirm that the VEC has taken appropriate steps to develop a child protection policy 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 board of management of the centre has formally adopted the VEC child policy and procedures. Confirmation was  provided that these child protection procedures have been brought to the attention of centre management, centre staff and parents; that a copy of the procedures has been provided to all centre staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) has been appointed in line with the requirements of these Department of Health and Children guidelines. A deputy DLP has also been appointed in the event of the absence of the DLP.

 

3.2 Planning process

 

The centre has been involved in the quality framework initiative (QFI) since early 2006. It engaged first with its centre development planning (CDP) process which resulted in the formulation of its centre development plan. It also engaged with the internal centre evaluation (ICE) process over two days in September 2007 and comprised a learner review, as well as a review of the centre’s board of management. These two reviews were particularly beneficial to the centre as they succeeded in providing an even clearer focus for future centre activities. The centre’s engagement with both CDP and ICE were facilitated by the same facilitator. This has provided a certain continuity in the centre’s planning process.

 

It was reported that the planning process of the centre provides opportunity for the involvement of a wide range of centre personnel including management, staff, learners, parents and other stakeholders. While this is commendable it was clear that to date some had availed of these opportunities more than others. It is suggested, therefore, that consideration be given to reviewing the actual involvement of centre personnel in its planning process with a view to encouraging those who have been on the periphery to become more involved. There is greater opportunity, for example, for board members to become involved.

 

Changes recently made in the centre as a result of its planning process include the implementation of regular health and safety checks, the development of a learners’ induction programme and centre family day, the appointment of a staff public relations person, the introduction of a social, personal and health education (SPHE) programme and a staff support facility, as well as the implementation of FETAC quality assurance training for staff. Areas currently being focused upon as part of the planning process include the development of individual action plans for learners and the review of the appointment of an assistant director for the centre. The staff continues to work on developing these and other areas.

 

Planning in the centre is now firmly based on the principles and practices of the QFI. Through discussions with centre personnel and reviews of planning documentation available in the centre it was evident that its involvement in QFI has led to the development of a culture of planning within the centre.

 

3.3 Implementation of plan

 

An active monitoring team is in place in the centre to monitor the implementation of the CDP. Individual staff members are also aware of their responsibilities with regard to the implementation of the development plan. A report on the progress of the centre’s involvement in QFI is produced annually. This is brought to the attention of relevant personnel, including the centre’s board of management. These are all commendable practices.

 

Meetings of the teaching staff take place monthly. These meetings are chaired by the director, they have formal agendas and are also minuted. Staff members are provided with the opportunity to contribute agenda items for these meetings. It is recommended that the implementation of the centre plan appear as an agenda item at each of these meetings. The director has received training in the performance management and development system (PMDS) and it is planned that this process will be implemented in the case of the centre’s non-teaching staff from January 2008.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

The quality of planning and preparation for teaching and learning observed by the inspectors during the course of the evaluation was very good. Some excellent examples of both long and short term planning were in evidence. In the case of long term planning, for example, not all teachers had opted to rely exclusively on the FETAC module descriptor for their subjects. These teachers had also developed their own scheme of work for their subject that indicated the totality of, and the timeframe for, the work to be covered in their lessons for the duration of their course. These schemes of work were made available in either a typed or hand-written format and some comprised an abundance of information presented clearly and concisely. This level of planning is good practice and should be replicated across all subject areas. The needs of learners should be fully considered each year when developing the centre’s programme.

 

The majority of observed lessons were well planned in advance with some teachers furnishing the inspectors with copies of lesson plans for a number of the lessons that were observed. Indeed, there was a clear distinction in the delivery of lessons between those that had received priority of preparation and planning and those that did not. There was also a good level of planning for the use of resources in the majority of the lessons observed. Many teachers had developed their own teaching resources, such as handouts and worksheets, and many of these were produced using ICT. A number of teachers had accumulated an abundance of resources for their own teaching purposes over the years. Some classrooms, for example, had cupboards full of relevant books, magazines, manuals and papers which could be called upon as teaching aids at short notice and as required.

