An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

Pleasants Street Youthreach

16, Pleasants Street, Dublin 8

 

Date of inspection: 13 March 2008

 

 

 

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 Pleasants Street Youthreach. 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 Chief Executive Officer (CEO) and the education officer (EO) of City of Dublin Vocational Education Committee, with the regional Youthreach coordinator, with the coordinator of the centre, with the teaching staff and with parents. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation.  Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the education officer (EO), regional Youthreach coordinator, together with the coordinator and staff of the centre.  The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

1 centre context and ethos

 

1.1 Context

 

Pleasants Street Youthreach is a well established centre for education in Dublin’s south inner city managed by the City of Dublin Vocational Education Committee (CDVEC).  It is located in a busy area, surrounded by a mixture of business premises and residential dwellings.  It began as an out-of-school setting for unemployed early school leavers aged between fifteen and twenty and was designated as Youthreach centre in 1989.  It has a wide catchment area with some learners travelling from west Dublin, though most live within walking distance of the centre.

 

The centre can accommodate seventy five learners although enrolment averages fifty five.  At the time of the evaluation, fifty learners were enrolled, thirty male and twenty female.  This enrolment included three learners (one male and two female), who are members of the Traveller community.  All the learners are aged fifteen and upwards with the majority aged between sixteen and eighteen.  Intake is managed by enrolling learners three times a year at specific times.  While referrals come through a variety of sources, many learners hear about the centre from their peer group and are self referred.  The centre offers a two year programme primarily based on the provision of FETAC Level 3 certification together with some Junior Certificate subjects.  The learners enrolled in the centre have various levels of educational achievement; some have little or no achievement to-date while others have the Junior Certificate and Leaving Certificate Applied.

 

1.2 Distinctive character and atmosphere

 

The centre is true to its mission statement which states it is ‘committed to encouraging and supporting the social, personal and educational development of every student in a positive and safe environment’.  This is reflected in the centre’s ethos which is supportive of the holistic development of the learners.  The spirit of the centre is reflected in its aims and objectives.  These set high expectations for the learners.  Through the centre’s programme, opportunities are provided where the learners can achieve personal success in a positive and structured environment. 

 

The staff of the centre are committed, experienced, caring about and very supportive of the learners.  Relationships between the staff and learners provide a good foundation for the social and personal development of the learners.  This is borne out by learners describing the centre as a friendly place where they experience warm, encouraging and supportive relationships with the staff.

1.3 Supports for learners

 

An induction programme for new learners has been developed together with an induction pack.  This initiative is good practice.  On enrolment, each learner is assigned to a key worker whose role is to monitor the learners’ engagement with the centre and all aspects of their progress.  The key workers meet with learners every week, they monitor attendance and behaviour and they are alert to any difficulties the learners might be experiencing.  The learners were appreciative of the support provided by the key workers. The centre’s key worker structure is a significant resource to the centre in its work of relating to and engaging with the learners and maintaining a positive and supportive atmosphere.  It plays a fundamental role in supporting the learners and is a major strength of the centre.  It is recommended that the role of the key worker is reviewed and further developed, especially the mentoring aspects of the role, given that there is an ongoing need to motivate the learners, to address challenging behaviour, and to address irregular attendance.

 

The centre staff work in a committed manner to develop relationships with the learners in different ways, for example, through a variety of recreational activities including pool and its outdoor pursuits programme.  Centre management and staff are encouraged to continue to explore strategies to develop the learners’ sense of belonging to the centre.  This could be achieved, in part, through the role of the key worker.  It is important the potential of the role is maximised in this area, for example, through daily contact between the key worker/centre and the individual learner.

 

Another significant support to the centre is the service provided by the counselling psychologist, who attends the centre one day each week to provide counselling support to the learners.  The psychologist also attends the centre’s care meeting with the key workers on a fortnightly basis during which the support needs of learners are identified and addressed.

 

On enrolment in the centre, learners’ literacy and numeracy skills are assessed.  The centre has established that a significant number of learners have difficulties with literacy including difficulties with reading and difficulties with writing, spelling and grammar.  The provision of learning support to groups of learners with literacy difficulties is formally timetabled for six class periods each week.  One to one learning support is also provided to individual learners.

 

The centre has a breakfast bar where a simple breakfast and light lunch provided each day for the learners.  From time to time a hot meal is provided but it is difficult to provide this on a daily basis.  The opportunities to eat together at mealtimes are important as part of the strategies to strengthen learners’ experience of belonging to the centre and are to be encouraged.

 

Centre staff actively encourage learners’ attendance, yet the level of absenteeism presents an ongoing challenge to the centre with often at least a third of the learners being absent.  This can lead to programme delivery experiencing difficulties.  Strategies implemented by the centre to improve attendance include the provision of breakfast, making the programme as interesting as possible and direct contact by key workers with the learners and their parents.  It is recommended that the centre management and staff continue to develop further strategies to improve attendance, for example, through charting attendance and participation, rewarding good attendance, and through improved links with parents.

 

At present, attendance is monitored through a clock card system.  While acknowledging the merits of this system as a means to recording attendance, one of the disadvantages is its impersonal nature.  It is recommended that the centre would require that learners sign in when they come into the centre, with the learner being met as they do so.  There were occasions during the evaluation when it was noticed that the practice of circulating the clock-in cards from class group to class group served as a distraction for the learners and it is recommended that this practice should be replaced by a system whereby teaching staff would each maintain their own class register.  It is also advocated that the master timetable for learners be publicly displayed in the centre’s entrance hall.

