An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Evaluation of Centre for Education
REPORT
Harmonstown Youthreach Centre
Artane
Date of inspection: 09 December 2008
Evaluation of centres for education
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 Harmonstown Youthreach
Centre,
1 Centre Context and Ethos
1.1 Context
This is a fifty-two place Youthreach
centre located in Harmonstown in
Those working in the centre have identified, collaboratively, that the prime focus of their work is on offering appropriate second chance education. What is very evident in the centre is the degree to which its mission statement focuses on the learning needs of the young people who attend. It is evident that those working in the centre know the learners, understand the complexity of many of their lives and endeavour to enable the learners to meet the challenges facing them. These efforts are valued considerably by the learners and parents of learners. Parents, in particular acknowledge the role the centre has played in providing stability for their children.
1.2
Distinctive character and atmosphere
Perhaps because of its proximity to a DART station, the catchment area for the centre is wide. Many of those enrolled in the centre present with a range of learning and behavioural needs, difficulties, and challenges. The centre caters effectively for the very marginalised learner, recognising and acknowledging these needs in the first instance and offering suitable supports as they settle into the centre. The learners, in interviews, identified their feeling comfortable in the centre as being one of its most positive aspects. Balancing this with exposing the learners to the benefits of alternative lifestyle choices is one of the major challenges facing those working in the centre. There is evidence, for example, of a significant focus on substance misuse in some of the learners’ writing. It may be of benefit to the learners to encourage them to draw from a broader mix of sources for their writing.
Another very positive element of the centre’s distinctive character and atmosphere are the relations evident between learners and teachers. These are relaxed, open and friendly. The learners, and their needs, are well known to the teachers and appropriate efforts are made to ensure that their wellbeing is given priority. Very good practice is evident in the assignment of a keyworker to each learner on entry in to the centre. The keyworkers meet their assigned learners regularly and address issues which may be of concern to both parties. These may include attainment, attitude and behaviour.
1.3 Supports
for learners
The learners identified the establishment of the ‘learner council’ and the assignment of keyworkers as being very positive initiatives. The establishment of the learner council is a very recent and welcome development. It will allow the learners a significant and formal means of contributing to the overall effectiveness of the centre. As the concept develops, management in the centre should utilise this structure to explore the issue of learner responsibilities within and without the centre. Issues which could be pursued include attendance and punctuality.
The centre, through the offices of the VEC, offers one-to-one counselling to the learners. This is identified by learners as being of significant benefit to them in their lives. It must be borne in mind that, for several of the learners, their lives outside the centre may be somewhat chaotic. In that regard, the centre and the supports that are available offers them stability in their lives.
The centre day commences at 9am with breakfast available for the learners. Lessons commence at 9.30am. For a variety of reasons, including the distances that some of the learners travel, few learners attend for breakfast. A number of learners also have problems attending for lessons on time. While it is acknowledged that the centre management and staff have implemented a number of strategies aimed at encouraging punctuality and attendance, it is recommended that the absolute need for the learners to attend regularly and on time should be treated as a priority area. One measure that might form part of these considerations is the withdrawal of the breakfast facility.
1.4 Links
with the community
There are a number of existing links with the community evident in the centre. In the first instance, the VEC is commended for offering the learners the opportunity to participate in a range of activities outside of the centre which are aimed at developing links with other Youthreach centres. Specifically, the opportunity to participate in organised sports activities is to be welcomed. Where possible, these opportunities should be further developed.
The issue of the profile of the centre in the local community was discussed during the post-evaluation meeting with the staff. Though located adjacent to a residential area, the centre’s public profile could be developed more. Along with continuing existing practices such as the holding of open days and hosting senior citizens’ parties, there is significant scope for the centre to adopt a higher profile in, for example, taking a stand at local sale of works etc. As will be further discussed below, the quality of many of the materials produced in the centre is very high. As a means of developing an enterprise culture, learners could be encouraged to produce and sell a range of products.
Parents are very supportive of the work of the centre. They acknowledge the stability the centre offers to their children. The efforts undertaken in the centre to support their children’s learning are acknowledged and valued by the parents.
