An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Evaluation of Centre for Education
REPORT
Birr Centre for Education and Development
(formerly Birr Senior Traveller Training Centre),
Syngefield Industrial Estate
Birr, County Offaly
Date of inspection: 12 November 2008
Evaluation of centre of education
Quality of teaching and learning
Summary of strengths and recommendations for
further development
Evaluation of centre of education
This report has been written following an evaluation of Birr Centre for Education and Development (formerly known as Birr Senior Traveller Training Centre (STTC)). 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 Offaly VEC and with the adult education officer, with the centre’s board of management and with the visiting teacher for Travellers. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation 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 report, and the response of the board will be found in the appendix of this report.
1 Centre context and ethos
1.1 Context
Birr Centre for Education and Development is one of
two Senior Traveller Training Centres in
The centre was traditionally a Traveller-only centre but this has changed in recent years. There were six non-Travellers attending at the time of the evaluation. It is intended by the management of the centre that the majority of learners will continue to be from the Traveller community. The centre was one of the pilot centres in the Quality Framework Initiative (QFI).
The Birr centre is located in an Industrial Estate one
kilometre from the town of
The centre is currently an adult centre and is, therefore, fully committed to implementing the revised Department and Science regulation that states that STTCs should be exclusively for over eighteen year olds from September 2009.
It is designated as a twenty four place centre. At the time of the evaluation twenty five learners (all female) were enrolled. They were aged between eighteen and sixty-four years. There is a considerable turnover or throughput of learners. The catchment area of the centre is South Offaly. Most learners walk, drive or are driven to and from the centre.
1.2 Distinctive character and atmosphere
The centre’s mission states that the centre is “a place of learning for Travellers and non-Travellers interested in returning to education”. The mission statement also claims that the centre “is a place that learners enjoy coming to, where they get to know new people in a comfortable but challenging environment”. There was considerable evidence during the evaluation that the values enunciated in the mission statement are enacted in the day-to-day life of the centre.
The centre has identified a set of aims and objectives in the context of their current comprehensive Development Plan 2008- 2011. The main aim of the centre is “to provide opportunities for Travellers and non-Travellers to participate in education and learning programmes which respond to their needs”.
This aim and corresponding objectives, along with the mission statement, were developed collaboratively by staff as part of the centre’s involvement in the centre development planning process within the context of the Quality Framework Initiative (QFI). It is noted that the centre is the first year of implementation of their second centre Development Plan. It is important that the aims and objectives of this plan are reviewed and revised as appropriate at regular intervals by management and staff. It is heartening to note that the plan envisages such reviews.
The working relationships between staff members in the centre were seen to be positive. The quality of relations between staff and learners was also positive, as was the quality of relations between the learners themselves. Learners displayed great respect for one another, in both segregated and integrated settings, and for their teachers. It is felt that staff morale in the centre was generally high.
1.3 Supports for learners
Individual Learning Plans (ILP’s) are at an early stage of development. A template has been developed for the compilation of such plans. This template includes a provision for end-of-year review of the aims and objectives of these plans which is commendable. One of the major recommendations of this report and one of the greatest challenges to be faced by this centre is the integration of Individual Learning Plans in the daily life of the centre. It is important that these individual plans are developed for learners within a reasonable period of time following their initial admission to the centre. They should also be partially based on the outcomes of appropriate learner assessment strategies especially in the areas of literacy and numeracy. Further advice on the compilation of individual learner plans can be found in Guidelines on the Individual Education Plan Process published by the National Council for Special Education in 2006.
A well qualified, committed and experienced guidance counsellor, employed by the VEC, visits the centre for three and a half hours per week to work with learners, and staff. This person visits five other Youthreach and Senior Traveller Training Centres in Co Offaly and is very familiar with the needs of learners. All learners are provided with the opportunity to avail of one-to-one counselling sessions, while work in small groups is also undertaken. The provision of this service is of great value to learners. It is heartening to note that assessments are carried out by the guidance counsellor using career interest inventories. It is recommended that that the career guidance aspects of guidance provision be further developed. The FÁS advocate could be invited to visit the centre (as is already the case in other centres in the county).
