An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

Tallaght Youthreach Centre

Tallaght, Dublin 24

 

Date of inspection: 21 May 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

 

 

 

 

EVALUATION OF CENTRES FOR EDUCATION

 

This report has been written following an evaluation of Tallaght Youthreach Centre. 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 coordinator of the centre, the teaching staff and a group of 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. The inspectors conducted an interview with the Chief Executive Officer (CEO) of County Dublin VEC. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the coordinator and staff of the centre.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; a response was not received from the board.

 

 

1 centre context and ethos

 

1.1 Context

 

In 1989 County Dublin VEC established two youthreach centres in Tallaght, an area of increasing population in south county Dublin that is located in close proximity to Dublin City.  The two centres were Killinarden Youthreach, which was opened in a section of the Sacred Heart National School in west Tallaght, and Old Bawn Youthreach Centre, which was located in prefabricated accommodation on the campus of a secondary school that is situated somewhat closer to the centre of Tallaght. The Killinarden Youthreach Centre had the capacity to cater for thirty-seven learners and Old Bawn Youthreach Centre was a twenty-five placement centre.  In 2,000 the two centres merged and became Tallaght Youthreach Centre, which is a fifty placement centre.  The Centre is located in the same national school premises in west Tallaght as the former Killinarden Youthreach Centre. 

 

Tallaght Youthreach Centre caters for the greater Tallaght area but the majority of learners are from Killinarden and adjacent housing estates in west Tallaght.  The need for this alternative education centre in the area is borne out by the fact that sixty learners, 36 male and 24 female, currently attend the centre.   This number included nine members of the Traveller community at the time of the evaluation. In addition, there are five learners who have joined the FIT (Fast track to Information Technology) Programme, a Back-To-Education-Initiative (BTEI).  FIT is a business and computer oriented programme that is provided at the centre on a part-time basis.  The programme caters for learners aged 16 years or older and for unemployed adults up to 21 years of age.

 

Tallaght Youthreach Centre provides Further Education and Training Awards Council (FETAC) programmes for the learners.  The learners’ profiles are those of individuals who had either disengaged from or had become disaffected with mainstream education for a variety of reasons.  As a result, they had experienced an interrupted education and few had any formal educational qualification when they left their mainstream schools. Tallaght Youthreach Centre seeks to enhance the learners’ profiles by offering them the opportunity to gain accredited FETAC qualifications, while at the same time supporting the learners in progressing to further education, training and employment.  

 

1.2 Distinctive character and atmosphere

 

Focused attention is given to the maintenance of the distinctive character and atmosphere of Tallaght Youthreach Centre.   The centre is a friendly, approachable and welcoming place.  The mission statement is publicly displayed and states “Tallaght Youthreach Centre provides an educational and training environment that is safe, positive, enriching and respectful to all.” The ethos expressed in the mission statement underpins the daily life of the centre.  The policy documentation that has been formulated also reflects the spirit of the mission statement and helps to maintain the caring and supportive atmosphere of the centre.  Examples of important centre policies in this regard include the Code of Behaviour for learners, the Anti-Bullying policy, and the Health and Safety policy.

 

Staff morale is high and contributes to the warm and caring environment of the centre. The staff values and affirms the learners.   The good relationship between staff and learners accounts in no small way for the atmosphere of mutual respect that exists there.  Moreover, during the course of interviews organised as part of the evaluation - one with a group of learners and the other with two parents, who had a teenage son or daughter attending the centre - the friendly and welcoming ambience of Tallaght Youthreach was mentioned as a distinguishing feature of the centre.

 

1.3 Supports for learners

 

The student handbook that is given to learners on entry provides clear guidelines about the standards of behaviour expected of them as well as their rights and responsibilities.  The inclusion of such material in the handbook is helpful to the entrants in settling into their new environment. The regular attendance of the learners is expected and encouraged. A range of strategies is employed to support the learners in maintaining a good attendance pattern. For example, the learners clock in every morning and their attendance is closely monitored. There is also a monthly award system in place for the learners with the best attendance. Parents are contacted in order to address cases of where attendance arouses concern.  The weekly allowance of those individuals is adjusted to penalise non-attendance and the deduction serves as a signal to the particular learners affected that they are required to improve their attendance record.

