An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Evaluation of Centre for Education
REPORT
Youthreach Fermoy
College Road, Fermoy, County Cork
Date of inspection: 15 May 2008
Quality of teaching and learning
Summary of strengths and recommendations for further development
EVALUATION OF CENTRES FOR EDUCATION
This report has been written following an evaluation of Youthreach Fermoy, Co. Cork. 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 two staff members serving at that time as co-ordinators of the centre and with the teaching staff. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted interviews with representative groups of learners and some parents. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspectors conducted interviews with the Education Officer of Co. Cork 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 Education Officer, chairperson of the board of management, current holders of coordinator post and staff of the centre. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; a response was not received from the board.
1 centre context and ethos
1.1 Context
Youthreach Fermoy was established in 1998 as a twenty-five place centre for education. It serves the town of Fermoy and its hinterland, including Ballyhooly, Castletownroche, Castlelyons, Glanworth and Mitchelstown. The centre is accommodated in the former Presentation Convent building in Fermoy. The convent and grounds, in which other youth services are accommodated, are rented by Co. Cork VEC from the Cloyne Diocese. At the time of the evaluation, twenty-two young people between the ages of fifteen and twenty years were enrolled. Thirteen of these learners were male, nine were female.
In recent years, a number of factors have combined to severely challenge the effective operation of Youthreach Fermoy. This report, while acknowledging these difficulties, is written in the context of support for the centre in its stated regeneration ambition. The inspectors were particularly impressed by the level of engagement and hope for the future of the centre demonstrated in the course of the long post- evaluation meeting held with the staff, current internal management personnel and representatives of both the VEC and the centre’s board of management.
1.2 Distinctive character and atmosphere
The centre embodies the Youthreach ethos in trying to implement, in an holistic manner, second chance education in a safe and caring environment. Its mission statement, which is due to be reviewed, reads ‘Fermoy Youthreach aims to provide an inclusive, safe, caring environment where each person is respected, valued and listened to as an individual. Through education, training, co-operation, guidance and support Fermoy Youthreach hope to empower each young [person] to reach their potential, to develop personally and enrich their community.’
Many aspects of the environment are positive, taking account of individual learner needs and local circumstances. In many areas of their activity, the young people were seen to be engaged in the programme with a sense of purpose. This was particularly evident where groups of learners were involved in specific projects. Initiative is encouraged, which in turn supports good behaviour. Achievement is recognised and rewarded.
It was clear to the inspectors that this is a centre in transition. Already, the need for some stability is being addressed with the introduction of the Leaving Certificate Applied (LCA) programme. With the restoration of appropriate management structures, the potential exists for this to be a stimulating and creative centre.
1.3 Supports for learners
Learners in Youthreach Fermoy were seen to experience support in the centre from three main sources. Firstly, the provision of LCA and FETAC courses enables them to re-engage with education and to aim towards accreditation. This is helped by having small class groups and much individual support. Secondly, learners appreciate the daily provision of meals in a pleasant environment, shared with staff members, who also join with them in games of table tennis at the far end of the large communal dining hall. Thirdly, it was clear that learners rely heavily on one staff member for a wide range of personal supports.
Attendance of learners in the centre is variable. In the event of absence, a phone call is made to the learner’s home in the course of the day. Attendance is monitored in each class and a record is maintained of when learners sign in and out of the centre.
Services of a counsellor are available to the learners one day each week. It is recommended that the service being provided be timetabled and used to support staff in learner assessment and in devising individual action plans.
Work experience features as part of both programmes offered in the centre. Learners are helped to prepare for this and are supported in many ways.
A number of elements that might contribute to optimal support for learners in the centre are recommended once improved management structures are in place. More structure and cohesion at all levels of the centre’s activities should underpin consistency and a greater sense of engagement and continuity for the learners. In this context, initial assessment of learner needs is recommended as a basis for development of individual learner plans. To support and monitor progress, it is recommended that a key worker be assigned to each learner.
Further development is desirable in the areas of learners’ attendance at the centre, by including parents in a more comprehensive way in their children’s progress and by strengthening the recently established learner council.
1.4 Links with the community
Youthreach Fermoy has wide and deep links with community, voluntary and support agencies in the area. Guest speakers from a range of such services are invited to the centre to support many aspects of the programme. As part of the centre’s health programme, a number of guest speakers help organise workshops in the course of the summer programme. Basic first aid, talks on HIV/AIDS, activity days with the Cork drugs task force, an introductory visit to the facilities offered by Cork youth health services are made available to the learners. Links with the local sports partnership support a programme of weekly activities aimed at encouraging the participation of women in sport. These activities can include yoga, aerobics, dance, swimming, walking, golf and gym. External bodies also support the centre’s Drive for Life programme as well as its preparation of learners for the Safe Pass certificate. Close links between the centre and members of An Garda Síochána are maintained through delivery by a local garda of a workshop on drug awareness, through an end of year soccer tournament, through engaging in work experience in the centre and through representation on the board of management of the centre.
