An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

Tullamore Traveller Training Centre

O’Carroll Street, Tullamore, County Offaly

 

Date of inspection: 15 November 2007

 

 

 

 

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 Tullamore Traveller Training Centre. It presents the findings of an evaluation of the work of the centre as a whole and makes recommendations for the further development of the work of the centre. During the evaluation, the inspectors held pre-evaluation meetings with 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, and examined learners’ work.  They conducted interviews with a representative group of learners, with a representative group of parents, the Chief Executive Officer (CEO) of Co. Offaly Vocational Education Committee and with 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 chairperson of the board of management, the director and staff of the centre. Management of the centre was afforded the opportunity to comment on the findings and recommendations of the evaluation; management’s response is attached as an appendix to this report.

 

 

1 Centre context and ethos

 

1.1 Context

 

Tullamore Traveller Training Centre is a long established centre with 21 years experience working with the Travelling Community.  It was set up originally in 1986, under FÁS management, as St. Colmcille’s Training Centre.  It transferred to the management of Co Offaly Vocational Education Committee (VEC) in 1998 and was renamed Tullamore Traveller Training Centre in 2003.  In more recent years, the centre has had to move out of purpose-built premises into temporary accommodation.  It is currently accommodated in premises rented from the Church of Ireland, near the centre of Tullamore town. Those attending the centre generally come from Tullamore town and its surroundings

 

Although it is a thirty-five place centre, there are only twenty-two learners enrolled.  Of these, nineteen of are female and two are male.  Learners range in age from fifteen years to sixty-two years, with over half the learners being aged thirty-five and older.  At the time of the evaluation, three of the learners attending were under the age of eighteen. Most learners are self referred to the centre with some referrals coming through parents.  The centre has a waiting list; however, numbers on the waiting list can fluctuate as some applicants can have difficulty with, for example, the length of the centre’s day and the lack of crèche facilities.  Given that there has been a decline in the number of learners in recent years, there is some doubt about the centre’s continued existence.

 

The current programme offered by the centre is a broad-based, holistic education programme which leads primarily to FETAC certification, with learners attending for up to three years..  The programme has evolved through many years of experience with other programmes including Junior Certificate and Leaving Certificate.  It is felt that the current programme, which includes a number of non-certified modules, is best suited to meeting the needs of the learners at this time, many of whom would have left school after primary level or who may not have had any formal education.  The centre is recognised for the delivery of FETAC programmes and is included in Co. Offaly VEC’s FETAC Quality Assurance Policy Framework. 

 

1.2 Distinctive character and atmosphere

 

Tullamore Traveller Training Centre is characterised by a richness and wealth of experience of working with the Traveller community.  The centre is well managed, with a calm, orderly and purposeful atmosphere.  Staff are very committed, motivated, sensitive to the needs of the learners and very supportive of them.  The relationship between the learners and staff is one of collaboration and mutual respect which provides a sound basis for the personal and social development of the learners.  There is a strong sense of the staff working together with the centre director as a team.

 

Learners value the centre and its staff, being very appreciative of their work.  It provides them with the opportunity to return to education which they value for a variety of reasons, including being enabled to support their own children’s education.  Parents of learners attending the centre had great praise for the centre and its staff.  They experienced ‘the staff as all being here to help you’.  In citing some of the challenges their children experienced in mainstream education, they felt that the centre was very encouraging of their children and that it imparts a ‘can do’ attitude to their children.

 

The centre lives up to its stated ethos which is one ‘of mutual respect where clear boundaries exist and interactions happen in a trusting, open-minded, non-judgemental and honest way’.  This was evident, for example, in the rules of the centre being clearly set out and displayed for everyone to see them.

 

The centre’s mission states its purpose as ‘a centre for training and education where travellers take part in a wide range of learning opportunities’.  As the centre endeavours to prepare learners to enable them to progress to further education or to employment to suit their individual needs, and to be role models for their children and their community, its mission statement needs to be refocused to reflect this purpose.  A refocused mission statement could also serve to challenge the Travellers’ belief that attendance is about coming to work rather than attending a centre for education. Given the nature and the value of the work currently being undertaken, it is recommended that the centre’s mission statement is reviewed to take account of and to reflect the more recent development of the centre’s programme and the role it seeks to have in the lives of its learners at the present time.

