An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

Rush Youthreach

Rush, County Dublin

 

Date of inspection: 17 April 2008

 

 

 

Centre context and ethos

Quality of centre management

Quality of centre planning

Quality of teaching and learning

Summary of strengths and recommendations for further development

School Response to the Report

 

 

 

 

EVALUATION OF CENTRES FOR EDUCATION

 

This report has been written following an evaluation of Rush Youthreach. It presents the findings of an evaluation of the work of the centre as a whole and makes recommendations for the further development of the work of the centre. During the evaluation, the inspectors held a pre-evaluation meeting with the education officer of Co. Dublin VEC, the Youthreach county coordinator, the coordinator of the centre and with the teaching staff. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and tutors’ and tutors’ written preparation. The inspectors conducted an interview with the education officer of Co. Dublin VEC and with the Youthreach county coordinator. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the education officer of Co. Dublin VEC, the Youthreach county coordinator, the coordinator of the centre and the teaching staff.  The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

1 centre context and ethos

 

1.1 Context

 

Rush Youthreach opened in 1991 to serve all possible attendees in north Co. Dublin. Its catchment area is Balbriggan, Skerries, Rush, Lusk, Naul, Garristown and surrounding areas. Co. Dublin VEC were recently allocated sixty extra Youthreach learner places by the Department and have plans to utilise some of these places in the opening of a new centre in Balbriggan, Co. Dublin. Centre management expressed the view that this new centre will have limited impact on enrolment figures in Rush Youthreach. As an interim arrangement the VEC have allocated ten of these extra learner places to Rush Youthreach which currently makes it a thirty-five place centre. It is expected that the centre will forfeit these places once a new centre has been established in Balbriggan.

 

At the time of the evaluation there were twenty-seven learners (fourteen female; thirteen male) aged between sixteen and twenty years enrolled in the centre. However, high rates of absenteeism, which where observed to be persistent in the case of some enrolled learners, means that full attendance is rare. In a bid to alleviate attendance problems the centre organises a bus to transport learners to and from the centre each day. The centre is commended for its provision of this service. The centre had a small number of learners on an enrolment waiting list at the time of the evaluation. Given the extra places currently available to the centre, but taking space restrictions into consideration, it is recommended that management process the applications of those on the waiting list with a degree of urgency and provide the applicants with relevant and timely feedback.

 

1.2 Distinctive character and atmosphere

 

Rush Youthreach has a mission statement and a clear set of written aims and objectives in place. These were developed collaboratively by staff and students as part of the centre’s engagement with the quality framework initiative (QFI) which is commendable. The mission statement, which is displayed prominently throughout the centre, states that the centre “provides an excellent standard of education in a safe and positive learning environment, promoting equality and respect of staff and students”. From discussions and observations in the centre it was clear that the aspirations articulated in the mission statement underpin the work of management and staff. Centre staff aim to instil an appreciation for lifelong learning in the learners, they have realistically high expectations of the learners and ably assist them in achieving their goals. There is a focus on the holistic development of the learner in the centre.

 

A welcoming, friendly and warm atmosphere was evident at all times during the evaluation. Visitors to the centre are treated with courtesy and respect by staff and learners alike. Staff and learner morale was seen to be high. Positive relationships were evident at all levels in the centre; between management and staff, between staff and learners and among learners themselves. This provided a sound basis for the personal and social development of learners. It was clear that staff and learners were content in the centre and that both operated with a sense of purpose. Learners spoke highly of the centre and its staff during interviews.

 

1.3 Supports for learners

 

Commendably, the centre has a policy and procedures in place concerning the admissions and discharge of learners. However, these would benefit from review. In particular, it is important to ensure that policy reflects practice, and that it complies fully with current legislative requirements. This review would also be an opportunity to include information on the centre’s current referral system, the timings associated with an application and interview process, as well as information on learner assessment upon entry.