As part of their participation in An Gaisce President’s Award, learners from the centre visit Cluain Dara day care centre where they support the elderly once a week with art and craft activity. The centre also liaises with the local Avondhu Development agency to support learners who have left the centre but who are still seeking work. Some of these and other voluntary agencies offer placements for work experience to learners from the centre.
Active links are in place with the local VEC school, from which most of the learners in Youthreach transfer, either directly or after some time out of school. Transfers of students from the school to the centre are facilitated, the crèche supporting PLC students in the school is available for use by young mothers attending the Youthreach centre and the Principal of the school is a member of the board of management of the centre.
Involvement with all these groups is helpful in sourcing a wide and interesting range of supports for the learners. It is recommended that they be more systematically integrated into the centre’s programme and that as many learners as possible be encouraged to benefit from them.
Difficulty in finding suitable work experience in the local private sector presents a challenge for the centre. While evidence of prejudice in the locality towards the learners was reported to the inspectors, much can be done by the centre itself to change that situation. In this context, the learners’ management of an awards night in the centre is to be lauded and the goodwill created by the occasion might be used to foster opportunities for the learners. The work of establishing worthwhile links of this nature will need careful and long-term planning by centre personnel, more effort by those on the board of management with business, agriculture and industry links as well as significant discretion and preparation of those who could appropriately benefit from the experience.
2 quality of centre management
2.1 Role of VEC and Board of Management
Co Cork VEC exercises its role in relation to Fermoy Youthreach by managing its budgetary allocation, by twice yearly checks on health and safety of the premises and by contact through an Education Officer. It is also kept informed of issues within the centre through a sub-committee which acts as board of management of the centre. The normal funding for a twenty-five place centre is allocated and the centre operates within that budget. County-wide staff training is not conducted within Co. Cork VEC. Instead a budget is allocated to the centre for its defined training needs, the nature of the training to be determined by the staff of the centre.
Since 2003, an inappropriate and unsatisfactory management situation has persisted in Fermoy Youthreach. This has resulted in, or was accompanied by, staffing difficulties, lack of focus and poor learner attendance. The EO reports an improved engagement of learners since the introduction of the LCA programme in 2007. It was also reported to the inspectors that the principal internal management difficulty was being addressed for the 2008-2009 year, albeit in a temporary capacity. While the coordinator position has been problematic and is now being addressed, it is recommended that the VEC take action also in other areas of the centre’s operation, particularly in securing the role of a resource person, the appointment of sufficient and appropriate staff on a continuous basis, ensuring engagement of all staff with the QFI process and the maintenance of standards for learners in the centre. Willingness to proceed in this way was expressed in the course of the evaluation. The continued support of the EO or other VEC management equivalent is crucial over a long period of time to rebuild gradually, and with care, this centre which presents with so much potential.
The centre has a board of management which acts as a sub-committee of the VEC. It is composed of representatives of business, the local school, the Garda Síochána, staff of the centre, the local social and family project as well as elected councillors who represent the VEC. Consideration might be given to include a parent representative on the board. The board is scheduled to meet five times a year and is aware of the main happenings in the centre. In the course of their meeting with the inspectors, members expressed a desire for training, given the relatively recent formation of this board. They also reflected the restricted nature of their role which is more advisory than managerial in the context of the management functions of the VEC. However, they are in a position to channel their deliberations to the VEC via their chairperson. It was clear to the inspectors that ideas within the group concerning the management of the centre were quite diverse.
2.2 Internal centre management and administration
Throughout the evaluation, the inspectors were made aware of internal management and staffing issues. The arrangement at coordinator level has been unsatisfactory for some time, with much uncertainty, inconsistency and a general undermining of steady leadership for the centre. Furthermore, the coordinator lacunae disrupted the role and functions of a resource teacher, resulting in the erosion of planning, organisation and effective management in the centre. In this context it is to the very great credit of an acting, at times job-sharing, coordinator that so much that was positive was allowed to happen in the centre. The task of this person was made possible by the quality work and dedication of a number of staff in their specific subject areas, by the presence of a secretary four mornings per week, but adversely affected by the fact that the centre had difficulty recruiting and maintaining part-time staff in a number of disciplines. The combined gaps and uncertainties at coordinator and resource person levels resulted in much of the centre’s activity being carried out in a casual and ad hoc manner.