 

1.3 Supports for learners

 

A good range of supports is provided by the centre for the learners to enable them to participate in the programme and to benefit from it.

 

A professional career guidance and counselling service is provided to learners, one morning per week.  The guidance counsellor links with the centre’s work experience coordinator and the FÁS-funded advocate service supporting learners in relation to undertaking work experience.  Career guidance provided to learners includes the completion of a career interest inventory, and the recommendation of a suitable area of work together with relevant career information and advice.  As counselling is integral to her work, a significant amount the guidance counsellor’s time is devoted to individual learners, through which a range of personal issues are addressed.

 

As part of the induction programme for new learners to the centre, an induction pack for new learners has been developed, which contains the centre’s policies, programme details and relevant forms.  A learner handbook has also been developed which sets out, in a clear and easily understood format, key information on how the centre and its programme operates.  The information provided includes learners’ rights, the attendance policy, centre rules, and the contract with the learner. 

 

On enrolment, the educational needs of the learner are identified with a view to appropriate placement in the programme and an individual learning/action plan is developed which set out goals which the learner would like to achieve during their attendance at the centre.  The centre has developed a literacy and numeracy plan, which aims to ensure that learners have access to all support they require to address their literacy and numeracy difficulties and provides for a personal literacy and numeracy learning plan to be developed with each learner when they enrol.  Alongside the literacy and numeracy modules provided in the centre’s programme, a key support for learners is one-to-one resource teaching in literacy.  At the time of the evaluation, ten learners were benefiting from resource teaching.

 

The centre provides learners with opportunities to express their views in relation to the programme.  A process is in place whereby two learners represent fellow learners at both staff/learner and board of management meetings.  These representatives work alongside a designated staff member.  If necessary, learners can call a learners’ meeting.  While some learners felt that, when their issues are brought to the staff and management, not much happens, the centre staff do give time and consideration to the learners’ suggestions and issues.  These are tabled at each staff meeting and staff meet with the learners after the meeting to address suggestions and issues raised.

 

The centre aims to build learners’ self-confidence to enable them progress to avail of employment opportunities through its optional work experience programme.  The centre’s work experience coordinator liaises with the learners, the FÁS-funded advocate service, and the guidance counsellor.  The programme is facilitated and supported by the advocate service, with the centre being visited once a week by the service.  Through this service, every learner interested in availing of the opportunity for work experience is met, both on an individual basis and in groups, and the service liaises with local employers to organise the work placements.  Work placements, generally of ten days duration, have been organised for interested learners in a variety of settings including hotel work, pre-school settings, and catering.  Each learner is expected to complete FETAC Level 3 Preparation for Work module before going on work experience.  The work experience programme is being reviewed as part of the centre’s action plan 2007 to 2008, with consideration being given to whether it should be a mandatory element of the timetable.  In addition, employment opportunities are clearly displayed on the centre’s notice-boards. 

 

The centre has implemented a policy in relation to early school leaving through which it actively encourages young travellers to remain in and to complete certification in post-primary education.  The centre maintains a very good open and transparent working relationship with the visiting teacher for Travellers.  As learners are enrolled on an ongoing basis throughout the centre year, consideration could be given to alternative systems of managing referrals to the centre with a view to further encouraging young Traveller learners to stay in school.  This might be managed, for example, by having two or three set start dates during the year. 

 

Opportunities are provided for learners to benefit from cultural and artistic activities in the area, which is to be commended.  This has included facilitating learners to attending a play and to be involved in a music celebration with local Comhaltas Ceoltóirí musicians.  The centre is supportive of its learners’ health through being a recognised health promoting centre.  It has engaged in action planning to address the provision of a supportive health promoting environment - for example, by including health issues and health promotion as part of curriculum and building links with learners’ family and the local community.  Through the centre’s health promotion initiative, a hot lunch is now provided for learners twice a week on those days when a cookery module is timetabled.

