An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 St. Oliver’s Senior Traveller Training Centre

Cloverhill Road, Clondalkin, Dublin 22

 

Date of inspection:  9 July 2008

 

 

 

 

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. Oliver’s Senior Traveller Training Centre, Clondalkin Dublin 22. The centre is known locally as St. Oliver’s Education and Training 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 pre-evaluation meetings with the director of the centre, with the teaching staff and with representatives of County Dublin VEC. 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 interviews with a representative group of learners and parents. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspectors conducted an interview with the County Dublin VEC Youthreach / Senior Traveller Training Centre co-ordinator. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the director and staff of the centre. VEC representatives attended this meeting.  The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

1 centre context and ethos

 

1.1 Context

 

St. Oliver’s is located in Clondalkin.  Although it has dropped the specific reference to Travellers from its title, the centre currently caters exclusively for twenty-four members of the Travelling community.  Originally opened as a FÁS training centre in 1980, it now operates under the patronage of County Dublin VEC.  Most of the learners are drawn from the immediate locality and include several from the halting site directly beside the centre.  The centre is open for 209 days each year, opening each day at 8.45am and closing at 4pm.  The centre closes at lunchtime each Friday. 

 

1.2 Distinctive character and atmosphere

 

This is a small centre. The learners who attend regularly have a very positive view of the centre.  In interviews with them, they cited the development of their self-confidence as being one of the major benefits of attending the centre.  For some, this sense of self-confidence is fostered and developed through the support that they have received in improving their literacy skills.  For others, it stems from the support given in the identification of areas of personal strength and, ultimately, knowing they can develop the wherewithal to progress to further training and employment.  The focus which is placed on the holistic development of the learner is one of the more striking examples of its distinctive character.  Activities and learning opportunities take place in a positive and structured environment where learners’ efforts are suitably rewarded.    

 

Another striking feature of the centre is the large number of young learners in the centre.  Of the twenty-four learners enrolled in the centre at the time of the evaluation, eight were aged 15 or 16 with an even spread of boys and girls.  The State’s preferred option is for young people of school-going age to remain in mainstream school settings.  It is apparent that, in this instance, this is not happening.  Many have chosen to leave mainstream schools to enrol in the centre.  It is evident that the payment of a training allowance is one attraction for learners.  However, there may be other reasons why they drop out of school so early.  From discussions with centre management, it is evident that links with schools which refer learners to the centre could be enhanced.  Learners frequently arrive without any documentation from the schools they were previously enrolled in.  This should be sought by the centre as a matter of course. 

 

There is a busy and positive atmosphere evident in the centre.  Relations between the learners and the staff are positive.  One senses a ‘work-like’ atmosphere as learners move between classes.  Learners can be boisterous and jovial; however, it is also evident that they realise the importance of the opportunity they have been given through their attendance in the centre. 

 

1.3 Supports for learners

 

A number of supports are available to learners in the centre.  The VEC psychological service is available to learners as required.  The FÁS advocate is a regular visitor to the centre and assists with the progression of learners.  The centre’s staff is very supportive of the learners in their interactions with them and with the affirmation and encouragement given.  For some of the learners, the possibility of attending on a part-time basis acts as a support.  In this instance, learners who are parents have the possibility of bringing their children to and from school while at the same time maintaining a place in St. Oliver’s.    

 

Attendance levels in the centre are very poor, standing at an average of just over 50% immediately prior to, and during the evaluation.  Given the level of support offered to the centre by the VEC in terms of staffing, teaching and material resources it is arguable whether there is currently a sufficient return on this investment.  Poor attendance impacts negatively on the amount and quality of work that can be completed.  As is referred to in more detail below, poor attendance impacts on the teaching methodologies in use in the centre.  It is acknowledged that efforts are made in the centre to encourage attendance and that poor attendance rates in this sector are not exclusive to this centre.  Teachers maintain class registers and all learners have to sign in and sign out each day.  However, it is evident that these measures have not tackled this significant challenge successfully.  It is recommended that, in conjunction with the VEC, a systematic approach to learner attendance be implemented with a view to achieving incremental increases in the short term.    

 

1.4 Links with the community

 

Parents interviewed during the evaluation expressed their strong support for the work of the centre.  Many recognised the difficulties their children had experienced in post-primary schools and, similarly, the challenges that their children’s behaviour had presented while in the mainstream school system.  Nonetheless, it is of interest to note that the expressed preference of the parents for their children’s education is the school system.  This view, allied to the recommendation outlined in section 2.1 below may have significant implications for the centre in the future. 