It is recommended that one person be appointed to Youthreach Fermoy to carry out the defined functions of coordinator. It is also recommended that a fulltime resource person be appointed to carry out the designated functions of that role. Thirdly, it is recommended that such internal management personnel should strive to include all staff members in building a cohesive team which, gradually, and with care, needs to address the many areas of planning and operation that have been neglected for a number of years.
The inspectors were informed that Youthreach Fermoy was on the verge of being put on a firm management footing with the proposed appointment of a full-time coordinator. With committed teamwork and appropriate supports the centre has the capacity to develop in a positive way. This however will require much care and an appropriate time frame for gradual and effective implementation.
2.3 Organisation of the curriculum
FETAC level 3 and the Leaving Certificate Applied programme are the core programmes made available to learners in Fermoy Youthreach. These programmes are delivered to two discrete groups of learners.
Learners have the option of working towards FETAC accreditation in any number of the subjects on offer in the centre. These include Mathematics, Communications, Computer Literacy, Food and Cookery, Art and Design, Woodcraft, Preparation for Work. Learners are also introduced to a programme of life skills.
In parallel with this range of subjects, the LCA offers courses in Mathematical Applications, English and Communications, French, Craft and Design, Hotel, Catering and Tourism, Leisure and Recreation, Construction Studies, Social Education and Vocational Preparation and Guidance.
The LCA is in its first year of operation in the centre and plans have yet to be made about the ability to simultaneously deliver the second year of the programme and again offer first year to a new group of entrants. The introduction of the LCA in 2007 was seen to significantly enhance the working of the centre and the attendance rate of learners. The LCA is offered in all three post primary schools in Fermoy. Hence, the possibility of learners being prepared for such accreditation greatly enhanced the perceived status and attractiveness of the Youthreach centre.
Some learners were seen to be engaged in some good experiences across aspects of a health programme, work experience and summer programme. These experiences need, however, to be coordinated, planned, structured and delivered within a managed, cohesive, clearly defined operation. Such a modus operandi needs to apply also to the development of a literacy programme in the centre.
2.4 Management of staff
Appropriately qualified and experienced staff members who have been in the centre for a few years were seen to work appropriately in delivering their particular programmes. They have limited possibility to engage more comprehensively in whole-centre activities. Procuring suitably qualified persons to deliver a very limited number of hours of tuition per week presents a severe challenge in the centre. It was seen, for example, to cause temporary loss of tuition in certain areas as well as poorly timetabled and some ill-informed teaching. The disruption of the resource person’s role, for reasons outside that person’s control, was seen by the inspectors to have serious adverse consequences for staff and centre functioning as a whole. Such a confluence of circumstances, with implications for timetabling, programme balance and thoroughness was seen to impact adversely on programme delivery and learner support.
It is recommended that, in line with 2.2 above, appropriate training be made available to staff and that internal management in the centre be supported by VEC personnel to build a cohesive and dynamic team.
2.5 Management of accommodation and other resources
Youthreach Fermoy is housed, along with other youth services, in an imposing building which was a former Presentation Convent. Its location, alongside a number of schools in that area of town, places it geographically within an educational environment. Learners like the building and its grounds. Further, when asked what changes they would like to make in the centre, their priority was to suggest re-painting part of the building. Because of the age and nature of the building, costly issues of upkeep, for example roof repairs, arise from time to time. While the board of management can bring such matters to the attention of the VEC, which is the body renting the building, sanction and funding for such work is a matter for the Cloyne Diocese. At the time of the evaluation, the building was in a state of reasonable repair and maintenance.
Rooms for use in the Youthreach programme are located on two levels, namely at ground floor and first floor levels. The kitchen and dining areas are spacious and contain period features such as high ceilings and large sash windows. They are furnished to suit the centre’s needs, and include a recreation area in part of the dining hall. Some of the rooms used for delivery of the programme are small and have been used in a manner that restricts aspects of the centre’s work. Duplication of classes due to limited space is not the most beneficial way to deliver the programme, specifically in computers and woodwork. It is recommended that consideration be given to more creative use of space in terms of room allocation and also in terms of layout and storage to eliminate clutter. The concurrent running of both years of the LCA programme, as well as the very relevant FETAC programme, may present further space issues.
The centre is to be commended for its plans to develop an outdoor sports area and for its success in securing funding for the purpose.
