An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

Sportsreach (Youthreach centre),

St. Joseph’s AFC, Pearse Park, Sallynoggin, County Dublin

 

Date of inspection: 2 May 2007

 

 

 

 

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 Sportsreach, a Youthreach centre in Sallynoggin. 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 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 teachers’ and tutors’ written preparation, and the Chief Executive Officer (CEO) of Dun Laoghaire Vocational Education Committee.  Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the co-ordinator and staff of the centre, together with the CEO and the adult education officer. Management of the centre was given the opportunity to comment on the findings and recommendations of the evaluation; management’s response is attached as an appendix to this report.

 

1 centre context and ethos

 

1.1 Context

 

Sportsreach was established by the Eastern Health Board in 1990 as a sports and cultural youth development programme.   When it transferred to Dun Laoghaire Vocational Education Committee in 1999, it was jointly funded by the Eastern Health Board.  At present it is a Dun Laoghaire VEC/Health Services Executive joint project with two members of senior staff employed by the Health Services Executive. 

 

It is a twenty-five place centre open to male and female learners, located in Sallynoggin, South Dublin.  However, for some considerable time the enrolment has been all male. It does not have a defined catchment area and learners travel from locations in South Dublin including Ballybrack, Cabinteely, and Dundrum.  Most of the learners (twenty-one out of twenty six) reside in the local area.  It is the only Youthreach centre managed by Dun Laoghaire Vocational Education Committee (VEC). 

 

The learners attending the centre are aged between fifteen and twenty years.  Most learners have been enrolled in the centre by a parent, with some being enrolled by social services and the Educational Welfare Officer.  Some learners have been enrolled as young as thirteen years of age.  Over half the learners are seventeen and older.  At the time of this evaluation, the duration of current learners’ stay in this centre ranges from three months to three and half years.

 

1.2 Distinctive character and atmosphere

 

The centre’s programme is primarily based on sports and recreation, especially soccer coaching and training.  The academic programme provides opportunities to gain FETAC certification and the Junior Certificate.  The centre’s ethos is significantly influenced by sporting activities.  There is a strong focus on playing recreational soccer and providing training in soccer coaching.  This is the main attraction for the learners.  The reputation of key members of staff and management who are involved in soccer, together with the reputation of St. Joseph’s football club where the centre is based, is very strong and commands considerable respect. 

 

The centre staff have a good rapport with the learners and relate well to them.  Staff empathise with their individual needs in a flexible manner.  The emphasis of the centre’s programme is on developing learner’s self-worth and identity, primarily through the centre’s soccer programme. 

 

The centre is also distinctive in that in recent years, it has only enrolled male learners.  The centre management are of the opinion that, given the level of personal difficulties among the learners, the inclusion of female learners in the programme would bring additional challenges to the management of the programme.  It was noted that the centre’s admissions policy is very brief in terms of entry requirements and does not, for example, specify the age of entry of the learners. It is recommended that this admissions policy be reviewed and updated, detailing specific admissions requirements to include age at entry, together with policy and procedures with regard to learners’ progression from the centre.

 

It is a well-run centre, with a disciplined, orderly, environment and a calming atmosphere.  Though disciplined, the atmosphere is informal and relaxed.  The centre’s focus on character formation and personal development is a key and very positive element of the programme.  The centre’s vision was distilled by the centre coordinator as ‘to do the best for the kids’.  Its mission statement describes Sportsreach as ‘a centre for sport and education offering trainees the opportunity to explore their potential in a respectful, responsible environment. It supports trainees in developing the confidence to make positive life choices.’  This mission statement gives an equal emphasis to both the sports and the education components of the centre’s programme.  The ethos and atmosphere of the centre is one of mutual respect between the learners and the staff, with the personal and social development of the learners being fostered, particularly through the sports programme.

 

There is some confusion as to the name of this Youthreach centre.  During the course of the evaluation, the inspectors encountered several versions in different contexts, but it is noted that the centre’s preferred name is Sportsreach (used throughout this report). This reflects an ongoing debate both by the centre and the VEC as to nature of the centre’s programme. It is understandable in the context of the establishment and development of the centre programme with its emphasis on soccer.  This needs to be addressed jointly by the centre and the VEC.  It is recommended that the VEC and centre agree one name for the centre.  This name should recognise that the primary role of this centre is to provide a Youthreach programme.

 

1.3              Supports for learners

 

The learners’ response to the centre programme is positive.  Learners describe themselves as being happy here and they demonstrate a high level of interest and commitment to the soccer programme.  As one learner commented ‘the sports are brilliant’ and the ‘staff members are easy to get along with, blend in with us and we can talk them’.

 

A range of supports is provided by the centre to the learners.  These include breakfast in the morning, sports gear being laundered and if necessary, sports gear being provided.  The centre is commended in this regard, as the supports are important in enabling the learners to participate in the centre’s programme.

 

The centre has been identified as one of twenty centres scheduled to participate in the pilot Youthreach Special Educational Needs (SEN) Initiative, 2007. 

 

More recently the centre has engaged the services of a health/sports psychologist.  She seeks to build a relationship with each learner, and to identify areas that they would like work on including career development/guidance and personal interests.  The focus of her work includes development of the learners’ self efficacy and self esteem, addressing behavioural issues, working with them on anger management and affirming them as appropriate.  Her work includes both one-to-one work as well as group work.  She works closely with other members of the staff and the coordinator, advising them of learners’ progress and issues.  She supports the learners’ preparation for the Junior Certificate and utilises motivational techniques to encourage their participation with the centre programme.  Her role is similar to the role of keyworker or mentor as described in the SEN Initiative documentation. 

