An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

St Joseph’s Traveller Education Centre

Senior Traveller Training Centre (STTC)

Finglas, Dublin 11

 

Date of inspection: 09 October 2008

 

 

 

 

Evaluation of centres for education

Centre context and ethos

Quality of centre management

Quality of centre planning

Quality of teaching and learning

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 Joseph’s Traveller Education Centre. It presents the findings of an evaluation of the work of the centre as a whole and makes recommendations for the further development of the work of the centre. During the evaluation, the inspectors held a pre-evaluation meeting 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, accompanied by one Education Officer, of City of Dublin Vocational Education Committee (CDVEC) and with the centre’s board of management. The inspectors also met with the centre’s local visiting teacher for Travellers. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the Education Officer, director and staff of the centre. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

1. centre context and ethos

 

1.1 Context

 

St Joseph’s Traveller Education Centre (STTC) began in 1979 as an outreach centre for Traveller girls who traditionally left primary school after making their Confirmation. In 1984 the centre was recognised as a training centre by An Comhairle Oiliúna (The Industrial Training Authority, popularly known as AnCO). The emphasis of the work in the centre at this time was on training in crafts. Responsibility for the management and operation of the centre transferred in 1998 from the Holy Faith Sisters to CDVEC. The emphasis in provision from this time onward changed to a more education-based programme.

 

St Joseph’s centre is located in an area of high density local authority housing in Finglas, Dublin. Part of the centre adjoins a primary school. New accommodation, mostly in the form of extra classrooms, was constructed at different phases in its history. Perhaps the most significant of these developments, however, was the construction of an on-site crèche in the late 1980s.

 

St Joseph’s is currently a forty-four place centre and at the time of the evaluation twenty-two learners (all female) were enrolled, aged between seventeen and sixty-four years. A review of past enrolment figures indicated that the average enrolment for the calendar year 2003 was thirty-two learners, in 2004 this figure decreased to twenty-eight and in 2005 it was twenty-seven. In the 2006 and 2007 calendar years the average enrolment in the centre was thirty and twenty-nine learners respectively. At present, therefore, it would seem that the number of learner places designated to the centre by the Department of Education and Science is generous.

 

The main catchment area of the centre is Finglas in Dublin 11. While all of the learners currently enrolled are from areas local to the centre, the centre has a history of attracting learners from outside its immediate catchment area. Most learners walk, drive or are driven to and from the centre.

 

1.2 Distinctive character and atmosphere

 

The centre’s mission statement states that it “is committed to furthering the education and training of Traveller women”. The centre, it continues, “acknowledges and resources the cultural requirements of the community and broadens its service to pastoral, social and childcare support”. During the evaluation there was evidence that the values encapsulated in the mission statement are realised in the day-to-day life of the centre. The centre has also identified a set of aims and objectives. These, along with the mission statement, were developed collaboratively by staff as part of the centre’s involvement in the centre development planning process of the quality framework initiative (QFI). It is clear, however, that some aims and objectives are being realised to a greater extent than others. It is important that these are reviewed and revised as appropriate at regular intervals by management and staff.

 

St Joseph’s is a welcoming and friendly centre, currently in a period of transition. A recent change in leadership and direction has presented new challenges for all staff, including the newly appointed director. In the last year, for example, aspects of the centre’s operation have altered, certain working arrangements for some staff members have been revised and aspects of the curriculum on offer to learners were enhanced. It would be expected that all of the changes observed, such as those outlined, will lead to improvements in the centre and, as this report will indicate, there remains further opportunities to enhance and improve the services offered to learners by the centre.

 

While it is normal that any form of change after a long period of relative stability would raise anxiety levels among staff, it can be reported that relationships between in-centre management personnel and teaching staff were seen to be cordial and businesslike. The working relationships between individual teaching staff members in the centre were seen to be quite good. The quality of relations between staff and learners and between the learners themselves was positive. Learners displayed respect for one another, particularly so in intergenerational mix situations, and for their teachers. It is felt that staff morale, while currently perhaps in a state of flux, will improve significantly once the centre emerges from its current transitional phase.

 

The centre has catered only for Traveller women since its establishment. It was reported that male Traveller learners in the catchment area wishing to engage in education and training opportunities similar to those offered by the centre tend to enrol in a local Community Training Centre (CTC). Currently, there is no admissions/enrolment policy in place in the centre. It is recommended that such a policy be developed as a matter of priority and that it complies fully with the Equal Status Act 2000, as well as other current legislative requirements. The development of this policy should involve all relevant stakeholders.