 

In the interim, there are good relations between those working in the centre and the parent body, though the view was expressed at the meeting with parents that they would prefer more frequent updates on the progress, or otherwise, of their children.  This is also one of the areas for action identified through the Quality Framework Initiative (QFI) process in the centre.  This is yet to be implemented. 

 

Given that the centre is in existence for over twenty-five years, it has naturally built up a range of contacts with the local community, local agencies and other groups.  Through the advocate position, effective links have been forged with local providers of further education and training, including FÁS.  As outlined elsewhere in this report, it is recommended that further efforts are made at centre management level to develop closer and more meaningful links with the schools from which the majority of the learners enrol.  The centre’s brochure, for example, should be widely distributed among agencies and schools in the area. Links with the visiting teacher service for Travellers could also be strengthened proactively at centre management level.  Consideration might also be given to the development of a dedicated website for the centre.   This could be incorporated into future ICT lessons.        

 

 

2 quality of centre management

 

2.1 Role of VEC and Board of Management

 

There is no Board of Management in the centre.  Consideration is currently being given within the VEC to the adoption of a different management structure which would involve the creation of two boards of management; one which would manage centres on the northside of Dublin, the other managing centres on the southside.  A co-ordinator, employed by the VEC currently line-manages the Youthreach Centres and Senior Traveller Training Centres in its area.  The co-ordinator and the VEC education officer are newly appointed to their respective roles.

 

One of the major tasks facing these and other VEC personnel in conjunction with the centre is to define the future role of St. Oliver’s in the continuum of supports available to adult learners in the area.  The VEC has given a directive to the centre not to enrol any further learners under the age of eighteen; this is in line with the terms of the recent Circular 0086/2008 implementing a recommendation in the Department of Education and Science’s publication Report and Recommendations for a Traveller Education Strategy.  This is likely to result in a significant change for the centre in the medium term.

 

The prospect of providing integrated learning opportunities, experiences and courses for Travellers and settled people on the current site is one which may be considered.  As a first step in this process, consideration could be given to broadening access to the centre building to other groups working in the area.  In the intervening period, the VEC and centre management in conjunction with local schools may wish to investigate the reasons why learners appear to be attracted to the centre in such numbers at so early an age.                 

 

VSSU procedures are implemented in the centre by the VEC.  In that context, the issue of progression was discussed at the post-evaluation meeting.  It is noted that two current learners are in their fifth and sixth years respectively in the centre.  One of these learners does not attend any classes.  Rather, she assists in the preparation of meals.  Paying a trainee allowance in this instance is unacceptable.  Consideration could be given, however, to employing this person on a formal basis.  A progression route for the second person referred to should be mapped.  The attention of centre management is drawn to Department of Education and Science policy regarding length of stay in a centre which stipulates that a learner should spend two years in a centre or, in exceptional circumstances, three years.      

 

2.2 Internal centre management and administration

 

The centre director is experienced, having been appointed approximately nineteen years ago.  The director places a strong emphasis on the importance of effective planning and this is good management practice.  The QFI process is suitably developed in the centre and it is evident that members of staff have been assigned roles in that regard.  The centre is administered effectively.  Suitable records e.g. enrolment, attendance etc. are maintained.  The major challenge facing centre management lies in the future development of the centre.  In the absence of learners under eighteen years of age in the future, a different dynamic will be created in the centre.  The focus of work in the centre may become more adult oriented and integrated and, ultimately, may require an alternative leadership style.         

 

The potential offered by the formation of a learners’ council was discussed at the post-evaluation meeting.  While relations between centre management and learners are open and relaxed there is currently no formal mechanism in place by which the collated views of the learners can be expressed.  The formation of a council, supported by a nominated member of staff, would allow for this formal relationship to develop.   

 

 

2.3 Organisation of the curriculum

 

The focus of work in the centre has changed considerably in recent years.  Having provided mainly practical subjects in its early days, the programme on offer has diversified to the extent that learners study subjects such as CSPE and Health-Related Fitness.  The curriculum is organised such that it is intended to develop the learners’ academic, vocational and life skills.  The availability of suitably qualified teachers and generous accommodation has facilitated this welcome development.  Most of the subjects on offer carry FETAC accreditation at Level 3.  There is, however, good balance between these subjects and others which do not carry accreditation but which are equally as valuable to the learners.      

