An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Evaluation of Centre for Education
REPORT
Senior Traveller Training Centre
CEART Centre, Wicklow Town,
County Wicklow
Date of inspection: 06 December 2006
Date of issue of report: 22 May 2008
2 quality of centre management
4 quality of teaching and learning
5 summary of strengths and recommendations for further development
EVALUATION OF SENIOR TRAVELLER TRAINING CENTRE
This report has been written following an evaluation of the Senior Traveller Training Centre, CEART (Centre for Education and Resource for Travellers) Centre, Wicklow Town. 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 reporting inspector 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 two 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, and met with the Chief Executive Officer (CEO) of County Wicklow Vocational Education Committee (VEC) and with the centre’s board of management. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the chairperson of the board of management, director and staff of the centre. The board of management of the centre was given the opportunity to respond to the findings and recommendations of the evaluation; the board’s response may be found in the appendix to this report.
1 centre context and ethos
The Senior Traveller Training Centre (STTC) was established in 2000 by Co. Wicklow VEC which took over and provided the funding and management for the education and training programmes for Traveller women previously initiated and operated by the Wicklow Travellers’ Group Ltd.
The role played by the STTC in the provision of services for Travellers has been included in Co. Wicklow VEC’s education plan for 2006-2010. This strategy details the aims and priorities of the VEC in relation to Adult and Further Education.
The STTC has been based in new accommodation in the CEART Centre in Wicklow Town since 2000. The CEART Centre is owned by the Wicklow Travellers’ Group Ltd and the STTC accommodation is rented by the VEC. Two other enterprises share the CEART Centre accommodation, namely the Wicklow Travellers’ Group Community Development programme and Shuttle Knit, a knitting and weaving business enterprise. The STTC currently provides two educational programmes, an adult education programme and an outreach programme for young Travellers aged between fifteen and eighteen years. At the time of the evaluation there was a total enrolment of thirty-two on the roll, eight male and twenty-four female. Of these, six learners, all male, were attending the outreach programme. At present, the STTC has a waiting list.
The STTC centre is open for the required 209 days per year allowing for post-primary school holidays. The official opening time is 9.00 am, with classes starting at 9.30 am and finishing at 4.00 pm. Class periods are of one hour duration with a thirty minute break in the morning and a lunch break of one hour. Total staff-learner class contact time is five hours per day and 25 hours per week excluding break and lunchtimes.
1.2 Distinctive character and atmosphere
The STTC is a Traveller-focused centre, which seeks to be inclusive of Travellers and their culture. Idealism and commitment characterised the development of the previous training programme and this idealism and commitment continues to inform the work of the centre management and staff. Management and staff members are caring, supportive and enthusiastic about their work with the learners. The centre lays emphasis on respect for the Traveller culture, its beliefs and its traditions. The director operates an ‘open door’ policy in his communication with the learners, and with staff members. Notwithstanding this, there was evidence of some tension within the STTC teaching staff which posed additional challenges for management
Learners indicated that they are happy with their experience of the centre’s programme. They love ‘coming to the centre’, ‘making new friends’, and ‘learning new things’. Participation in the centre’s programme has enabled them to develop, both personally and socially, and to become more self confident. They feel they are ‘listened to’ which makes a big difference to their self esteem and their lives. They appreciate the director’s open-door policy and they experience staff and students as working together. They have found the STTC a ‘lovely place to be in’ and, with the range of activities provided, they ‘never get bored’.
There is an intake of learners each September and the following January. The educational programme consists of a first foundation year, and two further years in the engagement phase. Learners are facilitated if they wish to continue attending the programme for a fourth year. Progression from the centre for the adult learners is mainly to the County Wicklow Primary Health Care Project, which is a partnership of Bray Travellers’ Community Development Group, Wicklow Travellers’ Group Ltd and the Health Service Executive (HSE).
Learners have a positive experience of participating in the centre’s programme. They experience the director and staff members as being very supportive of them. They cited their experience of staff welcoming suggestions and ‘looking into these suggestions’. They said that ‘a lot of explanation is given’. They see the centre as ‘trying to cater for everyone’s needs’ with ‘plenty of choice being facilitated for them, they were not forced into anything’. Crèche facilities are available on-site which was seen as beneficial in facilitating learners’ attendance, although it has a limited number of places and is restricted to children between the ages of two and five.
Most staff have undertaken Choice Theory/Reality Therapy basic training, commencing in 2002. Basic counselling support is offered by the director to learners as needed and onward referral for professional counselling is made as necessary. A FÁS advocate attends the centre one day a week and offers a comprehensive service in supporting learners during all the phases of their participation in both the STTC and the outreach programme. Together with the director, the advocate provides guidance information and support for the learners. She organises work experience for learners and advises and facilitates their progression from the centre, working one-to-one with the learners and preparing career path plans with them. The advocate meets with the individual learner once a month, to monitor the progress of these plans. A variety of work experience is facilitated including class room assistant, child care assistant and youth club leadership placements. The advocate is involved in the delivery of the FETAC module on Preparation for Work, and provides one-to-one support as part of the module. She also facilitates the work experience programme for the young Travellers’ outreach programme.