 

1.3 Supports for learners

 

The WEB wheel approach to learner support involving teacher mentoring, learner profiling and individual learner plans is currently being implemented in the centre. This is commendable. Individual learning plans were in the process of being developed for some learners at the time of the evaluation. Heretofore, the centre did not operate such plans. It is important that these plans are developed for learners within a reasonable period of time following their initial admission to the centre. They should also be partially based on the outcomes of appropriate learner assessment strategies. Further advice on the compilation of individual learner plans can be found in Guidelines on the Individual Education Plan Process published by the National Council for Special Education in 2006.

 

A CDVEC psychologist visits the centre each week to work with learners, and staff. All learners are provided with the opportunity to avail of one-to-one counselling sessions and/or small group sessions. The level of provision of this service is commendable. It is important, however, to ensure that all of those who might benefit from this service actually avail of it. Care team meetings take place once every fortnight in the centre. This practice was only recently introduced and these meetings are attended by the director, all teaching staff members and the CDVEC psychologist. A formal care team should be established in the centre. Careful consideration should be given to the membership of this team; a smaller team than is currently the case might prove more effective.

 

There is no formal guidance provision in the centre. All learners should be provided with an appropriate level of guidance, particularly career guidance. Given the complementary nature of these services, it is recommended that a policy for this area be developed collaboratively for the centre.

 

Staff and learners avail of a cooked meal at lunch time most days each week. While acknowledging the benefits of this arrangement, which include the skills that learners acquire in preparing meals, the nutritional value of such meals and the social skills developed in preparing and consuming meals in the company of peers and adults, it also has certain shortcomings. Discussions with learners revealed that many of them cook a meal for themselves and for their family each day when they go home. Many, therefore, disliked having to prepare two cooked meals each day. Preparation of the meal, and subsequent cleaning tasks, currently necessitates the release of at least one learner from classes each day. Unusually, this is because meal preparation and cleaning duties are not considered part of the work undertaken by the different class groups who prepare the meals daily. The educational value to the learners of their repetitive involvement in preparing a cooked meal most days is also questionable. Finally, conflicting evidence was provided by different staff members and learners as to whether the work that learners do in preparing these meals is accredited. For these reasons, it is recommended that a review be undertaken of learners’ lunch arrangements. A lighter meal, for example, might be more appropriate on some days. Further, lunch time arrangements should be incorporated into a healthy eating programme in the centre and accreditation, or otherwise, should be organised for some or all of the work associated with meal preparation tasks.

 

The centre implements some initiatives aimed at improving learner attendance. Each teacher, for example, maintains attendance records for individual lessons. This is good practice. Learner allowances are also based on reconciled register records, and a signing in and out system operates for learners. A prize was initiated at the centre’s most recent graduation day for the learner with the best attendance record. Despite these initiatives, however, attendance remains a significant challenge. In the days prior to the evaluation attendance was reduced on some days by up to 33%, while a review of past attendance records indicated that this figure could be higher. It is recommended, therefore, that extra initiatives aimed at promoting learner attendance should be implemented. Firstly, learners should be required to ‘clock-in’ and ‘clock-out’ of the centre daily. This would circumvent some of the problems that may currently exist with the practice of signing in and out. Secondly, implementation of attendance and punctuality rules, as defined in the centres agreed rules and regulations document, should be monitored carefully. These should be reviewed at regular intervals also by staff and learners together in light of the findings of such monitoring. Any sanctions for breach of attendance rules should be clear to all concerned and should be applied fairly and equitably. In particular, clear policy should be evident in cases where learners on the roll attend so infrequently, if at all, that retention of those learners’ places would be subject to review. Consideration should be given also to developing a charter for learner rights and responsibilities and any rules and regulations agreed between staff and learners should be shared with the learner council and approved by the centre’s board of management.

 

Commendably, a learner council was established recently in the centre. It is important, however, that the council is supported appropriately in terms of its ongoing work. It is clear that council members would benefit from further direction in relation to how it organises its meetings and how it manages its communications with relevant stakeholders.

 

A fully resourced and well-staffed crèche is attached to the centre. This facility provides invaluable childcare support which allows Traveller mothers to avail of further education and training opportunities in the centre and elsewhere. While a good working relationship was seen to exist between the centre director and the crèche manager, their managerial responsibilities in relation to the crèche were being clarified by the VEC at the time of the evaluation. It is important that both managers would have clear roles and responsibilities. There is scope for greater cooperation between centre teaching staff and crèche childcare staff. Consideration should be given to holding combined staff meetings once or twice annually.

 

1.4 Links with the community

 

St Joseph’s Traveller Education Centre has good links with some bodies and groups in its community, including Traveller representative organisations. These links can be attributed to the work of current and past staff members and to the fact that the centre has been operating in its community for the past twenty-nine years. The centre has links with Pavee Point, Finglas-Cabra Partnership, the Finglas Addiction Support Team and Valley Park United (local football club). The centre also has regular communications with the local visiting teacher for Travellers, the community nurse attached to the Health Service Executive (HSE) and the local juvenile liaison officer. Commendably, visiting speakers also visit the centre on occasions. Central to its communications with outside bodies and agencies lies the objective of raising learners’ awareness levels on certain issues, providing learners with a programme that best meets their needs and making the learners time in the centre as enjoyable and relevant as possible.