 

The centre implements a number of strategies to promote learner attendance. Learners are required to sign in and out each day, for example, and this is complemented by the fact that teaching staff keep records of attendance at individual lessons. Absenteeism is followed up. This usually takes the form of direct contact with the learners and where applicable, with parents also. Learner allowances are based on reconciled register and lesson attendance records. This is good practice. The excellent on-site crèche facilitates young mothers in attending the centre. Also, as mentioned earlier, the provision of a bus service promotes learner attendance. Despite these efforts, however, absenteeism levels continue to run high in the centre. In the days prior to the evaluation attendance was down on some days by as much as 50%. It is recommended, therefore, that priority be given to reviewing the impact of existing attendance strategies and consolidating such efforts even further. This task should include the development of a written attendance policy for the centre. This policy should outline actions to be taken in the case of persistent non-attendees. During the course of the evaluation management suggested some additional attendance strategies that could be implemented. These included maintaining a chart in the canteen to monitor attendance and participation in class, as well as introducing a system that would reward learners for good attendance.

 

A learner-centred approach permeates the staff-learner relationship in the centre. Staff invest significant effort and energy in getting to know learners individually which indicates to the learners that they genuinely care about and are interested in their welfare. This approach plays a key role in the support offered to learners by the centre.

 

The centre operates a mentoring programme for learners. Each learner group has their own class representative who liaises with an allocated mentor, or teaching staff member. The mentor is responsible for bringing learner concerns and requests to monthly staff meetings. There was a view among learners, however, that this system ‘is not really working’. A formal learner council would empower learners even more than the current mentoring system and provide them with a formal channel to communicate their views directly to centre management. It is recommended that learners be supported in both setting up and maintaining a learner council.

 

At the time of the evaluation an advocate was in the process of being assigned to the centre by Co. Dublin VEC for one-and-a-half days per week. The services of the advocate will significantly enhance current provision in the centre in terms of learners’ access to guidance and counselling. From discussions with learners it was evident that the majority of them had clear goals in terms of their future. The learners were less clear, however, regarding the steps they needed to take to achieve their goals. In this respect it is recommended that a clear programme of guidance be developed for all learners, particularly career guidance. This programme should be timetabled and should have clear linkages with the curriculum.

 

The centre has an on-site crèche which operates independently of the centre. The crèche is situated adjacent to the centre with a separate entrance and exit. At the time of the evaluation the crèche was staffed by one childcare supervisor and two childcare workers and was catering for thirteen children in a full and part-time capacity. The crèche facilitates young mothers in attending the centre and it was clear from discussions with centre and crèche personnel and learners that this facility is valued by the learners.

 

A community employment scheme worker assists with the provision of meals for learners daily. Learners are provided with a breakfast each morning and with a hot cooked meal on most days. Staff and learners eat their meals together each day in the canteen. This is a significant support which helps promote the development of learners’ personal and social skills and assists in making their time in the centre more enjoyable and fulfilling.

 

1.4 Links with the community

 

Rush Youthreach has good working relationships with a number of local and national agencies and bodies. From discussions with centre staff it was clear that the learners’ welfare is at the core of these relationships, and in particular the desire to make the learners’ time in the centre as comfortable and rewarding as possible. The centre liaises frequently, for example, with the local education welfare officer of the National Education Welfare Board (NEWB) and with the local visiting teacher for travellers. There are also liaisons with FAS and with the health service executive (HSE) as appropriate.

 

The centre has forged strong links with a range of local employers in the context of its provision of work experience for learners. The centre recently conducted an employer review as part of its centre development planning process which yielded both positive and practical feedback. The involvement of employers in this process is commended. There is scope to develop the centre’s links with local employers even further by encouraging them, for example, to engage in centre activities such as graduation evenings. More employers could also be invited to provide talks on certain careers, or the world of work in general.

 

The centre coordinator is a member of the local school completion programme (SCP) committee. The meetings of this committee provide opportunities to engage with local school principals and other key personnel, for example, the local juvenile liaison officer. Apart from this forum, however, formal links with local schools are limited. This is also true of local community groups and organisations. There is opportunity, for example, to explore with the VEC the possibility that their post-primary schools in the region might allow the centre to have access to their sports and recreation facilities. There is also opportunity for learners to engage in greater levels of voluntary work in the local community. It is recommended that priority be given to developing and implementing a public relations strategy for the centre. Such a strategy would provide the centre with opportunities to raise its profile within the community, as well as share with the community the excellent work that it does.