Unlike many other such centres, staff and learners bring their own lunches. This appears to work well in this centre.
The centre implements measures aimed at monitoring and improving learner attendance. Learners sign in and out each day as per regulations. Learner allowances are also based on register records. Each teacher maintains attendance records with regard to their individual lessons. This is good practice. It is recommended that in-class attendance should be recorded in a standard format across all classes rather than in individual teachers’ diaries and journals.
Attendance remains a continuous challenge for the centre. It is recommended that initiatives be developed to promote and monitor learner attendance. Consideration should be given to the adoption of a ‘clock-in’ and ‘clock-out’ system.
A Code of Behaviour has been developed that outlines the rights and responsibilities of learners. A corresponding code for staff has been developed which emphasises the importance of a sense of community and positive approaches to behaviour management. The centre is to be commended for the development of these policies and for the manner in which they are implemented.
A guideline should be developed as to what constitutes an authorised absence, including when sick certificates are required in respect of sick leave absences (it is noted that learners are allowed five days sick leave days a year without it impinging on their attendance record or the payment of allowances). Details should be incorporated into the code of conduct. Finally, the guidelines should provide a framework for termination of attendance where there is evidence of gross abuse of absence policy. These initiatives are advised by the Vocational Services Support Unit (VSSU) in their Procedures in respect of Youthreach/Senior Travellers Centres.
Staff-learner meetings take place usually after staff meetings. It is recommended that a learner council be established in the centre. Training will be required in relation to how the learner council should operate how it communicates with the relevant stakeholders including cent.
1.4 Links with Community
The centre has developed strong links with other VEC
centres for education in
The centre has liaised in the past with the visiting
teacher for Travellers in terms of ‘managed entry’ to, and progression from the
centre. More structured meeting with the visiting teacher for Travellers, once
or twice a year is recommended, particularly as many of the learners in the
centre have children who are attending mainstream schools in
The centre has links with local schools, employers and the local business community but these need to be further developed especially in terms of creating more work experience opportunities and job opportunities generally.
The centre produces its own newsletter and regularly avails of opportunities to promote the centre in the ‘Offaly Travellers Newsletter’ and other local media in relation to the courses on offer, centre outings, awards ceremonies and engagement in community based projects. Participants from Birr Centre for Education and Development took part in a ‘fair trade’ coffee morning in aid of charity.
The provision of clear directional signs for the centre would help the community to find the centre more easily. It would also help to raise its profile of the centre within the community.
2 Quality of centre management
2.1 Role of VEC and Board of Management
Senior Management of Co. Offaly VEC displayed a thorough knowledge of the history and role of the centre, and had a clear understanding of the opportunities it provides and the challenges that it currently faces especially in terms of certification, integration, regular attendance and above all meaningful progression. The centre’s operational budget is allocated from VEC head office, but is managed at the level of the centre. While there is awareness among senior management of the VSSU procedures pertaining to centres for education. there is a need to promote further their implementation in this centre.
The VEC’s Adult Education
Officer (AEO) has line management responsibility for the centre. The
relationship between the Adult Education Officer and the centre’s director was
seen to be very positive and there is a clear understanding of roles. The AEO
is very supportive of the centre, particularly of the director, and visits the
centre on a regular basis. VEC management have put in place a range of
initiatives to support the director’s role. This includes involving the
director in meetings with other directors and coordinators of centres for
education in
The VEC provides the centre with direction in relation to policy and procedures in line with national regulations. Numerous policies exist which apply across all VEC schools and centres for education in the county. It is important for the centre director and staff to reflect carefully on each of these over- arching policies and to continue put in place specific policies and procedures to ensure that they address the particular needs of this centre.
The centre has an active and committed board of
management which acts as a sub-committee of the VEC. The board currently
comprises representatives of the VEC, the local post primary school, the local
Traveller organisation, an employer in the local community centre staff and a
learner representative. A new learner representative was co-opted onto the
Board in May 2008. It was stated at the time of the evaluation that the
board would benefit from the inclusion of a local business and employer representative.