It is noted that in a small number of cases, learners have left the centre to return to mainstream education. In that regard, it is recommended that exit interviews be held with those choosing this option as a means of investigating the reasons why a learner might choose to return to school. Any findings of merit could be shared through the VEC structure.
2 Quality of Centre Management
2.1 Role of
VEC and Board of Management
The centre is very well supported by the City of Dublin VEC (CDVEC). This is manifested in the provision of a bus for the centre which facilitates early morning pick ups for those learners who would find it difficult to avail of public transport to the centre. Provision of the bus also allows for field trips and for transport to sports events etc. The VEC provides counselling services to the learners in the centre. The CDVEC Youthreach co-ordinator is a regular visitor to the centre and is a very significant support particularly to the management of the centre. In-service training has been provided where requested and the co-ordinator of the centre has regular meetings with the VEC education officer. The CDVEC also offers learners the opportunity of progressing to a transition centre in the inner city.
As is the case with all CDVEC Youthreach centres, there is no board of management in place currently. However, this situation is under active consideration at senior VEC level. VSSU audits are regularly carried out in the centre.
2.2 Internal
centre management and administration
The management provided in the centre is quiet, understated and effective. The referral system in operation in the centre is a good example of the effective management systems which are evident. Those who apply for a place in the centre have their needs identified very quickly and suitable supports are provided on entry. Relations with a range of local schools and other referral agencies are reported to be good. Similarly, the processes which support work experience for learners are examples of good management practice. Learners themselves identify this as being a particular strength of the centre. Individual choices for work experience which are made by learners are supported suitably and in endeavouring to do so it is evident that the learners are challenged to make appropriate decisions.
2.3
Organisation of the curriculum
The current organisation of the curriculum was the focus of much discussion during the evaluation and at the post-evaluation meeting. The issue of the centre timetable was discussed with centre management. At the time of the evaluation, the timetable in use did not sufficiently mirror the practice in the centre. For example, a centre quiz is organised on one afternoon during the course of the week. This is regarded by centre management and teachers as a valuable learning opportunity for learners in the centre. Elsewhere, boys avail of the opportunity to play football. However, though both are worthwhile pursuits, neither activity is timetabled. During the evaluation, it was recommended that the timetable be redrawn to better reflect the realities of what is provided in the centre. This process had commenced before the conclusion of the evaluation.
Using a quiz for the learners is entirely appropriate. Its current structure, however, may not lead to optimum participation on the part of the learners. Holding one quiz for all of the learners leads to boisterousness. Holding three or four smaller, separate quizzes on areas of specific interest to the learner might stimulate better engagement with this process. Consideration could also be given to the use of ICTs in developing the quiz concept.
Another major issue which needs to be addressed in the centre is the FETAC level which is pursued. Currently learners can pursue Level 3 courses. This is an anomalous position for a small number of learners who may have completed a Junior Certificate or even the Leaving Certificate Applied. This position is justified in the centre because so many of the learners present with poor levels of literacy. However, it is very evident that many of the learners are capable of pursuing FETAC Level 4 practical course work in a number of areas. Indeed, the high quality of much of the work currently produced in a range of areas suggests that a different approach to literacy teaching is required. This offers both a challenge and an opportunity to those working in the centre. The reorganisation and refocusing of the approach adopted to literacy teaching will be further outlined below. In circumstances, however, where literacy teaching is more closely integrated with other areas of the curriculum it should be possible to offer many of the learners the opportunity to pursue Level 4. In the current circumstances, some learners may not be challenged to the extent of their ability levels. This is especially so where learners complete their Level 3 courses early in the centre year.
Work experience is provided to learners in the centre. Perhaps reflective of the fact that the centre is surrounded by small industry, the centre can call on a wide range of companies to assist in facilitating work experience. Work experience is offered in two three week sessions; one chosen by the learner, the other by the learner’s key-worker in an attempt to broaden learner experiences and horizons. This is good practice and should be continued.