 

It was clear from discussions with a representative group of parents that they were extremely happy with the centre, and with the quality of teaching and learning that takes place in classrooms. Parents felt that the centre was meeting the needs of the learners effectively. It was clear that good relationships existed between parents and the centre. Parents felt that the centre operated an open door policy and that management and staff was always accessible. It was clear also that parents are willing participants in their children’s education and that there was opportunity for the centre to capitalise further on the parent-centre relationship. Parents indicated being positively disposed to engaging in centre operational issues and reported that they were willing to assist in organising activities or events such as open nights or fundraising activities. These are areas which, to date, there has been limited involvement by the parent body. Parents would also like to have more regular communication with the centre with regard to the progress of the son/daughter. Progress reports home and parent-teacher meetings were mentioned in this context. The production of an annual handbook for parents regarding the centre and its work, as well as a regular newsletter, would also help keep parents informed. It is recommended that the centre review the extent of its current relationship with parents and develop strategies that would strengthen it even further.

 

 

2 quality of centre management

 

2.1 Role of VEC

 

Changes in responsibility for the Youthreach sector at senior management level within the VEC took place just prior to the evaluation. Nonetheless, it was clear from discussions with senior management personnel that there was considerable understanding and an awareness of the sector including its strengths and challenges.  It is envisaged that when the personnel changes at this level have bedded down that a greater understanding and familiarity will emerge with regard to the origins, organisation and operation of not only Rush Youthreach, but each of the individual Youthreach centres within the remit of Co. Dublin VEC.

 

Senior management within the VEC are supportive of the work of the staff in the centre. Management at this level displayed a particular commitment to ensuring suitability and safety of centre premises. They are very much aware of and promote the implementation of the Vocational Services Support Unit (VSSU) procedures pertaining to centres for education. This is commended. Senior management facilitate professional development training for staff where feasible, including QFI training. Senior management also engage in policy development within the centre and to this end it is commendable that in the past a representative of the senior management team engaged directly with the QFI process in the centre.

 

Senior management are regularly kept informed regarding Rush Youthreach. This occurs mainly via the county Youthreach coordinator. The county coordinator has a line management role for all of the Youthreach centre coordinators within Co. Dublin VEC. From discussions it was clear that the county coordinator has a comprehensive understanding and awareness of not only the Youthreach sector and the different sectors and organisations that Youthreach interface with, but also of the Rush Youthreach centre itself. The county coordinator effectively supports the in-centre management team and teaching staff in Rush Youthreach in a variety of ways including managerial, administrative, policy development and classroom issues. There is a clear vision at this level for the development of the sector within the VEC scheme.

 

Currently, the centre does not have a board of management. The county coordinator, however, sits on the VECs Adult and Further Education Forum which from time to time gives attention to issues in the scheme’s Youthreach sector. While the merits of this committee are acknowledged in terms of its benefits to the Youthreach sector within the VEC scheme it is the case that this committee fulfils a very different role to that of a dedicated board of management. Senior management are open to establishing a board of management for Rush Youthreach. Discussions regarding this issue highlighted that a number of options are possible including establishing a board that would have responsibility for Rush Youthreach along with one or more other centres. A board of management would support current in-centre management structures and it could play an active role in policy formulation and development in the centre. Further, it would help to foster even greater links with the local community. It is recommended, therefore, that consideration be given to establishing such a board for the centre.

 

 

2.2 Internal centre management and administration

 

The centre has a committed and dedicated coordinator who has an excellent rapport with staff and learners alike. The coordinator has a written contract with the VEC, the duties of which fall broadly within the remit of those outlined in Department circular letter FE12/2003. The more prominent duties of the post, as described by the coordinator, include the day-to-day administration of the centre, the management of staff and learners, supervision duties, overlooking the on-site crèche, attending meetings and coordinating the centre’s engagement with the QFI and FETAC quality assurance processes. From discussions with the coordinator, and observations during the course of the evaluation, it was clear that in the discharge of duties the administrative rather than the educational role takes precedence. It is important, however, that the management and delivery of teaching and learning in the centre is afforded appropriate attention on the part of in-centre management. Circular FE 12/2003 allows for direct class contact time for coordinators in keeping with programme needs, as required by the VEC, subject to a maximum of fifteen hours per week. A degree of timetabled class contact not only allows coordinator’s to keep abreast of developments in curriculum design and teaching methods, but it also provides opportunities to gain first-hand experience into the educational and developmental needs of learners, and to develop a quality rapport with learners also. It is recommended that in-centre management examine their workload in detail and endeavour to find opportunities to expand on the educational dimension of the role.