 

At the time of the evaluation learners were busy preparing artefacts and displays in their art lessons for use in a local Halloween parade. Participation in this event is commendable and involvement in other such community events is encouraged. The work being produced by learners for this event was of a very high standard. Consideration should be given to putting photographic records of learner involvement in 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 and should be catalogued for future reference purposes.

 

The centre currently operates a successful link with the local home-school-community-liaison coordinator. The operation of a cookery course for both Traveller and settled women together, involving the services of a teacher from a local school and the use of the centre’s kitchen facilities, has resulted from this particular link. This project provides opportunities for learners to have meaningful and sustained contact with their peers, and with people from other social and cultural groups. It is also an excellent example of community services combining their resources to provide beneficial services for learners and other community members. It is recommended that other innovative projects like this one be actively sourced and pursued. The centre should capitalise on the opportunities that exist to forge strong links with other VEC centres, schools and colleges. Strong links with other educational institutions are particularly important in creating opportunities for learners to progress to further education and training opportunities.

 

The centre has limited links with local employers and its business community. This is exacerbated by the fact that there is currently no work experience provision for learners. An element of work experience or work simulation should be introduced into the programme. This will be referred to later in this report. Efforts should be made to identify a representative of local employers with an interest in participating on the centre’s board of management.

 

 

2. quality of centre management

 

2.1 Role of VEC and Board of Management

 

Senior management personnel in the VEC displayed a thorough knowledge of the history of the centre, its strengths and the challenges that it currently faces. It is also true that management at VEC level is now more ‘hands-on’ in its approach to the management of the centre than was the case in the past. This is wholly appropriate. The centre’s operational budget is allocated from VEC head office, but is managed at centre level. 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.

 

Line management responsibility for the centre rests with an Education Officer in CDVEC. Relationships at this level were seen to be very healthy; there is a clear understanding of roles. CDVEC is very supportive of the centre, and particularly of the director. VEC management have put a range of initiatives in place to support the director in her role. The Education Officer and other VEC representatives visit the centre on regular occasions, for example, and the director is included in meetings of heads of CDVEC centres for education. Further, an external mentor is in place who advises the director on the discharge of her duties and a CDVEC psychologist regularly liaises with centre staff. CDVEC provides the centre with direction in relation to policy matters. This is a commendable level of supports.

 

The centre has a board of management in place. The board currently comprises of representatives of CDVEC, FÁS and centre staff. A new learner representative was co-opted onto the board prior to the evaluation. The board would benefit from the inclusion of local business and employer representatives, as well as local education representatives. The board meets on average four times annually and appropriate records of these meetings are kept. Sometimes, however, a quorum is not met and it is clear from a review of the minutes of past meetings that non-attendance of members at board meetings is an issue. The development of rules regarding board membership and attendance, as alluded to in the minutes of the board meeting dated 16 September 2008, is encouraged.

 

While there was a level of awareness among some board members of the legislative environment in which the centre operates, it is recommended that all board members be provided with in-service as regards their legal requirements and obligations. There is also 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 predominantly one of policy ratification.

 

2.2 Internal centre management and administration

 

A new director was appointed to the centre in 2007, the first since 1979. Highly committed and dedicated, the director is keen to move the centre forward and diligently to win the support of all staff members and learners. Leadership style is one of inclusion and collaboration. In certain instances, more assertiveness in discharging the role would be beneficial.

 

The director has a written contract with CDVEC. The duties attached to the post are wide ranging and require the deployment of a range of skills. It is clear that, in the discharge of duties, the administrative rather than the educational role of the director takes precedence. It is important that the management and delivery of teaching and learning is afforded appropriate attention. The contract of employment referred to above allows for the director to have “direct class contact where appropriate”. A degree of timetabled class contact not only allows centre director’s to keep abreast of developments in curriculum design and teaching methods, but it also provides opportunities to gain first-hand experience of the educational and developmental needs of learners, and to develop a quality rapport with learners. It is recommended that in-centre management endeavours to find opportunities to expand on the educational dimension of the role.

 

The administrative workload of the director is complemented by a level of on-site clerical support; the centre has the services of a secretary for twenty hours each week. The director and secretary share the same office. Staff values the contributions that the secretary makes towards the operation of the centre.