A mentoring system involving the teaching staff was replaced in September 2004 with the WEB Profiling Wheel learners’ self-assessment system and the development of action plans, both in the adult education programme and the outreach programme. The teaching staff is encouraged to form mentoring relationships with the learners on an informal basis; however, at the time of the evaluation some staff members indicated confusion as to how this is intended to operate. The WEB Profiling Wheel interviews are conducted by the director on a twice yearly basis. Following this, individual action plans are prepared by the director and advocate in discussion with the learners. Members of the teaching staff are also consulted regarding the development of individual actions plans which consist of general learning goals.
The literacy programme being delivered in the adult programme is a crucial and significant support which the centre is providing for the learners. It is meeting the needs of the learners and they are responding very positively to the provision of this support.
Referrals to the STTC come through a variety of personnel including the Educational Welfare Officer, local schools, social workers, probation and welfare service, and family members.
The links between the STTC, the Shuttle Knit business enterprise and the Wicklow Travellers’ Group Community Development programme have been successful in facilitating work experience placements and in providing some opportunities to those adults progressing from the STTC into employment. The success of these links is to be affirmed and commended.
It was evident that difficulties are experienced in organising suitable work experience placements for the adult learners outside the confines of the immediate site. There is general consensus within the centre that better links with local employers are needed. Through the centre action plan, a public relations strategy is being developed and the director has made links with the local Chamber of Commerce. It is recommended that the work of the STTC be showcased (for example, through an open day), particularly with a view to bringing its work to the attention of the local business community and strengthening its relationship with them.
The centre has strong links with the Co. Wicklow Primary Health Care Project which provides progression opportunities for the STTC learners. The STTC also has strong links with the four major national Traveller NGO organisations, with the Wicklow Rural Partnership, Bray Partnership, County Childcare Committee and the County Development Board.
There are good working relationships between the Visiting Teacher for Travellers (VTT), the local schools and the STTC in the context of provision for alternative education for young Travellers. In particular, a very good model of consultation and management of transfers is in operation between the Abbey Community College, STTC, Youthreach and the VTT. The centre director and advocate are on the local School Completion Programme Committee. Local schools visit the centre for guided tours by the learners and learners have had the opportunity to raise awareness of Traveller life and culture in the schools. The STTC has facilitated the work of the VTT in meeting and working with parents of young Travellers and in supporting her work of promoting access for young Travellers to further and third-level education.
The STTC meets with the parents of the young Travellers in its outreach programme at least twice each year, with informal meetings taking place on a regular basis.
2 quality of centre management
2.1 Role of VEC and Board of Management
Co Wicklow VEC maintains good links with the centre, mainly through the work of the Adult Education Officer (AEO) who acts as the liaison person between the VEC head office and the centre. The AEO’s role is multi-faceted and includes monitoring the operation of the STTC, agreeing the timetable for the centre, evaluating and developing the centre’s programme as well as attending board of management meetings. The role of the AEO in supporting the work of the centre director on key centre issues is critically important and would now benefit from a review in light of the development of the centre to date. It is recommended that consideration be given to developing stronger lines of formal communication between the STTC and the VEC.
The board of management, which is a statutory sub-committee of Co. Wicklow VEC, is representative of local community-based organisations including the VEC, Wicklow Travellers’ Group Ltd Community Programme, HSE, Abbey Community College, the on-site crèche and the STTC learners. It was established in 2001 and meets three times per year. Through prior consultation, issues identified by the staff and learners are tabled by the director for discussion. Minutes are kept of its meetings and these are forwarded to the VEC. The board deals with most aspects of the management of the centre including the centre curriculum, timetable, staffing and staff continuous professional development, tours and trips away from the centre; however, it does not have a role in the financial management of the centre. The board of management identified the lack of progression opportunities into employment as being one of the main challenges faced by the centre.
While the board will discuss, approve and adopt those centre policies brought to their attention by centre director, there is a need for the board to be proactive in relation to the adoption and implementation of policies within the centre. It is recommended that policies be compiled in easily accessible format and, notwithstanding their VEC provenance, they should be clearly adopted and approved by the board as centre policies, and dated and signed accordingly.
A key factor in the operation of the STTC is the linkage and relationship between the three enterprises in the CEART accommodation. There was evidence of some blurring of boundaries which was considered by the evaluation team to have potential to impact on the management autonomy of the STTC.
In this regard, it is recommended that a clearly defined identity be established for the STTC, one that is separate from the identities of Wicklow Travellers’ Group Community Development and Shuttle Knit. The relationship between the three activities needs to be expressed as one of collaboration rather than of seeking an integration of these activities. It is recommended that the VEC, which is responsible and accountable for the activities of the STTC, continues to work in partnership with the Shuttle Knit Enterprise and the Wicklow Travellers’ Group Community Development programme, together with FÁS and local employment services, to guide and inform the provision of STTC educational services and to provide real progression opportunities locally for the Traveller learners.
