An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

Riverside Senior Traveller Training Centre

Industrial Estate, Rathkeale

County Limerick

 

 

Date of inspection: 26 June 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

 

 

 

EVALUATION OF CENTRES FOR EDUCATION

 

This report has been written following an evaluation of Riverside Senior Traveller 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 both directors (job-sharing), 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) and Adult Education Officer (AEO) of County Limerick Vocational Education Committee and with the centre’s board of management. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the directors and staff of the centre.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

1 centre context and ethos

 

1.1               Context

 

The demographic profile of the town of Rathkeale is unique in a national context in that the Traveller and settled population each account for approximately 50% of the total number of residents. A survey by West Limerick Resources conducted in 2001-2002 showed that the Traveller population in Rathkeale varied from a high of 1159 in December to a low of 369 in April. The Rathkeale Traveller population is not a homogenous group and can be defined according to travel and nomadic patterns. Travel is more prevalent in the spring and summer periods when the weather is better. It should be noted that some Traveller families remain in Rathkeale throughout the year; some families remain in Rathkeale over the winter months only, and other families travel to mainland Europe and England for up to six months at a time.  Other Traveller families visit Rathkeale for extended holidays such as at Christmas or Easter time. The actual enrolment of learners in this centre can be challenging because travel patterns are uncertain with many nomadic Traveller families and with constant population variations. Managing, providing and developing programmes to suit the nomadic life of some learners has to be balanced with programmes for learners who attend all year round. Riverside Senior Traveller Centre, therefore, cannot be compared to other Senior Traveller Training Centres because management and staff work with what is mostly a nomadic Traveller community in Rathkeale.

 

Riverside Senior Traveller Training Centre was first established in 1977 and was originally located in Newcastle West, County Limerick.  In 1997, the centre transferred to a premises at Wells Lane in the town of Rathkeale and in 2002, moved to its current site in the local Industrial Estate. From 1998 onwards, the management of the centre was assumed by County Limerick Vocational Education Committee. The centre was previously open to both male and female learners prior to moving to the present site. However, due to a lack of appropriate facilities, no male learners are now enrolled on the programme. In 2002, the centre participated in the pilot Quality Framework Initiative Centre Development planning process and since 2005 the QFI has been used a basis for developing its curricular programmes. The centre serves a wide catchment area including the towns of Rathkeale and Askeaton and currently offers second chance education and training to twenty-one female learners. Two directors are currently employed on a job-share basis to oversee the work of the centre.

 

 

1.2               Distinctive character and atmosphere

 

Warm, respectful and positive relationships permeate the life of the centre and were in evidence throughout. The teachers display a genuine regard for the interests, abilities and needs of learners and invest significant effort and energy in developing their true potential as adult learners. Mutual respect is fostered and the individual needs of the learner are the focus of centre planning. There is a genuine understanding and empathy for the learners, whether an educational issue or a personal matter needs to be resolved. Morale appears to be high among the staff and as a result there is a willingness and readiness among the learners to engage in education and learning. Evidence to this effect is demonstrated in the good levels of attendance among the learners.

 

During the course of the evaluation, the problem of engaging with, and enrolling Traveller men was discussed. It is apparent that the physical accommodation and resources available in Riverside Centre continue to hinder the enrolment of male learners. A further difficulty for the management of the centre is the fact that the female learners currently attending want to be educated in a female setting only. The reason for this as they see it, is that men have a different role in life and it is not part of “their Traveller culture in Rathkeale to be in school with their men”. However, the centre enrolled men in the past.  It is continuing the process of trying to re-engage with adult males in the Rathkeale area so as to establish some gender balance. The centre is more than willing to accommodate male learners. County Limerick VEC has, for several years, submitted an application to the Department of Education and Science for building improvements. The VEC reported that no progress has been made on this matter. It is unlikely, therefore, in the absence of improved accommodation that the centre can proceed with enrolling male learners in the short term.

 

1.3               Supports for learners

 

The centre seeks to support the learners at all times during their time in the centre. A formal admissions policy is in place and recruitment is undertaken three times during the academic year with the support of the Visiting Teacher Service. The Visiting Teacher Service for Travellers works closely with the centre and liaises effectively with learners. Both the centre staff and parents commented very positively on the valuable contribution of the service. There is a familiarity with the enrolment process, which is welcomed by the learners and is seen as not creating a barrier to their participation. Learners enrolled may be unemployed, be early school leavers or lone parents or be referred from the Probation Service. The centre is particularly careful in its admission of younger people and does not want to be seen to attract learners away from the mainstream setting.