 

2.3 Organisation of the curriculum

 

The centre’s calendar for the 2008/2009 year indicates that it will be open to learners for the required 209 days per year. The centre opens each day at 8.45am. Lessons commence at 9.00am. A six lesson period day operates in the centre; four one-hour lesson periods before lunch and two forty-five minute lesson periods after lunch. The last lesson ends at 3.15pm (1.15pm on Fridays). These lesson period lengths seem to work well in the centre. Subjects are only timetabled consecutively in the case of practical subjects such as art and cookery. This is appropriate practice. There are two breaks of an appropriate length each day; a fifteen minute early morning break and a thirty minute lunch break. The centre’s timetable indicates that homework lessons take place between 3.15pm and 3.45pm. Inspectors observed, however, that these lessons do not take place in practice. They should, therefore, be removed from the timetable. In doing so, however, it is important to ensure that learners’ tuition time is protected.

 

There was significant divergence between the learner timetable provided prior to the evaluation and the learner timetable provided during the in-centre phase of the evaluation. Almost all afternoon lesson periods were in a state of flux prior to the evaluation. By the in-centre evaluation phase, however, there was a proper structure on these lessons; class groups had been assigned teachers and subjects for all afternoon lessons. The centre should work towards having its annual timetable in place for the start of each new centre year. A practice of half-day attendance only operates in the case of some learners. While acknowledging the realities that can exist for young Traveller mothers in terms of committing to a programme on a full-time basis, this practice erodes the work that can be done in the centre each day and is disruptive and disconcerting for those learners who attend in the afternoons. This practice should be actively discouraged. All learners should be provided with a full and comprehensive timetable for the full centre week. While a degree of flexibility can be built into a timetable, it places certainty on the centre day every day for both learners and teachers. The master timetable for the centre should be displayed prominently in the centre each year.

 

The curriculum is FETAC-based. FETAC modules are provided at levels three and four only. All learners study modules in mathematics and communications. The remaining modules are predominantly vocational or practical in nature and are very relevant to the skills needed by young Traveller women. These modules include catering, food and cookery, food and nutrition, caring for children, child development and play, health and beauty, art and design, preparation for work, and computer literacy. A number of modules have recently been introduced that promote the development of learners’ personal and social skills. These include personal care and presentation, personal effectiveness and personal and interpersonal skills. Some non-FETAC accredited subjects were being introduced into the curriculum at the time of the evaluation including driver theory/rules of the road and Traveller culture. The centre has always promoted the Traveller culture in its day-to-day operation. The introduction of this latter subject further enhances the centre’s efforts in this respect. Discussions with learners revealed that they would welcome subjects such as drama, photography and physical exercise.

 

The current cohort of learners in the centre is divided into four class groups. Membership of the groups is generally determined by the ability level of learners. One group has four learners and works predominantly to FETAC level four standard. Another group has five learners who work at levels three and four. A third group has seven learners who work at FETAC level three only. The centre is actively pursuing the possibility of acquiring FETAC levels one and two certification for the majority of the work undertaken by this group. This is commended.

 

Centre management and staff are aware of how important literacy and numeracy skills development is for learners. At the time of the evaluation the centre was in the process of recruiting a literacy coordinator to devise, manage and implement literacy and numeracy skills development provision in the centre. While this is commendable it is important that existing expertise in this area within the centre’s staff complement is fully utilised. The centre is also moving towards creating dedicated literacy and numeracy skills development lessons for targeted learners. This is a positive development in the programme. The implementation of a whole-centre integrated approach to the development of literacy and numeracy skills should be prioritised.

 

There is scope to strengthen further the health education aspect of the current programme. While acknowledging accommodation constraints, consideration should be given to introducing an element of health-related fitness. Enhanced links with community bodies and agencies could assist in this respect. An enhanced health education programme should also include reference to topics such as mental health, healthy eating and the effects of smoking and alcohol.

 

While learners study a module on preparation for work, work experience does not form part of the centre’s current programme. From discussions with learners it was clear that they lament not being afforded the opportunity to engage in work experience outside the centre. It is recommended that efforts be made to introduce an element of work experience, work shadowing or work simulation into the programme. This would help promote meaningful progression from the centre for the learners. In developing an element of work experience the centre should exploit fully its existing facilities, as well as its current links with potential employers. The on-site crèche, for example, could act as a provider of work experience placements, while the potential employer links provided by the various representatives on the centre’s board of management could be explored. The provision of work experience, or similar, would simultaneously assist in enhancing the centre’s links with local businesses and employers.

 

The centre does not provide a structured summer programme for learners. The normal programme continues at this time but is interspersed with a varied range of other activities. These include educational trips and excursions, sports days, talks by visiting speakers, quizzes, debates and film/documentary presentations. Most recently, a presentation of certificates ceremony was organised for learners that was attended by invited guests, as well as all staff, learners and some parents.