 

1.4 Links with the community

 

The centre has close links with the Tullamore Traveller Movement and a number of former learners are employed with that organisation.  It also networks and links with Health Services Executive, the visiting teacher for Travellers, and the National Association of Traveller Centres, the local youth centre, Adult Learning centre, Offaly Outreach Project, local schools, and parents.  Through its engagement in interagency work, the centre has implemented a policy and procedures in regard to early school leaving in relation to young Travellers.

 

Referrals to the centre can come from a variety of agencies and organisations including the visiting teacher for Travellers, public health nurse, Tullamore Travellers Movement, Health Services Executive (HSE) Traveller Health Unit and primary health care workers.  The centre maintains good links with the parents of learners under the age of eighteen.  They are invited to parent teacher meetings, once per term.  These are organised so that all staff will meet the parents at least once in the year.  The centre also communicates with parents through its brochure and newsletter.

 

The centre has engaged with, and contributed to various local opportunities for promoting its activities by exhibiting its work.  For example, the centre created paintings and a history board celebrating the Traveller contributions to Irish music and song which were displayed at the Fleadh head office during the week of the 2007 Fleadh Ceoil.  The centre also displayed an information stand at the Aontas ‘Festival of Learning’ week alongside all other VEC further education provision in Co. Offaly.

 

The centre has experienced a loss of identity in recent years, having had to change its name and move premises.  It has not been possible for the centre to put its name plate on its current premises.  The board of management feel the centre’s loss of identity has contributed to the low profile which the centre experiences.  Given that the centre needs to attract new learners, it is important that its profile is raised locally.  It is recommended that, to that end, appropriate strategies be developed that might include hosting an open day in the centre, with learners’ work being displayed.

 

 

2 Quality of centre management

 

2.1 Role of VEC

 

Co. Offaly VEC maintains close links with the centre through the Chief Executive Officer, who is a member of the board of management.  The centre director reports to him and the CEO is very familiar with the issues and challenges facing the centre.  An adult education officer (AEO) has been recently re-appointed to the VEC.  The AEO will have a role in monitoring developments in the centre, overseeing and monitoring FETAC Quality Assurance Quality Framework, staff training and supporting the centre director. 

 

The CEO and VEC have are committed to the implementation of the Quality Framework Initiative (QFI).  The CEO sees it as ‘taking the centre from approaching teaching and learning from an experimental approach to a more formalised framework’ within which the centre programme is developed and delivered.  The CEO actively supports staff training of staff who are encouraged to avail of further professional development and a significant amount of training has been made available through the VEC.

 

The CEO acknowledged that the centre has faced a difficult journey since 1998 when the VEC took over its management.  Even though it has had to move location three times in the space of three years, it is to the centre’s credit that staff have maintained morale and that the centre’s programme has been developed significantly through, for example, the provision of FETAC certification.

 

The CEO recognises the current challenges facing the centre, which include: its integration with other adult education/future education initiatives such as VTOS; the need to improve communications with the Traveller community; the lack of engagement and participation by male Travellers with the centre’s programme; and the challenge posed by the falling numbers of new learners enrolling in the centre.

 

The centre has had a board of management since it was initially established twenty one years ago.  It includes representatives from the VEC, HSE, Tullamore Travellers Movement, staff, learners and local business.  It is recommended that consideration is given to extending representation on the board to include FÁS.  The board meets five times a year.  The centre director records and circulates minutes of their meetings.  She also prepares a six monthly report for the board on the centre’s operation.  The board feels that the attendance of the CEO at their meetings recognises and affirms practice in the centre.  Centre policies and procedures are brought to the board for ratification and these more recently have included its child protection policy and strategies to address early school leaving by young Travellers. 

 

The board has identified attendance as one of the main issues facing the centre, together with the challenges posed by the current premises, and the gender imbalance in the learners attending the centre.  A sub-committee of the board has been set up to examine the issue of attendance and consideration has been given to the possibility of the integration of the centre with other relevant VEC programmes.  Progression from the centre to employment and other opportunities is also recognised as an issue.  The board would like to see a home-centre liaison person appointed, whose role would be to link with, improve and further develop communication between the centre, its learners and the wider Traveller community.   