 

When a learner seeks admission to the centre, a formal interview is conducted with the director to discuss the variety of educational options available.  This may include the learner giving an undertaking to complete a range of FETAC modules. If the learner is under eighteen years of age, parental consent is sought and schools and other agencies must provide supporting letters when making a referral. When admitted to the centre the learner is required to undergo an induction process.  Learners are expected to demonstrate an interest in wanting to be on the programme and be willing to participate fully in the work of the centre. Learners must sign in every morning and are greeted warmly by the relevant director. Management in the centre checks immediately and telephones when a learner’s first absence is noted. All teachers maintain class registers and all teachers formally monitor and record the attendance and punctuality of the learners during their lessons. A Learner Council was established in 2006 and is now highly regarded by the learners as an appropriate forum to make suggestions or express opinions to centre staff. Meetings are held every month and a report is prepared for staff and management meetings.  Through their Learner Council, learners feel they have a real say in what happens within the centre. The council has also enabled the learners to develop a sense of confidence in themselves.

 

Riverside Senior Traveller Training Centre has a work-experience policy which seeks to support the learners in building self-confidence, developing good communication and interpersonal skills through interaction with other adults in a working environment. Work-experience should help develop the career path the learner may choose and help them gain knowledge of actual employment conditions in the work-place. However, the work-experience programme available to the learners within Riverside could benefit from a greater input from FÁS, as the state employment agency. It is recommended that the centre strengthens its links with FÁS to support learners in seeking and gaining long-term employment when they progress from the centre. FÁS could be invited to nominate a person to sit on the board of management of the centre.

 

It is further recommended that the Advocacy Support Service be made available to the learners on a more regular basis so as to advise on career and life options.  A small number of learners have poor attendance levels and this presents as a challenge for them on entering the work-place. Some learners need greater levels of preparation at pre-placement stage and a more gradual induction into work-life practices before taking up any work-experience option. Providing options in lower skilled areas of employment should be avoided as this may contribute to a perception that higher level job opportunities are beyond the learners’ potential. It is recommended that only good quality and meaningful work-experience placements be sought that reflect the interests and abilities of the learners.

 

The wider community in Rathkeale and West Limerick has a part to play in this employment and work-experience process. During formal interviews with the learners many expressed their feelings of what they believe to be prejudice against them in securing local employment or even work-experience options. Most believed that there was no point in trying to secure a job in local businesses and factories as “Travellers were not wanted”.  To prove their point they referred to the fact that very few, if any, members of the Traveller community are employed in businesses or industry in the West Limerick area.

 

The centre organises a summer programme for the learners during May and June. The start date is dependant on completion of the FETAC Assessments. The staff and learners discuss the contents of such a programme and agree a timetable of activities. The learner can select from activities such as glass art, using a digital camera, horticulture, reading for pleasure, sports day, songs and stories for children and various trips to places of interest. The summer programme is popular and attendance is good.

 

1.4               Links with the community

 

Riverside Senior Traveller Training Centre has some interaction with the wider community in the Rathkeale area. However, it is evident that a lot of work with the wider community is still necessary in order to diminish some of the unfair perceptions and stereotyping of the Rathkeale Traveller community. The Traveller community also has a part to play in the process of helping to build closer links with the settled community. Both communities in Rathkeale still remain quite polarised and education is one key to enable the breaking down of old prejudices. Promoting a positive image of the Riverside centre – both its work and as a place for all to visit – is, therefore, an ongoing challenge for staff and management but an essential task.

 

As part of their work, both directors have varying consultations with some statutory organisations that are involved in education and training. The roles of the Visiting Teacher Service and the Health Service Executive were identified as being the most supportive. However, the evaluation found that learners in the centre appeared to have limited opportunity for meaningful and sustained contact with people of other social and cultural groups in the Rathkeale area. Learners indicated at formal interviews and in other informal discussions that as members of the Traveller Community they would welcome such opportunities. As referred to previously, new opportunities such as meaningful work-experience options to meet diverse groups could be considered. This process will require the confidence and support of those within the centre and those in the wider community so that stronger partnerships can be forged.

 

Communication with parents regarding ongoing matters such as attendance and behaviour is conducted by telephone and in writing and also through home visits. Parents are invited to attend parent-teacher meetings and other information meetings in the centre regarding any special project, such as an end of year graduation.