 

2.4 Management of staff

 

Currently, the centre employs a total of seven teaching staff ranging in length of service to the centre from six months to eighteen years. The majority of staff have three or more years teaching experience in the centre; this provides valuable continuity and experience. One member of staff has a contract of indefinite duration and works in the centre on a pro-rata part-time basis. Remaining staff members are employed in the centre on a part-time basis. All teaching staff work eight hours or more each week in the centre, are well-qualified and together hold an impressive range of qualifications spanning the educational, arts and business worlds. Staff appear to be deployed efficiently across the timetable based on their qualifications, skills and competencies. Appropriate effort is made to timetable part-time staff in a way that provides them with significant periods of time in the centre at any one time. It is clear that staff approach their teaching duties in a professional manner. It is important that all agreed roles and responsibilities are reviewed at regular intervals. While there is a sense of team work among the staff, it is felt that this would develop further with the passage of time.

 

The centre benefits significantly from the services of an office administrator and a general operative. It was evident that the work of these staff members contributes to the smooth and efficient running of the centre and that their services are valued by all staff and learners.

 

CDVEC management support staff involvement in relevant professional development courses. In the past three years staff have updated their knowledge and skills in a range of areas relevant to the learners. Courses attended include those on programme planning, QFI and FETAC, mapping the learning journey, cake and bread making, food hygiene and web wheel. Some members of staff have acquired academic qualifications relevant to their areas of work. This is commendable. In order to ensure that maximum benefit is gained from engagement with professional development, consideration should be given to conducting an audit annually of the professional development needs of staff. Appropriate action plans should then be devised. Training in integrating literacy, child protection issues and social, personal and health education should be prioritised for staff members in the future.

 

2.5 Management of accommodation and other resources

 

St Joseph’s Traveller Education Centre is housed in a purpose-built education and training centre. The building has undergone a number of extensions since the mid-eighties and these have allowed the centre to expand its curriculum over the years. Currently, the centre comprises three general classrooms, one large kitchen/canteen and a computer room. Both the canteen and computer room are used as classrooms when required. The crèche is housed in a separate building. The centre has one office space, three storage rooms and unisex toilet facilities shared by staff and learners alike. Staff should consider if these are the best arrangements that can be facilitated.

 

Currently, one large room in the centre is used exclusively for the operation of Geansaí Knit, a long standing FÁS Community Employment Scheme (CES) attached to the centre. Centre staff and learners are unable to access or make use of the facilities in this room. If this room were available to the centre it would facilitate a broadening of the centre’s curriculum, for example, the introduction of craft (such as machine knitting, textiles, leather work and upholstery).

 

From discussions with centre management, and from interaction with the on-site CES employee, it was clear that the effectiveness of the Geansaí Knit facility has not been reviewed for some time. It was also clear that the business circumstances of this scheme have changed significantly since its establishment. This has made it difficult for the scheme to maintain a focus on employment in the knitwear industry with the effect that its participants are now employed, under the auspices of the scheme, in the centre’s kitchen and in the on-site crèche. The introduction of work experience into St Joseph’s programme was recommended earlier in this report, but if the current working arrangements for participants in Geansaí Kint continue it would remove, or at least significantly curtail, the possibility of St Joseph’s learners from engaging in work experience in the crèche. Further, only small numbers of participants now engage in the CES annually and of those that do, all engage in only a part-time capacity. There are no participants present after lunch time each day. It is recommended that VEC management enter into negotiations with FÁS, and other partners where relevant, with a view to considering the possibility of relocating the CES scheme to other more suitable premises.

 

The centre is well maintained. Classrooms were neat and tidy at the time of the evaluation. A health and safety audit was recently carried out but, while a health and safety officer is appointed, there is no health and safety policy in place. It is recommended that such a policy be developed for the centre as a matter of priority.

 

The centre is generally well resourced and resources are deployed and used appropriately by both staff and learners. A good range of resources is available for most subjects on the curriculum. There is a lack, however, of dedicated literacy and numeracy skills development resources. ICT facilities are available for both staff and learner use. The computer room has twelve computers with internet access, and two printers. There is one computer in the centre’s smallest classroom. Staff make use of ICT mostly for research purposes, but also for producing classroom materials. Learners use ICT facilities mostly for research purposes and to type assignments. Commendably, some of the centre’s software facilities facilitate on-line learning.

 

The centre makes good use of some community resources to enhance the programme offered to learners, for example, local sporting facilities. The availability and feasibility of making use of other such resources should be explored.

 

 

3. quality of centre planning

 

3.1 Centre plan and policies

 

A centre development plan covering the period 2006-2009 is in place in the centre. The plan contains comprehensive sections on the history of the centre, and of the local community. A total of sixteen key actions for development are identified in the plan, along with their expected completion dates. The plan would benefit from the inclusion of more specific details with regard to those persons responsible for the completion of planning tasks. All actions for development have been grouped in order of high, medium and low priority. Inspectors considered that the actions apportioned to each group were appropriate. High priority areas include communications and links with the community, staff development and training, staff support, code of behaviour, equality, programme development and delivery, initial assessment of learners, learner induction, work experience and learner transfer and progression.