 

Breakfast and lunch are provided daily for the learners from Monday to Thursday and breakfast is provided on Friday mornings.  Four class groups that have been allocated an extended period for their Catering lesson in the kitchen on a specific morning each week prepare the meals in turn. Participants in the Catering group have extended Catering lessons on Mondays and Fridays and prepare the meals on those days. The meals are prepared under the direction of the catering tutors and are served in the canteen facility area adjoining the kitchen.  The staff and learners sit down to breakfast and lunch together.  The meal times are an important means of enabling the learners to mix and bond both with each other and with their tutors. 

 

Upon taking the place offered to them the new learners complete an induction period and join the Filter class group.  This group follows the Filter Programme, which is a taster programme that is run mornings only from Monday to Friday. The learners in the Filter group have to accrue a total of ninety points from a possible six points per day in order to progress to the full-time FETAC accredited programmes.  The points are based on regular attendance, punctuality, participation in the group, cooperation, willingness to tackle challenging tasks, respect and cooperation.  The length of time that a learner spends with the Filter class group may be three weeks or longer depending on the individual.  The Filter Programme is a commendable means of helping the new learners settle into the Youthreach centre.  It is however, recommended that strategies to assist the progression of those learners who display signs of difficulty in meeting the core objectives of the Filter Programme and amassing the requisite number of points required to progress to the next level be evaluated and documented.

An assessment of the literacy competencies of every learner is carried out during their induction period.  The learners who require learning support are identified and a literacy support structure is put in place for them. Learners with extremely low levels of literacy and numeracy are offered a place in the centre’s full-time High Support Learning Programme (HSLP).  Literacy support is provided for the learners in the mainstream groups every Tuesday. The identified learners are withdrawn from class and meet with the literacy support tutor.  Where a Communications lesson has been timetabled on Tuesday for the learner’s group efforts are made to avoid withdrawing the learner from that lesson.  This practice is encouraged so that the learner gains maximum exposure to literacy.

 

The High Support Learning Programme (HSLP) is a particularly commendable initiative that was introduced in October 2007 in order to support and meet the needs of Tallaght Youthreach learners with extremely low levels of literacy and numeracy.  The HSLP is an intensive programme that is jointly run by Tallaght Youthreach and Co. Dublin VEC Psychological Support Services.  A tutor from the local St. Bazil’s Senior Traveller Training Centre is also involved in the provision of the HSLP.  The learners are diagnostically assessed by the Psychological Support Services (PSS) and follow an intensive programme that is geared to improving their levels of literacy and numeracy.  The programme is structured in relatively short time slots apart from the delivery of the Art and Craft module.  It is recommended that when Co. Dublin VEC reviews the HSLP initiative that every consideration be given to retaining it.

 

The universal use of individual learning plans (ILPs) for learners in all FETAC modules is commended.  They are an important means of encouraging and monitoring the progress of the learners. It is recommended, however, that the ILPs currently being used to track the progress of the learners in receipt of literacy support (in the programmes other than the HSLP) be modified to include target statements akin to those used in the Junior Certificate Schools Programme (JCSP).

 

A learner council has been established and the continued development of the potential of the council is encouraged. The learner council has an important role to play as a forum for discussing issues, addressing learner concerns and strengthening the communication links between learners and management.  It is recommended that management continue to explore means of enabling learners to maintain an active learner council.

 

1.4               Links with the community

 

The purpose of the centre is to provide an alternative education facility for young people in the greater Tallaght area and in carrying out its role the centre has built up many links in the local community.  The learners live locally, a factor that of itself has helped the centre to establish a presence in the local community. The management of the centre has established links with the many agencies that refer the prospective learners to the centre such as local schools, the School Completion Programme (SCP), the National Education Welfare Board (NEWB) and the Visiting Teacher Service for Travellers (VTST). There is also regular contact with the local Juvenile Liaison Officers and Home School Community Liaison Coordinators. There are close links too, with the Psychological Support Services (PSS) of Co. Dublin VEC, which provide educational and psychological assessment to the Youthreach learners.  The PSS are, as already mentioned, involved in the delivery of the HSLP.  The Health Service Executive (HSE) and the National Educational Psychological Service (NEPS) have provided elements of staff training.