 

The centre coordinator and resource manager work well together as a team. The resource manager supports the coordinator through valuable administrative back-up. In particular, the resource manager has assumed responsibility for FETAC issues in the centre and was seen to discharge this responsibility in an effective and efficient manner.

 

The administrative workload of in-centre management personnel is complemented by both on and off-site support. The centre has a secretary who works in the centre for fifteen hours each week. All staff values the contribution that the secretary makes towards the operation of the centre. A good level of administrative support is also afforded by the VEC head office. It was reported by senior management that one clerical officer in head office deals with issues pertaining to the scheme’s Youthreach sector on what could be considered a full-time basis. This combination of both on and off-site administrative support seems to serve the centre well.

 

VEC head office withholds a portion of each of their Youthreach centres’ core non-pay budget annually. The purpose of this exercise is to create, what was referred to by senior management, an ‘emergency fund’. This money is used to fund emergency work in centres, for example, emergency maintenance work. The staff of Rush Youthreach, however, was unclear as to how this fund had benefited their centre to date. In the interests of openness and transparency it would be important for Co. Dublin VEC to make known to all of their centres how the ‘emergency fund’ is dispersed annually. This would indicate clearly to all centres the benefits of the fund.

 

2.3 Organisation of the curriculum

 

The centre operates 226 days per annum as required under Department guidelines. The length of centre days is also appropriate. Lessons are provided in one hour blocks. This is appropriate for most subjects. However, sometimes subjects are timetabled for two hours consecutively. Provision of this nature should be assessed to determine whether it is appropriate for all those subject areas affected, particularly the non-practical subjects. It is further recommended that the current centre’s master timetable be clearly displayed in the centre. This would facilitate both learners and staff.

 

Currently, learners in the centre are divided into three distinct groups. Membership of each group is based on the ability levels of learners. Each group follows a full-time accredited FETAC programme, but at different levels. The level three (six learners) and the level four (thirteen learners) groups follow a FETAC General Studies programme, while the level five group (seven learners) follows a FETAC programme in Business Studies and Childcare. This class group arrangement provides learners with curricular progression throughout their time in the centre. The centre also operates one part-time FETAC course in Childcare. Currently, this course has two participants and is funded under the Back to Education Initiative (BTEI) of the Department. All of these practices are commendable.

 

The programme that each learner engages with comprises a broad, balanced and learner-centred curriculum. There is a good mix of academic and vocational type subjects with each being mediated in a practical manner. This is good practice. The centre ensures to provide learners with core FETAC modules, for example, Communications, Mathematics and Work Experience modules, which provides them with the opportunity to achieve full FETAC awards at their respective levels. The centre is commended for providing learners with this opportunity and for encouraging them to gain full awards.

 

Level three and four learners also study FETAC modules in Childcare, Art and Crafts, Woodwork and French. The centre is one of only a small number of centres that includes a modern European language on its curriculum and is commended for promoting this particular subject area. All level three and four learners also study modules in Personal Effectiveness and Personal and Interpersonal Skills. This latter module was only recently introduced. Commendably, all learners in the centre study Social, Personal and Health Education (SPHE). This subject is timetabled for them for one lesson period each week and provides the opportunity for a supportive relationship to be developed between teaching staff and the learners. While each of these three subjects support the development of learners’ life skills and behaviours, including their confidence and self-esteem, it is suggested that improved planning in these and other areas of the curriculum, including cross-curricular planning, would contribute to more effective delivery or implementation of these subjects in the classroom.

 

Level five learners, along with the core modules, also study FETAC modules in Art and Craft for Children, Customer Service, Childcare, Team Working and Information and Administration. The focus at this level is on preparation for further training, education or employment in the area of Childcare and Business Studies. It was observed that this focus has clear benefits and pays dividends for learners.

 

The centre is an accredited European Computer Driving Licence (ECDL) test centre with all level four and five learners in the centre studying this programme. Level three learners study a FETAC module in computer literacy. From discussions with learners it was clear that they enjoyed studying computers. It was also evident that there is good integration of ICT across the curriculum in the centre. While this is commended it is recommended that further opportunities be explored with regard to providing learners with access to computers facilities outside of dedicated lesson times.