 

There are a number of policies in place in the centre. Most of these, however, were developed at a CDVEC level to cater for all of the centres for education, schools and colleges within its scheme. While this is commendable, it is important for centre staff, and others as appropriate, to reflect carefully on each of these overarching policies and make any necessary alterations to ensure that they address the specific needs of this centre. Furthermore, admissions, enrolment and attendance policies, curricular and assessment policies including a literacy and numeracy skills development policy, a guidance and counselling policy and policies on health and safety, smoking and mobile phone usage should be prioritised for development. It is also important to ensure that there is a common approach to the implementation of centre policies by all staff.

 

The issue of child protection was discussed with the VEC and the management of both the centre and the on-site crèche. 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). While it was clear that this policy applied to the crèche, it was unclear as to whether it applies in the centre. The centre’s board of management has not formally adopted the VEC child policy and procedures. The relevant child protection procedures have not been brought to the attention of all centre staff, including new staff, or parents. Management should ensure that all staff are familiar with the procedures to be followed. Further, a designated liaison person (DLP) for the centre should be appointed in line with the requirements of these Department of Health and Children guidelines. A deputy DLP should also be appointed.

 

3.2 Planning process

 

Currently, centre planning is based on the principles of the quality framework initiative (QFI). All staff are familiar with this initiative and understand the benefits to be had from engaging with its various facets. The centre engaged first with the QFI’s centre development planning process, resulting in the completion of its existing centre development plan in April 2006. The process was facilitated by a QFI facilitator and, commendably, involved input by centre management personnel, centre and crèche staff and learners.

 

Currently, the plan does not include provision for review. It is important that the plan is reviewed at regular intervals. In that process, and in developing a new plan, consideration should be given to involving more those who were on the periphery of the development of the first centre plan. There is scope, for example, for the centre’s board of management to become more centrally involved in centre development planning, implementation, monitoring and review processes. Consideration could be given also to involving parents and community representatives further in these processes.

 

The centre had limited engagement with QFI process during the 2006/2007 year.  While the centre has not yet undertaken internal centre evaluation (ICE) there are tentative plans in place to engage with this process shortly. A QFI facilitator has visited the centre a number of times recently to work with staff and some staff members have attended relevant external seminars on centre planning. This augers well for the future of QFI in the centre.

 

3.3 Implementation of plan

 

The monitoring arrangements that apply to the implementation of the centre plan are detailed in the plan itself. Reference is made therein to the establishment of a monitoring team. To date, however, this team has not been established. It is recommended that this be done as a matter of priority. It is important that accurate monitoring records are maintained. Effective monitoring will help ascertain how effective the centre plan is at informing centre practice. Monitoring records can also inform centre planning and review processes.

 

There are regular meetings of the teaching staff in the centre; a minimum of one each term. These meetings are chaired by the director, who also records the minutes. Consideration could be given to rotating these roles among staff members at future meetings. All staff have the opportunity to contribute agenda items for discussion at staff meetings. This is good practice. While centre planning issues are discussed regularly at meetings, it is suggested that the centre development plan and its implementation, as well as learner council and care team issues, should appear as agenda items at every staff meeting. There are regular informal meetings between the director and individual staff members throughout the year.

  

 

4. quality of teaching and learning

 

4.1 Planning and preparation

 

Overall, the level of planning and preparation for those lessons observed during the evaluation was excellent. Some admirable examples of both long and short term planning were observed.

 

All teachers were very familiar with the relevant FETAC module descriptors for their subject(s). These descriptors were made available in all of the lessons visited. Most teachers had developed their own scheme of work for their subject(s) and most of these were presented in a typed format. The schemes presented indicated the totality of, and the timeframe for, the work to be undertaken in lessons for the duration of a course. The more effective schemes made reference to learner outcomes and the resources needed to implement the programme. Programme planning was also flexible enough to allow for changes in its implementation. Good practice was observed where teachers kept records of actual material covered in lessons each day and where these were used to inform future programme planning. The more effective long term planning practices observed in the centre should be replicated across all subject areas.

 

All of the lessons observed were well planned in advance. Lesson plans were furnished in the case of a number of observed lessons. In these particular lessons it was evident that such detailed planning had paid dividends. There was excellent planning for the use of resources in lessons. Appropriate teaching and learning materials were used widely across lessons and these comprised, among others, handouts and worksheets that were developed by the teachers with the individual needs and skills of learners in mind. Many of these materials were produced using ICT indicating that teachers make good use of available ICT resources in their lesson planning and preparation practices. Some teachers had accumulated an impressive range of teaching and learning resources for their own teaching purposes over the years. Some teachers share their teaching resources with each other. This is good practice. Planning for practical lessons in particular was of a high standard; for each of these lessons observed it was clear that considerable thought had been given to the types of props needed to support the subject matter being taught.

