An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

Tara Education Centre

Chapel Street, Dundalk,County Louth

 

Date of inspection: 29 May 2009

 

 

 

 

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 Dundalk Senior Traveller Centre in Louth, known locally as the Tara 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 pre-evaluation meetings with the director of the centre, the teaching staff and with representatives of County Louth 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, conducted interviews with a representative group of learners and also met with members of the centre’s board of management. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation.  Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the co-ordinator and staff of the centre.  The CEO, board of management and other VEC representatives attended this meeting.  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

Established in 1985, Tara Education Centre is a twenty-four place Senior Traveller Training Centre which serves the town of Dundalk.  Fourteen teachers are employed on various hours in the centre.  Most are experienced and they interact very positively with the learners.  All of the learners are over eighteen and it is evident that they feel comfortable in the centre.  In interviews, several cited the warm atmosphere as being of significant benefit to them, particularly on enrolment to the centre.  Traveller culture, lifestyles and traditions are affirmed in the centre.  Attendance rates in the period leading up to the evaluation and during the evaluation itself were excellent.  The director reports that close to full attendance among the learners is the norm, unless there are exceptional circumstances.  The fact that almost all of the learners attend every day is very significant and reflects the esteem in which the centre is held by the learners.  The learners’ attendance is appropriately monitored with a centre roll and class register being maintained.  The centre currently has a waiting list for entry.  There is a learners’ council which is supported by the centre management and staff.  It meets regularly and is a worthwhile endeavour.  It offers the learners a voice in the centre. 

 

In essence, the centre strives to provide a positive experience of education for Travellers in a caring and supportive environment.  As will be detailed in the report, the centre is successful in that regard. 

 

1.2        Distinctive character and atmosphere

There is good evidence to support the view that the centre seeks to improve on its services to learners.  In that regard, staff members are highly commended for ensuring the provision of very positive learning experiences for the learners who attend Tara Education Centre.  The atmosphere within the centre is relaxed, though purposeful.  Relations between staff members and learners and between learners themselves are very positive.  The preparation and sharing of meals at lunchtime by the learners adds significantly to the overall atmosphere in the centre. 

 

It is evident that the learners are convinced of the importance of education, several of whom have completed their junior certificate.  Much of this can be attributed to the centre director and her staff working collaboratively for the benefit of learners. 

 

All learners attending the Tara Education centre are female.  It is quite likely that there is a male Traveller population in the Dundalk area that could benefit significantly from attending the centre.  This issue was the focus of some discussion at the post-evaluation meeting.  Historically, males did attend the centre, though none have attended in recent years.  It is recommended that, in conjunction with other agencies providing services to Travellers in the area, every effort is made to encourage male Travellers to enrol in the centre.  This might best be done through the co-ordinated efforts of the VEC.       

 

1.3        Supports for learners

The small numbers in the centre, the homely atmosphere and the very good relations between staff members and learners all act as supports for the learners.  The availability of a counselling service for learners is also a significant benefit.  Provided by the VEC, this service is shared with the other agencies operating on the premises.  The counsellor works with individual learners and addresses issues relating to their time in the centre or their lives outside the centre.   

 

The range of subjects provided in the centre and the availability of individual attention in literacy are supports for the learners.  Learners feel that they are learning while in the centre and they cite the progress they make as being significant in terms of their pursuit of accreditation. 

 

There is a nice balance evident in the subjects on offer which range from literacy and numeracy interventions to puppetry to computer skills.  

 

1.4        Links with the community

The centre has established relations with a number of agencies, both local and national, which provide services to Travellers.  These range from Traveller interagency groups to other providers of educational services.  It is recommended that management in the centre should continue to develop links with the local community as a means of assisting the learners to tackle racism, either real or imagined.  As a general rule, staff in the centre should encourage the learners to broaden their views of the settled population.  Learners, reportedly, shy away from interacting with people who are not Travellers.  In that regard, the learners should be provided with further opportunities to mix more frequently with the general public.  This may be done through the integration of some education services provided by the VEC and/or by a more comprehensive work experience programme which will be detailed further on in the report (cf 2.3).  The centre has established links with a number of primary schools, north and south of the border.  Learners perform puppet shows in these schools. This is a worthwhile practice which should be continued. 

 

 

2.          quality of centre management

 

2.1        Role of VEC and Board of Management

The VEC in Louth is emerging from a period of transition.  At the time of the evaluation a new CEO had been appointed.  The adult education officer (AEO) is currently on career break and a replacement had recently been appointed.  The VEC has previously provided a range of training courses for staff in the centre.  One of the key challenges for the new management structures in the VEC will be to consider the future of the centre in the context of the integration of adult education services. 