 

Parents interviewed during the evaluation were pleased at their children’s progress in the centre.  They felt that the smaller classes contributed to this because they enable greater attention to be given to the learners by the teaching staff.  They also noted the close relationships between the staff and the learners.

 

A learners’ forum is facilitated every fortnight which provide learners with the opportunity to meet with staff and voice their opinions.  The learners felt that their opinions were taken into account by staff and centre management.  The establishment of a learners’ council could provide additional learning opportunities for the learners, especially in the context of the Junior Certificate subject of Civil Social and Political Education.  Moreover, there is opportunity to stimulate interest in the formation of a learners’ council among the learners studying CSPE because the section of the CSPE course content that deals with “Community” essentially sets the context for discussion of community initiatives of this type.  It is recommended that the centre consider the establishment of a learners’ council as a means of formalising important lines of communication with centre management and staff and providing further learning opportunities for the learners. 

 

1.4 Links with the community

 

More than fifty percent of the learners in the centre in 2008/2009 were enrolled in the centre by a parent.  New entrants are also referred by social workers, juvenile liaison officers, home school community liaison coordinators (HSCL), visiting teacher service for travellers, education welfare officers, and the CDVEC education project worker.  Links are maintained by the centre with the local schools through the HSCL personnel.  The CDVEC Education Project worker also plays an important role in liaising between the centre and local schools.  A Health Service Executive outreach worker has worked with learners who are young parents in relation to the care of their children.  Links are maintained with a local organisation, ‘Youth Intervention’ service and a community development, training and education team, ‘Community Response’, has been engaged by the centre to deliver some elements of health education in the centre.

 

Staff are in contact with the parents by phone and keep parents up to date on how their child is progressing through a progress report which is sent to them in December.  Parents know who to contact if their child has any problem or difficulties. Parents are invited to the certificate presentation ceremonies.  Opportunities for parents to be engaged with the centre and informed as to the education of their children need to be further explored and developed.  It is recommended that strategies be developed to provide additional opportunities to engage parents actively and purposefully with the centre in relation to learners’ education.  These could include the hosting of an open day for parents and other interested parties in the centre, holding parent-teacher meetings, involving parents in centre activities, meeting them individually, learners inviting parents into the centre, and circulation of a centre newsletter.

 

Through the work experience programme numerous links with business and enterprises in the local and wider area have been established which facilitate the successful implementation of this programme.  There is further scope for the development of such links.  It is recommended that the centre develop strategies to further engage with the local employers.  These strategies could include, for example, the invitation of the local business community to the awards presentation evening, the hosting of open days and the informing of local employers of centre activities through a newsletter.  Local employers could be invited into the centre to talk to the learners on career opportunities or on the world of work in general.  In that regard, there is scope to develop the centre’s profile within the community through a public relations strategy. The further development of the centre’s newsletter could be considered in this context.

 

 

2 quality of centre management

 

2.1 Role of VEC and Board of Management

 

The City of Dublin VEC senior management maintains close links with Pleasants Street Youthreach and is well informed in relation to the operation of the centre.  Senior management highlighted the experience and skills which centre staff bring to their work as one of the main strengths of the centre. In particular, senior management is very affirming of the work of the centre and the relationships that have been developed with the learners, while being cognisant of the difficulties and challenges facing the centre.  One of the challenges identified is a high level of turnover of learners and non-completion of programmes and senior management is keen that this would be addressed on an ongoing basis to enable learners benefit as much as possible from their experience in the centre.

 

VEC senior management is very supportive of and committed to the centre’s engagement with the Quality Framework Initiative model of centre development planning which it sees as very beneficial to its development.  Senior management is very much aware of and promotes the implementation of the Vocational Services Support Unit (VSSU) procedures for centre for education.  The CDVEC has its own internal auditor who monitors implementation of these procedures.

 

The VEC is committed to the professional development and training for staff, including QFI training.  Within the CDVEC management structures, the regional Youthreach coordinator has a specific role to coordinate the work of all the CDVEC Youthreach centres.  This includes staff development and support including organising staff training for all the CDVEC Youthreach centres, visiting centres on a regular basis and the development of Draft Guidelines for all staff.  Good lines of communication have been established between the CDVEC and the centres with monthly meetings involving the Education Officer (EO) responsible for Youthreach and the Senior Psychologist being held with the centre coordinators.

 

Senior management is committed to and has systems in place to ensure the suitability, safety and security of the centre premises.  The CDVEC has a master health and safety statement.  A full Health and Safety audit of Pleasants Street Youthreach was undertaken in 2006, the findings of which have been implemented.  There is a Health and Safety Officer in place and Health and Safety matters are raised at the monthly meeting of Youthreach coordinators with the CDVEC.

 

The centre has experienced a number of setbacks more recently with the closure of its crèche facility, the closure of its kitchen and difficulties with the deteriorating condition of its building, including flood damage.  Senior management is committed to the maintenance of the building.  There is a need for this centre as evidenced by the continual enrolment of learners, especially those from the local areas.  It is evident that the building needs structural improvements and investment and work to upgrade the centre would act as a fillip to staff morale.