2.2 Internal centre management and administration
The centre is managed by one full time director who has the sole responsibility for the day-to-day operation of the centre. He sees his role as planning, leading, and organising the centre’s educational programme, while ensuring that the programme is delivered in accordance with the mission statement, aims and objectives of the Centre Development Plan. He also acts as guidance counsellor for the learners. The director is highly committed to the Traveller learners and seeks to be available to everyone in the centre especially the learners. The centre has developed a policy and procedure in relation to deputising for the director, as necessary, on an individual basis. The commitment of the staff in taking the initiative in this regard is commendable.
The centre director sees the key challenge for his role as being the development of an innovative organisation, which would meet the needs of the learners. He considers the experience of the centre’s programme as having a significant impact on the learners themselves and on their lives in general. During the evaluation, there was evidence of a lack of team unity among staff. Managing these divisions and creating a unified sense of purpose among all staff members is a key challenge for management.
The centre is facing particular challenges in achieving effective learner attendance, both for the full five day week and in class as timetabled. While the centre is sensitive to the cultural traditions of the Traveller community in relation to family and life events and operates flexibly to facilitate the learners in this regard, this means that attendance is governed by such circumstances most of the time, leading to significant gaps in attendance by some learners. Learners are contacted if absent, and advice and support offered. While the director or, in his absence, one of the teaching staff, monitors the learners’ attendance on a daily and weekly basis, centre management needs to be more proactive in managing the basic issue of learners’ attendance and the consequent impact of learner absence on curriculum delivery as timetabled. Attendance is monitored through the signing of the attendance book on entry and on leaving the building, the signing-in book being located in the entrance to the building; however, the process of signing in/out is not witnessed. It is recommended that the signing in/out book be located in the STTC office, where the learners can be welcomed and the signing in/out process can be witnessed. Learners should be reminded that, if they choose to leave the building at break times, they need to formally sign out.
Some members of the teaching staff are experiencing difficulties in ensuring the learners, who are signed in, actually attend for class on time and stay for the full class. As attendance by learners presents a significant and ongoing challenge, it is recommended that centre management, together with the teaching staff, should agree and implement a clear policy on attendance. It is further recommended that centre management supports the teaching staff in addressing poor attendance at class by the learners and that this issue is addressed in the centre’s code of behaviour for the learners. All staff members should work to ensure that learners adhere to the timeframes as set out in the timetable.
The administration of the centre is supported by VEC clerical officer, who works twenty-four hours per week on a part-time basis. Additional administrative support from the VEC Head Office is available when necessary.
2.3 Organisation of the curriculum
A wide ranging curricular programme with an emphasis on art and craft is offered to the learners in the main senior Traveller programme. This programme provides over twenty-four modules certified by the Further Education and Training Awards Council (FETAC). All the learners take the core programme of four foundation Level 3 FETAC modules—Communications, Mathematics, Personal Care and Development, Computer Literacy/Information Technology Skills. Alongside these four core modules, learners can take a range of modules in Art and Design, Painting, Drawing, Technical Drawing; Art and combined materials including Print Making, Textiles and Machine Knitting. Learners have also had the opportunity to do FETAC modules in Food and Cookery, Child Care, Living in a Diverse Society and Horticulture. All these modules are offered at Level 3, with opportunities for learners to advance to Level 4 and Level 5 in these and allied areas. This is to be commended. It is planned to offer a FETAC module on consumer awareness in 2007. It is also possible for the learners to learn machine sewing in-house, to do the European Computer Driver Licence (ECDL), and to take their driver theory test. A module on personal care is offered to learners which incorporates health education and life skills and provides a basic social, personal and health programme. Topics addressed include relaxation, managing stress, diet and nutrition, physical health, healthy lifestyle, exercise, and mental health including bereavement.
In the STTC programme literacy tuition is offered on a one-to one basis as well as in small groups. Literacy and numeracy have been integrated effectively, in line with NALA guidelines, into some areas of the curriculum through a team teaching approach.
A simplified curricular programme based on modules certified by FETAC is provided in the outreach programme for young Travellers. Timetabled FETAC modules include Communications, Mathematics, Computer Literacy and Information Technology (IT) Skills, Engineering Workshop Processes and Career Information. These modules are being offered at FETAC Level 3. The FETAC module on engineering workshop processes is focused solely on the challenging and painstaking construction of a light aircraft. The range of practical skills being developed by the learners is limited and does not allow for sufficient variety or a breadth of learning experiences. It is recommended that, given these limitations, this module be refocused. While tinsmithing and copperware are included, the incorporation of other metalwork and engineering skills into this module would facilitate more variety in the learning experience and enable the development of a range of skills. While the ambitious construction of the aircraft is to be praised, it is a long-term project which will not be finished for some time yet. To engage and motivate these young learners, it is important that they can complete a tangible piece of work as part of the learning experience of the module. It is recommended that links be developed between the outreach programme and Wicklow Youthreach programme with a view to providing a broader curriculum for the young Travellers and the Youthreach learners, with joint access to shared resources possibly leading to a greater integration of the outreach programme into the Youthreach programme in due course.