 

Levels three and four learners follow a FETAC module in Health Related Fitness. This module is delivered mostly off-site at the Aer Lingus Social and Athletic Association (ALSAA) facility. Learners are bussed to and from this venue once weekly. While this is commendable it is suggested that the use of other local facilities be explored with a view to providing a broader sports and fitness programme for learners. The centre promotes healthy eating via the snacks and meals which are provided for learners daily. Further, the centre has a non-smoking policy and this is enforced. Overall, it can be said that the centre is a health conscious environment.

 

Levels four and five learners participate in work experience periods annually. These are organised by the coordinator and resource manager, in collaboration with the learners and generally take place in March or April. There are appropriate levels of contact with employers prior to, during and following work experience placements. This is good practice. Level four learners participate in a two-week block of work experience annually, while level five learners participate in a one month block of work experience annually. While the time devoted to work experience in the case of both levels is appropriate consideration should be given to splitting the current level five provision into two two-week blocks. This would provide learners with work experience in a greater number of settings.

 

The centre does not operate a dedicated summer programme and is currently working on developing such a programme through its centre development planning process. This is commended. The implementation of a dedicated summer programme will help to alleviate some of the existing challenges which the centre experiences annually at this time of the year, not least in terms of maintaining appropriate learner attendance levels. It is suggested that consideration be given to providing a balanced programme which comprises both educational and recreational elements.

 

2.4 Management of staff

 

Currently, the centre is staffed by one coordinator, one resource manager and eight part-time staff ranging in length of teaching service to the centre from two months to fifteen years. This provides valuable continuity and experience. All staff are well qualified with a number having gained BSc. degree qualifications in education and training in recent years, with financial and other supports provided by the VEC. This is highly commendable. The majority of staff are deployed efficiently across the timetable based on their qualifications and on their wide range of competencies and experiences. The hours per week worked by part-time staff ranges from six to twenty-one and a half hours and all are equally committed to the work of the centre. The centre also benefits from the services of a caretaker who works in the centre for four hours per week. It was observed during the evaluation that all staff function professionally, and with a strong team spirit.

 

Co. Dublin VEC places a strong emphasis on staff training and endeavours to ensure that staff skills are updated on a continuous basis. This is evidenced in the range of professional development courses organised for and undertaken by staff in the past three years. Some of the courses recently attended by staff members include first aid, SPHE and ECDL training, along with children first and equality and diversity training, and training in programme planning.

 

The Youthreach county coordinator plays a significant administrative role in terms of organising staff training. The ‘communities of practice’ days, which involves teaching staff from all of Co. Dublin VEC centres for education coming together to share experiences and practices, are worthy of particular praise. As a means of further disseminating good practice and information among staff in Youthreach centres within the VEC scheme consideration could be given to developing a termly newsletter that could be circulated among centre personnel, and other interested stakeholders.

 

2.5 Management of accommodation and other resources

 

Rush Youthreach is housed in an old vocational school. The building is owned by Co. Dublin VEC and while it is not ideal, it is workable. The centre is well maintained to a high standard of cleanliness and tidiness that makes the physical environment conducive to learning. The external premises have recently been refurbished which comprised the erection of perimeter fencing, the laying of new tarmacadam and the creation of flower beds. These improvements impacted positively on the physical appearance of the premises.

 

The main drawback in terms of accommodation is the centre’s size. Space is very restricted in the centre. The centre has four rooms and two offices in total. One of the rooms is a canteen, complete with fully fitted kitchen. This is the largest room and is used as a classroom and as the staff and learner canteen at break and lunch times. The centre also has a general classroom which can be partitioned into two smaller rooms. This room is equipped with some woodworking facilities. The centre also has a small arts and crafts classroom, and a small computer room. Most rooms can only hold a small number of learners comfortably. The centre does not have any on-site sports or recreational facilities.

 

A good range of resources is made available to the different subjects on the curriculum. There is scope, however, to explore what resources are available within the community to enhance the programme offered to learners. While there are limited facilities for woodworking, space restrictions militate against acquiring a wider range of machinery and tools. The computer room has twelve networked computers, all with broadband internet access. An IT technician based in Co. Dublin VEC provides some ICT maintenance and technical support to the centre. This support is greatly valued by centre staff.