Tallaght Youthreach centre is involved in the Tallaght-wide District Approach, a multi-agency strategy that has been developed to provide training and education for young people who have left school early or who are seeking employment.  The centre has the services of a full-time advocate through the District Approach to advise and support the learners primarily in relation to employment.  The advocate meets with the learners on their first day in the centre and thereafter maintains contact with them.  A formal meeting is arranged with the learners individually. The advocate supports the learners in developing a career path, compiling a CV, improving their interview skills and, contacts employers on their behalf.  The advocate also supports learners to complete their FETAC programme

Valuable links have been established with local employers in order to secure work experience for the learners. The advocate and a designated tutor maintain regular contact with the employers during the placement of the learners. Moreover, Tallaght Youthreach is involved in the provision of a Linked Work Experience Programme through its involvement in the Tallaght-wide District Approach strategy.  This programme, which runs for three months, offers participants the opportunity to gain work experience. 

Management and staff appreciate the importance of the centre’s links with the parents and guardians of the learners.  Parents and guardians are encouraged to maintain regular contact with the centre and meet with the coordinator and resource persons.  Letters are sent to the homes of the learners to keep parents and guardians informed about planned events in the centre.   Phone calls to the learners’ homes are made if required and phone calls from parents and guardians are received regularly by the centre.  Questionnaires were distributed to a sample group of parents and guardians as part of the Internal Centre Evaluation (ICE) conducted in 2006 and 2007 and their views noted.  Management and staff continue to explore strategies to improve communication links with parents and guardians and consideration is presently being given to holding a Parents Day.  The proactive stance of the centre in seeking to develop strategies that will improve communications with parents and guardians is acknowledged.

 

 

2 quality of centre management

 

2.1 Role of VEC

 

County Dublin VEC proactively supports the development of the Youthreach Programme for early school leavers in the eight Youthreach centres that have been established under its auspices.  The CEO has overall responsibility for the centres and is ably assisted by two education officers and a regional coordinator for the Youthreach and Senior Traveller Training Centres.  The expertise and knowledge of the Youthreach sector that this VEC management team possesses is a significant source of support for Tallaght Youthreach Centre.  The regional coordinator maintains regular contact with Tallaght Youthreach and keeps the senior management team well informed about the centre.

 

VEC management supports and monitors the centre’s engagement with the Quality Framework Initiative.  The VEC also ensures that the allocated budget is used appropriately and that VSSU procedures and guidelines are followed. The development and documentation of policies applicable to the centre are encouraged.  In this regard a range of generic policies has been compiled by Co. Dublin VEC and given to the centre to support best practice.  The professional development of staff is facilitated.  Moreover, scheduled meetings are held where the coordinators of the Co. Dublin VEC Youthreach centres meet to discuss issues and share initiatives. Another effective VEC supported initiative is the Communities of Practice, which currently involves a team of Youthreach tutors who are engaged in developing a standardised plan in their respective subject areas for use throughout the county.  Three tutors from Tallaght Youthreach are members of the team.  

 

2.2 Internal centre management and administration

 

The coordinator of Tallaght Youthreach is responsible for the internal management of the centre and is committed to ensuring that the centre is well managed.  The coordinator has a high profile in the centre and ensures that a well-ordered and caring environment is maintained there.  The fundamental importance of good communications is recognised and is a notable feature of the coordinator’s management style.  For example, the coordinator holds a debriefing meeting daily at 3.45pm with the tutors who were teaching on that day.  This is a praiseworthy means of obtaining regular feedback about individual and group issues that arise and provides opportunities for the staff to collaborate regularly.  Details of the meetings are recorded in the staff debrief book. Plenary staff meetings are held at regular intervals throughout the year, usually quarterly.  There is informal contact daily with staff and learners in a variety of different ways such as meal times in the canteen facility. Furthermore, the coordinator’s leadership is underpinned by a vision for the betterment of Tallaght Youthreach through engagement with the Quality Framework Initiative.  