While some excellent and effective planning is being undertaken by individual members of staff, the organisation of the curriculum in both the STTC adult and outreach programmes lacks effective medium to longer term planning. For example, the delivery of a FETAC module based on learners’ past experiences is problematic. The range and number of new curriculum areas and FETAC modules that the centre indicates it has developed or plans to develop is a cause for concern, particularly as the basis of their development was not clear,. Greater emphasis is required on informed and appropriate planning by the whole staff team, including the outreach staff. Learning experiences need to be appropriately contextualised in a consistent manner throughout the whole STTC and outreach curricular programme. Inadequate management of learning was evident in a range of areas in both curricular programmes, ranging from the lack of timely and planned integration of learning from trips and tours into the relevant FETAC certified modules to some inappropriately and inadequately resourced personal care activities. It is recommended that adequate time be given to comprehensive planning for the implementation of FETAC modules in advance of their delivery and that staff be fully consulted as part of the planning and decision-making process. It is also important that planning for contingency situations should be undertaken and agreed with all staff.
In relation to the organisation of trips and tours, a number of teachers expressed frustration that learning was being affected through learners being absent. Central to learning from the experience of trips and tours away is that these be appropriately contextualised within the curriculum, with the expected learning outcomes being well planned in advance. It is recommended that the management and staff of the STTC give priority to developing a policy with regard to outings, trips and tours away from the centre.
The centre has identified poor attendance by learners on a Friday as a difficulty. It has sought to address this problem by providing a loosely structured day which would provide the opportunity for team teaching and learning linked to projects, trips, music and physical exercise. This has disrupted the implementation of the normal timetable and, as a measure to encourage attendance, there was little evidence of the effectiveness of this intervention. It is recommended that the timetable is appropriately planned for each day of the week and that it is implemented in a consistent manner by all members of staff, adhering to the timeframes for individual lessons.
The provision of STTC time for community development sessions (also called a Traveller focus group) is a worthwhile activity. At the time of the evaluation, it was evident that a small number of these sessions were closed and confidential in nature. It is recommended that a review of the community development sessions be undertaken to ensure that these are managed as an integrated part of the centre’s programme. A broader policy issue for the centre, raised by this practice, is in relation to the management of visitors to the centre, especially those who are giving input on curricular matters.
The provision of individual literacy-friendly timetables for learners is to be commended. Paralleling this, it is recommended that each teacher should be provided with their own individual timetable, which clearly flows from the main centre timetable. The newly revised colour-coded main timetable shows how the subject areas of the curriculum are timetabled for delivery during the centre’s week and is a significant improvement on previous centre timetables.
Members of the teaching staff are qualified, coming from a wide range of professional and vocational backgrounds. They have considerable life experience and life skills which enable them to engage effectively with all the learners attending the centre. At present the teaching staff comprises ten members in addition to the centre director. Their teaching service ranges from two years to six years with the centre. Staff have undertaken relevant continuous professional development in recent years including occupational first-aid training, training in the use of the WEB Profiling Wheel, suicide intervention training, drug awareness, NALA training in literacy and numeracy, reality therapy/choice theory professional development courses, and IVEA child protection training. Currently two non-teaching staff are employed in the centre: a clerical officer and the FÁS advocate.
A highly professional and effective approach to literacy is being provided to learners in the STTC adult education programme. However, the curriculum provided for the young Traveller learners in the outreach programme does not address the learners’ literacy and numeracy needs in an effective manner. It is recommended that improved links and the sharing of personnel and resources be facilitated between the teaching staff of the adult education programme and the outreach programme, with a focus on literacy and numeracy. A team-teaching approach, involving both the staff from the adult education programme and the outreach programme, should be used to integrate literacy into the outreach programme. It is further recommended that the professional capacity of the staff in the outreach programme be developed to enable consistent integration of literacy and numeracy throughout that programme.
2.5 Accommodation and resources
The STTC moved into the new CEART purpose-built building in 2000, which is centrally situated off the main street of the town in a cul-de-sac. The building, while it is modern, bright, appealing and comfortable, has a number of serious disadvantages which have implications for the work of the centre. The two-storey building is in an octagonal structure, and while attractive in itself, presents difficulties in providing sufficient suitable classroom accommodation for the STTC. The building houses three distinct activities, the Wicklow Travellers’ Group Community Development programme, a knitting and weaving business and the STTC, together with a crèche. Sharing the accommodation with two other enterprises has led to the STTC being housed in cramped conditions.
The main accommodation includes a kitchen and dining area/recreational area, two classrooms, a creativity/art and craft room, two rooms which provide reception and office facilities, computer/IT room, and toilet facilities. With the exception of the computer/IT room and one classroom, all of the centre’s accommodation is located on the first floor of the building. The crèche is located on the ground floor. One of the classrooms is only suitable for groups of four or fewer.