It is heartening to note that this matter is being addressed. The
presence of a teacher from the local
While there was a level of awareness among many board members of its legislative and legal responsibilities, it is recommended that all board members, especially those appointed more recently, be provided with some inservice training in this regard. There are also opportunities for the board to become more involved in centre planning and in the development of centre policies. Currently, its role in this area is predominantly one of policy ratification.
2.2 Internal centre management and administration
The commitment and dedication of the current director, in situ since the centre’s foundation in 2002, permeates the centre itself. The director works diligently to maintain, improve and further develop an already impressive centre. The leadership style is a collaborative one. It is vitally important that all staff, especially senior and more experienced staff, fully engage with, and support the director in curricular and organisational planning.
The director has a written contract in place with Co. Offaly VEC. The duties attached to the post are many and varied. It was clear during the evaluation that both the administrative aspects and the more educational or instructional leadership aspects of the role are performed with a high degree of competence and dedication. It is heartening that the management and delivery of teaching and learning is afforded such appropriate attention.
The contract of employment referred to above allows for the director to have “direct class contact where appropriate”. A degree of timetabled class contact not only allows centre directors to keep abreast of developments in curriculum design and teaching methods, but it also provides opportunities to gain first-hand experience into the educational and developmental needs of learners, and to develop a rapport with learners also.
The administrative workload of the director is complemented by on-site clerical support. The centre has acquired the services of a secretary for seventeen and a half hours each week. All staff value the contribution that the secretary makes towards the operation of the centre.
2.3 Organisation of the curriculum
The centre opens each day at 9.00 am and closes at 16.30 hrs except on Fridays when it closes at 14.00hrs. Class time periods are forty five minutes duration, which is appropriate. The centre is open for 209 days a year. According to the centre’s current Development Plan it had an allocation of 5,250 teaching hours per year.
The curriculum in the centre is becoming almost exclusively FETAC based as the small remaining cohort of learners taking Leaving Certificate Applied (LCA) progresses through the system to completion in July 2009. The LCA had been introduced in 2007. Some staff expressed regret that it will no longer be provided in the centre. Curricular provision has improved over the years to allow learners the opportunity to achieve full FETAC awards. This is commendable.
Learners gain a range of certificates of completion for individual modules. FETAC modules are provided in the centre at Levels Three and Four. These include mathematics, communications, information technology skills, art and design, health related fitness, personal and interpersonal skills and human biology and plant care maintenance. Provision of a FETAC Level Three module entitled ‘Living in a Diverse Society’ is particularly appropriate and the role of a member of the Traveller community as tutor in diversity training in the centre is noteworthy. The fact that Irish is studied and enjoyed by a number of learners is also commendable.
The LCA is being studied by a small minority of three learners. Mathematical Applications, Communications, Vocational Preparation, Social Education and Personal Reflection are among the modules studied. The fact that three learners from the Traveller community are currently undertaking their Leaving Certificate in this centre is commendable. However, the LCA is being rapidly phased out partly because the groups would be too small, especially in the context of the centre being exclusively for learners over eighteen from September 2009.
A Junior Certificate curriculum was provided in the centre in the past. Most recently, five learners sat their Junior Certificate examinations in June 2008 and were aged between twenty-six years and thirty-seven years. The centre management has continued to support the national policy on inclusion and integration of young Travellers in mainstream post-primary schools.
The FETAC modules provided are predominantly vocational or practical in nature and are very relevant to the skills needed by young women, including Traveller women. The modules provided include catering, food and cookery, food and nutrition, caring for children, child development and play, health and beauty, art and design, preparation for work, and computer literacy. A number of modules have recently been introduced that promote the development of learners’ personal and social skills. These include personal care and presentation, personal effectiveness and personal and interpersonal skills.
New subjects were being introduced into the curriculum at the time of the evaluation. These are not FETAC accredited and include driver theory and rules of the road. A Traveller culture programme has been on offer since 2002. Commendably, the centre has always promoted Traveller culture in its day-to-day operation. Discussions with learners revealed that they would like to see subjects such as drama, photography and physical exercise introduced into the centre’s programme.