 

Given the nature of the current enrolment, with its issues regarding retention and progression of learners, it is evident that viability of the centre is at stake, as it may be likely that there will an insufficient number of learners on an ongoing basis to enable the centre’s programme to continue in a viable manner.  This issue has been recognised by centre and VEC management and strategies to address it are being explored.  The CEO recognises that Traveller learners require educational provision in an environment which is safe and comfortable for them.  It is suggested that there is need to progress the development of the concept of the centre as a centre for education and to consider a time when there may no longer be a need for a segregated education provision for adult Travellers in Tullamore.  It is recommended that a five to seven-year strategic plan be developed for the centre, which would address, inter alia, a refocusing of its work to that of being a centre for education, its integration alongside/into existing adult education programmes and its need for more suitable premises.

 

2.2 Internal centre management and administration

 

The centre director has responsibility for the overall management of the centre including the organisation and management of staff, leading out on centre development planning and policy development, planning for the future and providing leadership for the centre.  The leadership and management of the director is open, transparent, efficient and effective.  She brings clarity and a rigour in the best possible sense to her work.  Her approach has been, through consensus, to involve all staff as a staff team in the management of the centre.  The CEO acknowledged centre director’s motivation, commitment and leadership.  She is very affirming of the learners, and brings values of honesty, openness and kindness to her own and the centre’s work.

 

The director feels very supported and understood by the staff.  Given the issues faced by the centre, consideration could to be given by the VEC as to what additional supports would be helpful to the director in her work.

 

Many very good management and administrative practices were seen - for example, VSSU procedures are on file and are clearly documented so they can be easily followed if the director is away.  Another excellent practice was seen with each staff member being given a staff policy file which contains all the centre policies.  A staff induction pack has also been developed.  Very effective use is made of notice boards to facilitate communication of centre activities to learners and staff.  Staff meetings are held at least twice each term and are organised to facilitate part-time staff and to avoid interruption of the programme.  These meetings have an agenda and minutes are recorded.  The meetings are followed by a meeting of staff with learners. 

 

The assignment of a full time administrator to the centre by Co Offaly VEC is to be commended.  The administrator supports the work of the centre and its director in a very competent and able manner, by providing essential secretarial and administrative support to the programme.  This was evident in the very good quality of the documentation and records maintained by the centre.

 

2.3 Organisation of the curriculum

 

The centre’s curriculum has changed significantly in recent years to meet the needs of the learners.  It is now primarily a FETAC-led programme, with certification being offered at Level 3 and Level 4.  In the past, the centre offered five Junior Certificate subjects, and for a time, Leaving Certificate subjects.  Sixteen FETAC modules are offered at Level 3, including core modules in Mathematics, Communications, Personal and Interpersonal Skills.  The Level 3 programme is currently being followed by four learners in a time-framed manner leading to a full FETAC Level 3 Certificate by May 2008.  This programme provides them with learning opportunities in practical areas, for example, craft, ICT and life skills as well as health related fitness.  Five FETAC modules (Personal and Interpersonal Skills, Communications, ICT, Textiles and Drawing) are offered at Level 4, which is being taken by eleven learners.  Leaving Certificate Foundation Mathematics is also provided.  As this is the only Leaving Certificate subject included in the centre’s curriculum, consideration could be given as to how it fits with a programme which is primarily FETAC-certified and whether it is meeting the needs of individual learners. 

 

As part of the centre’s informal educational provision, there is an extensive non-certified programme comprising modules which, inter alia, address cookery, general sewing, health and diet, building reading and writing skills, keyboard skills, and cultural projects.  These need to be very clearly planned in advance and coordinated with other relevant programmes and modules in the curriculum; for example, the delivery of the health and diet module could be coordinated with personal care and personal effectiveness.  Consideration could be given also to the further development of the non-certified modules so that they could lead to FETAC certification.

 

Key aspects of health education are provided across and within the curriculum.  This includes, for example, substance use education, relationship and sexuality education, communication skills, gender issues, which, inter alia, are addressed in the modules on Personal and Interpersonal Skills/Lifeskills at Level 3 and Level 4.  From a life skills perspective, the content of this provision is focused on important key areas relevant to the lives of the learners, which is commendable.  The provision of a module on Health Related Fitness is also very relevant to the needs of the learners.  It is important that the fitness component of this module is activity based.  Learners would also welcome opportunities to engage in a variety of exercise activities on a regular basis.  It is recommended that opportunities for exercise activities, for example, through sports or fitness activities, are included in the Health Related Fitness module and as part of the centre programme. The HSE Primary Healthcare programme also provides input for the learners on aspects of health promotion.  Greater coherence of the health education provision could be achieved through coordination of this provision across the curriculum, for example, through coordination of the Personal and Interpersonal Skill/Lifeskills module with diet and nutrition which is addressed in other modules in the curriculum. 