Art classes take place in a classroom in which there are two looms and storage belonging to the knitting and weaving business. The reception office, on entry to the building, has been adapted into an IT/computer room. This room is very cramped with little space between the work stations and it is unsuited to the purposes of an IT room. Some lessons have to be taught in the kitchen given the limited classroom space available. These are liable to regular interruption, which is disruptive of teaching and learning. Some teachers do not have either a base classroom or adequate storage space for their materials. There is a need for a literacy room which could be used for classes, one-to-one work and the storage of reading materials. There are no hairdressing facilities in the centre and this activity has been undertaken sharing a room with other classes, which is not a desirable solution.
The limited space available to the STTC means that the outreach programme is located in a separate building in a business enterprise unit some distance away from the centre. This contributes to a fragmentation of the centre’s education service and a reinforcement of the segregated nature of this provision. It comprises two floors: the ground floor which consists of two rooms which house an engineering process workshop and the assembly of a light aircraft and the first floor which consists of two spacious classrooms, one of which is equipped with computers. A third room provides office accommodation and also provides space for one-to-one work. A snooker table is provided for recreational purposes.
More recently, the STTC also has secured some limited use of accommodation in the local Health Services Executive (HSE) offices and in the Further Education Centre for its adult programme. This is seen as fitting in with plans to integrate with and provide joint programmes with the local VTOS/BTEI and Youthreach programmes.
While there are plans to consider an expansion of the STTC centre, it is recommended that the accommodation needs of the STTC be reviewed as a matter of urgency and that alternative accommodation options be identified for the relocation of the centre to allow for the effective incorporation of the outreach programme for young Travellers as well as addressing the overall accommodation needs of the centre.
In the main STTC centre, a good range of resources is available for mathematics, communication, and literacy and ICT. In contrast, the outreach programme is isolated and could benefit from more interaction with Youthreach and with STTC especially in relation to accessing resources. Although it is equipped with computers and software, it is significantly under-resourced in materials for literacy and numeracy.
3 quality of centre planning
The STTC engaged with the Quality Framework Initiative (QFI) in November 2005. Uniquely, the process of QFI centre development planning also involved the Shuttleknit business and the Wicklow Travellers’ Group Community Development programme together with the STTC with a view to developing a Whole CEART Centre Plan. While this was well intended, with a view to facilitating inclusiveness, it seems to have led to an overarching confusion as to the clearly defined identity and work of the STTC and its separate relationship with the community development programme and the Shuttle Knit enterprise. The involvement of the STTC in developing a Whole CEART Centre Plan, without having developed and implemented its own centre plan first in the context of the Youthreach and STTC Quality Framework Initiative, was premature.
It is recommended that the QFI Centre Development planning process be revisited as soon as possible by the STTC. The STTC management and staff, in a process independent of any other enterprise, should develop their own whole centre plan to include their own mission statement, aims and objectives which are directly relevant to, and address their core work.
Co. Wicklow VEC policies apply in the centre include those for computer and network usage, substance use/misuse for students, bullying and harassment in the workplace, procedures for dealing with allegations or suspicions of child abuse, a draft model child protection policy for Co Wicklow VEC schools and centres, and a code of ethics for staff. Co. Wicklow VEC also has a customer service charter, customer service action plan and complaints procedures in place. Co. Wicklow VEC has developed a wide range of policies and procedures to meet FETAC quality assurance requirements, which are applicable to the centre.
While the centre has considerable documentation in relation to guidelines in different areas, in addition to the range of Co. Wicklow VEC policies, the status of the policy documentation in the centre was confused. Policy in relation to induction of learners and delivery of curriculum, for example, has been discussed at staff meetings; however, at present, these policies can only be accessed through the minutes of the staff meetings. It is recommended that the centre should identify clearly what policies it has and their status. Key policies should be identified which all staff and learners are made aware of and these should be made user-friendly for those learners who have literacy difficulties. It is further recommended that all centre policies be monitored, reviewed and evaluated on a regular basis, and that all policies be subject to the approval of the board of management, and be signed and dated.
Policies available in the centre included a health and safety statement, a health and safety policy and procedures and a health and safety officer has been nominated. Other policies, including a guidance and counselling policy and a childcare policy which sets out in the regulations and guidelines for the crèche, are in place. There was no evidence of a code of behaviour for learners. It is recommended that priority be given to developing a clear, easily-read code of behaviour for learners, detailing their rights, responsibilities and complaints procedures. This code should be presented, approved and adopted by the board of management and it should incorporate provision for monitoring and review.
The issue of child protection was discussed with the management of the centre. While Co. Wicklow VEC has procedures in place for dealing with allegations or suspicions of child abuse, the STTC has yet to develop and implement policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999). Three members of staff have attended IVEA training with regarding to procedures for dealing with allegations and suspicions of child abuse in line with Children First: National Guidelines for the Protection and Welfare of Children. A designated liaison person has been appointed in line with the requirements of these Department of Health and Children guidelines; however, policy documentation was not available at the time of the evaluation to confirm the appointment of the named designated liaison person.