The current cohort of learners in the centre is divided into four class groups. Membership of the groups is generally determined by the ability level of the learner. One group has four learners present and works predominantly to FETAC Level Four standard, another had five learners present. This group works at Levels Three and Four, while a third group has seven learners who work at FETAC Level Three only. The remaining group have been identified as having significant learning difficulties. The centre is actively pursuing the possibility of acquiring FETAC Levels One and Two certification for the majority of the work undertaken by this group. This is commended.
Centre management and staff are aware of how important literacy and numeracy skills development is for the learners enrolled. Also at the time of the evaluation the centre was moving towards creating dedicated literacy and numeracy skills development lessons for targeted learners. This is a positive development in the centre’s programme. The development and implementation of a whole-centre integrated plan to develop literacy and numeracy skills should be prioritised.
Work experience was provided for the small minority of learners undertaking LCA and for five FETAC Level Four learners. From discussions with learners it was clear that those who went on work experience benefited from it and that others, especially younger learners, who have not had the opportunity to date would greatly welcome such a programme.
It is recommended that efforts be made to introduce an element of work experience, work shadowing or work simulation for all learners. This would assist in promoting more meaningful progression from the centre for the learners. In developing an element of work experience for the programme, the centre should utilise fully its existing links with potential employers and the local community. Work experience, would greatly assist in enhancing the centre’s links with local businesses and the local community generally.
The centre provides a timetabled and structured summer programme for learners from early June to mid-July. This programme includes visiting speakers, arts, crafts, photography as well as ‘a drive for life’ programme, occupational first aid and health and safety at work. A presentation of certificates ceremony is organised annually for learners attended by invited guests, staff and learners.
2.4 Management of staff
Currently, the centre employs a total of thirteen teaching staff ranging in length of service to the centre from three months to seven years. The majority of staff have three or more years teaching experience in the centre; this provides valuable continuity and experience. Teaching staff are well-qualified and together hold an impressive range of qualifications spanning the educational, the arts and business worlds.
Staff are deployed efficiently across the timetable based on their qualifications, skills and competencies. An effort is made to timetable those part-time staff with a limited number hours in a way that provides them with significant periods of time in the centre at any one time. This is appropriate. It was clear from observations during the evaluation that staff approach their teaching duties in a professional manner. It is important that teachers’ timetables and agreed roles and responsibilities are reviewed at regular intervals.
The centre benefits greatly from the services of a secretary. It was clear that this staff member contributes greatly to the efficient running of the centre. It was also clear that her contribution was valued by the VEC, the director and staff.
VEC management support staff involvement in relevant professional development courses. In the past three years staff have updated their knowledge and skills in a range of areas relevant to the learners. Courses attended include those on programme planning, QFI and FETAC, mapping the learning journey, food hygiene and the web wheel. Staff continue to engage in relevant courses.
Some members of staff have acquired academic qualifications relevant to their areas of work. This is commendable. In order to ensure that maximum benefit is gained from engagement with professional development consideration should be given to conducting an annual audit of the professional development needs of staff. Appropriate action plans should then be devised. Training in integrating literacy, child protection issues and social, personal and health education should be prioritised for staff members in the future.
2.5 Management of accommodation and other resources
Birr Centre for Education and Development is housed in an excellent purpose-built building that is well suited to the role of a modern centre for education. Currently, the centre comprises three general classrooms, one large kitchen/canteen and one computer room, hair and beauty room, counselling room staff room and director’s office and reception area. The centre and its classrooms are well maintained. Classrooms were neat and tidy at the time of the evaluation.
The centre is generally well resourced. Resources are deployed and used appropriately by both staff and learners across the centre. There is a good range of resources available for most of the subjects in the centre. There is a lack, however, of dedicated literacy and numeracy skills development resources. ICT facilities, including laptops, are available for both staff and learners. Staff make use of ICT for producing classroom and planning materials. Learners use ICT mostly for research purposes and to type up assignments and projects. This is commendable.
3 Quality of centre planning
3.1 Centre plan and policies
The centre was one of the pilot centres in the QFI process and as such planning has been well developed over a considerable period of time in the centre. It had a first Development Plan covering the 2004-2007 and a second centre development plan covering the period 2008-2011 is now in place. The current plan contains comprehensive information on the history and the evolution of the centre as well as documenting the major highlights of the centre’s activities.