 

There are notice boards at various points throughout the centre. Each one is adorned with information of interest to all personnel that use the centre and are clearly used as an effective in-centre communications tool. The classroom walls have appropriate displays which are a mixture of educational posters, photographs and learners’ work. These displays act as a stimulus for learners.

 

Staff endeavours to maintain a safe and healthy environment. A health and safety statement is in place, but given that it is mainly a generic statement for all Co. Dublin VEC premises it is important to ensure that it is tailored to the individual centre and that it is reviewed and updated regularly.

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

Inspectors were supplied with a draft centre development plan during the course of the evaluation. This plan was in the process of being developed as part of the centre’s engagement with the centre development planning (CDP) process of the quality framework initiative (QFI) and so its contents conformed broadly to the format suggested by this initiative. The draft indicated that the final plan will be a comprehensive document and will act as a solid foundation from which developments in the centre can progress.

 

A wide range of policies is in place in the centre which includes substance misuse, bullying, ICT acceptable use and learner behaviour policies. These complement the centre development plan. While many of the policies are clearly centre specific a small number are also overarching VEC policies for implementation in all of its schools and centres for education. In-centre management, in collaboration with staff and learners as appropriate, should reflect carefully on these particular policies and put in place any necessary actions to ensure that they address the specific needs of the centre. Further, it is recommended that policies on work experience and literacy and numeracy be prioritised for development.

 

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 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

 

Rush Youthreach first engaged with the QFI process in 2006. The centre completed an internal centre evaluation (ICE) at this time. This process produced an action plan for the centre which effectively guided its operation and development in a number of key areas during the 2006 and 2007 period. These key areas were: (i) staff support, (ii) code of behaviour, (iii) programme development and delivery, (iv) staff team, (v) staff development and training, (vi) SPHE, (vii) support structures for learners, (viii) equipment, and (ix) health and safety. The action plan included target dates for completion of tasks and identified relevant personnel to see those actions through. This is good practice. It was clear that the centre made excellent progress in implementing this ICE action plan. Separately, the centre commenced CDP in 2007 and the development of a centre plan was progressing steadily at the time of the evaluation. Both the ICE and CDP processes were effectively facilitated by a QFI facilitator. Whole-centre planning is now based firmly on the principles and practices of the QFI.

 

In-centre management are fully committed to the concept of whole-centre planning. The process in Rush Youthreach is a collaborative and inclusive one that involves a wide range of personnel including senior management within the VEC, in-centre management personnel, teaching staff and learners. As part of the centre’s ongoing centre development planning process reviews were undertaken with past learners, local employers, parents and career guidance counsellors in local post-primary schools to obtain their views on the centre and its operation. This is highly commendable practice and it was clear that the centre learned from these interactions.

 

3.3 Implementation of plan

 

Centre plans and policies and other relevant documentation are stored in the centre office, or coordinators office, where staff has ready access to the material. Staff displayed a familiarity with these documents and had an awareness of how they impact on the day-to-day operation of the centre.

 

The centre’s ICE action plan effectively informed centre practice during the course of its life span. Centre policies also inform centre practice. This auger’s well for the centre’s forthcoming development plan. The draft development plan shows that the following areas, among others, will be prioritised for future development: development and implementation of a support programme for learners with learning difficulties, development of student and staff handbooks, establishment of a learners’ council, improved levels of career guidance for learners and development of centre exit strategies for individual learners. Once all of the priority areas and actions have been finalised, as well as the implementation timeframe, the monitoring arrangements and responsibilities have been identified and allocated, it is felt that the centre will reap significant benefits from the whole CDP process.

 

In-centre management produce quarterly and annual reports on the operation of the centre for the Youthreach county coordinator, and other senior management personnel. These usually make reference to the progress being made in terms of centre planning and its implementation. This is very good practice and assists in keeping relevant persons informed of progress.

 

The centre does not have a committee in place to monitor the implementation of the centre plan. Instead, centre planning is discussed at staff meetings. These meetings take place monthly with non-teaching staff attending when necessary. Staff are given appropriate opportunity to suggest agenda items for these meetings. Minutes of staff meetings are recorded. It is recommended that implementation of the centre plan be included as an agenda item for all staff meetings. Further, the minutes of staff meetings should be circulated to the Youthreach county coordinator following every meeting, and to other senior management personnel as appropriate. 