A detailed action plan for the period January 2006 through to October 2008 has been developed by STTC as part of the implementation of the Whole CEART Centre Plan. Individual actions have been prioritised. Responsibility for each action has been assigned to named staff members and monitoring arrangements have been made. However, the timeframe for the internal centre evaluation - at the beginning of the next centre year, rather than at the end of the centre year - is inappropriate. This timeframe should be reviewed as the most suitable time for an internal review and evaluation is at the end of a centre year in June to enable the outcome of the review and evaluation to be fully considered and incorporated into the advance planning for the next centre year.
The planning of the curricular programme is undertaken by management and staff at staff meetings. A detailed timetable is organised which sets out the delivery of the programme. Alongside monitoring, a joint management and staff review and evaluation of the centre’s work, together with a consultation with the learners, should be undertaken at the end of each STTC centre year. This activity should be included in the centre’s action plan.
The STTC plan and its implementation through its action plan should be clearly itemised on all future agendas for staff meetings. The priorities for a given centre year should be set out at the beginning of the centre year. The three-year action plan identifies priority policy areas for development, which for 2006/07 include review of a code of behaviour, staff policy for deputising, support structure for learners, communications, transfer and progression, induction process for new staff and public relations. However, given the confused situation in relation to the centre’s policies, it is recommended that, as part of its planning work, management and staff review all the policies pertaining to the operation of the centre in order to identify any gaps in policy provision, to ensure that all the relevant policies are in place, approved, adopted, dated and signed by the board of management and are readily accessible as needed and to ensure procedures for monitoring, evaluating and review of individual policies.
Four major staff meetings are held each year, on a quarterly basis, for planning purposes. A shorter monthly staff meeting is held to address issues as may arise from time to time.
While there are no separately documented curricular policies currently in place, the STTC action plan for 2006/2007 does include the development of individual health plans for learners within the centre’s social, personal and health education programme, and the development of a plan for literacy and numeracy. The centre’s engagement with action planning, which relies on management and staff commitment in implementing it, is to be commended.
4 quality of teaching and learning
Most teachers used the descriptors for their respective FETAC modules as the basis of their planning and preparation for lessons. Some excellent practice was seen in the planning documentation of yearly schemes of work and lesson plans which incorporated the monitoring and assessment of the learner’s work at an individual level. On the basis of this good practice, a whole-centre framework could now be developed for both short and long term planning to facilitate a consistent approach to planning in all areas of the curriculum, with attention being given to planning at the level of the individual learner. Consideration could be given to the development of individual learner plans, undertaken together with the learner, which would document specific learning goals linked with learning outcomes in the individual curriculum modules. It is recommended that a consistent approach to developing yearly schemes of work and lesson plans be implemented across all elements of the curriculum by all staff. In particular, there is a need to provide a continuity of programmes in the event of teacher absence and teacher substitution. In this regard, it is recommended that curriculum policies and lessons plans, once developed, be readily accessible centrally to ensure that there is a continuity of programme provision for learners in the event of teacher substitution.
The overall preparation for lessons was very good. Teachers prepared a variety of resource materials appropriate for their lessons which included worksheets, handouts, questionnaires, discussion materials and materials for art and crafts. Some excellent and relevant resources (including some excellent authentic material) were in use in the classes observed. Together with the lesson plans, these can provide the basis for the development of worthwhile and robust curricular policies in respect of each module.
A team approach to teaching is used in the delivery of several areas of the curriculum including, for example, the delivery of the FETAC module on Living in a Diverse Society. A collaborative, co-ordinated and planned approach which incorporates team teaching is used in the teaching of five key/core areas across the curriculum—communication, personal health and development, personal effectiveness, design, and information technology—has been developed. This creative and effective initiative, which integrates literacy and numeracy very successfully, is to be highly commended. Five teachers are involved in this coordinated and creative approach to teaching and learning. Detailed short-term and long-term planning has been undertaken in this initiative, which is learner-centred and facilitates learner choice and initiative. Through effective coordination, the integration of literacy and numeracy has been facilitated seamlessly into this programme. It is planned that, through this initiative, the learners will produce a cookery book for the wider Traveller community. It is recommended that this collaborative model of teaching, with its emphasis on a consistent and professional approach to the integration of literacy and numeracy and which incorporates team teaching, be further developed and be used to inform other programmes at the centre. It is suggested that appropriate staff development be provided to support this work.
4.2 Classroom management and teaching methodologies
While there was evidence of a variety of teaching methodologies, there was a predominance of one-to-one or small group teaching in most of the lessons observed. While this facilitated an important opportunity for individual tuition and attention, it also reflected issues within the centre with achieving attendance by a sufficient number of learners to provide viable class groups. Opportunities to brainstorm, to participate in discussion, and to question were provided throughout all the lessons observed. Effective use of flipcharts, worksheets and structured questioning was observed in several classes. Handouts and worksheets were used effectively, with the completed worksheets forming part of the learners’ portfolios.
The staff-learner relationships observed were very supportive and affirming with very good rapport between the teachers and the learners being evident during the lessons.