 

The two resource persons support the coordinator in the management of the centre.  Their cumulative expertise and experience are a noteworthy strength of the management team.  The resource persons in keeping with their roles perform both teaching duties and management tasks. They teach for fourteen hours and ten hours per week respectively and carry out assigned tasks in keeping with the duties of resource persons as outlined in the Department of Education Circular 12/03.  It is recommended that the management team meet formally at a suitable time each year to review and discuss their assigned duties.  

 

An administrator is employed in the centre for twenty hours per week.  The administrator performs secretarial duties that include maintaining computerised accounts, registering learners, recording learner attendance and processing the claim forms of the part-time tutors.

 

A crèche facility is available to learners in the nearby Killinarden Resource Centre.  It is open weekdays Monday to Thursday in the afternoons only and on Friday mornings and is staffed by two part-time crèche workers.

 

2.3 Organisation of the curriculum

 

The curricula provided for the Filter Programme, the Catering Programme, the FIT Programme and the FETAC class groups comprise FETAC modules.  The HSLP draws upon elements of the Primary School curriculum and some FETAC modules e.g. Communications. The opportunity given to learners to develop their computer skills is commendable.  A FETAC module in Computers has been incorporated into all FETAC programmes.  Participants in the HSLP are also supported in developing their computer skills.    The curricula have a common objective which is to support the personal, educational and social development of the learners.  This laudable objective clearly reflects the focus of the centre’s Mission Statement.

 

When the learners have completed their Filter Programme they commence work on their FETAC Programme, which leads to FETAC certification in the modules studied. The FETAC modules are studied at level 3 and there is opportunity to progress to level 4. Some learners who have a particular interest in catering may progress to the Catering Programme directly from the Filter Programme. The Catering Programme is a one year course that aims to enable the learners to obtain a FETAC certificate at level 4.  The learners in this programme however, can opt to do a complete certificate at level 3.  The FIT Programme is a part-time course that offers FETAC accreditation to learners in Customer Service (level 5), Communications (level 5), Digital Photography (level 4) and the European Computer Driving Licence (ECDL).  Tallaght Youthreach is an accredited ECDL test centre.

 

Work experience is available to learners in all programmes apart from the Filter Programme.  The learners must complete the FETAC level 3 module Preparation for Work before going out on work experience. The placement of learners in direct employment and work shadowing are organised by the work-experience coordinator and the advocate.  The mentoring and support given to learners at all stages of their work experience is laudable. The insurance policy of Co. Dublin VEC covers the learners while on work experience.

The Filter Programme that is provided for the new entrants during their induction period in the centre comprises Drama, Catering, Art and Craft, Computers and Horticulture.  It is recommended that suitably creative modules in Communications and Mathematics be included in the range of modules offered in this programme. These subjects should be timetabled in the Filter Programme in order to introduce the learners to these core modules at the earliest possible stage and to maximise the literacy and numeracy support available to learners during their orientation period.  The inclusion of Communications and Mathematics will broaden the range of subjects offered in this taster programme and enhance the preparation of the learners for progression to their FETAC Programme.

 

The master timetable in the centre facilitates the delivery of the programmes. There are four lesson periods daily Monday-Thursday and two lesson periods on Friday.  In addition, there are three timetabled breaks during the course of the day, Monday-Thursday, and one break on Friday.  The timetabled lesson times are 9-10.30, 11-13.00, 13.30-14.45 and 15.00-15.45.  Double lesson periods predominate in the timetables provided for the Filter, FETAC, Catering and FIT groups.  This has resulted in several instances where the full morning session is allocated to one subject and subjects being timetabled for the two lessons in the afternoon more frequently that the allocation of single class periods.  This timetabling practice has resulted in the daily timetable being confined to two subjects on various days e.g. FETAC 1 and FETAC 3 on Wednesday, and FETAC 1, FETAC 2 and the Catering group on Thursday.  It is recommended that greater use of the allocation of single class periods be used in order to increase the flexibility of the timetable and facilitate a more judicious balance in the range of subjects offered each day.  The rebalancing of the timetabling should also take account of unevenness in the allocation of the core subjects of Communications and Mathematics provided for FETAC groups 1, 2 and 3.

