An Roinn Oideachais agus Scileanna

Department of Education and Skills

 

Evaluation of Centre for Education

REPORT

 

Navan Travellers Education Centre

Abbey Road,Navan,County Meath

Roll No.ST0028

 

Date of inspection: 20 April 2009

 

 

 

 

Evaluation of centre of education

Centre context and ethos

Quality of centre management

Quality of centre planning

Summary of strengths and recommendations for further development

 

 

 

 

Evaluation of centre of education

 

This report has been written following an evaluation of Navan Travellers 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 and with the teaching staff. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspectors conducted interviews with the Chief Executive Officer (CEO) of Co. Meath VEC 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 board of management, the management of the VEC and to the Director and staff of the centre. The board of management was given an opportunity to comment in writing on the findings and recommendations of the evaluation; the report was accepted by the board without response.

 

 

1.          Centre context and ethos

 

1.1        Context

The centre is a large fully operational Senior Traveller Training Centre. It is known locally as the Navan Travellers Education Centre.  It is in operation for twenty five years. It was founded in 1984 and from 1984 until 1998 it operated as Navan Travellers Workshop Ltd.  Full responsibility for the management of this Senior Traveller Training Centre (STTC) was transferred to County Meath VEC in 1998.

 

Navan is the largest town in County Meath. It is also the town with the highest number of Travellers in the county.  The Navan centre is a large one and has seventy-two learners attending on both a full-time and part-time basis. It currently has four non-Travellers attending. All participants are female. It is recommended that the issue of gender imbalance be addressed over time. The rapid phasing out of enrolment of learners under eighteen years old in line with recent Department of Education and Science Circulars and the Report and Recommendations for a Traveller Education Strategy   has been completed. The centre is now a totally adult centre. Some Traveller learners and staff expressed misgivings to the inspection team about the rapidity of the implementation of this policy change.

 

The centre is located in the centre of Navan and shares a campus with the headquarters of Meath VEC.  There is an outreach programme in Trim, established in 2004, which is located in the centre of Trim. Fourteen of the seventy-two learners attend this centre.

 

The Navan centre is officially open between 9.15 hrs and 17.00 hrs, Monday to Thursday, and from 9.15 to 13.15 hrs on Fridays, but most learners choose part-time options because of family and other commitments.  The availability of part-time options to meet the real needs of learners and the full-time nature of STTCs from a national funding perspective is one of the greatest challenges to be faced in this, and, indeed, in other such centres.   It is also a challenge for The Trim outreach centre which operates five morning a week from 9.15 to 13.00 hrs  At present, out of the seventy-two learners  enrolled in the centre  fourteen learners are full-time and fifty six are involved in part-time courses.  The majority of part-time learners attend in the morning.

 

1.2        Distinctive character and atmosphere

A positive and welcoming atmosphere, a sense of purpose and an atmosphere of mutual respect permeate this centre. The aim of the centre as outlined in the student contract “is to help Travellers living in county Meath to improve their education, vocational skills and life skills so that they can take a full role in the Traveller and wider community”.

 

The mission statement of the centre states that “the shared vision of Navan Travellers Education is to provide quality education and training to empower our community while affirming Traveller culture”.

 

There was considerable evidence during the evaluation that both the aim and the mission statement of the centre were being worked towards in a systematic and determined way.   Consideration, however, should be given to adapting this mission statement to make it more outward-looking and more reflective of the importance of further integrating Travellers within the wider society. A greater stress on outcomes should inform the revised mission statement as should the fact that it is now a totally adult centre.  

 

1.3        Supports for learners

A number of supports are available to learners. The centre has developed a useful ‘Handbook for Staff and Learners’ which outlines the aims and programmes on offer in the centre. This initiative is to be welcomed.  This learner handbook also outlines what learners can expect during their time in the centre and what is expected of them. It contains the rules of the centre. It also contains a brief statement on health and safety regulations.  It explains the training allowances that are available to learners.