 

 

2 quality of centre management

 

2.1 Role of VEC and Board of Management

 

VEC management is actively engaged with Riverside Training Centre. County Limerick VEC provides administrative and professional support to the centre through its Adult Education Officer who has been allocated special responsibility for the centre. The AEO, with the support of both directors reviews the provision of education in the centre on a regular basis, consults with management and ensures compliance with regulations governing such centres. The VEC has a Policy Development Unit that updates and legally examines a wide range of policies as submitted by its various centres of education. It was noted during the evaluation that a number of the Riverside Training Centre policies had not yet been ratified. This delay is to be addressed. The standard budget is utilised in the appointment of appropriate personnel and for the purchase of educational materials as required. At a meeting with the CEO and AEO, the quality of the teaching staff, the excellent working arrangement of both directors, the curriculum on offer and the special focus on literacy were all highlighted.

 

The board of management meets approximately three times annually. It is appropriately constituted and the members are representative of both the public and private sectors.  In the future, the board members might consider co-opting a representative from the Learner Council onto the board of management. The board is supportive of the centre management, personnel and staff. From the records of board meetings observed it was clear that a wide range of issues is considered at board meetings. However, members of the board could become more involved in centre planning and in the development of specific centre policies. Currently, the board primarily ratifies centre policies, many of which are legally proofed at VEC management level and are generic to all VEC schools and centres for education in the Limerick area. Fire drills have been carried out and a review of centre health and safety procedures is conducted annually.

 

2.2               Internal centre management and administration

 

Two directors currently manage the centre under a job-share agreement. The job-sharing directors maintain a seamless leadership flow and a centre continuum of work through daily record keeping and telephone contact. Both provide sensitive and committed leadership.  They display a comprehensive knowledge of the administrative procedures required to manage the varied activities of the centre and are held in high esteem by the staff and learners. They are committed to maintaining a secure and positive environment for the learners and staff. They share a vision for the centre and are open and transparent with both learners and staff.

 

During a formal interview with the inspectors, both directors raised a number of issues and concerns. They identified the challenges that nomadic travel patterns among the learners can present for the centre. They are both conscious that progression routes out of the centre into employment or education must be monitored at all times and that the discrimination of Travellers within wider society must be challenged. It is envisaged that the recent Department of Education and Science Circular 0086/2008 on enrolment policy for Senior Traveller Training Centres will provide the necessary clarity on that issue desired by the centre.

A part-time clerical assistant and caretaker are employed by the VEC to support the administration and maintenance of the centre.

 

2.3 Organisation of the curriculum

 

A broad, varied and learner-centred curriculum is provided in the centre. A wide range of programmes accredited by FETAC for Level 3 awards is offered. Communications, mathematics, literacy and numeracy, Information and Communication Technology (ICT), food and cookery, personal care and presentation, living in a diverse society and knitting are among the options available. Other options include art, driver theory, yoga, gardening and photography. The specific aim of these modules is to offer learners the opportunity to return to education in a supportive environment where they are valued and respected as individuals. Equality of opportunity and provision underpin the ethos of the centre and is reflected in all aspects of the programme. The learners are supported and encouraged by the staff to take an active part in their learning and work in partnership with all centre staff to ensure their needs are met. The concept of interculturalism reflected at the centre is one that sees cultural diversity as a strength that can enrich society, encouraging interaction, understanding and respect for different cultures and ethnic groups. Learners have an opportunity to gain qualifications, acquire new skills and take part in activities that promote personal development. The centre has an excellent integrated approach to literacy and core skills are targeted to empower the learners to become “independent learners”. A programme of Lifeskills is also offered at the centre and this is delivered in a multi-agency approach.

 

FETAC Levels 1 and Level 2 are currently being developed as progression modules for learners with less than basic literacy. All learners are assessed on entry to the programme and an Individual Action Plan is developed to plan the way forward and to track and monitor progression. Those learners identified as having low attainment in basic skills are offered additional supports in the centre. The teachers in the centre are working diligently to establish processes that support the tracking of learners in all aspects of their development. Some positive indicators of progression were noted during the inspection. These included recognition of sixteen learners who successfully completed a range of ten FETAC modules.  The FETAC examiner commented on the success of the literacy programme on offer. It was also noted that two learners delayed their tradition of summer travelling until their modules were finalised. Three learners also signed up to be part of a St Patrick’s Day committee in the town. A good extra-curricular programme is made available to the learners. This programme has proven to be very popular among the learners and includes such activities as a Christmas pantomime, Daffodil Day appeal, wreath making, social outings, summer barbecue, treasure hunt and the creation of a yearbook.