As part of the planning process a number of important reviews were carried out with both management and learners. These were collated to form the basis of a comprehensive action plan. The major challenges identified in the SCOT analysis were the challenges of managing paperwork, motivation of learners, the changing, more integrated nature of the centre and learner attendance
A total of sixteen key actions for development are identified in the latest development plan, along with their expected completion dates. The plan would benefit from the inclusion of more specific details with regard to those persons responsible for the completion of planning tasks.
All actions for development have been grouped in order of high, medium and low priority. Inspectors considered that the actions apportioned to each group were appropriate. High priority areas include communications and links with the community, staff development and training, staff support, code of behaviour, equality, programme development and delivery, initial assessment of learners and their induction, work experience and learner transfer and progression.
There are a number of policies in place in the centre.
Some of these were developed at VEC level to cater for all of the VEC centres
for education and schools in
Admissions, enrolment, attendance and exclusion policies are being developed. Curricular and assessment policies including a literacy and numeracy skills development policy, a guidance and counselling policy and policies on smoking and mobile phone usage should be prioritised for development. It is also important to ensure that there is a common approach to policy implementation by all staff members.
The issue of child protection was discussed with the VEC and the management of the centre. The fact that this is now exclusively an adult centre has to be taken into account. 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). The centre’s board of management has formally adopted the VEC child policy and procedures. The relevant child protection procedures have been brought to the attention of all centre staff, including new staff. Management have ensured that all staff are familiar with the procedures to be followed. If under eighteen year olds were enrolled in the centre in the future, or if a crèche is installed within the centre, a designated liaison person (DLP) for the centre should be appointed in line with the requirements of Department of Health and Children guidelines. A deputy DLP would also need to be appointed in the event of the absence of the DLP.
3.2 Planning process
Centre planning has been and is based firmly on the principles of the quality framework initiative (QFI) with which the centre has had considerable involvement over a number of years. All staff are well aware of this initiative and the majority appear to understand the benefits to be had from engaging in it. The centre has had very active engagement with QFI and was one of the pilot centres engaged with the QFI’s centre development planning process. The first plan was begun with a developmental phase from May, 2002 to July, 2003. It was completed in 2006. The process was facilitated by a QFI facilitator. It involved sustained collaborative input by centre management, staff and learners. The centre has undertaken Internal Centre Evaluation (ICE) annually to review actions for the relevant year and to provide evidence of implementation. This includes learner, management and staff evaluation.
The present Development Plan includes valuable review mechanisms. It is important that the plan is reviewed at regular intervals. When reviewing the existing plan, consideration should be given to the fact that it is now an adult centre with both Travellers and non-Travellers attending.
3.3 Implementation of plan
Monitoring arrangements are outlined in the Development Plan. Reference is made therein to the establishment of a monitoring team. To date, however, this team has not been established. It is recommended that this team be formed, and its work as envisaged in the centre development plan be implemented, as a matter of priority. It is important that accurate monitoring records are maintained. Effective monitoring processes will help ascertain how effective the centre plan is at informing centre practice and monitoring records will also inform centre planning and review.
There are regular meetings of the teaching staff in the centre; a minimum of one each term. These meetings are chaired by the director. Staff have the opportunity to contribute agenda items for discussion at staff meetings. This is good practice. There are also regular informal meetings between the director and individual staff members.
4 Quality of teaching and learning
4.1 Planning and preparation
In general, the level of long-term and short-term planning and preparation for those lessons observed during the evaluation was excellent and some praiseworthy examples of both forms of planning were noted.
All teachers were very familiar with the relevant FETAC module descriptors and LCA modules for their individual subject areas. The relevant module descriptors were made available to the inspectors for the lessons visited. Most teachers had developed their own scheme of work for their individual subject areas and most of these were presented in a typed format. In some classes the schemes indicated clearly the work to be undertaken in lessons for the duration of a course.
The more effective schemes also made reference to methodologies, learner outcomes and the resources needed to implement the programme. Programme planning was also flexible enough to allow for changes during its implementation. The more effective long term planning practices observed in the centre should be replicated across all subject areas.