 

There is a considerable emphasis on literacy in the centre’s programme, with one-to-one and small group support being provided by the literacy teacher and resource teacher.  Literacy is formally timetabled throughout week for some learners and aspects of literacy are being delivered for all learners through the communications modules.  However, given the evidence of assessed low reading ages of all learners, it is recommended that the existing timetabled literacy provision extend across the whole week.  There is further scope for development in the integration of literacy and numeracy across the whole curriculum. On-going staff training and development will need to be provided in this area.  In this regard, a team teaching approach may be very useful to enable teachers’ experience to be shared and developed and might be considered.  It is recommended that the centre explore opportunities for team teaching across the overall programme.

 

The curriculum provides learners with a FETAC module on Preparation for Work, as well as providing them with an opportunity for work experience.  The curriculum reflects and values the cultural identity and diversity of the learners and includes input on Traveller history and culture through, for example, the FETAC module on ‘Living in a Diverse Society’.  Through centre development planning, procedures are in place for curricular development, evaluation and review. 

 

A comprehensive timetable is available for the centre’s programme, which accurately reflected the delivery of the centre’s programme.  The development of timetables for individual learners could be considered.

 

The centre also engages the learners in a wide variety of creative activities, some which have a charitable focus.  These have included donating gift-filled shoe boxes to Operation Christmas Child, participating in a sponsored Skipathon for the ‘Irish Heart Foundation’, the invitation of outside speakers to the centre, working towards staging a drama and in the past, and having a writer in residence in the centre.

 

2.4 Staff deployment

 

The staff team consists of eleven teaching staff together with the centre director.  Two of the teaching staff are employed on a permanent whole time (PWT) basis.  Four staff work on a part time (P/T) basis, while one is on a contract of indefinite duration (CID) and four are employed on pro rata contracts.  The teaching staff come from a range of backgrounds.  They are suitably qualified and experienced, and possess a good range of life skills.  Many of the staff have been working with the centre for periods from five to twenty one years, thereby providing valuable continuity and experience in support of the centre’s programme.

 

The centre staff function professionally and as members of a team.  Individual members of staff have assigned responsibilities in a range of areas, for example, the coordination of information and computer technology (ICT) area, FETAC, health and safety and health promotion.  Staff members actively engage in committee work, inter alia, to progress the development of centre policies, the integration of literacy, to address programme design and progression and as part of the FETAC Quality Assurance Team.  Staff members have engaged in relevant continuous professional development in recent years including health and fitness, health promotion, integrating literacy, programme and session planning, special education needs training and child protection and welfare. 

 

2.5 Accommodation and resources

 

The centre is based in rented Church of Ireland premises dating from 1870 and an attached one-storied national school premises built in 1972.  At the time of the evaluation, the centre had been in residence for one year two months, its previous accommodation having proved unsuitable for the delivery of its programme.  Its current accommodation is shared with the wider community through the Church of Ireland. 

 

The current premises have significant limitations.  The accommodation is spread between two buildings.  One building houses a large hall, kitchen and general open large room, all of which interconnect, and a resource room which is shared with the guidance counsellor.  The large room provides office space for the centre’s director and administrator, a meeting space for staff, space for the centre noticeboards and storage space for files and records.  The director does not have a separate office.  Often two classes are being delivered in the hall at the same time, separated by floor dividers.  An area in the hall is used as a canteen.  The hall is difficult to heat and there are several factors which make it unsuitable for teaching small groups, including its size, and its impersonal nature.

 

The second building, which is a prefabricated semi-permanent construction, contains three classrooms, computer room and toilets.  Teachers are classroom based, and two to three teachers share a classroom.  Given the resources needed for the delivery for various modules in the centre’s programme, this contributes to space being cramped, though materials are either displayed or neatly stored on shelves and in cupboards.  The computer room is shared with the literacy programme and also accommodates a small library.  One of the classrooms doubles in providing hairdressing facilities, and an art and craft room.