3 quality of centre planning
3.1 Centre plan and policies
Policy documents housed in the centre are quite out-moded and pre-date the employment of many staff members who, for the most part, are not familiar with them. The documents have little relevance to the day-to-day working of the centre and there is general agreement among management and staff that a widespread process of review is required. In the context of management issues referred to above, the staff seemed preoccupied with the basic essentials of keeping some level of a programme going, and did not have the capacity or leadership in recent years to deal with planning and policy matters.
Child policy and procedures as required in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999) were not in place. It is recommended that this policy area be given urgent attention.
3.2 Planning process
In the general context of the centre’s planning status, the inspectors welcome the intention of the VEC to regularise the internal management issues and then to engage in a facilitation exercise under the QFI to begin elements of the planning process needed to carry the centre forward. It is strongly recommended that both these items be addressed with urgency, but also with care. Planning should engage the entire staff, board of management and VEC representation and, in this case, should proceed sensitively, identifying priority areas to be addressed. It is further recommended that the planning documents generated in the process should relate specifically to Youthreach Fermoy, having regard to legislation and existing guidelines for the sector.
3.3 Implementation of plan
It is recommended that staff of the centre work as a team to ensure relevant content and processes that will best support the organisational and curricular programme of Youthreach Fermoy. In this regard, full advantage should be taken of the QFI facilitation expertise in determining the pace and prioritisation of elements for the centre’s future direction.
4 quality of teaching and learning
4.1 Planning and preparation
Most of the teachers visited in the course of the evaluation had their individual plans for their year’s programme and for their current modules and lessons. These plans adhered closely to the particular module descriptors, the specific learning outcomes (SLOs) or worksheets allied to these programme supports. Much of this material within the system is rather dated and prosaic and calls for creative interpretation by the teacher to make it interesting to learners. In general, the centre is to be congratulated for embarking on the LCA programme and on the level of engagement by staff to date. It is recommended that this be further developed in a collaborative manner in order to accommodate both years of the programme. Such accommodation will also require careful planning for the use of resources, especially access to ICT and will need the timetable drafted to optimise engagement by the learners. Afternoons may not always be the best time for the more academic subjects taught in individual class periods.
The inspectors note the comments of the FETAC external examiner who advised referral to various ‘criteria for assessment’ and the desired manner of organising portfolios. Such a recommendation is reiterated in this report arising from findings of poor familiarity with course requirements in many areas of the centre’s programme. Lack of awareness by both teacher and learners of essential components of a course is unacceptable. Such discrepancies between practice and expectation will need to be rectified by staff engaging in a much more thorough and pro-active manner with curriculum content and assessment modes. To this end, management will need to be vigilant in cases of short-term or frequent changes in staffing and will also need to work to improve general staff engagement and morale.
4.2 Classroom management and teaching methods
The atmosphere throughout the centre was pleasant and relaxed. Learners were given much individual attention, encouragement and affirmation. Interaction between staff and learners, and among the learners themselves, was good. Purposeful discussion formed part of many lessons. Learners were seen to be enthusiastically engaged, especially in practical and active elements of their programme.
The conduct of the class within the Hotel and Catering course was particularly impressive on a number of fronts. On one of the days of the evaluation, the class was engaged in the preparation of a three course lunch menu for all in the centre that day as part of an LCA key assignment. Tasks and kitchen space were appropriately allocated to groups working on specific areas of the preparation. Background preparation meant that order and timing were under control. The learners were appropriately attired, a printed menu which included all recipes for the meal was made available and, throughout, the influence of the teacher’s hands-on catering experience in the hospitality sector was evident. The teacher, in this instance, had the help of a catering assistant who was employed in the centre for the preparation of breakfast as well as lunch on days when the Hotel and Catering class is not the main provider of meals. The space outside the kitchen itself was used to highlight aspects of the wider range of topics being covered in this course. Beside the kitchen door a clear list of to-do tasks was posted for each of the three groups using the kitchen on that day. The major outcome from that class activity on that day was the satisfaction and enjoyment expressed by all who shared the lunch in the dining hall. Further benefits of such experience were seen in the ancillary enterprise whereby learners sold their centre-made scones and coffee on Wednesday mornings for the shared benefit of the centre building and of part funding for some of their own activities.
The centre is commended for allowing the learners freedom to show initiative in a number of their projects. In such cases, learners were able to describe their work and explain it in the context of a specific module. This ownership of their learning was seen to be good practice and its cultivation in all areas of the programme is to be encouraged. The teaching and learning in the Art and Craft classes observed were assured and engaging. As in other areas of activity in the centre, the quality of the experience was lessened by factors relating to storage, tidiness, best use of space, properly functioning supports, such as blackboard and reference materials, and in this instance a kiln that could not be used due to ventilation issues. All such housekeeping issues should be put in order and maintained for the more effective and pleasant operation of the centre.