 

Literacy and numeracy are prioritised and are at the heart of curriculum provision and all teaching and learning in the centre. The development of learners’ literacy and numeracy skills permeates all subjects and all lessons in the centre. Many members of staff have attended, and others are currently attending professional development courses on literacy.  Examples of excellent practice in the area of literacy and numeracy implementation, coordination, continuation and skills development were found throughout the inspection. A literacy coordinator drives the implementation of a whole-centre integrated approach to the development of literacy and numeracy skills through a whole centre language experience approach.  A literacy support class is held every day and encourages debate and discussion around newspaper and magazine articles as a means of developing a love of reading in learners. An Easi-keysi syllabus with learning targets, group support mechanisms and book reviews is implemented using the Oxford Reading Tree programme. Recent literacy projects have added further emphasis to the advancement of literacy development in the centre and have reinforced classroom activities. Multi-cultural story sacs based on traditional Traveller stories have been uniquely developed. Storyboards and puppetry have been used. An illustrated book, The Fairy Fort has been published and is used in primary schools in the region as a multi-cultural resource that promotes inclusion. All members of staff encourage all learners to read, spell and handwrite during lessons. Expertise and examples of best practice are readily and generously shared among staff. To supplement, expand and extend this exemplary work, a whole centre reading ethos, further use of dictionaries, investment in a centre library and structured visits to the local library could be further developed.

 

Drama classes enable learners to become aware of their creative and intuitive potential. Basic elements of theatre enhance teamwork skills through specific learning outcomes. Imaginative responses to music are explored. Very positive classroom atmospheres pertain and the work is prepared, delivered and implemented at a very high level. Dramatic presentations and performances to the local primary schoolchildren and the community have been the culmination of creating, designing and writing their own pantomimes and stories.

 

2.4 Management of staff

 

The teachers have wide-ranging academic qualifications and come from a variety of professional backgrounds. They are committed to the ethos of the centre and function professionally as a team. All understand and accept their roles and responsibilities and update their knowledge and skills in key areas relevant to the learners. Deployment of staff is a key aspect of policy and planning for the implementation of the FETAC programme. Teachers are familiar with the modular structure of the FETAC programme and are aware of the necessary requirements to implement different aspects of curriculum. They share their expertise and broaden their involvement in new curricular areas when necessary. The staff members are the key resource and their skills and expertise are being harnessed very effectively. Along with two job-sharing directors, there are three-full time and three part-time teachers based in the centre. Under the Quality Framework Initiative, appropriate training has been provided and all teachers have participated in the Internal Centre Evaluation (ICE), and in the Centre Development Plan.

 

2.5 Management of accommodation and other resources

 

Riverside Senior Traveller Training Centre is located in an Industrial Estate in the town of Rathkeale on a site owned by County Limerick VEC. Seven pre-fabricated buildings converted into classrooms are available. One room is used as a staff room, two are utilised as general classrooms and three further rooms are set aside as a technology area, a canteen and as office space. In addition, there are two staff toilets and two learner toilets. Even though the units are in good condition, this is not a suitable setting for the provision of a high quality education. The buildings also limit access to learners with various disabilities. There is no suitable space for outdoor recreation or for providing workshop type activities.  There are toilet facilities for men but they are not functional currently. The kitchen area limits the courses that can be undertaken as it is unsafe to have cookers on for long periods of time in pre-fabricated buildings. The external area is dull and dreary with several high-power electricity poles very close to the building. County Limerick VEC has submitted plans to the Department of Education and Science to develop the site. Temporary accommodation is now also being provided to a BTEI programme on the same site. This will lead to confusion and duplication of educational provision for members of the Traveller community. One building offering a high quality learning experience in an inclusive manner may be a more appropriate setting.

 

 

3 quality of centre planning

 

3.1               Centre plan and policies

 

County Limerick VEC is committed to and supports the implementation of the National Quality Framework Initiative. Riverside Centre was involved in the pilot phase of the centre development process. All stakeholders participated including the board of management, staff and VEC. Since 2005, Riverside Centre has conducted an ICE and at all times involved the learners in the process. The next step is for the centre to develop a new three-year Centre Development Plan and review its current ICE document. Priorities identified for future development planning include progression routes, curriculum development, looking at the role of the board of management, linking with the community and staff support issues.

 

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 to cover absence of the DLP.

 

3.2               Planning process

 

The AEO of County Limerick VEC provides ongoing support to enable the centre achieve the goals set out in its planning documents. The dedication and professionalism of all involved in the planning process is apparent in the quality and content of the Centre Development Plan. Although the centre has a wide range of policies, many are not centre specific to Riverside but have been developed at a county level so as to cater for all of the centres for education under the remit of County Limerick VEC. While this is commendable, it is important that the specific resources and needs of the centre are reflected in these policies to ensure that they address the specific needs of Riverside centre. The teachers are fully committed to the FETAC Quality Assurance Initiative and are working towards implementing all the recommended actions therein.