 

2.2 Internal centre management and administration

 

The centre has a highly committed and dedicated acting coordinator in place, while the coordinator is on a career break.  Her main duties are in line with those outlined in Department circular letter FE12/2003 and include the day to day administration of the centre, the management of staff and learners, supervision duties, managing the delivery of the timetable, attending meetings, securing funding for the breakfast bar, and leading and coordinating the centre’s engagement with the QFI and FETAC quality assurance processes.  Together with her management role, the centre coordinator is timetabled for seven hours teaching each week.  She also provides substitute cover in the event of staff absences.  Timetabled class contact enables the coordinator to have firsthand knowledge of the educational and development needs of the learners as well as providing an opportunity to develop a good rapport with them.  Given the demands of the coordinator’s leadership and management role in this centre, it is recommended that the coordinator’s teaching commitments, including the substitute cover she provides, are reviewed to facilitate a balance between the educational and the management dimensions of her role.

 

The centre coordinator is supported by a team of five full-time and one shared resource persons.  The role of the resource persons has been discussed and agreed with the staff.  Each resource person has a particular area of responsibility such as FETAC certification issues, work experience, sport, timetable, Internet, and links with the community.  It is recommended that the centre coordinator would meet with the resource persons on an annual basis to review their duties in the context of professional development.  The coordinator has access to external management supervision once a month which is a valued support and the provision of which is to be commended.  The centre coordinator experiences the support of the CDVEC regional coordinator and the monthly coordinators’ meetings as very helpful. Issues, including learner behaviour, need to be brought to the attention of the VEC for further consideration with a view to the further development of appropriate strategies and policy to manage them and to support the centre in their implementation of policy in relation to these issues.

 

Centre staff meet on a weekly basis every Wednesday afternoon.  Once a fortnight this is a care meeting held with the counselling psychologist to discuss the needs of individual learners and every alternative Wednesday it provides an opportunity to work on policy development as well as to discuss and address immediate difficulties.  A general staff meeting to address immediate staff issues is held once a month.  Minutes are kept of all these meeting which are circulated to staff.

 

The centre has the support of a fulltime administrator assigned by CDVEC, which is to be commended.

The administrator supports the work of the centre and its coordinator in an able and competent manner, by providing essential administrative support to the programme.

 

2.3 Organisation of the curriculum

 

The centre is open to the learners for thirty three hours per week.  The centre is open from 9.00 pm to 4.30 pm on Monday, Tuesday and Thursday.  On Wednesday classes finish at 2.30pm and on Friday the centre closes at 12.30pm. The timetable provides for five lesson periods with the exception of Wednesday which has four timetabled periods and Friday with three timetabled periods.  Lessons are of one hour duration with the exception of the first lesson period daily which is fifty five minutes duration.  This is suitable provision for most subjects.  Consideration should be given to providing at least one double period each week to practical subjects such as woodwork.  In all, excluding breaks and lunchtime, learners are timetabled for 22 lesson periods per week.

 

The centre timetable should indicate the allocation of time to all subjects being delivered in the centre’s programme.  The FETAC module on Living in a Diverse Society was an example of a subject not formally timetabled at the time of the evaluation.  This may mean that the timetable would be reviewed and revised on a half term basis.  While the centre designed the content of the afternoon timetable to be attractive to learners, it needs to be reviewed as to its educational value to the learners.  For example, the practice of timetabling of learners for pool or the internet is questionable.  It is recommended that a review of the structure and content of the current timetable be prioritised and undertaken by the centre.

 

At present there are five class groups of learners.  A class group is formed directly from the intake at a given time.  Class groups are affected by a decline in their numbers due to the turnover of learners and may be amalgamated as necessary.  The formation of class groups as currently organised, when a group of learners comes together to form a new group, has implications for the delivery of the curriculum.  It is recommended that the current arrangements for the assignment of learners to class groups are reviewed, especially with reference to those learners who are studying Junior Certificate subjects and those who are studying for FETAC certification.

 

A comprehensive range of FETAC modules at Level 3 is timetabled which, in addition to core modules of Communications, Mathematics, and Personal and Interpersonal skills, include Preparation for Work, Information and Computer Technology(ICT), Hair Care (as Personal Care and Presentation), Metalwork, Woodwork, Craft, Art and Design, Drama, Food and Nutrition, Caring for Children and Outdoor Education.  There is a good balance between academic and practical vocational subjects and this curriculum provides learners with the opportunity to achieve full FETAC Level 3 certification.  The focus on FETAC certification is supported by a number of the learners interviewed who said that they wanted to get FETAC certification.

 

Most learners are required to take all the FETAC modules in the centre’s curriculum, including, for example, Hair Care, Child Development, Metal work and Woodwork.  Although participation in these subject areas can provide for general character formation, from observation and in discussion with the learners, it was evident that some learners were unhappy with the fact of having to participate in some modules. This opinion was voiced by some male learners doing Child Development and some female learners doing Woodwork.  It is recommended that the centre should review its curriculum provision with a view to providing some choice of modules for learners. 