 

The VEC has facilitated the VSSU audit process in the centre.  A small number of recommendations relating to organisational practices emerged from the most recent audit.  Currently, these recommendations are being addressed.       

 

A board of management has been in place in the centre since 1985.  It is evident that its members are committed to enhancing the life prospects of Travellers in the Dundalk area through the provision of a quality education service.  It meets regularly and liaises with the VEC as appropriate.  Individual members of the board maintain informal contact with the centre by visiting occasionally.  This is good practice.  Members of the board regard contributing to the centre’s planning process as a core function.  In that regard, new plans or policies are not introduced without the input of the board.  The director regards the board as a significant support to her in her work.  

 

2.2        Internal centre management and administration

It is evident that the managerial skills and commitment of the centre director to the education of Travellers are central to the success of the centre.  She is very experienced and manages her team very effectively.  Timetables and centre routines operate efficiently and she has established excellent relations with the learners who, in turn, hold her in high esteem.  She maintains a very visible presence in the centre and is encouraging of the learners.  There is an obvious commitment to continuous professional development among the director and staff and this brings significant benefits to the centre as a whole.  Staff members have attended a number of in-service courses provided by the VEC in recent years.  These range from inter-culturalism and anti-racism training to first aid training.  The benefits of the staff attending these courses are evident in everyday practice in the centre.  The staff members, as a whole, are commended for the creation of a very positive working environment in the centre and for the existence of a good team spirit on the staff. 

 

The VEC provides an administration service which is shared between the agencies operating out of the building.  The centre, reportedly, has an entitlement to 8.5 hours of support from the service.  The VEC may wish to establish whether this degree of support is sufficient and sustainable.  Meticulous records encompassing all aspects of centre life are maintained in the office.  These include attendance and enrolment data, minutes of board and staff meetings, learner progress reports, accident and critical incident reports and referrals to other services.  They are stored appropriately and are readily accessible by relevant staff.            

 

2.3               Organisation of the curriculum

The centre offers a broad range of subjects, primarily at FETAC Levels 3 and 4.  Two subjects, textiles and painting are offered at FETAC Level 5.  A more recent development has been the introduction of the junior certificate in English, Mathematics and CSPE.  Consideration could be given to expanding the range of subjects provided for examination in the future.  Interviews with the learners suggest that they place a particular value on achieving success in state examinations. 

 

There is a good balance between formal academic work in the centre and more pastorally-driven subjects.  Importance is placed in the centre on issues such as personal development and personal effectiveness.  A number of formal programmes in these areas have been commenced in recent years.

 

The staff in general are experienced and most are fully qualified teachers.  One of the issues discussed at the post-evaluation meeting is the number of teaching hours available to the centre (currently, approximately 130 teaching hours per week) and how these hours are structured.  In structuring these hours, management has chosen to employ a significant number of part-time teachers, several of whom teach only a few hours per week in the centre.  While acknowledging the effectiveness of teachers working in the centre, it is recommended that this position be reviewed by the VEC along with centre management.  Employing fewer staff with greater teaching hours will allow the centre to offer a more comprehensive programme, while at the same time retaining sufficient part-time hours to offer specialist areas to the learners.  It may also facilitate the appointment of a resource person to the centre.

 

One of the key weaknesses in the centre is the lack of a person to deliver a systematic, focused and effective work experience programme.  A number of teachers currently deliver aspects of work experience-related programmes such as interview preparation and the preparation of letters of application for jobs.  While beneficial in their own right, these efforts need to be co-ordinated more effectively.  A number of individual learners benefit from some work experience.  Management and staff should strive, however, to ensure that every learner experiences at least one, and preferably two, periods of work experience during their time in the centre.  Where possible, work experience which would bring learners into contact with the general public should be provided.  Every effort should also be undertaken to make meaningful links with the town’s chamber of commerce to ensure that the learners are exposed to a range of trades and professions by inviting practitioners to the centre.  A person is required to lead this process and the availability of staff with more hours should facilitate this.      

 

2.4               Management of staff

There is good co-operation evident between management and members of staff.  Staff meetings are held regularly throughout the year.  All members of staff are encouraged to attend these meetings which are minuted.  Relations between staff and between staff and management are good.  Peer mentoring and support for new staff members are examples of good practice in staff management.  All staff members are encouraged to engage in Continuous Professional Development. 

 

2.5        Management of accommodation and other resources

The VEC is commended for its commitment to the provision of second chance education.  The building in which the centre is located is an old technical school which has been refurbished to a high standard.  It is well maintained and cleaned.  The rooms are suited to the needs of the centre and a good range of specialist facilities are available in the building.  These include an art room, a literacy room and a large commercial kitchen.  There are very good ICT facilities in the centre which are used to good effect.  If the centre is to be successful in attracting male learners to enrol as outlined above, there are a number of other specialist rooms in the building, such as a metalwork room, which could be utilised.