The length of lessons was the focus of discussion during the evaluation. Practical lessons and academic lessons are all scheduled to last one hour. This is appropriate for, for example, woodwork or catering. However, the provision of longer lessons in more academic areas leads to disinterest among learners. One learner commented that ‘this lesson goes very slow’ during the course of one lesson. It is recommended that a review of the current timetable be undertaken in order to address this issue.
2.4 Management
of staff
Relations among staff in the centre are good. Each is expected to contribute to the overall effectiveness of the centre. Many have considerable experience in the Youthreach sector and each relates well to the learners. The staff members are suitably qualified for their positions. Staff meetings are held regularly and staff members are encouraged to participate meaningfully during the meetings. Staff members also play a considerable role in the pastoral care of the learners by acting as key workers and through participation in care team meetings.
2.5
Management of accommodation and other resources
A mainline and DART rail line is directly behind the centre. The resulting noise from passing trains, inevitably, impacts on some of the lessons. The building, which is owned by the VEC, is reasonably spacious and contains sufficient accommodation for classrooms, administration rooms and meeting rooms. Most of the building is in reasonable repair. In some of the rooms, overgrowth from the rail line has invaded some of the roof space and has entered some of the rooms. There are some tentative plans for the provision of a new building for the centre in the locality. This is dependent, however, on a local builder pursuing this option. In the current economic climate, it is unlikely that this plan will proceed. A significant range of resources is provided in the centre. These, in general, support effective teaching.
3 Quality of Centre Planning
3.1 Centre plan
and policies
The centre utilises the VEC-produced child protection policy. The issue of child protection was discussed with the management of the centre. While all in the centre would state that they are aware of procedures to be followed regarding child protection, currently the policy does not stipulate who the designated liaison or deputy-liaison person are. It is recommended that this issue be addressed immediately. If required, training in this area should be accessed and availed of.
A centre plan containing a range of policies relating to the administration and management of the centre is provided in the centre. For the most part, these underpin effectively current practices in the centre. There are some areas, however, that should be addressed. The centre’s mobile phone policy, for example, states that all phones should be placed on silent during lessons. This practice is not observed in the centre and instances of learners taking calls and texting were observed during the evaluation. These practices impede effective teaching and learning and should be strongly discouraged. Discussions at the post-evaluation meeting also focused on the centre’s code of discipline. In this, there is strong emphasis on docking learners’ allowances for infractions of the code. It was suggested that a more positive tone to the code of discipline might be of benefit to the learners and consequently assist in the effective management of the centre in general.
3.2 Planning
process
It is evident that those working in the centre recognise the importance of the planning process. In Harmonstown Youthreach, there is evidence that planning is a collaborative process which involves most of the staff. Staff members are cognisant of the benefits of the QFI and, to that end, have engaged fruitfully in the internal centre evaluation process. The role of the VEC in assisting this process is noted. This has resulted in many of the current practices, policies and procedures in place in the centre being committed to paper following discussion and agreement. The major challenge facing the centre in terms of whole-centre planning is the need to review, collaboratively, the effectiveness of teaching approaches currently in use. This will involve open and honest discussions in the centre about the quality of teaching inputs. The capacity exists in the centre to meet this challenge.
3.3
Implementation of plan
There is good evidence in the centre to suggest that many elements of what has been planned for have been implemented effectively. There is a clear timeframe laid down in which specific objectives are to be met in the centre. One area for which evidence of planning is provided for, but for which there was no evidence of implementation in the centre is Social, Personal and Health Education (SPHE). It is reported that the existing plan for SPHE is currently being reviewed. Given the range of issues associated with lifestyle choices among the learners the SPHE area should be considered as a priority for implementation.
4 Quality of Teaching and Learning
4.1 Planning
and preparation
A good range of resources is prepared by teachers in advance of their classes. For practical subjects, each teacher has an adequate supply of materials and resources. It was noted that some of the illustrative materials being used during the course of lessons were not relevant to the Irish context. Where these exist, every effort should be made to use them to support learning. It is also recommended that consideration be given to broadening the source of planning objectives in some lessons. Currently, it is evident that some teachers rely almost entirely on FETAC programme Specific Learning Objectives (SLOs) in their planning. Broadening this approach would benefit the learners.