 

A limited number of FETAC Level 4 modules are provided in Communications, ICT and Mathematics.  The addition of Personal and Interpersonal Skills or Personal Effectiveness at FETAC Level 4 to the curriculum would provide learners with the core modules required to gain full FETAC Level 4 certification, which could facilitate a progression route for learners.  New initiatives have been introduced into the programme which in 2006/2007 included travelling abroad.  These initiatives could be further explored as to their potential for FETAC certification, for example, through the development of a FETAC module on Transnational Experience.

 

Every class group has an opportunity to engage with the centre’s outdoor education programme on a two to three week rota basis as part of the centre’s FETAC Level 3 module on Outdoor Education.  This well resourced programme allows the learners to taste a variety of activities including canoeing, hill-walking, sailing, and orienteering.  This excellent provision is to be commended; however, attention is drawn to the fact that poor attendance is impacting on its viability.

 

The centre offers four Junior Certificate subjects including English (Ordinary and Foundation Level), Mathematics (Ordinary and Foundation Level), History and Civil, Social and Political Education (CSPE).  These are normally offered as intensive five month courses starting in January.  The provision of Junior Certificate subjects is being compromised by the time scale within which the course content needs to be covered.  This inevitably leads to the delivery of the Junior Certificate subjects being examination focused and the aims and objects of the syllabuses being difficult to achieve.  It is recommended that the centre review its provision and timetabling for its Junior Certificate subjects to ensure that adequate time is allocated to address the content of the Junior Certificate syllabuses.  The Junior Certificate syllabuses are either co-taught along with the corresponding FETAC module as is the case with English and Mathematics or learners are withdrawn from their group for Junior Certificate History and CSPE.  Consequently some learners become identified within a class grouping as those who are sitting the Junior Certificate in comparison with those who are working towards FETAC certification.  This could have a negative impact on the cohesion of a class group and a diminishment of a sense of value of particular courses among the learners and those class groups.  It is recommended that those learners who might take Junior Certificate subjects are identified on enrolment and assigned to a dedicated Junior Certificate class with a full year given to the Junior Certificate subjects being studied.  With a recognised Junior Certificate class in place, the centre could consider offering a full Junior Certificate curriculum in say, six subjects, to include additional subjects such as Art, Woodwork and Home Economics.

 

A challenge facing the centre is the lack of a progression programme within the centre’s curriculum as the current provision of Junior Certificate subjects does not fully facilitate this.  Since the main focus in the centre has been the provision of FETAC accreditation it is recommended that the centre consider the development of an expanded FETAC Level 4 curriculum which would allow learners to progress within the centre and to gain full FETAC Level 4 certification.  This could incorporate, for example, a FETAC based business strand/programme, a childcare strand and with the appropriate facilities, a catering strand.

 

Given the assessed literacy needs of the learners, there is further scope for development in addressing these particular needs more effectively.  To enable comprehensive literacy and numeracy support to be provided to learners, it is recommended that the centre develop a commensurate policy and plan as a matter of priority.  It is recommended that a whole centre approach to literacy and numeracy is adopted.  This would include discrete time being allocated to these areas and priority being given to the integrated delivery of literacy and numeracy across the whole curriculum.  A centre literacy plan would set out what should be done in a stepwise manner.  Consideration should be given to establishing and developing the role of a literacy coordinator.  Staff training and development will be required, especially with regard to the integrated delivery of literacy and numeracy across the whole curriculum.

 

The viewing of a film on Monday afternoons is included on the timetable.  It has recreational value and gives variety to the timetable but it is also important that it has educational value and that it is delivered as a study of film rather than for entertainment alone.  It needs to be fully integrated into curriculum e.g. into the Communication modules and Junior Certificate English so that it is an integrated part of these subjects.  It is recommended that it is delivered as part of a four week block and if appropriate, with one block for each term.  In that regard also, the staff allocation for this activity should be reviewed.

 

Some aspects of social, personal and health education are addressed through various modules on the curriculum in Personal and Interpersonal Skills, Communications, Food and Nutrition, Outdoor Education.  The centre has availed of a six week programme provided by Community Response, a local community development, training and education team.  This stand-alone programme is provided to all groups by external facilitators and addresses prejudice and discrimination, alcohol and drug use, addiction, and aspects of sexual health.  It is important that this programme is fully integrated into the centre’s social personal and health education programme through, in the first instance, centre staff also being present at these sessions, especially to identify those issues that may need to be revisited and further addressed within the centre’s own SPHE programme.  In this context, it is recommended that a policy on visitors to the centre is developed which would detail centre practice in relation to those visitors who are delivering elements of the centre’s programme.  A Health Service Executive outreach worker has also provided a four week block input on Baby Care for young mothers, which was received very positively.  It is important that a systematic and integrated programme of health education, which would include content relating to mental health, physical health and nutrition, substance use, relationship and sexuality education and gender issues is further developed, planned, coordinated and its delivery timetabled.

 

The learners expressed their enjoyment of the ICT module.  Opportunities to integrate ICT across the curriculum could be usefully explored.  It is recommended that learners are provided with opportunities to have supervised access to the computer facilities outside of lesson time to complete their portfolio work.

 

The lack of a properly working kitchen significantly impacts on the centre's curriculum as the practical cookery, also a life skill, in a Food and Cookery/Food and Nutrition module cannot be facilitated. Given the vocational nature of the centre’s programme, this creates a curricular deficit as the whole area of cookery and catering cannot be addressed.