 

A commendable range of resources has been built up over the centre’s existence.  These cover most of the subject areas taught and assist teachers in delivering good quality lessons. 

 

 

3.          quality of centre planning

 

3.1        Centre plan and policies

It is evident that the director and her staff attach importance to planning.  In that regard, an extensive suite of policies and plans support the work of the centre.  These are comprehensive and useful documents which add value to the work of the teachers and the overall effectiveness of the centre.  As part of the internal centre evaluation ICE process, a three year strategic plan has been compiled.  This addresses many areas in the centre and outlines the staff’s vision for the centre’s development.  The strategic plan covers administrative and teaching areas.  Many of the administrative plans, such as the centre’s Health and Safety Policy and Bullying Policy, are sourced from the VEC and are suited to the needs of the centre.  Management and staff members are commended for the degree to which consideration has been given to policy development in the integration of literacy into as many subject areas as possible.    

 

3.2        Planning process

The planning process in Tara Education Centre involves staff members and learners.  It is evident that the voice of the learners has weight in the centre.  The learners’ council is an effective mechanism for learners to contribute to the planning process.  The centre participated in the pilot project in 2003 which introduced ICE and the quality framework initiative QFI to the Traveller Training Centre network.  External facilitators have been used within the planning process.  All twenty-seven quality areas have been reviewed and a suite of internally-generated recommendations are in the implementation process.    

 

Emerging from the planning process was a decision to broaden the range of subjects on offer in the centre along with the provision of education-related courses which do not carry FETAC or state examination accreditation.  One example in this area is the introduction of a course to support learners in completing the driver theory test.  While, ostensibly, the aim of this programme is to facilitate the successful completion of the theory test, in reality, it is considered as another means of developing the learners’ literacy skills 

 

3.3        Implementation of plan

A strategy for the integration of literacy into teachers’ everyday practice has been developed in the centre.  This literacy plan is a commendable document and it is evident that many elements of the plan have been successfully implemented.  It is also evident that whole-centre planning in Tara Education Centre has successfully underpinned practice, procedures and routines.  The efforts of all concerned in developing the plan are acknowledged and commended. 

 

 

4.          quality of teaching and learning

 

4.1        Planning and preparation

All teachers submit annual plans and schemes of work to the director.  This is good practice.   The plans reviewed as part of the evaluation were satisfactory and underpin teaching practice in the classrooms.  It is evident that the teachers also link their long-term plans to weekly or individual lesson plans.  Some of the weekly plans reviewed were of a very high standard which delineated links to long-term plans, objectives, methodologies and assessment practices.  The teaching staff are also commended for the efforts undertaken to enhance the learning environment.      

 

4.2               Classroom management and teaching methods

In all cases, classroom management was good.  No issues arose during the evaluation pertaining to classroom management or learner behaviour.  This stems from the efforts undertaken to ensure a quality learning environment and the manner in which teachers and learners interact both within the class setting and around the centre in general.

 

The centre’s strategic plan sets out clearly the need for all teachers to integrate literacy into their teaching practice.  Some good examples of this were noted during the evaluation.  The efforts undertaken to date should be continued and developed. 

 

Several, though not all, of the learners who attend the centre may never have gone to school or may have had very irregular school attendance before leaving at the age of twelve.  These learners, in particular, arrive to the centre with very poorly developed literacy skills.  The manner in which these deficits are addressed is commendable.  Small measures, such as the placing of the daily newspapers in the entrance lobby, play a significant role in emphasising the importance of literacy.  There are several displays of Traveller-related materials around the centre and the learners’ written work is displayed.  All of these initiatives result in the provision of a rich learning environment.  Learners with poorly-developed literacy skills are treated sensitively but purposively.  They quickly learn that they are capable of reading and this has impacted very positively on their self esteem.  One of the key benefits for learners is the availability of individual attention following an assessment process.  In general, learners make significant progress and over a period of time become, at least, functionally literate. 

 

Those with good literacy skills benefit from their attendance at the centre primarily through accreditation.  Quite justifiably, many of the learners express considerable pride in their achievements in the junior certificate examinations.  Much of this is due to good teaching.  Lessons are well planned, resourced and paced.  The teachers employ good questioning techniques and set appropriate expectations of the learners.  As a means of further enhancing the quality of literacy provision in the centre, it is recommended that consideration be given to the establishment of a book club for learners and staff.  The focus of this club should be on reading for pleasure and on learning for learning’s sake rather than on the provision of any form of accreditation.   