 

The centre has a well developed Guidance Plan in place which was drawn up by the centre’s care team.  The care team comprises the Director, the guidance officer and the student counsellor/therapist.  The centre is fortunate to have this range of supports available to learners.  A full time career-guidance person assists learners with choice of courses, progression within and from the centre and offers career advice.

 

A qualified psycho-therapist/counsellor visits the Navan centre on Thursdays and the Trim centre on Fridays and conducts both one-to-one and group sessions with learners to explore and attempt to meet learner needs and concerns. There are strong confidentiality aspects to these interventions that are well respected by both staff and learners. 

 

The Director advises, listens to and supports learners on a regular basis. It was confirmed by learners that the Director is very approachable and maintains “an open door policy” for learners.  An Individual Education Planning (IEP) template has been designed, mainly by the Director, which has potential for the future but has yet to permeate and influence the daily life and work of the centre.   

 

Individually, the Director, the career guidance teacher and the visiting psycho-therapist give valuable and relevant guidance to individual learners on an ongoing basis.  It is recommended that the career guidance, counselling, psycho-therapy and more general advice already provided by the Director in the centre should be developed into a more coherent guidance/career plan and individual learning plans for learners both individually and collectively.

 

The Navan centre has a twenty place childcare facility on site. It is opened between the hours of 9.15 hrs and 12.45 hrs. and between 13.30 hrs. and 17.00 hrs. The manager of this facility is employed by County Meath VEC.  The childcare worker is a member of the Traveller community.

 

A health promotion initiative was pioneered in this centre. The centre was awarded a Gold Health Promotion Award in 2006 for its activities in this area and continues to do valuable work in this important area. 

 

The visiting teacher for Travellers is a member of the centre’s board of management.  Many of the adult learners have children attending in local mainstream schools and the centre potentially provides an ideal forum to discuss educational matters with the visiting teacher. The links between parental involvement in education, their ability and inclination to support their children with homework and the continued engagement of their children in school are important and should continue to be explored.

 

1.4        Links with the community

Given that the centre is in existence for twenty-five years, it has built up a range of contacts with the local community, local agencies and other groups. The links with the local Traveller community are excellent.  This is enhanced by the employment of a number of competent and committed Travellers as members of staff and the presence of experienced and influential Traveller representatives on the board of management.  The links with the wider education community are promoted especially through the widely representative nature of the board of management and through liaison with local groups and organisations.

 

The links that have been developed with senior citizens in the Third Age centre in Summerhill, County Meath are mutually beneficial. A joint choir, made up of members of the centre and senior citizens, performs a number of times a year and have also taken part in an all-Ireland choral festival. Links with the Health Service Executive (HSE) and Meath Traveller Primary Health Care team are excellent and productive.

 

Previous links with the post-primary school retention ‘Bridge’ project have been productive but are not currently as important as they were previously as the centre is now an adult only centre.  The centre also takes part in a National Travellers Art competition. The art department in the centre played a crucial role in the development of this competition at both local and national levels.  

 

Annual open days and annual awards ceremonies are held which help to affirm learners’ and teachers’ work and achievement, and help to promote the work of the centre and to the give the centre a greater profile within the local community.

 

The centre circulates its own newsletter three times a year. It has developed and maintained its own website and articles about the centre’s activities are published regularly in the local media and in the national ‘Voice of the Traveller’ magazine. These are all very welcome developments.

 

 

2.          Quality of centre management

 

2.1        Role of VEC and Board of Management

The support of an experienced and pro-active CEO who both understands and is committed to the social inclusion agenda is very evident and is to be commended. Much of the regular contact work with the centre is delegated to an Adult Education Officer.  The fact that these key personnel of the VEC share a campus with the Navan STTC facilitates regular contact and support from the VEC.

 

The VEC is very aware of the importance of the VSSU procedures and has informed the centre of the importance of these procedures on a regular basis.  The Director is a member of in the County Meath VEC Adult Education Forum where he meets other coordinators and directors within the county to discuss issues of common concern on a regular basis. 