 

One of the very noticeable positive traits possessed by the staff is their willingness to try new approaches.  Evidence of this is provided in the adoption of team teaching in certain areas of the curriculum.  This has been a successful approach where learners and teachers have benefited.  It must be pointed out, however, that it may only be possible to utilise this approach because of the poor attendance in the centre.  If, for example, the attendance levels were to rise significantly to the extent that there were eight or nine learners in each of the classes, it may not be possible to deploy staff in the current manner.       

 

Perhaps because of the number of very young learners in the centre, there is no structured approach to the provision of work experience.  As learners express an interest in a particular area, the FÁS advocate arranges for them to be interviewed.  A number of learners in the recent past have progressed to pre-apprenticeship courses in this manner.  This is to be welcomed.  However, of note is the fact that a majority of respondents stated in the centre development planning process that they actually did not want to have work experience during their time in the centre.  Notwithstanding this view, it is strongly recommended that a more structured approach to the provision of work experience be adopted.  Learners must become aware that, as a matter of course, they will be expected to participate in and benefit from work experience.  While the advocate will, undoubtedly, play a significant role in that regard, centre staff should also be involved in the process.  The development of closer links with local businesses and enterprises will also be required.   

 

It is evident that there is no formal structured summer programme in place in the centre.  A range of activities is offered in June which might well be included in a summer programme.  However, a more systematic and structured approach to the provision of a such a programme is required. 

 

2.4 Management of staff

 

A number of core members of staff have considerable experience working in the centre.  These teachers are suitably qualified for their positions and have engaged in professional development over the years.  In contrast to some centres, the teaching staff consists of a small number of teachers with significant hours. These facts give a strong sense of stability in the centre.  For the most part, it is evident that there are good staff relationships and that the team works effectively and collaboratively.  During the course of the evaluation the inspectors were made aware of ongoing difficulties in the centre relating to some aspects of staff management.  The VEC is aware of these difficulties and suitable efforts are being made to resolve outstanding issues.      

 

Staff meetings are held regularly as part of the ongoing management of the centre.  Issues such as health and safety, centre development planning and programme planning are regular features of discussion.  Learner progress meetings take place approximately every six weeks.

 

It is noted that in the past, there were members of the Travelling community on the staff of St. Oliver’s.  In the event of a member of the Travelling community being deemed suitable for employment in the centre, this opportunity should be taken. 

 

2.5 Management of accommodation and other resources

 

County Dublin VEC is commended for the provision of a very good building for the centre.  It is relatively modern, well maintained, bright and attractive.  Similarly, staff members in the centre are commended for ensuring the provision of a welcoming learning environment.  There are very attractive displays of materials, posters and charts completed by the learners and displays of historical and photographic materials relevant to the Travelling community on the walls of the centre.  There are sufficient rooms to cater for the provision of a good balance between academic and vocational pursuits.  Of particular note is the fact that the facilities in the centre attract the interest of males and females.  In that regard, there are satisfactory resources available for wood and metal work, for hair and beauty and for physical education.  Meals are prepared for the learners on a number of days each week and these are shared with the teaching staff.  This adds to the positive environment in the centre.    

 

The provision of a greater range of materials to support the development of literacy among learners in the centre was discussed at length at the post-evaluation meeting.  While there are some books and reading schemes available, it is recommended that these are upgraded to include materials more suited to adult and teenaged learners with literacy difficulties.  In that regard, it is recommended that the local library service be approached for assistance. 

 

One of the most significant and commendable decisions taken by management in the centre in recent times was to insist on males and females being taught in the same room.  This forward-thinking move has been successful to a great extent, in that, in most classes, males and females co-operative fruitfully.  It is evident that female learners have no difficulty in accessing and participating in classes that might, in the past, have been viewed as the preserve of their male peers.  These include metalwork and woodwork.  A challenge remains for the centre, however, in extending male participation beyond traditional or stereotypical roles in some classes.   

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

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 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. At the time of the evaluation there was no deputy DLP in the centre.  It is recommended that a member of staff be appointed as soon as possible.

 

A published centre plan was presented to the inspection team during the evaluation.  This delineates a history of the centre and future plans for its development.  This is a very commendable document and offers all staff an effective tool in assisting them, in particular, to ensure best practice with regard to the administration and management of the centre.  There is little reference in the document, however, to the quality of education inputs or the development of monitoring systems for teaching and learning.  These are among the essential questions which should be posed and answered through the QFI process.  It is recommended that further consideration be given to these issues.  Formal structures, such as Internal Centre Evaluation (ICE), should be further developed to facilitate a process of self-evaluation and review of quality of education inputs in particular. 