 

It is evident that the management of the centre recognises the importance of the provision of good quality teaching materials and resources.  Thus all teachers make good use of supplementary teaching materials.  Examples of the resources utilised during the evaluation were calculators, computers, hand outs and art materials. 

 

Most of the classes observed provided real and meaningful learning experiences for the learners.  Where relevant, teachers managed very successfully to link their subject matter to the local environment.  Lessons had a clear focus and teachers are commended for the manner in which they demonstrated a new skill or explained a new concept.  Similarly, learners are commended for the manner in which they participate in lessons.  They question appropriately and undertake assignments enthusiastically.   

 

It is recommended that, in carrying out a review of staffing structures, consideration would be given to the appointment of a person who would provide or co-ordinate a programme of physical activities for the learners.  Local sports facilities could be utilised for any programme offered.  It would also be of benefit to the centre to establish links with the Louth Local Sports Partnership which may be in a position to advise on the provision of a suitable programme of activities for adults.     

 

4.3        Assessment of learners’ progress

On enrolment to the centre, each learner’s literacy and numeracy needs are assessed using a commercially-available product.  In some instances, learners will be brought through a diagnostic process in literacy.  Learner progress in the centre is monitored carefully and recorded in a ‘learner progress review.’  Records are suitably stored.  The results of the assessment and diagnostic tests are used to formulate an appropriate approach which will be used to address literacy needs.  

 

Teachers assess the progress of the learners informally through observation and their responses and more formally through the acquisition on the part of the learners’ FETAC modules.  Though there was evidence of teachers using Specific Learning Objectives (SLOs) as a means of planning for their work, it is noted that assessment procedures observed were broader.  Teachers adopt an encouraging approach to the learners.  Their emphasis, commendably, is placed on what the learners have achieved and on encouraging them to aspire to complete further work. 

  

4.4        Outcomes and standards

The centre successfully retains learners on its programme.  Very few have dropped out in recent years.  It is evident that for many who attend the centre they develop basic literacy skills, while others significantly enhance previously-existing skills.  It is also evident that attendance in the centre develops the learners’ sense of self esteem.  The learners offer their views and opinions articulately and contribute purposefully to debates and discussions.  Learners report that they are more likely to ensure that their children will remain in the formal education system and benefit from completing junior and leaving certificates.  There is good anecdotal evidence to support the view that female Travellers’ perceptions of the benefits of education have changed considerably as a result of their attendance in the centre.

 

Similarly, attendance at the centre appears to impact positively on the ambitions of many of the learners.  In interviews with them, several stated that their ambitions stretch to attending colleges of further education as a result of their positive experiences in Tara education Centre.  One learner has made good strides at establishing a small, though viable, business. She attributes this development to the growth of her self-confidence, achieved as a result of attending 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 director, teaching staff and board and VEC representatives at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

                       

 

 

Published March 2010

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

Area 1:  Observations on the content of the inspection report

 

.

The Board of Management supports the process of Whole Centre Evaluation and welcomes the recommendations arising from the findings of the Inspectorate which will inform and support the future development of Tara Education Centre.  The Board is pleased to note that many strengths of the Centre are acknowledged – the commitment of the Director, the excellent rapport that exists between staff and learners, the quality of teaching and learning, the satisfaction expressed by the learners attending the Centre, the strong links with outside agencies and the effective whole centre approach to literacy.

 

The Board of Management has already initiated implementation of the recommendations of the Inspectorate.

 

We wish to thank the Inspectors for their time in compiling this detailed and very positive report, and for the professional manner in which they conducted the evaluation.

 

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

 

The following areas have been addressed since the visit of the Inspectorate on 22 and 23 April 2009.

 

·         Work experience for learners is being actively pursued through increased employer links and through interagency approaches and networking.  More work experience has been sourced and placement obtained for many of the learners.  The Chamber of Commerce is now represented on the Centre’s Board of Management.

·         A Book Club has been established since June 2009 in conjunction with Louth County Library.  This is proving to be very successful.

·         A programme of physical fitness as part of FETAC Health Related Fitness Module commenced in September 2009.  Learners go weekly to local leisure centres and fitness groups.  Contact has been made with the Sport and Recreation Office of Louth County Council.

·         Trades and professional people are being invited in on an on-going basis to talk to the learners about career options.

·         Co Louth VEC is exploring the possibility of increasing hours for a small number of staff which retaining the variety of vocational skills delivered by specialist teachers on fewer hours.

·         Links are being maintained and expanded on with existing outside agencies and community groups.  New links are been developed together with building on existing cross border links. 

·         In tandem with other service providers, Co Louth VEC is committed to provide education for Traveller men.   Practical steps are being taken to attract male learners again to the Centre.  Because of space constraints the service may need to be delivered off-campus through the Community Education Facilitation Service.