 

A structured summer programme is organised each year that incorporates trips to places of interest and outdoor activities including sports events.  In July 2007, Tallaght Youthreach had to contend with the fact that the centre was unavailable due to a school works programme being scheduled at that time.  Management and tutors arranged for the learners to be met each morning and transported by bus to chosen destinations such as Glendalough and Baltinglass Adventure Centre.  Alternative premises were rented for the learners participating in the FIT Programme.  The work undertaken by management and tutors to provide the summer programme for the learners in the face of the difficulties encountered in July 2007 is commended.  In planning for future summer programmes it is advocated that selected courses be incorporated into the programme in order to sustain its development.  Consideration might be given to including courses such as First Aid and photography and to inviting guest speakers, or a group e.g. a drama group to the centre.   Additional classes in literacy and numeracy support might also be considered.

 

2.4 Management of staff

 

Tallaght Youthreach Centre is staffed by the coordinator, two resource persons, one full-time advocate, thirteen part-time tutors, one part-time administrator and two part-time crèche workers.  The staff comes from a variety of backgrounds including private enterprise, vocational education and training, youthwork and the Arts.  The range of expertise is clearly a valuable resource within the centre.

 

The skills and talents of the teaching staff contribute greatly to the successful delivery of the centre’s programmes and to the good relationship that is maintained between tutors and learners.  The length of teaching service in Youthreach among the tutors ranges from eighteen years to a few months.  Several tutors have a long association as tutors with the Youthreach Service.  Their combined years of service to Tallaght Youthreach have been a particularly valuable asset in maintaining continuity in the delivery of the centre’s programmes.  

 

The coordinator and teaching staff have participated in professional development in a range of areas including centre planning, teaching methodologies, programme and lesson planning, conflict resolution, substance misuse and participated in FETAC workshops on portfolio assessment and schemes of marking. This engagement with in-service training is commended.  It is noted that further training within the VEC programme will be provided for the literacy tutor in the development of literacy skills and diagnostic testing.  It is recommended that consideration be given to enabling the coordinator and resource persons to participate in similar training in order to increase the reservoir of expertise available to the centre in this important area.

 

2.5 Management of accommodation and other resources

 

The centre is located in a section of the Sacred Heart N.S. that is furthest removed from the entrance to the school.  The centre shares a corridor and the entrance area with the school but the design of the school is such that a degree of privacy and self-containment is available to the centre.  The amount of space available to the staff and learners, however, is limited.  The accommodation consists of a large and well-equipped kitchen with an adjoining store room and a canteen facility, an Art and Craft room, a well-equipped computer room, three general purpose classrooms, two offices and discrete toilet facilities for staff and learners.  The three classrooms are situated alongside each other. The middle classroom was formed by partitioning the larger of the rooms with a removable divide.  It is the smallest of the classrooms.  The two offices are shared by the coordinator and a resource person in one instance, and the administrator and a resource person in the second instance.  Two small but attractive outdoor patio areas are used for recreational purposes.  The centre does not have a staff room nor a designated recreation room for the learners.  The centre is clean and well maintained. The roof of the centre leaks however, and is in need of repair.  Emergency repairs are scheduled to take place on the roof this year.  

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

The centre engaged with the Quality Framework Initiative (QFI) through undertaking an Internal Centre Evaluation (ICE) in May 2006. The aim of the QFI is to develop and implement a quality assurance model that will lead to continuous improvement in the service offered by Youthreach centres and in a manner that meets the needs of learners, staff and management. To date eighteen quality areas had been evaluated in Tallaght Youthreach and a further nine areas were planned to be evaluated in June 2008.  The centre hopes to complete a Centre Development Plan in September 2009.