 

There are no facilities for the delivery of a practical skill development programme which could include wood work and metalwork.  The kitchen is small and cramped.  It is inadequate for the effective delivery of the centre’s Food and Cookery module and does not allow for the development of a programme focused on catering skills at FETAC Level 4.  All the available space is utilised as best as possible to deliver the centre’s programme.  The centre endeavours to maintain a healthy and safe environment; for example, fire drill notices are on display for everyone to see.  More recently, through the centre’s health promotion initiative, a very attractive mini garden space has been developed in the outside area where learners can sit and relax.  Although it is the best accommodation available in the area at present, the current accommodation is dated and is not suited to the centre’s needs at this time.  It is recommended that the VEC seek more suitable premises for the delivery of the centre’s programme.  Given the challenges facing the centre in attracting male learners, it is further recommended that alternative premises be sourced that would provide the opportunity for practical skills training and education in a range of areas for example, woodwork and metal work, catering and horticulture.

 

At present, the centre lacks crèche facilities, which, if available, could be supportive of attendance by Traveller parents with small children.  In any future development of the centre, it is recommended that consideration is given to the facilitation of learners’ access to crèche facilities.

 

The centre programme is well resourced and supported by the VEC.  Adequate computer hardware and software is provided and is well utilised.  The teachers have access to CD players, tape recorders and television, if needed.  There is a good supply of books, and a plentiful supply of resource materials to support the centre’s programmes.  Considerable efforts are made to facilitate a word-rich environment for the learners and a library/relaxation area is also provided.

 

 

3 Quality of centre planning

 

3.1 Centre plan and policies

 

In 2003, the centre engaged with the QFI pilot project to develop a centre plan as part of the national Quality Framework Initiative.  Arising from this, the centre developed a three year strategic plan for the centre for the period 2004-2007.  The centre has recently engaged in internal centre evaluation which led to the development, in June 2007, of an Action Plan for the academic year 2007 to 2008. 

 

The centre has a wide range of written policies in place which have been ratified by the board of management.  Policies include a health and safety statement, a code of conduct for staff and a code of behaviour for learners, a draft code of practice for dealing with sexual harassment and bullying, a drugs policy, a anti-bullying policy, a staff development policy, an admission policy and procedures, policy and procedures on the initial assessment of learners, for the work experience programme, on transfer and progression of learners and a policy on procedure in the absence of the centre director.  These are presented in a clear, practical and concise manner and provide the basis for action if necessary.  The centres’ policies are readily accessible and all staff are provided with a copy of the centre’s policy file, a practice which is to be commended.  Some policies are currently in draft form while under review and a health and safety policy is being further developed.  There are also two designated persons engaged in the implementation of the centre’s anti-bullying and harassment policies which is also very good practice.

 

The issue of child protection was discussed with the management of the centre. Evidence was provided to confirm that management and staff have taken appropriate steps to develop policies 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 management of the centre has adopted and implemented the policies. A designated liaison person (DLP) has been appointed in line with the requirements of these Department of Health and Children guidelines.  This person is clearly identified in the centre’s child protection policy statement.  Consideration could be given to designating a person to deputise for the DLP in her absence.

 

3.2 Planning process

 

The centre’s development plan has been revisited on an annual basis in a facilitated process and has been revised through the internal centre evaluations (ICE) undertaken by the centre in 2005, 2006 and 2007.  The focus for the ICE in 2007 was the overall evaluation of the centre plan.  Planning and preparation for the two-day ICE was undertaken by the centre’s quality assurance team.  The facilitated evaluation process included the evaluation of the programme being provided by the centre as well as an evaluation of the eleven quality areas that had been selected for work during the lifetime of the centre strategic/development plan 2004-2007.  Arising from this process, which involved consultation with staff, learners and the board of management, the centre developed a one year action plan for 2007-2008. 

 

It is evident that there is a well established and effective culture of planning in the centre with the centre’s engagement with the QFI process being clearly documented and the process of centre development planning is well managed. 