Learners’ ideas and needs, interests, life and environment were being used effectively by all staff as starting points for the learning activities across the whole curriculum. The engagement and motivation of learners through this learner-centred approach is to be commended. However, opportunities for learner-directed activities need to be well-planned, appropriately contextualised, integrated into the curriculum and effectively managed to ensure that learning of appropriate quality is being facilitated.
Excellent work was seen in the delivery of the literacy programme in the adult education programme, both on a one-to-one basis and in small groups. The programme being delivered was well structured and well directed. This is being paralleled with support also being offered in numeracy.
A relaxed comfortable atmosphere is facilitated in the outreach programme, one which is supportive of learning. Individual attention and support is provided by the teaching staff, together with small group activity. An excellent rapport between teachers and learners was observed. A team teaching approach is used to deliver the Communications module. Learners are encouraged to research projects through the internet.
4.3 Assessment of learners’ progress
Standardised tests are used in the initial assessment of learners; this includes a Cloze literacy test and a Norman France numeracy test, with NALA literacy levels being determined with a view to assigning learners to appropriate class grouping. The educational needs and interests of all learners (including those in the outreach programme) are identified through the WEB interview with the director, which is followed by the preparation of an individual action plan with the learner.
Records of learners’ progress are maintained in all subject areas in the context of the requirements for completion of individual FETAC modules, and assessment practices are in line with FETAC requirements. Most learners’ FETAC folders contain records of work, both work in progress and work completed. Most of these are held on open shelves in the classrooms. Some very good practice was seen in the monitoring and recording learners’ progress, whereby the programme being delivered is reviewed on a bi-monthly basis which included a review of the learners’ work, together with a teacher’s evaluation and an evaluation by the learner. In some modules in the outreach programme, a record of only the finished work is retained and a record of day-to-day progress is not maintained. Consideration should be given to maintenance of learning diaries/records as a means of providing a sense of continuity in what is being learnt.
Teachers were seen to use formative assessment strategies, including effective use of questions, worksheets, and checklists to monitor individual learning and the effectiveness of the teaching approach being used.
The adult learners attending the centre expressed their satisfaction and appreciation of what is being done with and for them. They valued the range and choice of modules that they are being offered, and the degree of input they have in deciding their own programme.
The focus on the development of learners’ functional literacy, which is opening the door for the learners to reading and the word of books, is highly commendable. A real sense of achievement has been experienced by learners when they are able to reach their goals, for example, signing their names. Achievement in numeracy is also being facilitated in very creative ways through the team teaching approach that is being implemented to integrate literacy and numeracy across the curriculum. These achievements are being expressed in the production of a cookery book by the learners.
The organisation of the curriculum around four core modules is important, as it structures the programme for the learner to address their learning needs. These modules are well structured and well balanced. Learning in these modules provides a challenge for them and achievement in these modules is dependent on consistency in and continuity of learners’ attendance. Given that learners’ progress in achieving the learning outcomes for these modules takes time, the completion of these core modules represents real achievement, in terms of their personal development and their general learning.
Through the personal care programme, learners develop a sense of themselves and their self-confidence and self-esteem is promoted, especially through the health education which is provided. The delivery and content of this programme is clearly learner-centred, with some excellent materials being used in its delivery.
There is a strong emphasis in the STTC curriculum on the provision of modules in art and crafts, which is to be commended. These classes are enjoyed by the learners, with some learners being particularly talented in these areas. They are provided with the opportunity to learn a wide variety of art, craft and design skills. Learners’ creativity is fostered and developed in the craft curriculum through creative and innovative project work, including the designing of hats, and their work is on display in the centre. There has been considerable achievement in the completion of FETAC modules in 2005 and 2006 in the areas of art and design, and also in the FETAC modules on caring for children, horticulture, food and nutrition and food and cookery.
There is a strong focus in the centre on the certification of learners’ achievement. It is recommended that attention be given to ensuring that opportunities are planned, and provided, for the personal development and learning that the learners need to experience while working towards the completion of FETAC modules. Considerable support is provided by the teaching staff to enable learners to complete modules to meet requirements for certification. While this is commendable, all teachers need to identify those skills that the learners have not mastered and to focus their teaching upon these. Where learners’ literacy skills are weak, it is recommended that the focus should be on supporting the learners in learning to write, and if possible, to type up their own input to a given module.
In the outreach programme, more emphasis needs to be placed on recording and displaying the learners’ work. The work achieved by the learners in the ongoing task of building the light aircraft should be acknowledged, given the slow and painstaking nature of the construction. Consideration could be given to marking the progress achieved in its construction through, for example, photographs.
A database of the FETAC modules completed by learners in the adult education programme should be maintained in a manner that ensures the information can be easily accessed. This database should include the record of FETAC modules completed by learners in the outreach programme also.
5 summary of strengths and recommendations for further development
The following are the main strengths identified in the evaluation:
- Management and staff members are caring, supportive and enthusiastic about their work with the learners. The centre lays considerable emphasis on respect for the Traveller culture, its beliefs and traditions.