 

The centre has implemented a range of policies such as the Admissions Policy, the Tallaght Youthreach Mission Statement, Health and Safety, Code of Behaviour for Learners, Code of Conduct for Staff, the Assessment of Learner Achievement and the Anti-Bullying policy. The identification of specific areas where the documentation of policies is needed is ongoing and in this regard the documentation of a comprehensive literacy and numeracy plan for the centre is recommended. Management and staff are commended for their commitment to planning and the progress that has been achieved is noted.   

 

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). Evidence was also provided to confirm that management of the centre has formally adopted the VEC child policy and procedures. Confirmation was  provided that these child protection procedures have been brought to the attention of centre management, centre staff and parents; 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.  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

 

During the ICE conducted in May 2006, nine quality areas were evaluated.  The areas chosen were Evaluation, Health and Safety, Staff Development and Training, Staff Team, Equality, Communication and Links in the Community, Programme Development and Delivery, Initial Assessment, Induction and Review, and Learning Assessment and Certification. In June 2007 a second ICE was undertaken and evaluations conducted in the areas of Ethos, Record Keeping, Staff Support, Social Environment, Code of Behaviour, Interculturalism, Literacy and Numeracy, Social, Personal and Health Education, and Work Experience.

 

The views of the key stakeholders - management, staff, learners and parents - inform the ICE process in Tallaght Youthreach.  In May 2006 and June 2007 questionnaires were prepared for a cross-section of learners and parents and their responses to a range of statements were tabulated. A questionnaire consisting of a series of questions relating to the nine quality areas being evaluated on both occasions was also given to the Regional Coordinator representing VEC management in order to obtain the views of VEC management. Following consultation with the stakeholders areas for improvement were identified in the quality areas under review and an overall action plan devised. Responsibility for specific actions and the monitoring of them was shared among the members of staff.   

 

3.3 Implementation of plan

 

Centre Development Planning is an essential element of QFI.  There is clear evidence to indicate that importance is attached to the process in Tallaght Youthreach.  A detailed report for each ICE has been compiled. The resultant action plan is included on the agenda of the plenary staff meetings in order to monitor the progress made.  Developments such as the Mission Statement, Student Handbook, the monthly award system to encourage learners to maintain a good, personal, attendance record and the provision of the two outdoor, recreational patio areas in the centre serve as examples to point out the impact of the implementation of the plan in a wide variety of areas.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

The teaching staff is commended for developing and documenting planned schemes of work for the delivery of their respective programmes.  The planned schemes of work identify the coursework topics, the resources used in the presentation of the lessons, and the teaching methods and learning strategies employed to consolidate learning.  The individual planning and preparation undertaken for all the lessons observed was quite apparent.  The placement of the lesson topic in the context of the wider teaching scheme of the coursework was made abundantly clear in the year plans.   In order to build on the good work being done it is recommended that details regarding the means employed to provide literacy and numeracy support for learners with special educational needs should be a standard feature in the planning documentation of all programmes.  

 

4.2 Classroom management and teaching methods

 

The lessons observed during the evaluation period were selected from the programmes provided for the Filter, FETAC, Catering, HSLP and FIT groups.   The selection included practical lessons that were delivered in specialist rooms, computer technology lessons in the centre’s Computer Room, lessons from the HSLP, a variety of subject lessons that were delivered in the general purpose classrooms and a subject lesson that involved the use of a classroom and an outdoor area.  Two of the lessons were the occasion of the first meeting of the tutors with a new group of learners. 