 

Lesson planning and preparation could be enhanced in certain instances by giving due cognisance to a number of particular areas. Firstly, it is important that all staff fully utilise the short-term planning template devised by the centre and complete all sections including content, teaching methodologies, assessment, resources, differentiation and integration. Secondly, teachers should have regard for the ability levels of their learners when planning programmes in order that lessons can be pitched at the correct level. Indeed, it would have paid dividends for the quality of learning in some of the lessons observed if the teachers had an awareness of the learners’ previous knowledge regarding the subject matter being covered. In this regard, assessment results should be used to inform all planning and teaching. Thirdly, it is of vital importance that individual one-to-one learning support lessons are appropriately planned in advance. In this context it is recommended that priority be given to progressing further the work of developing individual action plans. All learners should have such plans in place.

 

 

4.2 Classroom management and teaching methods

 

Lessons in a range of subjects, and at a number of different levels, were observed during the evaluation. These included lessons in Mathematics, English, ICT, Craft, Health Related Fitness, Cookery, Social Studies, Communications, Office Administration, Art and Literacy and Numeracy. The pace of most of these lessons was appropriate to the ability levels of the learners. It was clear from a number of the lessons observed that the relevant teachers had benefited from attending a professional development course on teaching methods during the course of the current year.

 

A wide variety of teaching methods was observed in the lessons visited including whole class, group, pair and individual activities. It is noteworthy that the majority of group work instances observed were particularly effective at meeting the individual needs of learners while simultaneously developing their communication and social skills. Group work also tended to make learning more interesting and fun for the learners and they were fully engaged with and involved in their work. An appropriate level of attention was also given to individual learners during those mainstream lessons observed with personalised intervention pitched at a level appropriate to the attainment and ability levels of the learner.

 

Teacher explanations are a regular feature of lessons and there was usually a good balance in these instances between teacher and learner inputs. They were particularly effective when the teacher inputs were short and clear and learners were afforded opportunities to ask questions and seek clarification. Some excellent examples of classroom discussions, brainstorming and question and answer sessions were also observed. Learners engaged enthusiastically with the subject matter in most lessons and the language and terminology used by teachers was always pitched at an appropriate level for the learners in these instances. An extensive range of teaching aids and learning resources were observed being put to effective use by teachers.

 

Effective learning was taking place in the majority of observed lessons. This was evidenced by the learners’ work and their ability to complete a new task or recall earlier work, their level of engagement with lesson material, their positive attitude to their work, the quality of discussion held between learners and their teachers and the relaxed and interactive but purposeful learning environment. While most classrooms reflected print-rich learning environments there remains scope for this to be applied in the case of other classrooms and to ensure that displays are rotated at regular intervals. There is also scope for greater inclusion of the learner’s own ideas, interests and environment into lessons in order to promote and facilitate learning.

 

Some teachers had attended a professional development course on integrating literacy in their lessons during the course of the current year and it was clear from observing lessons that this had paid dividends. This is commendable and it is suggested that all teachers be considered for such training in the future. The dedicated one-to-one learning support lessons offered to learners concentrate primarily on the development of learners’ literacy and numeracy skills. Other than in these instances there was limited attention given to the development of these skills in other lessons. Their development in many of the lessons visited was observed as being more incidental than planned. It is important that the development of these skills would not be left to the remit of a small number of teachers. The development of learners’ literacy and numeracy skills should permeate all subjects and all lessons in the centre.

 

Most teachers formally monitored and recorded the attendance and punctuality of learners in their lessons. This good practice should be replicated across all lessons. There was effective classroom management in all lessons observed and learners were regularly affirmed for their behaviour, effort and progress.

 

4.3 Assessment of learners’ progress

 

A formal induction programme, of two days duration, is in place in the centre for new learners upon their enrolment. While diagnostic tests are administered for learners (i.e. Schonell test for literacy and France test for Numeracy) these are not conducted sometimes until a significant period of time has elapsed following a learner’s enrolment. Further, standardised tests are not administered in the centre. It is recommended, therefore, that the centre introduce standardised testing materials for literacy and numeracy and these should be administered shortly after the enrolment of a learner. Standardised assessment tools would provide staff with more detailed and useful information than is currently being gleaned.