 

The board of management of the centre was met by the inspectors during the evaluation. The board is made up of representatives of the VEC, staff and learner representatives, Traveller representatives and the Visiting teacher for Travellers are also members of the board. FAS and the HSE are also represented    Meetings of the board of management are held five times a year.  The Director gives updated reports, including financial reports, at each board meeting. Comprehensive minutes are kept of board meetings and forwarded to the VEC for approval. A number of these minutes were consulted as part of the evaluation.

 

2.2        Internal centre management and administration

This large centre of over seventy learners and sixteen staff offers a range of full time and part time programmes to an adult population and both requires and receives dedicated, caring and careful internal management. One of the most important challenges facing the internal centre management and the VEC is the fact that though this centre is funded as a full-time centre many of the participants are following part-time courses. For many learners afternoon attendance and engagement is not considered a viable option.  

 

The centre has responded to what it sees as ‘certain realities’ in relation to family responsibilities by offering a variety of part-time courses as well as full-time courses. Family commitment of mothers, especially young mothers,  collecting children from school and/or being there for their children on their arrival home from school and the perceived or actual potential loss of other financial entitlements means that the levels of attendance and the teaching and learning in the afternoons raises value for money and efficiency considerations. It is recommended that the quality and quantity of afternoon provision and attendance be urgently reviewed.  

 

2.3        Organisation of the curriculum

This centre is predominantly engaged in FETAC programmes and certification. The comprehensive curriculum being offered consists of diverse programmes in practical, vocational, ICT and life skills education and training.  The centre also offers programmes in literacy, numeracy, communications and personal development. Aspects of Traveller culture and cultural diversity are well catered for within the curriculum. This is greatly supported by the fact that there are a number of Travellers on the staff of the centre.

 

The principal curricular focus in this centre is on personal and skills development and on achieving certification at FETAC Levels Three and Four. The centre offers opportunities to learners to achieve full certification at these levels. Core modules studied at FETAC Level Three include communications, mathematics, personal and interpersonal skills. Optional and additional modules include art and design, career information, caring for children, crafts, food and cookery, food and nutrition, health related fitness and living in a diverse society.

 

It is particularly noteworthy that the centre is engaged in a number of FETAC Level Five programmes such as personal effectiveness in the workplace. These learners engaged in Level Five courses, in particular, impressed the evaluation team with the level of certification and skills that they had achieved, to date, and especially with their determination and their ambition to achieve further qualifications and employment.    

 

FETAC Level Five courses are undertaken by two groups - a Hairdressing Group and a Secretarial Studies group.  The Hairdressing group are offered Hair Dressing Theory and Practice, Occupational First Aid, Communications, work experience, and personal effectiveness in the work place modules.

 

The modules studied by the Business Secretarial studies group include word processing, ICT skills, communications, customer care, work experience, occupational first aid and information and administration. The expected completion date for this group is November 2009.    

 

Work experience is organised and supervised by the guidance officer in consultation with staff. FETAC Level Five students undertake a ten day work experience programme and two work shadowing experiences.  Some other work experience is organised for other learners on an individual basis.  Work experience placements have included working with Meath Youth Services, with local hairdressers and with special needs children.

 

The summer programme takes place between the first week of June and the third week in July. This programme is intermixed with regular classes during this period. A number of educational trips are organised to places such as the Solstice Centre and projects such as charity fundraising and  genealogical studies are undertaken as part of the summer programme.

     

2.4        Management of staff

The Director has been in his current position for thirteen years.  He is experienced, committed and dedicated. He gives excellent leadership to the staff and learners. Mutual respect was evident between the Director and staff at all times during the evaluation visits. This Director leads by example.  The committed and skilled leadership of the Director is a key factor in the smooth running of this centre and a key factor in ensuring that the centre works diligently towards achieving its aims and objectives.  An appropriate level of secretarial support is provided by the VEC. There is a secretary on site for thirty-two hours a week. It is heartening to note that the secretary is a member of the Traveller community. Staff meetings monthly as part of the ongoing management of the centre

 

2.5        Management of accommodation and other resources

The accommodation in the Navan centre is fit for purpose. It shares a campus with the VEC and a range of adult and community projects and initiatives. This allows for synergies and the sharing of resources such as a hair salon, woodwork and metalwork facilities

 

The accommodation in Navan consists of two offices, three literacy/numeracy rooms, an office for the guidance officer, a computer room with ten desk top computers,. There is also a kitchen cum catering classroom, an art room, a crafts room and two large general classrooms. A healthy and safe environment is maintained and a comprehensive health and safety statement is in place.  The art and craft room may be cold in winter and very hot in summer due to the high glass windows and the provision of blinds would be beneficial.