- The learners indicated that they love ‘coming to the centre’, ‘making new friends’, and ‘learning new things’. Participation in the centre’s programme has enabled them to develop, both personally and socially and to become more self confident.
- A professional approach has been adopted in supporting the development of adult learners’ functional literacy and numeracy, both across selected curriculum areas and on a one-to-one basis.
- A team teaching approach to teaching is used in the delivery of several areas of the centre’s curriculum.
- A collaborative, coordinated and planned approach which incorporates team teaching and which integrates both literacy and numeracy is used in the teaching of five key areas across the curriculum—communication, personal health and development, personal effectiveness, design, and information technology—has been developed.
- Some excellent practice was seen in the teaching staff’s planning documentation which incorporated the monitoring and assessment of the learner’s work.
- A relaxed comfortable atmosphere, in which learning takes place, is facilitated in the outreach programme for young Travellers, the small group facilitating individual attention and support.
- A detailed action plan for the period January 2006 through to October 2008 has been developed by the centre.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The STTC management and staff, in a process independent of any other enterprise, should develop their own whole centre plan within the context of the Quality Framework Initiative to include their own mission statement, aims and objectives which are directly relevant to and address their core work.
- The timetable should be appropriately planned for each day of the week, and implemented in a consistent manner by all members of staff, adhering to the timeframes for individual lessons.
- As attendance by the learners presents a significant and ongoing challenge, centre management and teaching staff should agree and implement a clear policy on attendance.
- Centre management and staff of the STTC should give priority to developing a policy with regard to outings, trips and tours away from the centre.
- Links should be developed between the outreach young Travellers programme and Wicklow Youthreach programme, with a view to providing a broader curriculum for young Travellers and interaction with their peer group and the opportunity for joint access to shared resources.
- The professional capacity of the staff in the outreach young Travellers programme should be developed to enable consistent integration of literacy and numeracy throughout the outreach curriculum.
- The accommodation needs of the STTC should be reviewed as a matter of urgency, and alternative accommodation options identified for the relocation of the centre to allow for the effective incorporation of the outreach programme, as well as addressing the broader accommodation needs of the centre.
- Staff should ensure that FETAC modules are adequately planned and resourced in advance of their delivery to ensure that the learning experience is appropriately contextualised for learners.
A post-evaluation meeting was held with the CEO of County Wicklow VEC, the adult education officer, chairperson of the board of management, the centre director and the teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1 Observations on the content of the inspection report
The Board of Management supports the process of Whole Centre Evaluation and welcomes the recommendations arising from the findings of the Inspectorate which will inform and support the centre in its development. The Board is pleased to note that the many strengths of the centre are acknowledged – the commitment of staff, the excellent rapport between teachers and learners, the satisfaction expressed by the learners, the strong links with other agencies and curricular initiatives such as the highly professional and effective approach to literacy in the Adult Education programme.
While the Senior Traveller Education Centre has endeavoured to implement the recommendations communicated verbally to them at the post-evaluation meeting, the Board notes the delay of over a year in the issuing of the report. Speedier publication would enable a more timely response and impact.
The Board concurs with the inspectors’ view that “the provision of time for community development sessions is a worthwhile activity” and view these sessions as an integral element of the social, political and health education curriculum.
The Board wishes to express its appreciation for the support the centre has received since its establishment from the Wicklow Travellers’ Group and recognises the unique relationship that exists between the three enterprises in the CEART accommodation.
The management of Senior Traveller Education Centre is autonomous from that of Wicklow Travellers’ Group Ltd and the other entities in the building. The relocation of the Senior Traveller Education Centre in July 2008 to separate accommodation will address the Inspectors’ recommendations that a clearly defined and separate identity of the Senior Traveller Education Centre be distinguished from those of the WTG Ltd and Shuttle Knit will maintaining a close collaborative relationship.
Area 2 Follow-up actions planned or undertaken since the completion of the inspection
activity to implement the findings and recommendations of the inspection.
- The management and staff of the Senior Traveller Education Centre revisited the mission, aims and objectives of the centre development plan within the context of the Quality Framework Initiative in a series of meetings commencing in March 2007.
- Policies on attendance and outings away from the centre have been raised.
- County Wicklow VEC wholeheartedly agrees with the recommendation that additional and improved accommodation is an urgent priority. Accordingly County Wicklow VEC with the support of Further Education Section of the DES has identified and acquired new premises to accommodate the Senior Traveller Centre with effect from July 2008.
- The new premises will facilitate greater linkage between Outreach Young Travellers programme and the Wicklow Youthreach programme and will further enable the centre to meet the needs of its students in an integrated setting as recommended in the Traveller Education Strategy document, 2006.
- In accordance with County Wicklow VEC’s policy on Continuous Professional Development the development of the professional capacity of staff will continue to be supported.
- A programme planning process has been agreed by the staff in the centre in accordance with County Wicklow VEC’s Quality Assurance policies and procedures for the implementation of FETAC certification.