4.2 Classroom
management and teaching methods
It is evident that teachers in the centre work hard. Where effective teaching was observed, lessons were well planned with clear and achievable objectives. They contained a very good balance between teacher input and group discussion with evidence of good questioning. There was also a good balance between whole-class activities, group work and individual tasks. Learners engaged enthusiastically in their efforts and achieved considerable success. Assigned tasks were well managed and the learners had a very clear understanding of what was expected of them during the course of the lesson.
For the most part, lessons are well organised and delivered. While in the centre, the learners’ day could best be described as being busy. Most of the learners appreciate the opportunities given to them by being in the centre and work hard as a result. In most lessons observed, relations between learners and teachers were relaxed and open. It is recommended, however, that further discussions take place within the centre regarding the nature of these relations. As was discussed at the post-evaluation meeting, there is the opportunity within the Youthreach setting of exposing the learner to what might be considered societal norms. In a very small number of instances, there is a need for teachers to model behaviours and language in a different manner. Specifically, it is strongly recommended that the use of inappropriate language on the part of teachers is discontinued with immediate effect. There is a very fine line between supporting a learner and being too familiar in some interactions. This issue should be discussed by all staff members and an agreed position be adopted regarding the nature of interactions with the learners.
For many learners, the availability of one-to-one learning support is a vital element in their making progress. There is a better balance to be achieved, however, in some classes between the delivery of one-to-one lessons and what might be considered more traditional whole-class teaching. This is especially so where learners are pursuing courses at different levels. The over-dependence on the one-to-one approach also facilitates over-use of hand outs as being the prime drivers of lessons. Group-based talk, discussion and questioning, therefore, are infrequently employed in this scenario. It is recommended that an internal review of teaching approaches is undertaken in the centre. This should result in a better balance being evident in the teaching methodologies employed across the centre.
Many of the learners in the centre present with significant learning difficulties. The scale of the challenge in the development of appropriate literacy skills among the learners is a particular challenge. There are many instances of good practice in the centre regarding literacy development, including the utilisation of diagnostic screening tests on entry. However, it is recommended that a review of the overall approach to literacy teaching be undertaken which will result in the compilation of a meaningful literacy strategy. In doing so, the time allocated to specific literacy lessons needs to be increased. The current timetable offers one dedicated literacy lesson each week. Every effort should be made to ensure that there is a daily literacy input for the learners. In formulating a literacy strategy, consideration should be given to ensuring that each teacher in the centre is aware of the potential to develop learners’ literacy skills.
The use of ICTs as a means of developing literacy skills should be explored. There is potential, for example, to allocate each learner with an email address, which in turn would have to be used by the learners in submitting applications for work experience or the submission of occasional assignments. The development of the literacy strategy should also support the introduction of a number of Level 4 FETAC modules.
The content of most lessons attracts the interest of the learners. There is good evidence to suggest that they strongly desire to complete assignments. They work hard in that regard and take pride in completed work. In a small number of instances, however, the content of individual lessons needs to be changed. The content must be of interest to the learner and stimulate his or her participation in the lesson. These issues were discussed during the course of the evaluation.
4.3
Assessment of learners’ progress
There was good evidence in many of the learners’ folders of regular teacher monitoring and assessment. Supportive comments were noted in many instances. There are, however, inconsistencies in the manner in which teachers currently observe and assess learners’ progress. In some cases, there was little evidence of monitoring of learners’ work. Consideration should be given to the formulation of a whole-centre approach to the assessment and recording of learners’ progress. This could be linked to the existing referral system in the centre which is an example of good practice. The referral system involves a number of personnel in the centre and results in a comprehensive picture being formed of the learner on entry. Using the information gleaned in the referral process as baseline data would offer those monitoring individual learner’s progress a reference point from which to measure progress.