 

The accommodation in the Trim outreach facility, located in the old vocational school building in the town, however, leaves a lot to be desired mainly due to the age of the building. There is a large well stocked kitchen, a smaller resource type classroom and the centre has shared use of both a computer room, an art room centre.  

 

 

3.          Quality of centre planning

 

3.1        Centre plan and policies

The CEO of the VEC, the Adult Education Officer and the Director of the centre place a strong emphasis on the importance of effective planning and good management practices.

 

The centre has a comprehensive Development Plan 2009-11 which was informed by the Quality Framework Initiative (QFI). This well constructed plan replaced and built upon an earlier Strategic Plan 2004-09. Policy development, in the centre especially in terms of the production of high quality planning documentation, is at a high level.  It is heartening to note that the centre has developed a wide range of policy documents including a guidance plan and a centre wide literacy plan as well as a range of policies in relation to admission, FETAC certification, health and safety, and child protection.

 

The issue of child protection was discussed with the VEC and the management of the centre. The fact that it is now an adult centre but has a childcare facility on site means that child protection is still an important issue for 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 protection policies 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 needs to be appointed in the event of the absence of the DLP.

 

3.2               Planning process

The centre was a pilot centre for the QFI process and has continually engaged in strategic planning processes since 2003. The fact that the current Director has been the Director since July 1996 has greatly aided the continuity and quality of planning processes in the centre.

 

The current Development Plan 2009-11 and a series of related centre policies were developed in a collaborative manner over a considerable time period.  The centre’s recently created guidance plan incorporates a range of policies on guidance, sexual harassment, substance abuse and health promotion, acceptable guidelines on information and communications technology (ICT) usage and equal opportunities policies. A critical incident plan is in place which outlines the ground rules for the care team and the rest of the centre community, if and when, critical incidents occur.

 

3.3        Implementation of plan

The current Development Plan 2009-2011 is at an early stage of implementation. It contains a comprehensive range of quality standards and envisages evidence being collected for the achievement of these standards. Each action has a time frame within which it is estimated that the action will be implemented.  

 

The Development Plan also contains important review mechanisms.  The centre has already engaged in an internal evaluation and review with the assistance of an external facilitator.  The report of that internal evaluation was issued in March, 2009 and was made available to the inspection team.

 

Whether the development planning process and the QFI process is a sufficiently robust model to achieve the implementation of planned, continuous change and improvement of the centre in order to bring the centre to the next level of development is a matter to be considered in the future.  It is hoped that this evaluation report will contribute to that debate and analysis.      

 

 

4.          quality of teaching and learning

 

4.1        Planning and preparation

It is evident that the vast majority of teachers plan there work in a coherent fashion.  The level and quality of short and long term lesson plans and schemes of work that were observed were generally impressive. The support offered by the Director the Adult Education officer and the VEC generally has been of benefit to the centre.  

 

4.2        Classroom management and teaching methods

The quality of teaching in Navan STTC and its Trim outreach centre is variable. There are many excellent examples of good practice in a wide range of curricular areas such as communications and art.  For example, all learners were progressing well at their own pace in the art class observed.  A variety of styles, media and materials were used to good effect.

 

There is an over-reliance on subjects under the broad umbrella of ‘communications’.  Some excellent work was observed on the development of presentation skills.  There is a need for greater emphasis on basic language, reading and writing skills with some groups.   A range of literature such as short stories, poems, novels could be read and discussed in other groups, especially where literacy levels were high.  A number of practical classes were observed where Traveller crafts were produced to a high standard . A very good practical cookery class were observed in Trim that also motivated and engaged learners. .A high level of participation and interaction was in evidence in the cookery class.