Almost all of the individual lessons observed were well planned in advance. Individual lesson plans were furnished in the case of a large number of observed lessons. There was excellent planning for the use of resources in most of these lessons. Appropriate teaching and learning materials were used widely across lessons and these comprised, among others, handouts and worksheets that were developed by the teachers with the individual needs and skills of learners in mind. Many of these kinds of materials were produced using ICT indicating that teachers make good use of available ICT resources in their lesson planning and preparation practices. The availability of a pool of laptops greatly facilitated this work. There was good practice in the planned integration of the development of learners’ literacy, numeracy and ICT skills in some of the lessons observed. It is recommended that this practice be replicated throughout the centre.
Many teachers had accumulated an impressive range of yearly schemes of work and weekly lesson plans, and teaching and learning resources. Some teachers share their teaching resources with each other, which is excellent practice.
4.2 Classroom management and teaching methods
Lessons in a range of subjects were observed during the evaluation. These included lessons in communications, mathematics, information technology, preparation for work, cookery, arts education ICT, child care, personal and interpersonal skills, and personal care and presentation and Gaeilge Chumarsáideach.
The majority of the lessons observed were at FETAC Foundation Level or Level One. Most lessons were practical or activity-based in nature which succeeded in engaging learners in their work. The subject matter of most lessons, and the means in which it was delivered, was appropriate to the FETAC level being taught. The pace of most lessons was appropriate to the ability level of earners. For example, in the personal and interpersonal skills area lessons were well structured in order to meet the needs of learners who had literacy and language difficulties. In a particular lesson observed, a good mix of discussion, questioning, examination of visual materials and worksheets were employed.
A range of teaching strategies was observed during the inspection visits including whole class, small group, pair work and individual tuition. Small group tuition was the dominant teaching strategy used in the majority of lessons. This was facilitated by the low teacher-learner ratio. Small group tuition was observed to be most effective where it was well planned in advance. In a number of lessons observed effective individual attention was given to learners.
Other teaching and learning strategies observed included teacher elaboration and questioning, project work, research, class discussions, brainstorming, question and answer sessions and use of flipcharts, videos and classroom whiteboards. Most of these strategies were implemented in an effective manner.
Three learners in the LCA group were observed in an introduction to ICT class. There was an appropriate emphasis in this class on learning by doing and on building upon the prior knowledge of learners. There is more scope for enhanced integration of ICT across subjects and lessons.
A recording of a television programme dealing with the Irish Involvement in World War I was used effectively as a listening exercise in an engaging and interesting FETAC Level Four communications class. A human biology class featured excellent use of both the text book and laptop to explain the functions of the skin. Gaeilge Chumairsáideach was taught well to a small LCA group using a blend of direct teaching and questioning as well as the judicious use of both text book and whiteboard.
Learners were frequently observed learning from and assisting each other. There was a high level of learner engagement. Frank, open, relevant and high quality classroom discussion was very much in evidence. The quality of the learners’ written work varied enormously. Such work was generally included in learners’ FETAC and LCA folders. There was evidence in some lessons that learners’ work was being regularly monitored. This good practice should be replicated across all subjects.
Attention to the development of learners’ literacy and numeracy skills varied significantly in the lessons observed. Their development was prioritised in some classrooms. This generally took the form of effectively embedding the development of these crucial skills into the subject matter being delivered. Other dedicated strategies aimed at promoting learners’ literacy and numeracy skills were also in evidence such as reading aloud, a focus on spelling, and on the explanation of key words and concepts.
A formal FETAC Level Three literacy class was observed where reading and comprehension skills were taught in a well planned and structured manner. The focus on antonyms, synonyms and the use of a Thesarus was especially appropriate and relevant. Learners were able to read parts a novel aloud with confidence.
It is recommended that a focus on literacy and numeracy development should permeate all teaching and learning. A whole centre reading and writing policy should be developed with emphasis on word and language development.
Learner attendance, and learner punctuality, was monitored by individual teachers. Positive relationships at all levels were observed in classrooms. Learners were being taught in an affirming and positive environment. Learners participated actively in their lessons. They were willing to learn from teachers and one another. They displayed a positive attitude to their own work and to the centre in general.