 

There was planned integration of the development of learners’ literacy, numeracy and ICT skills in some of the lessons observed. This is good practice and should be replicated across all lessons as appropriate.

 

4.2 Classroom management and teaching methods

 

Lessons in a range of subjects were observed during the evaluation. These included lessons in communications, mathematics, information technology, preparation for work, cookery, art, child care, personal and interpersonal skills and personal care and presentation, all at FETAC foundation level or level one. Most lessons were practical or activity-based in nature. This contributed to securing the engagement of learners in their work. The subject matter of most lessons, and the means in which it was delivered, was appropriate to the FETAC level being taught. The pace of most lessons was appropriate to the ability level of learners.

 

A range of teaching strategies was observed across the different lessons visited including whole class, small group, pair work and individual tuition. Small group and one-to-one tuition was the dominant teaching strategy used in the majority of lessons. This was facilitated by the low teacher-to-learner ratio and was particularly prevalent in those lessons where learners were working on individual tasks. In a few lessons it was observed that learners requested assistance from their teacher frequently as they attempted to work through their individual task, placing the teacher under considerable pressure to address the needs of each learner. One-to-one tuition was observed to be most effective where it was planned in advance, where its intervention in a lesson was appropriately timed and when it lasted for the optimal period of time. It would be appropriate for teachers to ascertain that learners are capable of attempting particular tasks before they are allowed to progress on their own. In some lessons individual tuition and support was given very discretely, which was appropriate.

 

Other teaching and learning strategies observed in lessons included teacher explanations and demonstrations, project work, research, class discussions, brainstorming, question and answer sessions and use of flipcharts and the classroom whiteboard. Most of these strategies were implemented in an effective manner. There is scope, however, for enhanced integration of existing ICT facilities across subjects and lessons.

 

Learners were frequently observed assisting one another with their work in lessons and were happy to learn from one another. There was evidence of effective learning in some of the lessons observed. This was apparent from the level of learner engagement with lesson material, the quality of classroom discussions and the quality of some of the learners’ work. Such work comprised mostly of examples of learners’ FETAC folders; there was limited variety in the range of learners’ work observed. There was evidence in some lessons that learners’ work was being monitored. This good practice should be replicated across all subjects. On occasion, enhanced learning would have resulted if more opportunities to broaden class discussions were taken, if notes, phrases and illustrations placed on whiteboards by teachers were recorded by all learners and if answers to questions were from individuals and explored further with all learners, as appropriate.

 

Attention to the development of learners’ literacy and numeracy skills varied significantly across the lessons observed. Their development was prioritised in some classrooms. Dedicated strategies aimed at promoting literacy and numeracy skills development such as reading, spelling and key word posters were evidenced in some classrooms. In other lessons the development of these skills occurred more by default than by design, while little or no attention was paid to this need in a few observed lessons. A 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 and structured visits to the local library. All staff should encourage learners to read, spell and handwrite during lessons.

 

Learner attendance in lessons, and to a lesser extent learner punctuality, was monitored by individual teachers. Positive relationships at all levels were observed in classrooms. Learners were affirmed for their inputs in appropriate ways and at regular intervals. Learners were willing participants in their lessons, they were willing to learn from one another and they displayed a positive attitude to their work and to the centre.

 

4.3 Assessment of learners’ progress

 

Centre-developed literacy and numeracy skills assessments have recently been introduced. These are generally conducted shortly after learners enrol in the centre and are mostly used as a means of assigning learners to their class group. Learners also have the opportunity to meet on a one-to-one basis with their communications and mathematics teachers to identify any further skills deficits, and to plan for the fulfilment of their educational needs in these areas. Standardised or diagnostic tests are not administered in the centre. While acknowledging the efforts of the centre in respect of the initial assessment of learners, it is recommended that more formalised assessment strategies for literacy and numeracy be introduced. Standardised assessment tools would provide more detailed and useful information regarding learners’ abilities. Such information would also contribute to the development of more effective individual learning plans for learners.

 

The most prominent form of assessment operating in the centre is that associated with the different FETAC modules being taught. The centre, under the auspices of CDVEC, is a recognised provider of FETAC programmes. It subscribes, therefore, to the quality assurance principles laid down by FETAC and it was reported by management that all FETAC assessments are operated in accordance with their quality standards. FETAC assessments comprise mostly of the implementation of summative assessment techniques such as FETAC examinations, written and practical assignments and external monitoring of learners’ portfolios of work. These are generally administered on an ongoing basis throughout the duration of a learners’ time in the centre and were seen to be implemented in a fair and consistent manner. Some excellent examples of learners’ completed FETAC work were observed in a number of subjects. These generally contained a copy of learners’ marking sheets, some of which indicated high levels of learner achievement.