 

3.3 Implementation of plan

 

The 2007-2008 action plan clearly documents the actions agreed on, the specific tasks related to each action, clear timeframes for completion for work on specific actions and the person responsible for the action.  Actions range from reviewing the mission, aims and objectives of the centre, the development of a public relations strategy, cross-curricular integration of FETAC modules, development of policy and procedures for initial assessment, and induction of learners and the review of their progress, to reviewing the literacy plan for the centre and motivating the learners.  The responsibility for individual actions is allocated among the director and the resource persons and the staff team.  All staff have access to the action plan, which is also clearly displayed on the centre’s noticeboards for everyone to see.  The centre has a monitoring team in place, who meet regularly and the implementation of the action plan is on the agenda for staff meetings.  The outcomes of the monitoring and evaluation processes enable the centre to chart its progress towards achieving the goals set out in the action plan.  These outcomes influence programme delivery, curriculum planning and decision making. 

 

The centre’s planning process is well structured, organised, and implemented through the committed work of the staff team.  In the six-monthly report to the board of management, March to September 2007, the centre director acknowledged the involvement of centre’s management, staff and learners in ICE.  She states ‘the involvement of everyone reflects the commitment to a process that is essential to this centre’s development in keeping us grounded in the present while planning for the future’.  This was evident in the documentation of the ICEs and the action plan for 2007-2008.

4 Quality of teaching and learning

 

4.1 Planning and preparation

 

Most of the teaching staff engage in planning and preparation for their classes.  Planning includes yearly schemes of work incorporated weekly planning was primarily based on the specific learning outcomes of the FETAC module being delivered.  In order to inform their teaching on an ongoing basis, it is recommended that all teaching staff engage in the process of planning their work as it is undertaken in the centre.  It is advised that weekly plans of work are revisited and revised to take account of learners’ actual progress. The programme planning followed an appropriate structure for the FETAC modules being delivered.  There is a centralised system for maintaining teachers’ yearly schemes of work.

 

Some very good lesson planning, which specified clearly identified objectives for individual lessons, was noted.  In order to find a balance between learners’ individual needs and the specific learning objectives as set out in the curriculum modules, it is recommended that teacher planning is further developed to take account of the specific needs of individual learners.  To that end, it is further recommended that individual learner plans (ILPs) are developed which set learning goals agreed with the learner and that detail strategies to reach these goals.  This planning will need to be undertaken by staff on a collaborative and cross-curricular basis in a team approach.

 

The lessons observed were generally well prepared with the curricular materials and resources being used that were appropriate to the lesson content.  A variety of lesson materials prepared by the teaching staff included worksheets, questionnaires, handouts, discussion materials, and materials for art and the craft modules.  In particular, some excellent, creative and effective resource materials, which included the centre timetable and flashcards, were seen in use during literacy and communications classes.  The teaching environment for these classes is also enhanced though providing language-rich displays.

 

4.2              Classroom management and teaching methodologies

 

Overall, committed teaching was seen with some very good, well-structured lessons being observed. In particular, some excellent practice was seen in the teaching of literacy.  A variety of teaching methodologies was used, including effective use of questioning and summarising. 

 

Staff related very well to the learners.  These relationships were warm, positive and encouraging of the learners.  Staff facilitated a relaxed yet purposeful atmosphere during lessons.  Sometimes there was a focus on presenting material to the learners rather than facilitating active learning by the learners.  A reliance on the use of worksheets was noted in some classes and their use needs to be appropriately managed.  Care needs to be taken also to avoid teaching by rote, which could lead to an overemphasis on the provision of information by teacher rather than actively engaging the learners in learning.  However, some very effective practice in challenging learners to reflect and think was also seen.  The learners’ own ideas, interests and environment were used in an effective and stimulating manner to promote learning.  Some excellent practice was also observed in ensuring learner input in decisions on lesson content and their preferred activities.

 

The teaching of mathematical themes and mathematical concepts in the curriculum area of numeracy could be further developed.  Learning activities across the curriculum need to be appropriately contextualised through the use of concrete examples and resources.  For example, a resource such as an abacus could be used both to explain and to strengthen computational skills.  In the preparation of learners for the world of work, the appropriate contextualisation of the learning, skills and abilities needed for work could be further developed.  It is helpful for learners to have a point of reference which they can relate to when addressing issues which they are not familiar with.