 

The centre operates three forms of assessment systems. FETAC assessment is the more popular form operating in the centre. The LCA operates for one class group and while the Junior Certificate operates for a small number of learners in a limited number of subjects these learners also follow FETAC programmes. Commendably, Co. Donegal VEC was one of the first in the country to have its schools and centres for education certified as recognised providers of FETAC programmes. The centre, therefore, subscribes to the quality assurance principles laid down by FETAC. Further, it was reported by management that all FETAC assessments are operated in accordance with their quality standards. Assessment of learners’ progress in these instances is primarily organised in accordance with the assessment requirements of the different FETAC modules. These comprise mostly of summative assessment techniques that include FETAC examinations, written and practical assignments and external assessment of learners’ portfolios of work. These are generally administered on an on-going basis throughout the duration of a learner’s course. From discussions with a number of learners it was apparent that they were unfamiliar with how their progress was being assessed in some of their subjects. It is important that the details of the assessment procedures employed in the case of the different modules studied by learners is fully shared and discussed with them. While this can take place early in the academic year it is important also that this information would be revisited regularly throughout the year.

 

Formative assessment techniques are used sparingly in the centre. When they are used it is generally in an informal way. It is recommended therefore that teachers give greater attention to the employment and the recording of the outcomes of formative assessment techniques. These can include observation, correction of class work, discussion with learners regarding their progress, checklists and written assignments.

 

From observation of a number of teachers’ records it was clear that they systematically record the progress of the learners in their classes; for example, the results of any completed LCA or FETAC assignments are kept, as well as results of relevant examinations. While this is commendable practice that should be replicated across all subject areas, there is scope for the development of a more formal or centralised system for monitoring and recording the progression of learners while in the centre.

 

Assessment results, those of both initial and on-going assessments, should be used to inform planning and teaching. While it is acknowledged that the centre has already developed individual action plans for some learners it is recommended that priority be given to progressing this work. The centre should work towards putting individual education plans (IEPs) in place for all learners. 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 IEPs.

 

4.4 Outcomes and standards

 

Discussions with learners revealed that many had clear goals for their future. In most cases the learners were able to identify, and were aware of how to access, viable options for their future and were pursuing their goals realistically. The introduction of a programme of career guidance into the centre’s curriculum, as recommended above, would assist others in acquiring a greater understanding and an appreciation of how they might achieve their career goals.

 

While the majority of learners displayed a sense of enjoyment from their experience in the centre many felt that they were capable of achieving at a higher level than they were currently attaining. It was of particular concern to a number of learners, for example, that they were not getting to complete certain FETAC modules, that they were not progressing to higher level modules or programmes once they had completed a module or programme at one level and that they were not achieving full FETAC awards. This is evidenced by the fact that the majority of the certificates gained by learners each year are those which indicate completion of a module, or achievement in a module. Few FETAC level 3 or 4 certificates are awarded that indicate that learners have achieved at least eight level 3 or 4 modules in a particular subject area. Issues concerning the progression of learners within the centre should be addressed as a matter of priority by centre staff. Learners should be afforded every opportunity to progress in their work while attending the centre, and in their life or career following their engagement with the centre.

 

The destination at the end of the year of the forty-six learners who were enrolled in the centre during 2006/2007 is recorded as follows: 76% continued in the centre, 17% opted to remain at home while the remaining 7% were recorded as being unemployed following their departure from the centre. Centre records indicated that the year of enrolment for a significant number of current learners was 2006 and 2007. However, the records also showed that some learners had been attending the centre since dates in 2002 and 2003. Further, it was reported to the inspectors during the course of the evaluation that some of the current cohort of learners had attended the centre for a defined period of time previous to their current enrolment. In essence, it would appear that the majority of learners are failing to make worthwhile progressions from the centre. Centre management and staff need to give careful consideration to the appropriate length of time that a learner remains in the centre; two to three years, depending on the learner, is considered an adequate period of time to complete both the foundation and progression phases of an STTC programme. The centre also needs to be more proactive at supporting learners in their progression from the centre. In some cases this will require the development of exit strategies for individual learners which could very well see the centre providing relevant supports for learners for anything up to six months or more following their departure from the centre.