4.4 Outcomes
and standards
One of the more significant outcomes of the work of the centre is the fact that a number of young people are retained in the education system who might otherwise not be. They are availing of the opportunity to receive recognised accreditation in a range of areas. They recognise the opportunities presented by their attendance at the centre to improve their lives.
The standards achieved in many of the subject areas are satisfactory. The challenge, as outlined above, will be to encourage the learners to achieve at higher levels.
5 Summary of Strengths and Recommendations for Further Development
The following are the main strengths identified in the evaluation
· The centre offers appropriate second chance education to learners.
· The centre successfully manages marginalised learners from a variety of backgrounds and areas.
· Relations between teachers and learners in the centre are positive.
· The CDVEC and parents are very supportive of the work of the centre.
· Teachers in the centre know the learners; their needs, their ability levels and the challenges facing them.
· There is good emphasis on the personal development of the learner and the necessary supports are in place to ensure this.
· Management in the centre is effective. There are many examples of good management practice in the centre. The appointment of keyworkers and the establishment of a learners’ council are examples of these.
· There are a number of good existing links with the local community.
· The learner referral system is an example of good practice.
· Effective work has been undertaken in the centre in the QFI process. The delineation of concrete actions is welcome.
· Learners work hard in lessons.
· Teachers work conscientiously in the centre.
· For the most part, the quality of teaching in the centre is good and suitable materials and resources are prepared and available to support lessons.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· The centre’s child protection policy should definitively identify the DLP and deputy DLP.
· The timetable used in the centre should reflect the day to day reality of life in the centre.
· The timetable for practical and non-practical lessons should be reconfigured.
· At all times, teachers should model exemplary behaviour and language.
· Some existing centre policies should be implemented more effectively eg the mobile phone policy.
· A more systematic approach to literacy is required. A new literacy strategy for the centre should encompass timetable issues, lesson content and ICTs.
· Where appropriate to their ability levels, learners should be offered the opportunity of pursuing FETAC Level 4.
· When next reviewing the centre’s code of discipline, efforts should be undertaken to build rewards into system.
· In a small number of cases, the content of lessons needs to be reviewed to ensure that the learners’ interest is stimulated and maintained.
· More meaningful use of the centre’s ICTs is recommended.
· Those working in the centre should aim to build on current practice to ensure a positive profile for centre in the community.
· Learners’ punctuality needs to be improved. In that regard, consideration could be given to no longer providing a breakfast option for the learners.
· Consistency in the monitoring of learner’s work is required.
Post-evaluation meetings were held with the director, teaching staff and VEC representatives at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published April 2009
Appendix
School Response to the Report
Submitted by the Board of Management
Area
1: Observations on the content of the inspection report
We would like to thank you the Inspectorate for their very positive feedback and welcome their recommendations for the smooth and meaningful running of Harmonstown Yourthreach. The Centre and staff have benefited greatly from the inspection process.
The staff in Harmonstown acknowledges the recommendations as set out by the Inspectorate and have been made aware of those that should be implemented immediately. We are at present endeavouring to implement all the other recommendations and suggestions.
Area
2: Follow-up actions planned or undertaken since the completion of
the inspection activity to implement the findings and recommendations of the
inspection
· The following changes have been put in place since the visit by the Inspectorate. Both staff and CDVEC Management have been made aware of these changes.
· A DLP and Deputy DLP have been appointed and written into our Child Protection Policy.
· The Centre timetable has been adjusted to more accurately reflect the day to day reality of life in the centre.
· A list of rules for the centre has been placed as a reminder on the cover of all student folders.
· A progression group has been formed within the centre. These students are now pursuing Level 4 FETAC in most of our existing modules.
· A reward system has been introduced to help with attendance and timekeeping.
· At present, both Centre staff and CDVEC Management are endeavouring to establish an overall literacy strategy for the Centre and the scheme as a whole. This will involve integrating literacy training for all staff and more specific training for literacy tutors.
· In relation to ICT, Staff acknowledges the need to upgrade their ICT Skills and this will happen in the near future.
· A number of Centre/Community activities are being organised at present.
· All recommendations have been taken on board and will be reviewed as appropriate.