 

3.2 Planning process

 

It is evident that those working in the centre have engaged with the QFI process.  Considerable and commendable work has gone into the publication of a Centre Development Plan.  There is good evidence to suggest that the document has been completed collaboratively.  Learners, for example, were surveyed as part of the process.  Key actions have been identified for the time period 2006 - 2009.  The potential role of parents in this process has been identified, correctly, as one of these actions.  Progress is evident in many other areas.  The document offers a clear statement of the centre’s aims and objectives.  It is recommended that further consideration be given to establishing a more concrete link between the two; aims and objectives.  The centre has defined two principal aims; to offer education and training opportunities and to provide opportunities for progression to employment and further education.  Many of the centre’s objectives, however, focus on issues such as the position of Travellers in society, Traveller rights, Traveller customs and heritage etc.  It may now be opportune for all concerned to revisit the centre’s objectives with a view to establishing greater emphasis on education.  Those working in the centre should identify through the QFI process how, specifically, it is proposed to tackle the centre’s two stated aims of education and progression.         

 

3.3 Implementation of plan

 

It is evident that elements of the centre development plan have been successfully introduced.  For example, as part of the process, learners expressed strong dissatisfaction with the lack of physical education resources and activities in the centre.  This resulted in the introduction of health-related fitness as a FETAC module and the conversion of a room to accommodate exercise equipment.  Many other elements of the plan which pertain to the centre’s administration and management have been successfully implemented.  Developments in that regard are regularly monitored at staff meetings and with VEC personnel.  The next challenge lies in the successful implementation of a more learning-focused document.    

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

It is evident that teachers in the centre plan for their work.  There is significant variety to this planning.  On the whole, subject specific planning is satisfactory and successfully underpins what teachers present in class.  Evidence was presented to indicate that, in some areas, learners are involved in the assessment of their work.  This is good practice and should be built upon.  In that regard, discussions at the post-evaluation meeting centred on the need for a more systematic approach to the provision and utilisation of learner diaries.  Every effort should be made to ensure that all teachers provide sufficient time for learners to complete these on a weekly or fortnightly basis.  Opportunities to link this work with literacy development should be explored and taken as part of this process.  Teachers prepare a good range of supplementary resources for their lessons.  In each of the lesson observed, the range of resources utilised was impressive. 

 

The support offered by the VEC in the area of planning and preparation has been of benefit to the centre.  The teaching staff have attended a programme planning workshop provided through the offices of the VEC.  They have also benefited from attending a screening workshop facilitated by the psychological support service. 

 

4.2               Classroom management and teaching methods

 

It is evident that there is a good relationship between staff members and the learners in the centre.  Much of this stems from the trust the learners place in the teachers’ efforts to provide suitable learning opportunities for them.  Learners are affirmed and encouraged in their work and consequently, the learners are not afraid to seek assistance or support in attempting to complete tasks.  They work diligently at assigned tasks.      

 

Over the course of a week learners will follow a good balance of practical, theoretical and vocational activities.  Some very good teaching was observed during the evaluation.  In each case, lesson objectives were clear and suited to the learners needs.  The lessons were conducted at an appropriate pace.  Where learners attend regularly they have a very clear opportunity to achieve accreditation.  These regular attendees are successfully completing FETAC modules, while several were recently presented with certificates for achievements in the IT area.  Good evidence of the use of ICTs as a teaching tool was presented during the evaluation. 

 

Discussions relating to teaching methodologies during the post-evaluation meeting centred on the impact poor attendance has on teaching styles.  Much of what is taught is done so on an individualised basis.  In many respects, this approach is warranted and the learners derive significant benefits from this focused attention.  This is especially true when learners present with poor literacy skills.  A commendable and concerted effort is made to ensure that these skills are developed to the extent that other subjects can be successfully accessed by the learner.  Innovative approaches to literacy development, such as team teaching, are to be welcomed.

 

However, too many of the learners attend irregularly.  This impacts negatively on the potential to develop meaningful class and group dynamics and has resulted in an over emphasis on an individualised approach by teachers.  Opportunities to commence lessons with presentation of new material, with review and revision of completed work and with group discussion are limited.  Similarly, there is insufficient opportunity to conclude lessons with a group or class analysis of initial lesson objectives.  It is recommended, therefore, that opportunities to create a better class dynamic within lessons are explored and implemented.  The provision of individualised support for learners should continue where necessary.  What is required is a better balance between approaches.        