In the more sedentary classroom settings, it was noted that learner involvement was greater when the material being studied was connected in a meaningful way to their own lives and interests. Discipline in the centre was seen to be generally good. Teaching methods used included explanation and demonstration to whole class groups or individuals. At times, classes would have benefited from greater use of ICT, reading and research materials or even a black or white board. Support for literacy or numeracy development rarely featured. This needs to be explored by the whole staff and strategies put in place, based on appropriate initial and continuous assessment of the learners.
4.3 Assessment of learners’ progress
Initial assessment of learners entering the centre is of a very general nature, involving reports of previous academic attainment and interview conducted for the most part by the [acting] coordinator with a learner and his or her parent. Occasionally, a psychological report may be available. Entry to the centre is by way of a two-month ‘trial period’, during which staff report on a learner’s suitability for the course. A more thorough assessment is needed at this stage to ascertain the broad spectrum of learners’ needs and specifically their levels of literacy and numeracy. It is recommended that such diagnostic tests be carried out with the assistance of the counsellor and relevant centre staff. The outcome of such testing should give rise to a comprehensive plan for the individual learner in the centre, supported by the assignment of a key worker.
Most teachers in the centre are familiar with the general levels of performance of learners in their classes. Progress is tracked, for the most part, through the portfolio work, key assignments and specific learning outcomes of learners’ particular courses, FETAC or LCA. Very little evidence was seen of consistent, detailed recording of individual learner progress.
Social and personal development is more difficult to ascertain. Good provision is made for leisure and recreation. Varied but more ad hoc provision is made for items considered under a health programme. Outings are arranged as occasions present themselves. Aspects of the summer programme look interesting. All of these activities are worthwhile and potentially could constitute an excellent programme for those who attend. It is recommended that they be incorporated and organised, planned and monitored into a comprehensive programme, so that the benefits to be derived from them might be more enriching for the learners.
4.4 Outcomes and standards
Personnel connected with Youthreach Fermoy report an improvement in outcomes and standards in the course of the past year. This was due largely to the twin developments of the appointment, for part of the year, of an acting coordinator and the introduction of the LCA programme. Further development in both these areas offers much potential, provided other management structures are effectively put in place and teamwork is promoted among the staff.
The centre still suffers from the legacy of previous years, particularly in the areas of internal organisation, educational standards and external perception. The structures being planned for the centre face many challenges, which the inspectors feel can be overcome, given the desire for improvement, the steps being planned, the talents of the staff and the general goodwill felt by the inspectors in the centre during the evaluation process.
5 summary of strengths and recommendations for further development
The following are the main strengths identified in the evaluation:
· Youthreach Fermoy offers its learners a range of experiences within a welcoming and caring environment.
· The centre aims to provide for the educational, personal and social development of the learners in a holistic manner.
· The dedicated efforts of an acting coordinator sustain much of the centre’s work, while efforts are being made to resolve certain management and staffing issues.
· The centre is appropriately housed in an imposing building, surrounded by many of the town’s schools.
· Learners in the centre are supported by a number of local public bodies and organisations.
· The centre is supported by an EO of Co. Cork VEC and a board of management in its regeneration efforts.
· Aspects of the educational programme are well taught, despite staffing difficulties.
· The centre has the capacity to benefit further from a range of its existing resources, including ICT, counselling and music.
· Continuity of practice in the catering area of the programme has potential for future progression of learners as well as for current certification options.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· The positions of coordinator and resource persons should be regularised immediately as a matter of urgency in the interests of proper and effective management of this potentially successful centre.
· Clarity should exist in the roles and functions of coordinator, resource person(s) and staff members.
· The VEC might support the recruitment of certain part-time staff by co-operation with Coláiste an Chraoibhin or other schools within its control.
· Centre management and staff, in conjunction with the EO, will need to engage actively in the planning and development of structures for the future progress of the centre. Immediate engagement with facilitation services under the QFI is recommended.
· The centre is advised to avail of support services such as the LCA and FETAC support teams in order to maximise delivery of these programmes to the learners.
· Improvements are advised in teaching methods and literacy development throughout the centre. To this end, staff members should be encouraged to identify their training needs which might be met by allocation of the centre’s training budget.
· Consideration should be given to ways of maximising the space and physical resources available to the centre.
· Coordinated and sustained efforts are required to maximise work experience and future options for learners.
· The involvement of all staff in developing an ethos of planning and of working as a team in a structured way is strongly recommended.
A post-evaluation meeting was held with the current coordinators, the EO of Co. Cork VEC, the chairperson of the board of management and teaching staff of the centre at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published February 2009