 

Some formative assessment techniques such as observations in lessons and questioning strategies are used regularly in classrooms. Others such as criteria and goal setting, encouraging learners to maintain records of their own progress and self and peer assessment are used more sparingly. When they are used it is generally in an informal way. It is recommended that teachers employ a greater range of formative assessment techniques more regularly, and in a more formal way, in their teaching.

 

Some teachers maintain records of the progress that learners make in their subjects. This is good practice and should be replicated across all lessons. There is scope, however, for the development of a formal or centralised system for monitoring and recording the progression of learners while in the centre. This should be accessible by staff, learners and, where relevant, parents. It would also enhance the systems currently in place for communicating and sharing information regarding learners’ progress. It is also good practice that procedures and criteria for assessment be discussed, clarified and agreed between teachers and learners.

 

A graduation day is held annually for learners and is attended by external and internal management personnel, invited guests, staff, learners and parents. It is an excellent way of recognising and celebrating learner achievement. Open days and family days could also be considered as ways of celebrating learner achievement, while simultaneously encouraging persons into the centre.

 

4.4 Outcomes and standards

 

Learners articulated well to inspectors the very practical and genuine reasons as to why they came to St Joseph’s Traveller Education Centre. Some learners had attended the centre for a period of time earlier in their life and were pleased to have the opportunity to return for a second time. Learners also had clear personal goals for what they wanted to achieve during their time in the centre. All learners, for example, wanted to obtain FETAC certification and were seen to be pursuing such goals in a realistic manner. Learners had ideas about what courses or jobs they would like to do upon leaving the centre. Employment in the areas of secretarial work, child care, beauty and hair care were popular choices. Learners were less clear, however, about how they might access these kinds of career options. The introduction of a programme of guidance into the centre’s curriculum, as recommended in section 1.3, would assist learners in identifying, accessing and pursuing future life choices. The centre should also place an emphasis on exposing learners to positive role models from within the Traveller community as a means of providing concrete evidence of the possibilities that can be achieved.

 

All of the learners spoken with during the course of the evaluation displayed a sense of enjoyment arising out of their time in the centre. It was clear that learners were acquiring very valuable life skills in the centre. Learners were also experiencing improved self-esteem and enhanced personal and social development. Learners accept and undertake responsibilities within the centre. A learner representative, for example, sits on the centre’s board of management and each class group has a class representative. Such practice should be encouraged at every opportunity in the centre and beyond.

 

In terms of certification, the tradition in the centre was that learners acquired mostly FETAC certificates in a small range of subjects which indicated that they had either completed or achieved a certain standard in a module of work. The centre’s curriculum was reorganised in 2007/2008 to provide learners with the opportunity to pursue full FETAC awards. This is commended. It is important that learners are 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 twenty full-time and fifteen part-time learners who were enrolled in the centre during 2007/2008 is recorded as follows: 40% continued in the centre, 3% gained employment while the remaining 57% were recorded as being unemployed following their departure form the centre. While acknowledging some past successes, these figures suggest that the majority of learners are failing to make worthwhile progression from the centre. The centre should, therefore, place a greater emphasis on supporting learners in their progression from the centre. In some cases this might require the development of exist strategies for individual learners which could involve providing relevant supports for learners for a specified period of time following their departure from the centre.

 

 

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:

 

 

Post-evaluation meetings were held with the education officer, director and teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

Published May 2009

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

Area 1:  Observations on the content of the inspection report

 

The Board welcomes the report and accepts the report as giving a fair and balanced picture of the provision in the centre.  The Board wishes to acknowledge the work done by the visiting inspectors.  It also wishes to acknowledge the contribution of the staff and the trainees in the centre in compiling the report.

 

It is the view of the Board that the recommendations as outlined in the report will form the basis by which the provision of the centre will be examined and improved in both the long and short term.

 

Some of the initial changes in this regard are outlined below.

 

 

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 formal care team has been established in the centre.  All learners will meet with the visiting psychologist at least once per year.

·         The Board of Management has been expanded to include a learner representative, a local education representative and an employers’ representative.

·         A Dedicated Liaison Person (DLP) and a deputy DLP have been appointed.

·         A monthly prize for learner attendance has been introduced.

·         An admission Policy has been drawn up and approved by the Board.  The centre Mission Statement has been reviewed.

·         Staff training in computer based assessment (Transition Profiler) and in integrating literacy has occurred.  Significant learner material has been purchased from NALA.

·         Links with the AEGI have been established.

·         All new learners join only on a full time basis.  All half day attendance has been reduced as far as is possible and will be discontinued from summer 2009.

·         Responsibilities of centre manager and crèche manager have been clarified.

·         Internal Centre Evaluation (ICE) and a structured summer programme have been initiated.

 

Issues in relation to FAS, timetabling, progression and lunch facilities will be addressed in the plans for 2009/10.