A work experience programme is organised and coordinated by an experienced resource person.  All learners are offered the opportunity to avail of work experience when they are nearing the completion of their programme.  A FETAC Level 3 module on Preparation for Work is part of the centre’s programme.  The programme is well structured with contracts in place with the employers and learners are supervised as part of the experience.  Learners meet with the work experience coordinator to discuss their plans and all progression options are explored with them such as, progressing to further education, to work or undertaking further training or returning to school.  Appropriate work experience placements are sought for the learners, given their preferences.  The duration of these placements can range from four to eight weeks depending on the individual learner, and on occasion the placement may present the opportunity for fulltime employment.  Consideration needs to be given to reviewing the duration of the work experience placements, as learners may benefit from having more than one placement of a shorter duration, for example, two two-week placements in different work settings.  Learners are required to complete a report for each week of their placement.  While guidance within the centre is provided on an informal basis through the work experience programme, the centre does not benefit from a formal guidance provision.  In previous years, a FÁS-funded advocate has worked with the learners and links with FÁS continue to be maintained. Further development of the existing guidance provision should incorporate career advice.

 

The content of the July summer programme is very recreation-oriented with many outings being included.  Considerable work goes into the organisation of this programme, which is to be commended.  It is recommended that the programme is reviewed with more emphasis on achieving a balance between the recreational and educational content.  It is suggested that the summer program could incorporate a mix of certified and non-certified subjects and activities including literacy, Health for Fitness, European Computer Driving Licence (ECDL), drivers licence theory test, and First Aid.  A focus on the social development of the learners could be incorporated by providing meals for the learners and inviting in guest speakers and drama groups.

 

2.4 Management of staff

 

At the time of the evaluation, there was a complement of fifteen teaching staff working in the centre which included a resource position shared with two other centres.  Currently the centre is well staffed with five full-time and one shared resource persons.  All resource persons have substantial teaching hours in addition to their other assigned duties, and are also key workers.  It is important that centre management clarify the roles of the resource person and the key worker to remove any confusion that may exist between the two roles.  The role of the key worker needs to be developed in a manner such that there are good relationships and good lines of communication with all staff, whereby the lead for the liaison is taken by the key workers.

 

In addition, there are nine teaching staff, most of whom are employed on a part-time basis.  A small number of the teaching staff work also work in other CDVEC Youthreach centres.  Given there are a significant number of part-time teaching staff working alongside the resource persons, it is important that good communication is well maintained between permanent and part-time staff.  

 

All members of the teaching staff are suitably experienced with appropriate qualifications, skills and knowledge.  The length of teaching service in the centre ranges from one month to twenty one years, with eight staff having worked there for more than four years.  This provides valuable continuity, commitment and experience for the centre.  The centre also benefits from the services of three part time support staff who, inter alia, clean the centre and make lunches. 

 

Staff have undertaken relevant continuous professional development in a range of areas including sexual health education, adult guidance, FETAC courses, rational emotive therapy, racism, anger management, Social Personal and Health Education and ongoing academic study.  Further training in appropriate teaching strategies to address and integrate literacy in their particular curriculum areas would be of benefit to many of the teaching staff.  All resource staff have the opportunity to avail of a supervisory support session once a month, a support which is to be commended. Other teaching staff can avail of supervision once a term.

 

2.5 Management of accommodation and other resources

 

The centre is located in an attractive red bricked building with a listed exterior.  It is held long term in an arrangement with the Dublin Institute of Technology and the CDVEC anticipates that the building will continue to be in use for the foreseeable future.  It is an old building in need of major upgrading, modernisation and refurbishment.  Parts of the building are in urgent need of repair; for example, one of the stairs was out of use at the time of the evaluation, and the roof leaks when it rains which can lead to unsafe conditions in the areas affected.  Plans are in place to address these deficits.  Commendable efforts are being made to keep the centre accommodation clean, bright, and in good decoration.  The building is difficult to heat and consequently many of the rooms are cold and the heating provided seems inadequate.

 

The centre’s accommodation, although bright and cheerful, impacts on the atmosphere of the centre and, places limitations on the programme being offered by the centre.  There is no space for recreational activities outdoors, there are no proper kitchen facilities with the previous kitchen being out of use for health and safety reasons, the crèche facility has closed and one room affected by flood damage can only be used for storage purposes.  Some rooms are internal and lack ventilation and rely only on artificial light or skylights.  The lack of an appropriately equipped kitchen means that a core facility is unavailable.  There is also the important consideration that learners could gain the important life skill of learning to cook if it had a working kitchen.  Art classes are held in cramped conditions in a classroom with little space within which to spread out work.  These conditions are difficult to manage and consideration should be given as to how to facilitate access to the more appropriate working space available in the Art and Craft room. 

 

The centre is well resourced in many areas.  The hairdressing facilities are an excellent resource and are well used, with learners being provided with the opportunity to gain hairdressing skills..  There are significant ICT resources which include a well-equipped computer room internet access and a general classroom with interactive whiteboard which is currently used for teaching Mathematics.  Software provided includes literacy software which is as part of the literacy support to learners.  There is a well equipped and well maintained outdoor education room which provides the learners with the appropriate clothing and footwear for a wide range of outdoor pursuits.  Subject areas, for example, Mathematics are well resourced with a wide range of appropriate teaching aids including measuring wheel, tally book and geometric shapes being available for the teaching of mathematical concepts.  The inspectors were impressed by the excellent array of stage and lighting equipment which has potential to be used in drama and video production and which is a superb resource for creative activities within the centre.  Learners work including art and craft work is on display and photographs of learners involved in centre activities make an attractive display along the corridors.