 

The small groups, especially when taking into account the impact of absenteeism, allowed for a great deal of individual attention in the classes observed. Routinely, the inspectors observed groups of three to six learners being taught. Classes were effectively made smaller at times by the regular use of withdrawal strategies. The use of withdrawal strategies especially the formation of one-to-one or one-to-two groups from already small classes needs to be urgently reviewed. It is inefficient in terms of maximizing the use of both teacher time and teaching resources.  For example, it should not be necessary to withdraw two learners from a class of six to achieve differentiated learning goals and targets especially in the areas of literacy and numeracy.

 

Lessons on modules such as graphic communications and hair care were well planned and well delivered. The work in the Art department was both creative and innovative. Especially impressive were the large wall paintings which were developed in a collaborative manner by learners and their Art teacher.   The integration of IT was very much in evidence in the art class observed. Participation in the National Travellers Art competition was encouraged over a number of years.

 

The teaching of mathematics to a small group (three learners on the day of the evaluation) in one of the classes observed had weaknesses in terms of planning, preparation, organisation, and teaching approaches.  Their is a need to address this issue in the best interests of learners and the inspectors were informed that this matter is being dealt with effectively  before the start of the new term. 

 

Excellent ICT facilities are available to teachers. There is a computer in every room in the Navan centre but use of ICT in the teaching and learning process was very variable. A number of teachers used as a valuable aid to learning while others were not able or willing to use this important learning and teaching resource.

 

Classes were well managed. An atmosphere of mutual respect between learner and teacher was very much in evidence in all of the classes observed. Discipline and rapport between teacher and learner were excellent in all classes visited during the evaluation. Learners are affirmed and encouraged in their work. Teaching methods varied from innovative and interactive in curricular areas such as art and communications to very didactic traditional methodologies.  The hair care modules were well planned, practically based and well delivered by an experienced, well organised and competent professional.

 

Despite the fact that there was direct access to a computer in almost every room visited by the inspection team the use of ICT as a teaching strategy varied enormously. There were excellent Powerpoint presentations made in a communications module relating to presentation skills.  Greater use of ICT as a teaching and learning tool is recommended.

 

4.3        Assessment of learners’ progress

Diagnostic tests such as the Aston Index, Schonell and Neal reading tests are administered in the centre.  However, an internal evaluation report (2009) highlighted the need for “greater initial assessment to help determine the best course for each new learner and provide staff with an outline of the new learner’s ability”.  The inspection team concur with this recommendation.

 

Greater cohesion is required between the Director, the full time career guidance teacher, the psycho- therapist, literacy tutors and the care team and classroom teachers in order to develop comprehensive Individual learning Plans (IEPS).  Important ground breaking work on the development of templates for IEPS has already begun but has yet to permeate the life of the centre. Assessment and benchmarking of learners at entry should be further developed as should the development of Individual Learning Plans (IEP’s).

 

Most of the assessment of learner progress is either carried out informally or as part of the structured FETAC assessment and certification process. These assessment procedures are in line with national standards.  The centre has developed an important policy statement relating to the fair and consistent assessment of learners within the FETAC model of assessment. 

 

4.4        Outcomes and standards

The fact that four learners have already completed the Leaving Certificate in mainstream schools and that fourteen learners are engaged in a range of FETAC Level Five programmes and certification provides the centre with clearly visible, successful outcomes and provides excellent role models for other learners and indeed for the Traveller community in Navan generally.

 

The visiting teacher for Travellers informed the inspection team that second level engagement within the Traveller community in Navan and County Meath, in general, is developing in a very positive manner.  The likely positive impact that this centre and another Traveller centre in Navan is making to this progress would be an interesting area for further exploration by the visiting teacher and the centres themselves.   

 

Both learners and teachers argued during the evaluation that if parents are engaged in and value education that their children are more likely to engage more fully in the education process. The evaluation team agree with that perspective.

 

 

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 CEO of the VEC, the Adult Education Organiser, the Director and teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

Published May 2010