 

Open days, family days or celebration days could be promoted more actively in the centre in order that the achievements of learners are recognised and commended.

 

 

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:

 

o        A guidance and counselling policy should be developed in a collaborative manner within the centre. All learners should be provided with an appropriate level of guidance, particularly career guidance.

o        Admissions, enrolment and attendance policies should be developed for the centre and implemented as a matter of urgency. Further, more proactive steps should be taken to encourage learner attendance and a supervised electronic clocking in and out system should be introduced for learners.

o        Work experience arrangements currently operating in the centre should be reviewed and an appropriate policy developed. The possibility of providing all learners with work experience should be explored.

o        A literacy and numeracy policy should be developed as a matter of priority. The appointment of a literacy coordinator would help to expedite this. The immediate establishment of a whole centre approach and structured programme would enable the development of learners’ literacy and numeracy skills that should permeate all subjects and all lessons in the centre. The results of standardised assessments should be considered when determining an appropriate programme of study for each learner.

o        The centre should develop further its current procedures with regard to assessing the progress of learners. A learner assessment policy should be developed and this should detail, along with other information, the format of the initial assessment of learners, the types of summative and formative assessment techniques to be used in subjects, assessment for learning techniques and assessment record keeping procedures (central and individual teacher basis). Assessment results should be used to inform all planning and teaching.

o        A policy on mobile phone usage should be prioritised for development within the centre.

 

 

A post-evaluation meeting was held at the conclusion of the evaluation which was attended by the adult education officer (AEO), the Youthreach county coordinator, the centre director 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 staff and management of St Fiachra’s Training Centre (STTC) welcomed the evaluation and found it a positive experience overall. They were largely satisfied with the findings and recommendations of the inspection report which they felt accurately reflected the work being undertaken in the centre.

 

·         The Board of Management wishes to clarify their request for the establishment of a position of Deputy Director within STTC’s. The current management structure in STTC’s means that in the absence of the Director, no staff member has designated responsibility for the welfare of learners and staff. It is felt by the Board of Management and by Co Donegal VEC that this is a health and safety issue and  Co Donegal VEC has written to the Dept. of Education & Science on that basis, requesting a post of responsibility as opposed to the creation of an additional post.

 

·         While it is regretted that there are not more male learners in the Centre it is important to note that there is a significant number of young male Travellers on the Youthreach programme in Letterkenny, as the STTC programme has implemented the recommendations of the Traveller Education Strategy and does not enrol learners under 18 years.

·         Co. Donegal VEC commissioned a small study into male Traveller participation in education and training programmes in 2006 and the findings of that research have been instrumental in fostering approaches to male recruitment. e.g. a Driver Theory course for young Traveller men supported by interagency funding has been delivered recently in St Fiachra’s; other similar initiatives are currently being explored as a means of encouraging more male participation.

 

 

 

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:

·         The Centre timetable has been reviewed and a master timetable is displayed in the reception and main corridor.

·         A dedicated time has been arranged to allow learners access to ICT facilities.

·         A supervised clocking in and out system to record learner’s attendance was introduced in January 2008.

·         The mobile phone policy is being implemented within the Centre.

·         An admissions policy has been developed and was ratified by the Board of Management.

·         The opportunity to participate in work experience has been offered to all learners.

 

Follow-up actions planned:

·         A literacy and numeracy policy and a Guidance and Counselling policy are currently being developed.

·         Progression of learners both within and from the Centre and a policy and procedures to support such progression are currently under review.

·         Activities to allow the learners to have contact with people from other social and cultural groups have been planned for the coming months.

·         Active recruitment of more male learners is being explored.