 

It is recommended that the centre’s accommodation needs be reviewed with a view to upgrading and modernising the premises with priority being given to refitting and commissioning new kitchen facilities.  At present the breakfast bar is accommodated in the general recreational room which also includes the pool tables.  It is recommended that this simple canteen facility be developed into a separate space and made more suitable for communal mealtimes.  The centre’s front office and entrance hallway could be opened up and developed into a more attractive and welcoming space.

 

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

As part of its engagement with the Quality Framework Initiative, the centre completed a draft centre development plan in 2007 which is due for full implementation by January 2009.  This process has been paralleled by the development of an overarching CDVEC Youthreach Plan.  The vitality of the centre is evident in its mission statement and its aims and objectives which are clearly set out in the centre plan and which exemplify the positive attitude of the centre towards its work. The centre has also engaged with the FETAC Quality Assurance Framework.

 

A wide range of policies has been implemented, several of which are centre-specific and others which are part of the CDVEC policy framework.  Centre-specific policies include an ancillary safety statement for Pleasants St Youthreach, draft disciplinary procedures, trainee code of conduct, centre rules, work experience, computer and internet use, countering bullying behaviour, and guidelines for teachers.  Centre management, in collaboration with staff and learners as appropriate, should reflect on relevant overarching policies with a view to amending them to ensure that they address the specific needs of the centre, for example, in relations to admissions and substance use.  It is important to ensure that all centre policies are implemented fairly and equitably by all members of staff.  For reasons cited earlier in this report, it is recommended that a curricular policy on literacy and numeracy be prioritised for development.  Likewise it is recommended that a policy on visitors to the centre also be given priority.  Consideration could be given to the development of a critical incident management plan.  It is important that all policies are signed and dated, with a specific timeframe set for the each policy to be reviewed.  If necessary, policies should be maintained in draft form until they have been agreed and finalised.  Each member of staff should have a complete set of the centre’s policies. 

 

The issue of child protection was discussed with the VEC and the management of the centre. Evidence was provided to confirm that the VEC has taken appropriate steps to develop a child protection policy in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999). Confirmation was  provided that these child protection procedures have been brought to the attention of centre management and centre staff; that a copy of the procedures has been provided to all  centre staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed.   It is recommended that these procedures be brought also to the attention of the parents.  A designated liaison person (DLP) has been appointed in line with the requirements of these Department of Health and Children guidelines. A deputy DLP has also been appointed in the event of the absence of the DLP.

 

3.2 Planning process

 

The centre commenced the development of its centre plan in 2006 in a facilitated process which included a SCOT analysis, centre review, administration review, learner review and a community review.  All centre staff, learners, management and other relevant personnel including home school community liaison coordinators and juvenile liaison officers were consulted in the course of the development of the centre plan.  Five days each year have been given to the development and collation of the centre plan to date.  The centre’s active engagement with the process of centre development planning has contributed to, and strengthened the culture of planning in the centre.

 

 

3.3 Implementation of plan

 

Priority areas were identified prior to the development of a detailed action plan, which identified specific actions to be addressed, together with the personnel responsible for the actions.  Through engagement with a QFI facilitator, an action plan was developed and implemented for 2007/08, which incorporated specific target dates for the implementation of some individual actions.  The centre plan distinguishes between those actions that are to be implemented annually and those actions which are specific to the yearly action plan.  Aspects of the action plan as currently documented could be further clarified.  It is important that it is clear in the action plan as to who has responsibility for individual tasks, that a specific date is given for the completion of the action and that provision for monitoring and review are incorporated into the process.  When an action has been completed, it is useful to note this on the plan.  It is recommended that the current action plan be clearly displayed in the centre including the centre staffroom.

 

As part of its implementation of the centre plan, the centre has finalised its disciplinary procedures, developed a staff induction booklet and an induction pack for learners, developed and agreed a progress report letter to be issued in December, availed of staff training in the delivery of literacy across the curriculum, and reviewed and adapted the learners action plan and review form.

 

A meeting to address tasks associated with the centre plan is held once a month alongside the general staff meeting.  Minutes of these meetings are maintained and are circulated to all staff.  Centre management also prepares an annual report on the operation of the centre which documents developments and progress made during the year.  This is very good practice as it enables relevant personnel being kept up-to-date on progress made by the centre.  The centre’s ongoing engagement with centre development planning will contribute to the further enhancement of the sense of team among staff.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

Teaching staff recognise the fundamental importance of preparing a planned scheme of the coursework in their respective subject programmes and have undertaken this effectively.  Good programme planning enables teachers and tutors to ensure effective study of the coursework topics within the time available, incorporate a variety of selected teaching and learning strategies into the study of the lesson topics, identify suitable teaching resources to consolidate learning, and meet the needs of the learners.  The teachers’ and tutors’ documentation of their individual coursework plans is commended.   In addition, the coursework folders presented by the teaching staff during the evaluation period frequently contained teaching materials such as prepared handouts which have been retained because they had proved useful resources for impacting on learning.  It is recommended that details regarding the means employed to provide literacy and numeracy support for learners become a standard feature in the planning documentation for all subject programmes.

 

The prior preparations for the lessons observed were quite apparent.  In keeping with good teaching practice a definite topic or task was chosen for each lesson.  The advance readiness of the lessons included prepared handouts, requisite lesson materials for practical tasks, the selection of a DVD clip and the choice of suitable teaching resources such as a sample of children’s toys that were later used well to actively engage a group of learners in determining the suitability of the toys for young children.  It is recommended that the use of a wall map be included in the study of a lesson topic where knowledge of the location of places that will be mentioned during the course of the lesson can serve to increase the learners’ understanding of the topic. 

 

The planned content of the lessons was appropriate for the length of the lesson period apart from one instance where an overambitious amount of material was selected for the time available. It is recommended that such eventualities be avoided so far as can be foreseen at the planning stage of the lesson.  The prior preparation of the lesson provides the opportunity to determine the appropriate amount of material to be studied during the lesson given that the time available is known.

 

The practice of individual teachers and tutors of maintaining print-rich displays on the walls of their classrooms is commended and encouraged.  The display of visually stimulating materials can serve to support learning, enhance the literacy and numeracy skills of learners and further engage the interest of learners.  The available wall space in a number of rooms could be further developed in these respects.  It is recommended that health and safety notices be clearly displayed in all specialist rooms where hand tools and equipment are used by the learners.

 

4.2 Classroom management and teaching methods

 

The presentation of the lessons was purposeful and was underpinned by the prior planning that had been given to them.  The predetermined choice of a definite topic or task enabled the learners to engage quickly with the lesson.  The teachers’ and tutors’ practice of informing the learners of the specific aim of the lesson at the outset is noted and praised as a means of providing immediate awareness of the purpose of the lesson.  Individual teachers/tutors also wrote the aim of the lesson on the classroom board in order to draw the learners’ attention to it.  It is advocated in the case of practical lessons that the teacher/tutor should always group the learners together at the start of the lesson in order to establish that the learners understand the task and to answer their queries before they undertake their task.  Similarly, the practice of assembling the class group together upon completion of the task at the end of the lesson is encouraged in order to summarise the lesson content, to obtain feedback and to consolidate learning.

 

The teaching staff employed a variety of appropriate teaching strategies aimed at actively engaging their respective class groups, consolidating their learning and maintaining the learners on task. Their posing of questions, the clarification of points, explaining about the topic or task, and promoting group discussion at opportune times provided means of enabling the learners to contribute verbally to the lesson and become involved in it.  Similarly, the setting of specific tasks for the learners such as written assignments, ICT assignments, role play and the undertaking of tasks in the practical lessons were further means of enabling the learners to demonstrate their understanding of the lesson material and engagement with the lesson. The progress of the learners was monitored and assistance provided to individual learners in order to support their progress and learning.

 

Good use was made of teaching aids to impact on learning.  This was clearly demonstrated in a Mathematics lesson where a tally book was incorporated into the planned structure of the lesson.  A selected clip from the highlights of a well-known TV soap helped to provide a class group of learners with a clearer understanding of their lesson topic.  The classroom board or flipchart was used effectively to highlight important points that arose during the course of a number of lessons.  There was, however, scope in some lessons to make greater use of the classroom board or a flipchart in order to draw the learners’ attention to key points in addition to verbally explaining them.

 

Prepared handouts were used in a variety of different ways such as worksheets for set tasks that were given to learners to complete at a predetermined stage of a lesson and, the simplified account of a lesson topic in order to surmount difficulties encountered in the coverage of the topic encountered in textbooks.  Handouts were also used to facilitate note-taking from the classroom board and the development of a group discussion.  The availability of the prepared materials and requisite equipment made ready for the practical lessons that took place in specialist rooms or the room designated for the purpose of the lesson contributed to the presentation of those lessons.

 

The commitment of the teaching staff to supporting and encouraging the learners during the course of the lessons observed was much in evidence.  The learners were addressed by name, affirmed for their contributions to the class lesson and supported in successfully completing their assigned tasks.  The staff guided and directed the pace and structure of their lessons in a manner that sought to maintain the engagement of the learners.  There were however, challenges posed by learners to the equilibrium of the learning environment in some lessons.  For example, the late arrival of individual learners to a number of the first lessons in the morning caused interruptions to those lessons.  There was misuse of mobile phones by individual learners during the course of some lessons that interrupted those lessons.  There were also examples observed where a learner or class group displayed a lack of cooperation with the teacher/tutor that proved difficult to resolve.  It is acknowledged that management has strategies in place to deal with challenges of the types outlined but it is recommended that the impact of the strategies be evaluated.

 

There were commendable examples of the integration of literacy and numeracy support for learners during some of the lessons observed. This practice is universally encouraged, given the assessed literacy needs of the learners.  It is recommended that all the teaching staff identify and incorporate suitable teaching and learning strategies into the daily lessons that will support the development of learners’ literacy and numeracy skills.  It is recommended that skills development in these core areas be integrated into all academic and practical lessons.

 

4.3 Assessment of learners’ progress

 

Learners’ progress is monitored formally and informally in the centre.  An initial assessment of new entrants’ literacy and numeracy skills is undertaken when they join the centre, using an adapted version of the CDVEC reading and numeracy assessment.  At the time of the evaluation, neither standard tests nor diagnostic tests were included in the assessment of learners’ educational needs. The centre did have the services of an educational psychologist but this service is not currently available.  Based on the outcome of the assessments undertaken, an individual action plan which sets out the general learning goals is developed by the key worker with each learner.  This is reviewed every three months with the learner.  Alongside the assessment undertaken by the learners on enrolment, it is recommended that the centre introduce standardised testing materials for literacy and numeracy as these would provide additional valuable information to inform the development of individual learner plans and facilitate the monitoring of learners progress.

 

Records of the learners’ attendances are maintained.  Formative assessment is conducted through observation of the learners’ participation in class, interaction with teachers, tutors and peers, application to written and practical assignments and personal progress.  Practice in recording this information varied. It is recommended that all teaching staff keep detailed records of learners’ progress in class as this is important information with which to inform planning at the level of the individual learner.  Summative assessment is informed by the assessment requirements of the FETAC modules studied.  Indicators of the learners’ progress in this regard are provided by the written and practical assignments required for FETAC accreditation and the external assessment of the learners’ portfolios of work.  The performance of learners who sit the Junior Certificate examination in specific subjects is a further means of assessing learners’ progress.  It is also noted employers provide feedback about learners to whom they offer work experience. 

 

Learners’ progress in achieving FETAC certification is recorded visually on charts in display in the classrooms.  Alongside twice yearly reviews of learners’ progress, verbal feedback is also provided by the key workers.  It is important that complete records of learners’ progress are maintained in each learners’files.  It is further recommended that strategies are developed to strengthen communication amongst all staff to enable effective monitoring of learners’ progress and on-going provision of support to them.  It is important that learners are kept informed of the procedures and criteria for assessment, with a view to encouraging them to take responsibility for their own learning.

 

 

4.4 Outcomes and standards

 

Learners are keen to gain certification to enable them to have access to apprenticeships and to gain employment.  There has been steady and consistent achievement of FETAC certification by the learners as shown by the number of modules for which successful certification has been awarded in 2006 and 2007.  This achievement has contributed to the significant success of six learners in gaining full FETAC Level 3 Certificate in General Learning in 2006 and twelve learners gaining this award in 2007.  The centre’s work in supporting learners to gain full FETAC Level 3 Certification is to be commended. 

 

The centre staff also seeks to challenge more able learners through offering them the opportunity to study for some Junior Certificate subjects.  The learners value this opportunity with significant numbers of learners who sit the examination achieving success, for example, in 2006 seventeen learners and eighteen learners were successful in Junior Certificate Mathematics and English respectively.

 

Of one hundred and four learners enrolled in the centre during the 2006/2007 period, 12% chose to remain with the centre, 20% progressed to further education including returning to post-primary education, further education or moving to FÁS Training Centre and 27% were successful in gaining employment.  In seeking to address the centre’s low retention rate, it is recommended that the centre ascertain the reasons learners have for leaving, with a view to developing appropriate strategies to improve retention.

 

Learners are actively encouraged to take part in hairdressing competitions including the Irish hairdressing Federation all Ireland championships.  This provides an excellent opportunity for learners to showcase their skills.  Learners’ artwork is on display in the centre and has been submitted to the Youthreach Art Exhibition where it has achieved success.  The centre has actively encouraged its learners to take part in the Youthreach Football competitions, with the girls football team winning the Youthreach Trophy in 2007.  The centre is to be commended for promoting and supporting learners in engaging with these extracurricular opportunities which enable them experience personal achievement and success.  Parents reported they had noticed significant improvements in their children’s behaviour and attitude, in particular since they enrolled in the centre.

 

 

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 CDVEC Education Officer, CDVEC regional Youthreach coordinator, the centre co-ordinator and teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

Published February 2009

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

Area 1   Observations on the content of the inspection report     

 

The Co-Ordinator and staff of Pleasants Street Youthreach thought the report in general to be a fair reflection of how the Centre operates. The staff appreciated the recognition that was shown of the long years and experience many of the Pleasants Street staff has working in Youthreach. The staff appreciated that the Report noted the Centre’s emphasis on the ‘holistic development of the learners.‘ This is recognition that the students attending the Centre pose difficulties other than educational ones.

The staff also welcomed the fact that the report recognised the present need for the Centre in the local area.

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection          

 

1.       Since the completion of the WCE more time has been allocated to the Junior Certificate. A group of students has been identified and has been timetabled since after Hallow’een. We are offering more subjects e.g. Materials Technology (Wood) and Art. This will ensure that students have the opportunity of sitting 5 subjects in the exam.

2.       Staff has held a number of meetings at which an integrating literacy and numeracy policy is being developed and is being gradually implemented. In-Service in integrating literacy is planned for February.

3.       The Centre has identified one group that will hopefully obtain some FETAC Level 4 Certification in May. This is a pilot group and will be monitored.

4.       The staff of the Centre is continuing with efforts to modernise and upgrade the building. The entrance hall and front office have just been painted.