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

Recently, staff attended training in programme planning provided by QFI personnel. It was clear from visits to classrooms that this training paid dividends. Both long and short term planning for teaching was excellent.

 

All tutors were familiar with their relevant FETAC module descriptor. The descriptors are stored in classrooms which means that issues to do with content and assessment can be clarified quickly. The module descriptors were complemented by comprehensive individual schemes of work or programme plans that had been developed by the tutors. These schemes indicated, among other things, the work to be covered in lessons, the teaching methods to be used and the timeframes for the coverage of the work. Some schemes were annotated by the tutors themselves indicating that they engage in a form of reflective practice, for example, tutors made notes if a section of their course took longer than expected to cover, or if a particular teaching method worked well, or otherwise. This is good practice as it helps inform future teaching. There was evidence of cross-curricular planning across some subjects. This is commended. There is scope for development in terms of planning for the integration of the development of learners’ literacy and numeracy skills development in lessons.

 

Teaching resources and learner handouts had been prepared in advance for most of the lessons visited, while detailed lesson plans were made available for some of the lessons observed. Back up resources were to hand in one of the lessons observed where a technical fault rendered a DVD player unusable. Most tutors had their own folder of teaching resources that they had accumulated over time. Tutors produce a lot of the classroom materials that they use themselves such as worksheets, hand outs and reading materials with the result that they are well tailored to the skill levels of the different learner groups. Classroom materials are regularly produced with the aid of ICT. There was evidence also that tutors make use of the internet as a means of sourcing teaching and learning materials. There is a culture of sharing teaching resources among staff which is commendable.

 

4.2 Classroom management and teaching methods

 

Tutors engage in evaluating their teaching and programmes of work at regular intervals. Learners are involved in this process via questionnaires and discussion and their comments help to inform future teaching and learning. This is very good practice. Tutors monitored learner attendance and punctuality in some of the lessons observed. This good practice should be replicated across all lessons.

 

A variety of active teaching methods were employed across the different lessons observed. These included experiential teaching methods and group, pair and individual work with learners, along with project and practical work, discussion, demonstrations and question and answer sessions. Lessons were usually characterised by multiple activities. This approach had the effect of dividing lessons into manageable units of work for the learners. Each activity lasted an appropriate length of time and this approach succeeded in engaging learners in their work for the full duration of lessons. Learning was optimal where learners were afforded opportunities to discuss and reflect upon their work, to brainstorm and to participate in practical activities and debate. Lessons were appropriately paced and there was a good balance between teacher and learner inputs.

 

Effective use was made of the whiteboard in some lessons for highlighting key words and phrases. Learners were sometimes required to record such work into their folders and were given adequate time to do so. This is good practice. Tutors should explore ways of promoting further the development of learners’ literacy and numeracy skills in lessons. While it is acknowledged that dedicated one-to-one lessons with learners have commenced on a withdrawal basis in the centre the development of these skills should not be confined to such lessons only. The centre should develop a plan which promotes the integration of literacy and numeracy skills development across the curriculum. Staff training in this area should be prioritised. It was reported that existing expertise within the VEC could be utilised in the provision of such training.

 

In the lessons observed there was inclusion of the learners’ own ideas, interests and environment to promote learning. The use of teaching and learning materials was a regular feature of lessons. These included handouts for reading and worksheets for completion in the lessons. These materials were pitched at an appropriate level and were sufficiently challenging for the learners. In most cases their use succeeded in reinforcing learning.

 

There was effective classroom management in all of the lessons observed and learners were regularly affirmed for their behaviour, progress and efforts. Positive relationships were seen to exist at all levels in the classrooms. Learners took any opportunities that presented themselves to learn from one another and such learning was appropriately facilitated and encouraged by the tutors. Learners displayed a positive attitude to their work at all times.