4.3 Assessment of learners’ progress
The administering of centre developed literacy and numeracy skills assessments has recently been introduced into the centre for learners. These are generally conducted shortly after learners enrol in the centre and are mostly used as a means of assigning learners to their class group. Learners also have the opportunity to meet on a one-to-one basis with their communications and mathematics teachers to identify any further skills deficits, and to plan for the fulfilment of their educational needs in these areas.
Standardised or diagnostic tests are not generally administered in the centre. Cloze 3 reading tests are used to assess the literacy levels of learners when they start the programme.
While acknowledging the efforts of the centre in respect of the initial assessment of learners, it is recommended that standardised testing materials for literacy and numeracy be introduced. Standardised assessment tools would provide more detailed and useful information regarding learners’ abilities than is currently the case. The information gleaned from these tests would contribute to the development of more effective individual learning plans for learners.
The main mode of assessment operating in the centre is that associated with the different FETAC modules and LCA modules being taught. The centre, under the auspices of Co Offaly VEC, is a recognised provider of FETAC programmes. It subscribes, to the quality assurance principles laid down by FETAC and it was reported by management that all FETAC assessments are operated in accordance with their quality standards.
FETAC assessments comprise mostly of the implementation of summative assessment techniques such as FETAC examinations, written and practical assignments and external monitoring of learners’ portfolios of work. These are administered throughout the duration of a learners’ time in the centre and were seen to be implemented in a fair and consistent manner.
Some excellent examples of learners’ completed FETAC portfolios were observed. These generally contained a copy of learners’ marking sheets, some of which indicated high levels of learner achievement.
Some formative assessment techniques such as observations in lessons and questioning strategies are used regularly in classrooms. It suggested that teachers employ a greater range of formative assessment techniques more regularly, and in a more formal way, in the centre.
Some teachers maintain records of the progress that learners make in their subjects. This is good practice and should be replicated across all lessons. There is scope, however, for the development of a formal or centralised system for monitoring and recording the progression of learners while in the centre. This should be accessible to staff, learners and, where relevant, parents. It would also enhance the systems currently in place for communicating and sharing information regarding learners’ progress (for example, at staff meetings). It is also good practice that procedures and criteria for assessment be discussed, clarified and agreed between teachers and learners.
An awards ceremony is held annually for learners and is attended by external and internal management personnel, invited guests, staff, and learners. It is an excellent way of recognising and celebrating learner achievement. It also helps to promote the centre in the local media. Open days should be considered as another means of celebrating learner achievement, while at the same time encouraging others to attend the centre.
4.4 Outcomes and standards
Learners explained in an open and frank manner the reasons why they came to this centre both in the focussed interviews and in the more informal discussion held with learners. Some learners had attended the centre for a period of time earlier in their life and were pleased to have the opportunity to return again for a second time.
Learners also had clear personal goals for what they wanted to achieve during their time in the centre. The majority of learners, for example, wanted to obtain FETAC certification and were seen to be pursuing such goals in a realistic manner. Learners had ideas about what courses or jobs they would like to do upon leaving the centre. Employment in the areas of secretarial work, child care, beauty and hair care were popular choices. Learners were less clear, however, about how they might access these kinds of career options.
The learners interviewed and met during the course of the evaluation spoke highly of the centre and of their satisfaction with the centre. It was clear that learners were treated with respect and were learning and gaining valuable skills and knowledge and certification. Learners were also experiencing improved self-esteem and enhanced academic, personal and social development. A learner representative is on board of management. To complement these developments this centre would benefit from having an active and representative learner council.
In terms of certification, the practice in the centre was that learners acquired the Junior Certificate and the in the past, while the focus more recently and into the future is on FETAC certification. The centre’s curriculum was revised and reorganised to allow learners to pursue full FETAC awards. This is commended. It is important that learners are afforded every opportunity to progress while attending the centre, following their engagement with the centre. The centre should make every effort actively to support learners in their progression either to further study or to employment both inside and outside the home and family settings.
5. Summary Of Strengths And Recommendations For Further Development
The following are the main strengths identified in the evaluation:
- Birr Centre for Education and Development is now an adult centre and has implemented the Department and Science regulation that states that STTCc should be exclusively for over eighteen year olds from September 2009. The centre caters for both Traveller and non-Traveller learners.
- County Offaly VEC is very supportive of the director and staff of the centre which has an active, representative and committed board of management
- The commitment, hard work and dedication of the current director, in situ since the centre’s foundation in 2002, permeates the centre itself.
- The centre is housed in an excellent, purpose-built building that is well suited to the role of a modern centre for education.
- The centre was one of the pilot centres in the QFI process and, as such, planning is well developed in the centre.
- The curriculum in the centre is becoming almost exclusively FETAC-based as the small remaining cohort of LCA learners’ progress through the system.
- A well-qualified, committed and experienced guidance counsellor, employed by the VEC, visits the centre for three and a half hours per week to work with learners, and staff.
- Learners enjoy and greatly benefit from the certified courses on offer in the centre which also provides a timetabled and structured summer programme for learners.
- Teachers are very well qualified and are very committed to their work.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The career guidance aspects of the guidance provision should be further developed, including an input from the FAS advocate already visiting other centres in the county.
- In-class attendance should be recorded in a standard format across all classes rather than in individual teachers’ diaries and journals. The feasibility of a ‘clocking in’ and ‘clocking out’ system should also be explored.
- It is recommended that Individual Learning Plans be developed and be fully integrated into the daily life of the centre for learners.
- More structured meetings with the visiting teacher for Travellers
should be held once or twice a year. This would be beneficial as many of
the learners in the centre have children who are attending mainstream
schools in
- The provision of clear directional signs for the centre would help visitors find the centre more easily. It would also help to raise its profile within the community.
- While there was a level of awareness among many board of management members of its legislative and legal responsibilities, it is recommended that all board members be provided with some in-service training in this regard.
- More efforts should be made to introduce an element of work experience, work shadowing or work simulation for all learners.
- The more effective long-term class planning practices observed in the centre should be replicated across all subject areas.
- It is recommended that a greater focus on literacy and numeracy development should permeate all teaching and learning in the centre. A whole centre reading and writing policy should be developed with emphasis on written and oral language development.
- There is a need for the development of a more formal or centralised system of monitoring and recording the progression of learners while they in the centre.
- The centre would benefit from having an active and representative learner council.
Post-evaluation meetings were held with 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 November 2009
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
· Please note the school roll number for the centre is 42262R.
· The Board of Management is pleased to note that the many strengths of the centre are acknowledged in the report – that there was considerable evidence during the evaluation that the values enunciated in the mission statement were enacted in the day–to–day life of the centre, the ongoing commitment and experience of the Director, the hard work of staff, the positive relations between teachers and learners. The board welcomes the recommendations arising from the findings of the inspectorate which will inform and support the centre in its development. The board felt that the report was very affirming overall, with lots of positives and examples of good work practices. The report accurately reflects the work going on in the centre.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
· Birr CED has sought for a number of years an input from the FAS advocate and will continue in its pursuits.
· A standard format (template) has been designed for all staff, to record in-class Learner attendance across all classes.
· With reference to Individual Learning plans the board agreed that this was an ongoing matter with the DES and the TUI.
· A new directional sign to the centre has been erected on the road leading to the industrial estate.
· When the new VEC is put in place in the near future, in-service training will be offered to the board members.
· Work experience is ongoing. Last year one third of the Learners went on work experience. We always aim to provide work experience for as many as possible This year FETAC level 3 and 4 will seek work experience.
·
Literacy Strategic Plan
workshops were held on Nov 5th and 6th 2008 for all
centre staff in the county, by Co Offaly VEC Adult and Further Education
Service. As a result of these workshops Birr Centre for Education and
Development produced its
own “Strategic Plan for Integrating Literacy”, in January 2009.
· The centre has Learner reps on the BOM and at the Staff/Learner meetings. Staff/Learner meetings take place approximately twice a term where the Director, timetabled staff, all Learners and Learner reps meet with an organised agenda, minutes etc.