 

3.3 Implementation of plan

 

Appropriate time is set aside at staff meetings to discuss the centre plans. The learners submit their views and opinions on those centre plans through the learner council. Important policies are in place for matters such as admissions, enrolment and induction, equality, assessment, substance abuse together with a variety of codes of practice. The staff members have a clear understanding of priorities that have been agreed in the centre plan and the timeframe for their full implementation. There is a greater willingness among the staff to implement change for the benefit of the learners in a caring, realistic and systematic manner.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

The quality of planning and preparation for teaching and learning observed was very good overall. Excellent examples of both long- and short-term planning were in evidence. FETAC module descriptors were used and supplemented by individual teachers’ own tailored planning. A centre short-term planning template including content, teaching methodologies, assessment, resources, differentiation and integration is widely used. This is commendable. 

 

Teachers display a regard for the ability levels of their learners and all lessons observed were pitched at the correct level. Individual and one-to-one support lessons were appropriately planned in advance. A most comprehensive, well-detailed and inclusive scheme of work is developed for literacy based on the group and individual needs of learners. It is also linked with available resources and computer classes and reinforces classroom-based work. Individual education plans are devised for each learner.

 

4.2 Classroom management and teaching methods

 

There was effective classroom management in all lessons observed and learners were consistently affirmed for their behaviour, effort and progress. A wide variety of engaging teaching approaches was observed during the evaluation process. These included whole class, group and individual activities, teacher explanation and demonstration, structured discussions, targeted questioning and appropriate written activities. An appropriate level of individual attention was given to learners in many classes.  This intervention was pitched at a level appropriate to the attainment and ability levels of the learner. The pace of lessons observed was appropriate to the ability levels of the learners and within a continuum of progression.

 

The learners engaged enthusiastically with the topics and themes in all lessons. They displayed an understanding, competence and confidence in the subject areas through high level interaction and comprehensive language and terminology usage. A good range of teaching aids and learning resources are used effectively by teachers. All classrooms have print-rich learning environments and displays are of a high quality. Effective learning takes place in all classes. 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 and their positive attitude to their work.  The quality of oral work, brainstorming, discussion and review was of a very high standard in purposeful yet relaxed learning environments.

 

4.3 Assessment of learners’ progress

 

Assessment is viewed as a cyclical process and the assessment results are used to inform all planning and teaching. Individual action and education plans are maintained together with individual profile folders for each learner. These include ongoing assessment, summary of learner needs, short and long-term goals and targets. A formal induction programme, of two days duration, is in place in the centre for new learners upon their enrolment. Standardised tests administered include Murray McNally Word List, Schonell Graded spelling, Schonell Silent Reading. Staffordshire Diagnostic and Graded Arithmetic (Vernon & Miller). They are used to assess literacy and numeracy abilities and levels.  Literacy attainment levels and descriptors are utilised in oracy, reading and writing evaluations. All learners are assigned to an individual tutor in a supportive role and end of term reports are completed.  

 

FETAC assessment systems are also operated systematically in accordance with their quality standards and learners and teachers subscribe to the quality assurance principles laid down by FETAC. Formative assessment techniques conducted include observation, checklists and written assignments, correction of class work and discussion with learners regarding their progress.

 

4.4 Outcomes and standards

 

Learning in this centre is taking place in a very welcoming and positive environment. As a result, the learners in this centre are confident and display a sense of real achievement in their own lives. They want to learn and progress in life. Their teachers are committed and diligent and they provide personal and emotional support to the learners whenever necessary. Many Traveller women would like to progress to further education but they often encounter barriers that may prevent this. Some of these barriers may come from within their own culture. Others may include lack of childcare services, community prejudice or lack of long-term employment opportunities. An aim of the centre must be to continue to challenge these barriers.

 

The area of learner progression will always require close scrutiny and monitoring by the management and staff of the centre in future years. Progression out of the centre must offer meaning and value to the life and education of the individual learner. Progression should also be linked to meaningful work-experience and quality employment opportunities. The centre should now draw on the expertise of FÁS, as the state employment agency, in supporting Traveller learners seeking apprenticeships and more appropriate work-experience. This should contribute to improved outcomes in terms of employment opportunities for the learners.

 

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 both directors and teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

Published January 2009