 

The standard of teaching and learning in the lessons observed was very good overall.  The tutors displayed a good knowledge of the coursework and shared a common goal in seeking to teach the learners well.  In keeping with good teaching practice a definite topic or task was chosen for each lesson. Individual tutors informed the learners of the purpose of the lesson at the outset and it is recommended that this practice be universally adopted.  It is important that the practice of informing learners of the purpose of the lesson be communicated in a deliberate manner to the group together with additional information relating to the allocation of specific tasks in the case of practical lessons even if a similar task has been undertaken successfully on previous occasions.  The practice observed of assembling the class group together upon the completion of a practical task in order to obtain feedback and consolidate learning is also encouraged.

 

The variety of teaching methods and learning strategies incorporated into the lessons observed is commended.  They reflected the prior planning that had been given to the lessons in order to meet the needs of the learners and support their learning.  The advance readiness of food ingredients, craft materials, prepared handouts, and audio-visual equipment were indicative of the preparations that had been made to ensure the active engagement of the learners in the subject lesson.  The varied methodologies included the noting of important points and information on the classroom flipchart or whiteboard, interaction with the learners using tutor-led questions that were addressed to the class group and to named individuals, practical tasks, written assignments, role-play, the visual recording of a learner activity, and discussion.  Team teaching was undertaken effectively in supporting the learners in the HSLP.

 

The tutors’ purposeful interaction with the learners during the lessons supported, guided and monitored the learners’ progress. For example, during the practical catering lessons in the centre’s kitchen the tutors ensured that their respective class group functioned well as a team and successfully prepared a breakfast meal. The learners, who were all suitably attired for the preparation of food, moved about the kitchen working individually and in pairs on assigned tasks, whilst their progress was closely monitored. They sought and were given assistance when the occasion warranted it and clear information was given in response to questions asked by the learners.

The pace and structure of the lessons observed were most effective in maintaining the engagement of the learners where the lessons had a clearly defined number of segments with an appropriate length of time allocated to each.  Differentiated tasks were utilised in a number of lessons in order to support the progress of individual learners and this practice is encouraged.  The lengthy period of time allocated to some subject lessons did present the tutors with the challenge of devising creative ways of sustaining learners’ engagement with the lesson material and maintaining them on task.

 

The mixed-ability composition of the class groups underlines the importance for tutors of continually exploring a range of methodologies in order to meet the needs of the learners and consolidate their learning.  In this regard, there is scope to identify and incorporate 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.  The documenting of a literacy and numeracy plan for the centre will help to promote the integration of literacy and numeracy strategies into lesson planning and provide a context in which progress can be reviewed. 

 

4.3 Assessment of learners’ progress

 

The learners’ progress is monitored and assessed based on information obtained in a variety of different ways.  The coordinator conducts a formal interview with each learner prior to entry to the centre.  The literacy competencies of the new entrants are assessed during their induction period. The FETAC programmes facilitate the continuous assessment of the learners’ progress by requiring the learners to complete key assignments and perform stipulated tasks.  The learners’ work is externally assessed in order to gain the FETAC accreditation.

 

Formative assessment is an integral part of the tutors’ teaching practices and involves observation of the learners’ engagement with the lesson, participation in lesson activities, completion of assigned tasks and interaction with the teacher and class group.  The learners’ ILPs, personal attendance records, portfolios of work and information obtained at the daily debriefing meetings also help in forming an accurate assessment of the learners’ progress.  Employers provide feedback about learners to whom they offer work experience. 

 

4.4 Outcomes and standards

 

Tallaght Youthreach Centre provides learners with the opportunity to remain in the education system and obtain FETAC accreditation, gain work experience, and develop their personal qualities in a structured environment. The benefits to the learners of their experience in the centre are reflected in their continuing social and personal development as evident in their increased self-confidence, positive interaction with staff and peers, and regard for the centre.  The organisation of small class groups for the learners together with the daily support that is available to them from management and staff as they progress through their programmes empowers learners to attain their personal and academic goals.  The work of the management and staff of Tallaght Youthreach on behalf of the learners in their charge is commendable and renders an important service to the locality of Killinarden and the greater Tallaght area.

 

 

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:

 

 

 

A post-evaluation meeting was 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.  The meeting was attended by the Co. Dublin VEC regional co-ordinator and the designated adult education officer.

 

 

 

Published February 2009