 

The teaching of literacy in the centre was the focus of much discussion at the post-evaluation meeting.  There is some evidence of positive developments in the approach taken to the teaching of literacy.  Learners’ ability levels in this area are assessed on entry using standardised tests.  Learners with particular difficulties are offered individual support and benefit significantly from this.  The plan to introduce diagnostic literacy testing in September 2008 will further support this work and is to be welcomed.  The literacy tutor has commenced working in a team approach with another teacher and this too has proved beneficial.  Investigating literacy though the exploration of song lyrics is innovative and it is evident that the learners appreciate this approach.  A number of issues, however, were referred to as warranting further attention or improvement.  Clarification was received at the post-evaluation meeting regarding the number of literacy classes available to learners over the course of a given week.  It is reported that there are more classes available than appears in the published timetable.  Tightening the agreed timetable to acknowledge this is recommended.  Secondly, it is the responsibility of each teacher in the centre to address literacy deficiencies among learners.  This calls for a more systematic approach to be agreed and adopted.  In every subject taught there will be some element of literacy that can be targeted and developed.  It is recommended that in considering this, a member of staff takes the lead in co-ordinating the approach to literacy development in the centre.  This approach might, for example, result in all staff agreeing to include an element of phonological awareness or the development of sight vocabulary at particular times in their programmes.  As highlighted above, the creation of a better presence for literacy in the centre through the provision of more appropriate reading material will augment the effectiveness of these approaches.

 

4.3 Assessment of learners’ progress

 

Teachers in the centre regularly assess the outcomes and quality of learners’ work.  For the most part, these assessment procedures are based on FETAC accreditation.  As highlighted above, a more systematic approach to the use of learner diaries may result in more meaningful learner engagement with the assessment process.  This process might also be included for subjects which are not FETAC accredited.  Current assessment procedures in some areas are straightforward in that, for example, a learner will complete an assigned task in metalwork or woodwork.  Assessing outcomes in other areas, such as personal development or the development of social skills, remains more problematic.      

 

4.4 Outcomes and standards

 

It is evident that, for those who attend regularly, learners enjoy their time in the centre.  For some, the fact that they can learn in the centre without feeling threatened by their own lack of achievement in literacy or their previous very poor engagement with the school system is positive.  For most, however, the attraction of a formal qualification and the potential to engage in further training is what draws them to the centre.  It is evident that many of the learners who enrol in the centre go on to succeed in FETAC Level 3 modules.    

 

 

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 director, teaching staff and VEC representatives at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

Published February 2009

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

Area 1   Observations on the content of the inspection report     

 

County Dublin Vocational Education Committee acknowledges that the inspectorate in its evaluation has highlighted the good practice that exists in St Olivers Senior Traveller Training Centre, in particular the quality of teaching and the positive view the learners have of the Centre.  We accept the recommendations of the report as a positive contribution toward the future development of the Centre.  We would like to thank the inspectorate for their time and effort in completing the report and the positive and constructive manner in which the evaluation was conducted.

 

In particular we acknowledge the difficulties highlighted in relation to the issue of attendance and the need for appropriate education provision for younger learners.  The issues surrounding these questions are a continuing challenge both to the staff and management if St Oliver’s, in particular the complexity of the well documented and researched contributing factors which we believe need due consideration and discussion at both local and national level.  Central to this, as the report highlights, is the involvement and participation of the traveller community themselves, to which St Oliver’s is committed in terms of its future development.

 

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

 

Age and Trainee Profile

The number of young people under 18 years of age in the centre has fallen to five.  Ongoing work is being done to link these five into education/training as appropriate to their needs/age.  The number of non-traveller attending courses now stands at four.

 

Marketing

An open day and ongoing leaflet drops have been undertaken and proved successful.

 

Programme Review

A planning and programme review meeting has been arranged for March 2009.  This will include a review of the centre’s aims & objectives and a subject review.  This will be part of an ongoing process of review and evaluation in the centre.

 

Literacy

A literacy co-ordinator has been selected from within the centre.  The main duties and responsibilities will be the integration of literacy into all subject areas.

 

Child Protection

A designated liaison person and deputy have been appointed in the centre and have responsibility for child protection.