 

Resource teaching is provided on a one-to-one or a small group basis to those learners with weak literacy skills.  A good structured approach is used when working with these learners, including the use of word games and worksheets.

 

4.3 Assessment of learners’ progress

 

The initial screening of learners on enrolment includes the assessment of literacy and numeracy abilities of all learners.  Some standardised tests are used, such as the Marino graded word reading scale and a spelling diagnostic test, along with informal tests that include a comprehension test and essay writing.  The reading ages of most learners have been established and non-readers are assessed through a questionnaire and informal conversation.  Learners are then assigned to classes appropriate to their needs. 

 

Consideration could be given to developing the range of standardised diagnostic tests for literacy and numeracy being used as part of the assessment procedures.  It is suggested that regular assessment of learners’ progress in literacy and numeracy is undertaken and the outcome of these assessments is used as basis for the further development of individual learning plans (ILPs).  It is recommended that research is undertaken to identify a range of suitable standardised diagnostic tests for literacy and numeracy for incorporation in assessment procedures.  The Department of Education and Science Special Education Support Service website, www.sess.ie, may provide helpful information in this regard. 

 

Formative assessment is undertaken by most teachers through effective use of questions, checklists, worksheet, classroom observation and written work.  These strategies enable teachers to monitor individual learning and the effectiveness of the teaching approach being used.  Many teachers keep a record of individual learners’ progress and this information is shared among the staff team as appropriate.  It is important that this information would contribute to the ongoing development of the learners’ individual learning plans (ILPs).

 

4.3              Outcomes and standards

 

Many of the older learners in the centre have had a limited experience of education and they have welcomed the opportunity to further their education for a variety of reasons, for example, to support their children’s learning, and to have better access to information and opportunities. 

 

Through participation in the centre’s programme, learners have experienced improved self-confidence and self -esteem and enhanced personal and social development.  To be able to read and write and fill out forms has been a significant achievement for some learners.  Through the centre’s work experience programme, learners have gained insight and experience which has enable them to clarify their ideas as to areas of work they might pursue when they leave the centre.  They are well supported in accessing further education and training opportunities and some learners have gone on to undertake further education which has led to employment. Learners have been successful in other activities including the Travellers Art competitions.  The centre is to be commended for work with learners in developing their self-confidence and in enabling them to become role models within the Traveller community.

 

Over the years extensive photographic records of learners’ participation in the centre’s programme and their achievements have been maintained.  An impressive mark of achievement in literacy is evident in the learners own books prepared by them as part of the literacy programme.  Maintenance of the centre records and the learners achievements is very good practice and some of the historical records maintained have potential as archive material.  An important emphasis is also placed on displaying learners’ work in the centre.

 

In 2006, a number of the learners were successful in the Junior Certificate examinations in English, Mathematics, Art and Civil Social and Political Education.  Through the centre’s FETAC-based programme, learners have also been successful in presenting completed FETAC portfolios for external assessment with significant success being achieved in 2007 in gaining FETAC certificates in individual modules.  This has contributed to eight learners gaining a full FETAC Level 3 Certificate in General Learning in 2007, which is an impressive and worthy achievement.  Alongside the learners’ achievements in gaining certification, the centre works closely with the learners in addressing their individual personal and educational needs.

 

 

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 and teaching staff, together with the chairperson of the board of management and the adult education officer, at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

Published September 2008

 

 

 

 

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 acknowledge this Report as a fair and knowing assessment of this Centre’s attainments and developments at the time of evaluation in November 2007.  Indeed the question was most respectfully asked as to why the Department had not inspected over the last 21 years, as this would have been most welcomed and productive.  We were pleased the Report recognises the development of the Centre over those years and the commitment and dedication of a stable and competent staff and a dedicated Board of Management.  It is encouraging that the confidence and self-esteem of learners is so evident to the outsider.  We welcome greatly the department’s involvement and their recommendations which can but lead to betterment all round.  Our experience of inspection was warm, thorough, informative, affirmative and rejuvenating for our Centre as we evolve.

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.