 

4.3 Assessment of learners’ progress

 

All learners are interviewed prior to admission to the centre. There is no initial assessment of learners upon admission. Learners deemed to be in need of assessment are currently referred to the Co. Dublin VEC psychological service. While the centre does ask for copies of recent school reports and any other assessments that may be applicable management did express concern with the difficulties sometimes experienced when trying to obtain background information regarding a learner from their place of residency before entering the centre. It is recommended that the centre introduce standardised testing materials for literacy and numeracy. These should be administered shortly after the enrolment of a learner. Standardised assessment tools will provide staff with more detailed and useful information than is currently being gleaned. They will also assist in providing valuable information that will allow for the compilation of comprehensive individual learner plans in the case of those learners that would benefit from having such plans in place.

 

The centre, through Co. Dublin VEC, is a recognised provider of FETAC programmes and so subscribes to the quality assurance principles laid down by FETAC. Assessment of learners’ progress is primarily organised in accordance with the assessment requirements of the different FETAC modules. These mostly comprise summative assessment techniques that include written and practical assignments and external assessment of learners’ portfolios of work. Learners generally store their assignment work in their classrooms. In some instances it was observed that tutors monitor this work and keep detailed records of learners’ progress. It is recommended that these practices be replicated across all subjects.

 

Tutors regularly apply formative assessment techniques in their lessons. These include observation, correction of class work, individual discussion with learners regarding their work and short-term tasks set in lessons. The record-keeping pertaining to these techniques, however, is primarily ad hoc in nature. It is recommended that, as centre policy, all tutors should keep detailed records of learners’ performance in lessons. This information will prove particularly useful in terms of providing comprehensive feedback to parents.

 

Learners’ progress is discussed at staff meetings and strategies to assist learners experiencing difficulties are discussed. This is good practice. It is important that procedures and criteria for assessment are discussed and clarified regularly with the learners. This can have the effect of encouraging them to take more responsibility for their own learning. Further, where opportunities arise assessment procedures, particularly those of a formative type, could be agreed between tutors and learners.

 

Learners’ achievements are celebrated through the holding of presentation evenings in the centre. The most recent event was attended by staff, learners and parents and a guest speaker presented the FETAC certificates and awards. This is an appropriate way of recognising learners’ efforts.

 

4.4 Outcomes and standards

 

Learners displayed a sense of enjoyment and achievement arising from their experience in the centre and reported that the centre was succeeding in meeting their needs to a greater extent than other settings that they had attended prior to enrolling in the centre. Parents concurred with this view. In particular, parents articulated how their children had acquired a new found interest in education and training. It was reported, for example, that many of the learners attended the centre on their own initiative entirely and no longer needed daily encouragement or cajolement from their parents to attend for their education. From discussions with learners it was clear that they all have clear goals for their future. The provision of an element of career guidance, as recommended earlier in this report, will help create an even greater awareness among learners of the different progression routes available to them and help them to identify and know how to access different career options.

 

Learners at the centre achieve FETAC certification at a range of levels, whether showing completion of a module, achievement in a module or achievement of full FETAC awards which indicate that learners have achieved at least eight modules in a particular subject area. The centre is commended for providing learners with the opportunity, and for encouraging learners to achieve full FETAC awards. The levels of certification and achievement are in keeping with the ability levels of the learners.

 

On the whole, the centre’s retention rate, as well as learners’ progress from the centre, has been successful to date. Of the forty-three learners enrolled in the centre during the 2006/2007 period 34% opted to remain in the centre the following year. 37% of that cohort of learners progressed to employment while 12% progressed to further education courses. Progression of learners from the centre is tracked which is good practice. There is opportunity, however, for the centre to follow-up in the case of those learners whose progression could be deemed to be less than successful.

 

 

5 summary of strengths and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

 

Post-evaluation meetings were held with the education officer, the co-ordinator and the teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

Published January 2009

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

Area 1   Observations on the content of the inspection report     

 

The management and staff of Rush Youthreach accept this report as a fair assessment of our centre.  It acknowledges the commitment and hard work of its staff team.  We are pleased with the positive comments contained in this report; the evaluation of our centre was welcomed as we aim to constantly improve our services to our students.

 

The report gives a comprehensive and balanced overview on the quality of delivery and learning taking place in the centre.  We also accept the recommendations made in the report; which are designed to improve and enhance our current standards, the recommendations are justified and achievable

 

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

 

In building on the recommendations made in the report the centre has implemented the following: