An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Evaluation of Centre for Education
REPORT
Youthreach North Great George’s Street
Dublin 1
Date of inspection: 17 January 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 North Great George’s Street. 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 co-ordinator of the centre and with the teaching staff. The Youthreach Regional Co-ordinator of the City of Dublin VEC attended the meeting. 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, a representative group of parents and a number of former learners. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspectors conducted interviews with the Chief Executive Officer (CEO) and Education Officer (EO) of the CDVEC. Following the evaluation visit, the reporting inspector provided oral feedback on the outcomes of the evaluation to the co-ordinator and staff of the centre. The board of management of the centre was given the opportunity to respond to the findings and recommendations of the evaluation; the board’s response is to be found in the appendix to this report.
1 centre context and ethos
1.1 Context
This centre is located in an 18th century house on North Great George’s Street in Dublin’s north inner city. The centre opened in 1989 and initially provided for the needs of twelve boys. Currently there are 40 learners, twenty male and twenty female, on the centre’s roll, the majority of them drawn from the surrounding area. A small number travel from areas such as Ballymun, Finglas and Cabra. The centre is one of ten managed by the City of Dublin VEC (CDVEC). This fact has brought benefits to the centre in that the co-ordinator has ready access to a network of supports, including regular meetings and the provision of counselling services. CDVEC have also appointed a member of staff to act as a link between all ten centres. The Education Officer (EO) is the line manager for the centres.
The area in which the centre is located has a long history of unemployment, substance misuse and poor engagement with formal education. In interviews, many of the learners expressed their appreciation of the work undertaken in the centre on their behalf. They acknowledge the challenges and difficulties many of them presented to teachers, to other learners and to the system in general while in the formal education sector. Much of this is supported by their parents who claimed that their children were unable to cope with the rigours and demands of formal education. The opportunities provided for them, therefore, in the Youthreach centre have, in the words of one parent, been a ‘lifeline.’
The centre has changed considerably since its earliest days. It currently opens for 224 days each year, the working day commencing at 9.15am and concluding at 4.15pm. The opening times are a source of debate within the centre. Attendance rates and punctuality are poor among the learners. Many of the teachers attest to some degree of causal relationship between the opening times and the poor attendance and punctuality.
Formal and informal learning opportunities are provided in the centre. Learners can pursue the Junior Certificate programme or FETAC modules at Level 3 and Level 4. It is evident that more emphasis is placed on formal learning opportunities in the centre than was reportedly the case in the past. Consideration should now be given to redressing this balance. This may result in greater provision of informal learning opportunities and unaccredited courses and may have the potential to address attendance difficulties.
1.2 Distinctive character and atmosphere
The building in which the centre operates and the street in which it is located add to the atmosphere. The high ceilings and spacious rooms of the 18th century Georgian townhouse create a unique atmosphere which is augmented by the surrounding streetscape.
On entering the centre, one is immediately struck by the calm and quietly efficient manner in which the centre is run and its business is conducted. Learners, who sometimes present with a complex range of challenges, are managed very effectively. One of the most significant strengths of the centre in that regard is the stability of the staff cohort. Almost all of the staff have long experience in this sector. Several have worked for nearly two decades in the Youthreach centre and have gained considerable expertise in dealing with the young people in their care. It is evident that staff members are accessible to the learners and that the learners’ interests and needs are placed at the core of what the centre does. This is further enhanced by the good sense of teamwork evident in the centre.
As will be evidenced below, considerable work has been undertaken on the QFI process and, in that regard, the centre’s mission statement makes specific reference to the provision of a ‘caring, safe and stimulating environment, where each person is encouraged to develop their full potential.’ Each member of the staff works commendably towards that goal.
1.3 Supports for learners
As identified by the learners, the most significant support available to them in the centre is the atmosphere. This was strongly in evidence during the course of the evaluation. While, occasionally, some learners will present with challenging behaviour, it is evident that, for the most part, they feel welcomed and valued while attending the centre. Their pastoral needs are well catered for and, for those who attend regularly, it is apparent that a strong connection has been established between the learners and the centre.
The issue of current unsatisfactory learner attendance levels was discussed during the course of the evaluation. While the efforts undertaken by the centre to address this issue are acknowledged, it is recommended that the issue of attendance be regarded as a matter of utmost priority. Currently, slightly more than half of those on the centre roll have an attendance rate of less than 50%. Only four current learners have an attendance rate higher than 90%. Compounding this difficulty is the issue of poor punctuality among learners. This impacts negatively on the structure of lesson provision and, ultimately, has resulted in fewer topics being covered in some areas.
The assignment of one member of staff to act as a liaison person between the centre and the learners’ homes is a positive development and has the potential to address the attendance and punctuality issues raised. The availability of individual counselling within the centre also constitutes a significant support to the learners. It is also acknowledged that the centre follows up on absences through phone calls and text messages. However, the issues of attendance and punctuality should be reviewed in light of recommendations made below regarding the range of activities offered in the centre. In the past, the centre engaged to a much greater extent in informal education-related activities including theatre and library visits. Exploring these type of opportunities may make the centre more attractive for the cohort of learners who do not currently engage satisfactorily with the Youthreach programme.
Parents interviewed commented very favourably on the Youthreach programme. Though many were not familiar with the type of programme on offer prior to their children enrolling in the centre, they regard the opportunity to gain formal accreditation in the Junior Certificate as being of immense importance. They affirm very strongly the work of the centre and refer specifically to the contribution of the centre co-ordinator in making a real and positive difference in their children’s lives.
Learning supports are provided to the learners, where necessary. This consists of some one-to-one literacy tuition and, in many instances, differentiated and individualised approaches being adopted in classrooms. The referral system for learning support in operation in the centre is appropriate. However, given that a considerable number of the learners present with significant difficulties in the area of literacy, it is recommended that consideration be given to the need for a member(s) of staff to receive training in diagnostic testing.
It is evident that, for those learners who engage effectively with the centre, appropriate supports are in place to support their progression routes. Fifty-four learners left the centre either during or at the end of the 2005/2006 centre year. Of these, half progressed to further education, training or FÁS centres, a further sixteen have been identified as being unemployed while eleven left for a variety of reasons including emigration, childbirth, imprisonment or illness. These figures above are somewhat reflective of the attendance rates and may indicate the overall experiences of learners’ engagement with the centre. Perhaps the greatest challenge facing the centre, therefore, is how to convince those with poor attendance rates and levels of engagement that their life chances can be significantly enhanced through more meaningful interaction with the centre.
1.4 Links with the community
As part of its engagement with QFI, Youthreach North Great George’s Street sought parental views of the centre by means of a survey. The response of parents was extremely favourable. Their positive views of the centre were repeated in interviews held during the course of the evaluation. One issue raised in the survey and in the interviews and which remains a challenge for the centre is the communication between home and the centre. Annual meetings are scheduled for parents and, where possible, the home-centre liaison person visits families on a weekly basis. Parents stated, however, that they would like to receive more regular communication from the centre about the progress of their children. Discussions are ongoing in the centre about how this might be progressed and it is suggested that consideration be given to the publication of regular newsletters highlighting developments in the centre. More fundamentally, however, it is recommended that the staff engage in a debate about the profile of the centre in the local and wider community. Currently, it maintains a relatively low profile. This is evidenced by the low key signage for the centre, to low levels of regular participation in community-based projects or sports-related activities and, to a lesser extent, the lack of prior awareness of the centre among parents. It is recommended that discussions take place with relevant parties regarding the positioning and profile of the centre in the community.
An issue which has been identified by the centre and by the VEC as being of importance is the changing face of the local area. Some of the District Electoral Divisions (DEDs) surrounding the centre now contain a majority of people born outside of Ireland. This is beginning to be reflected in the centre. A number of newcomer learners have enrolled in recent times. An increasing number located in the surrounding areas are now seeking enrolment. Through QFI, the centre has identified the need to develop a policy on multi-culturalism. This is a welcome and proactive development. It is advised that, in deliberating on this issue, the centre utilises recent Department of Education and Science and NCCA publications as stimuli for discussions.
2 quality of centre management
2.1 Role of VEC
The VEC operates ten Youthreach centre in the city. None currently has a board of management, though it is the intention of the VEC to establish a board which would be responsible for all ten centres. Through existing structures, namely the Youthreach Regional Co-ordinator and EO, the VEC is very aware of the strengths of the centre and the challenges facing it. Appropriate VSSU procedures are in place. The VEC also supports this and other centres by facilitating meetings of the ten co-ordinators. This allows for the sharing of good practice and collaboration among practitioners in seeking solutions to challenges and problems.
2.2 Internal centre management and administration
All of the parties concerned with the evaluation; VEC, parents and learners cited the calm manner in which the centre is managed and administered as being key to its success. Observation during the evaluation supports this view. Many of the learners in the centre present with an array of challenges and difficulties relating to aspects of their educational, social, pastoral and mental health well being. Each is treated with respect by those working in the centre. This respectful tone permeates the centre and ensures that the focus is appropriately placed on learner development. It is evident that the quality of management in the centre is such that there is appropriate focus on the achievement of its objectives.
The fact that the majority of the staff have worked together for a long time adds to the overall effectiveness of the centre. Communication between staff members is open and relaxed. Regular staff meetings are held and a review of the minutes of these meetings indicates that centre improvement and the role of staff in that regard are constant features of the discussions. There is good administrative support in the centre.
2.3 Organisation of the curriculum
Currently, learners in the centre will follow either FETAC or Junior Certificate programmes. The possibility of offering the Leaving Certificate Applied is under active consideration in the centre. A limited number of programmes which are not subject to accreditation are offered in the centre. These include inputs on anger management and sexual health. There is a need to review the existing balance between, on the one hand, the availability of courses which will offer accreditation and, on the other, informal learning opportunities with a more generic focus on the development of life skills. The fact that half of the learners have poor, or very poor, engagement with the centre indicates the need for this review. What may emerge is the need for a multiplicity of approaches within the centre which has the potential to engage more of the learners in a more holistic manner.
It is very evident in the centre that good literacy and numeracy skills are regarded as being key for learners. Learners present with a full range of literacy levels, from excellent to functional to very poor. The support provided to learners in literacy is effective.
A well-structured work experience programme is offered in the centre. This encompasses a ‘before, during and after’ element which successfully identifies the learners’ areas of interest and attempts, where possible, to ensure that their needs and abilities are appropriately matched to work experience opportunities
2.4 Staff deployment
Staff members are deployed effectively and are aware of their roles and responsibilities. Their commitment to the centre and to the learners is enhanced by the sense of teamwork which is evident. Furthermore, the extent of continuous professional development engaged in by staff members exemplifies their commitment. Individual and collective needs are suitably identified and appropriate opportunities are provided to up-skill.
The centre benefits significantly from having a settled staff. There is a core of permanent whole time teachers on full time hours. Other tutors, however, are also assigned a sufficiently attractive number of hours to ensure that they are retained within the centre. The range of subjects taught is impressive and encompasses core areas of literacy and numeracy. Good emphasis is placed on other elements of learners’ development through activities such as outdoor education and drama.
2.5 Accommodation and resources
While in some respects, there are drawbacks to the accommodation on offer in the centre, overall the positives significantly outweigh the negatives. Having been designed as an opulent 18th century townhouse the centre benefits from spacious rooms and high ceilings. It is sufficiently large to cater for the needs of the learners who attend regularly. It is likely, however, that the building would be significantly overcrowded were all forty learners to attend. There are good meeting and administrative facilities available and though there are plans to update the kitchen, it currently meets the needs of the learners. The other major drawback of the centre’s location is the lack of PE facilities. While the efforts undertaken in the centre to provide a balanced PE programme are acknowledged, it is suggested that consideration be given to entering into formal agreements with local VEC schools in particular regarding use of their PE facilities.
The building is well maintained, well heated and all rooms are used effectively. A very good range of resources is made available to the teachers. In particular, there is an impressive set of computers which are used regularly in dedicated IT lessons and as teaching tools across other lessons. Teachers in the centre referred to the good range of resources available to them.
3 quality of centre planning
3.1 Centre plan and policies
The issue of child protection was discussed with the management of the centre. Evidence was provided to confirm that management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999). Evidence was also provided to confirm that the management of the centre has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of these Department of Health and Children guidelines.
It is evident that staff in the centre have ascribed significant importance to the compilation of plans and policies and the QFI process in general. The positive influence of the VEC is also evident in that many of the administrative policies have been developed across the ten Youthreach centres in the CDVEC area. These are worthwhile documents which provide significant clarity to those who implement the policies on an everyday basis. Similarly, policies which are centre-specific have been of benefit to the centre and its operation. The current priority area for the centre is, appropriately, the development of a policy on intercultural education as a result of increasing demand for places from newcomers.
3.2 Planning process
Commencing in October 2006, all staff in the centre have engaged in the QFI. In the intervening period each staff member has contributed to a review of operations and practices in the centre. In that regard, the centre consulted meaningfully with parents, learners and VEC management. Engaging with interested parties in this manner has been beneficial to the planning process in the centre. Clear and achievable targets have been formulated as a result of the process. Detailed consideration has been given to the introduction of new elements to the Youthreach programme in the centre by the end of June 2008. The timeframe within which the centre is planning for stretches to June 2010. Commendable clarity is evident in planning documents regarding the roles and responsibilities assigned to each member of staff and the delineation of criteria for evaluating proposed actions. Addressing issues in the centre in this manner is highly praiseworthy and it is recommended that all in the centre continue to work towards improvement through the QFI process.
The learners interviewed during the evaluation valued their involvement in the planning process. It has further strengthened the existing good ties evident between the cohort of regular attendees and the staff in the centre. Ultimately, all learners will be the beneficiaries of the focused work which is evident in the area of whole-centre planning.
3.3 Implementation of plan
The implementation of the plan will be carefully monitored over the coming years. The significant clarity regarding improvements being sought is beneficial. Some of these developments, such as the establishment of a learner council, the introduction of new referral procedures and the improvement of literacy measures in the centre, can be readily evaluated internally. It is likely, given the current focus on centre improvement, that the outcomes of further internal review and evaluation on new processes and procedures will inform future planning. Current monitoring practices in that regard are effective. Discussions on planning form part of the regular staff meetings and clearly influence the manner in which the centre is managed.
4 quality of teaching and learning
4.1 Planning and preparation
Teaching staff provided evidence to support the view that they consider planning for individual lessons as being important. There is considerable variety evident in individual teachers’ practices in this area. For the most part where FETAC courses are being provided, then the relevant specific learning outcome (SLO) is utilised as the learning objective. While this is acceptable practice and offers the teacher a highly relevant pathway for identifying and monitoring learner progression in a specific area, further consideration could be given, as part of the recommended rebalancing of the centre’s curriculum, to the introduction of more generalised learning objectives which are not specifically related to a FETAC module.
Paralleling a review of curriculum content, the area of assessment should also be examined. If the introduction of a more balanced approach to learning is prioritised in the centre, so too should further emphasis be placed on the introduction of meaningful learner self-evaluation. Ultimately, the centre should be aiming to manage two parallel processes; the introduction and development for teachers of the notion of the reflective practitioner alongside the nurturing and development of the reflective learner. This latter element of the recommendation will pose significant challenges to the staff in the centre. However, the capacity exists within the centre to manage these challenges effectively. As part of this process, consideration could be given to the potential for learner involvement, where deemed relevant, in the negotiation and delineation of lesson objectives. This, in turn, will enhance the quality of learner reflection on completed tasks and will broaden their concept of assessment to include things other than completed SLOs. This may also add to the effectiveness of a learner review of objectives.
As identified by the staff in the centre, the development of basic literacy skills for some learners is a significant challenge. Each member of staff recognises the need to work towards the infusion of literacy into as many elements of the Youthreach programme as possible. In that regard, several teachers have introduced a literacy element to their subjects. This is commendable practice. It may, however, be of benefit to the learners to review this process to ensure that a more strategic approach is applied across all elements of the work of the centre.
4.2 Classroom management and teaching methodologies
One of the very favourable outcomes of the positive atmosphere in the centre is its impact on classroom management. The relaxed manner in which the learners and teachers interact is carried through into classrooms. Lessons are well managed which, in turn, allows for greater focus on the delivery of quality educational inputs. Learners are encouraged appropriately to contribute to lessons and to perform to the best of their ability. Those with regular attendance engage effectively in this process. Poor attendance and punctuality have resulted, in some instances, in the delivery of an individualised programme - this is not the case for all classes, however, as the impact is most noticeable in the first periods in the morning and afternoon sessions. Teachers’ efforts to respond appropriately to these challenges are commendable but place significant extra demands on their time and do not afford them the opportunity to present lessons with a recognisable introduction, development and conclusion. As learners arrive, sometimes up to 30 minutes or later after the commencement of formal lessons, they undertake individually assigned and carefully monitored tasks. However, insufficient opportunities are available to contextualise the learning tasks at hand. It is recommended that the issues raised above be considered in light of the overarching recommendation regarding the organisation of the curriculum.
The manner in which teachers attend to their lessons and the learners in their care is, for the most part, highly impressive. Good use is noted of the centre’s extensive ICT facilities, both as teaching and learning tools. There is good emphasis on the holistic development of the learner; a comprehensive outdoor education programme being one example of this approach. Further consideration, however, is recommended of the expansion of programmes that may not carry accreditation. Discussions at the post-evaluation meeting centred on the issue of learning for the sake of learning. Learning outside of the classroom presents significant opportunities for a city-based centre. A theatre, a museum, a cinema, a municipal library and art-gallery are all located adjacent to the centre. It is recommended that consideration be given to the development of links to these and other groups and institutions located in the neighbourhood. In some respects, the centre would be reverting to what was provided for the learners in years past when range of external learning opportunities available was more extensive. These, in recent years, have been somewhat curtailed by the introduction of FETAC and other forms of accreditation.
Allied to the need to redefine the curricular direction in which the centre is moving is the need to develop further the culture of literacy in the centre. For many of the learners, literacy is not an issue as they read, write and comprehend at age-appropriate levels. The acquisition of basic literacy skills for some learners, however, presents a significant challenge. As the learners enrol in the centre, they should be subject to diagnostic testing in literacy. There is no capacity currently in the centre to conduct these tests. It is recommended that a member, or members, of staff be provided with training in that regard by the CDVEC. Commendable attempts are made during the teaching process to highlight the importance of literacy. Thus, many of the lessons commence with learners completing literacy-related assignments. This is worthwhile practice and should be built upon by, among other things, the establishment of links with local library services as a means of providing a greater range of reading material for the learners. Similarly, consideration might be given to the introduction of initiatives such as DEAR (drop everything and read) time as part of a strategic focus on literacy.
In the classroom settings, teachers utilise effective questioning techniques. For the most part, they encourage learners to engage in higher order thinking skills and assign suitable open ended tasks for completion. Learners have been given the opportunity to participate in project work which is aimed at the development of their problem solving skills. In all of these processes it is very evident that the centre is meeting of the needs of the cohort of learners that attend regularly. One of the more important questions now facing the centre is how does is it restructure its approach to ensure that those currently not engaging with it can maximise their learning opportunities, while at the same time not alienating those enthusiastic learners.
In that regard, consideration should be given to the range of teaching resources utilised to enhance the quality of lesson presentation. Where possible, it is recommended that a more extensive bank of supplementary teaching resources be provided and maintained. These might include CDs, DVDs and other colourful stimuli. This is likely to result in lessening the current dependence, in a small number of cases, on photocopies and text books as the prime source of learning opportunities.
4.3 Assessment of learners’ progress
Currently the centre has clear procedures and criteria for learner assessment. For the most part, these focus on the completion of SLOs for FETAC courses. This form of assessment is implemented consistently among staff members and serves the needs of FETAC accreditation appropriately. In light of the recommendations made above, however, regarding the broadening of the approach followed in the centre, consideration should be given to redefining current assessment practices. The focus of discussion on assessment at the post-evaluation meeting was on how the centre might assess the quality of inputs on the development of life skills and on other non-accredited programmes which may be provided in the future.
4.4 Outcomes and standards
One of the more significant positive outcomes for learners in the centre is that they remain engaged with education. As reported by themselves during interviews, the likelihood of them remaining in education would be remote were it not for the existence of the centre. It is very evident that the cohort of regular attendees enjoys their experiences in the centre. They have clear goals as to their progression from the centre and are supported effectively by staff in the centre in that regard.
It is evident that the learners grow in confidence with regard to learning and education generally. This growth in self esteem is augmented by the range of skills which they develop during their time in the centre. Their behaviour and interactions with each other and with staff members is good.
Many of the learners participate successfully in external examinations and assessments associated with FETAC and the Junior Certificate programmes.
5 summary of strengths and recommendations for further development
The following are the main strengths identified in the evaluation:
· The staff of Youthreach North Great George’s Street is highly commended for ensuring the provision of an atmosphere and environment conducive to learning.
· The work of the centre benefits from the following range of strengths
- The stability, experience and expertise of the staff
- The sense of teamwork which is evident among staff members
- The manner in which staff members, individually and collectively, interact with the learners and their parents
- The sense of care for the learners which is evident in the centre
- The supportive structures in place at VEC level
- The administration of the centre adds significantly to its overall effectiveness
- The provision of a well defined and appropriate vision for the centre
- The centre’s engagement with the QFI
- The emphasis placed on the holistic development of the learners.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· Through the QFI process, staff members are advised to examine the role of the Youthreach centre in the context of changing demographics and the growing ethnic diversity of the area in which it is located.
· Further consideration should be given to the balance achieved in the centre between accreditation for learners and the provision of wider learning opportunities related to life skills generally.
· Consideration should be given to the strategic development of a culture of literacy in the centre. This should encompass, among other things, the provision of a wider range of reading material, and the organisation of site visits to areas of local interest, to local theatres and libraries.
· In some instances, lesson structure should be reviewed. Effective lessons, generally, will have a defined and recognisable beginning, development and review element. In addressing this, consideration should also be given to the potential involvement of the learners in defining and reviewing the objectives set for the lesson or series of lessons.
· As a long term measure, the centre should work strategically with the VEC towards improving learner attendance.
· In addressing the issue of assessment, consideration should be given to the notion of the reflective learner. The completion of FETAC module SLOs should only form one element of learner assessment in the centre.
· A staff member should be up-skilled in the administration of diagnostic literacy tests.
Post-evaluation meetings were held with the 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 June 2008
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1 Observations on the content of the inspection report
The City of Dublin Vocational Education Committee acknowledge that the inspectorate has highlighted the good practice that exists in Youthreach North Great George’s Street and accept the recommendations as a positive contribution toward the future development of the centre. We wish to thank them for their time and effort in compiling the report.
The staff in North Great George’s Street acknowledges the difficulties around attendance and timekeeping. The same young people however are those who have struggled with attendance throughout their lives. At a national level both the length of day and length of the year need to addressed.
Area 2 Follow-up actions planned or undertaken since the completion of the inspection
activity to implement the findings and recommendations of the inspection.
Since the inspector’s visit the following measures have been implemented or are in the planning process:
- A language teacher has been appointed to encourage the integration of other ethnic cultures.
- Ethnic cookery classes have been introduced into the existing programmes.
- In collaboration with the student’s council, activities outside the range of accredited subjects are being introduced.
- To enhance our literacy provision an educational psychologist has been assigned to the centre for 2 half days per week. Two members are now pursuing a course in psychometric training.
- The centre is currently trying to address the issues of attendance through the introduction of a variety of initiatives including –
I. Allocating measures to the Home Liaison person in order to increase contact with parents, local schools community groups and all relevant agencies.
II. Encourage greater parental involvement through more frequent meetings and regular progress reports.
III. Heighten the profile of the centre in the locality through leaflet distribution and having posters displayed in youth clubs and other areas where young people frequent.
IV. Encourage greater involvement of young people through the student council in the design of the curriculum to ensure that what is on offer is relevant to the student body.