 

With a view to participating in the SEN Initiative, a staff member/keyworker, other than the psychologist, is being trained to undertake WEB profiling assessment with individual learners.  These learner-based assessments are in the process of being undertaken.  This information will inform the development of individual action plans.  These plans will be developed together with the learner and are based on the learners’ expressed personal, educational and vocational goals.  Through its participation with the SEN initiative, the centre has developed a template for individual action plans, which record the subjects the learner is undertaking in the centre.

 

At present, there is a need to avoid duplication of roles among staff in the context of the development of the learners’ support system.  It is important that all staff members, including teachers, are consulted in relation to the development of the mentor/keyworker system and that roles are clearly defined so as to avoid duplication.  Care needs to be taken that the confidential nature of the WEB profile assessments does not lead to a monopoly on learners’ information.  This information needs to be managed and shared appropriately with the staff team in order to inform the work of all staff.  The WEB profile assessments need to be closely linked with education planning for individual learners.

 

Alongside WEB profiling and the development of individual action plans, it is important that additional forms of assessment and planning are undertaken by relevant professionals including teachers.  These assessments should include the assessment of literacy and numeracy, assessment in relation to social or life skills, and if necessary, an educational psychological assessment.  The purpose of these assessments is to inform the development of individual learner plans which also should be developed together with the learner.  These plans, which need to be owned by the learners, should identify and set targets for learners’ progress in literacy and numeracy, and in individual subject areas.  These plans will inform teachers’ planning at the level of individual learners and identify the appropriate teaching and learning strategies to be used.  These plans should be reviewed with the learner on a regular basis, for example, every six weeks and revised as necessary.  It is recommended that the centre staff develop policy and procedures for the assessment of learners which would lead to the development of individual learner plans.  It is further recommended that the centre develop and implement a comprehensive learner support system which will include a mentor/keyworker system and the development and implementation of individual learner action plans. To facilitate this process, it is recommended that the centre develop a plan for the implementation of the learner support system as set out in the SEN Initiative.  This implementation plan should allow for the phased/staged development of the learner support system.  Given the needs of the learners, it would be useful for centre management to look at best educational practice identified in the Youth Encounter Projects.

 

Attendance recorded by the centre indicates an excellent rate of attendance.  However, during the two days of the evaluation, learners’ attendance was observed to be inconsistent.  26 learners attended on the first day of the evaluation; only 8 learners attended on the 2nd day. It is recommended that all teaching staff, including sport tutors, maintain individual records of attendance for each teaching session.

 

The centre has developed a rule book which incorporates the centre’s code of discipline.  It could be usefully integrated into an attractive induction booklet for learners on enrolment and be revised to make it more reader friendly for those learners who have literacy difficulties. All learners should participate in a more formalised induction programme when they enrol, which would familiarise them with the operation of the centre and introduce them to the centre’s programme.  It is recommended that the centre develop an induction policy and programme for its learners, which would take account of the continuous intake of learners during the centre year. 

 

1.4 Links with the community

 

The wide catchment area from which the learners come makes linking with the local community, outside of soccer interests, challenging.  The centre maintains links with parents, local schools, juvenile liaison officer, educational welfare officer, probation and welfare services and Health Services Executive.  The centre’s relationship with St. Joseph’s Soccer club, although informal, is essential to the work of the centre.  This relationship provides the centre with the necessary sports facility, playing pitches and accommodation for the centre’s programme.

 

Parents have been invited to the Centre on many occasions, but with very limited response. Although centre staff maintain contact with parents by phone and through meetings, opportunities for parents to be engaged with the centre in relation to the education of their children need to be further developed.  It is recommended that strategies be developed to provide opportunities to engage parents actively and purposefully with the centre in relation to learners’ education.  These could include the provision of formal, regular parent-teacher meetings, the hosting of an open day for parents and other interested parties in the centre and the celebration of graduation from the centre.

 

There is significant scope for the development of links between the local business community and local industry, though some sports gear has been provided by sponsors.  It is recommended that the centre builds a closer relationship with the local business community and local industry, to support, inter alia, the work experience programme.  The centre has very close links with the soccer world and, for example, has organised visits by well known international soccer personalities and players.  Consideration could also to be given to the development of closer links with other sporting organisations and concerns, for example, with athletics organisations and the local Marine Activity Centre.  These links could support the development of a wider range of sport activities within the centre sports programme.

 

 

2 quality of centre management

 

2.1 Role of VEC

 

Sportsreach is the only designated Youthreach programme managed by the Dun Laoghaire VEC.  The Chief Executive Officer maintains a close relationship with the centre.  He affirmed the centre staff and their work with the learners, highlighting, in particular, their level of commitment and dedication.  He advised that it has yet not been possible to progress from the joint ownership of this Youthreach programme between the VEC and the HSE, even though the role of the HSE in the management of the centre has been defunct for some time.  The CEO expressed satisfaction with the day-to-day operation of the centre and considers it is a well-run centre; however, he identified the educational content of the programme as needing further development.  He expressed the view that it was important to continually improve Sportsreach as a centre for education.

 

The VEC management supports policy development in the centre.  In this context, Sportsreach is a FETAC Quality Assured Centre within the overall Dun Laoghaire VEC Community-based Service FETAC Quality Assurance Policy Framework, approved in December 2006.  The Adult Education Officer (AEO) has responsibility for this and other aspects of the Dun Laoghaire VEC Education Plan 2006-2010 which have implications for the development of the centre.

 

The VEC management supports and facilitates staff training and development.  It ensures the suitability and safety of the centre premises.  The centre has a health and safety statement and its premises were audited two years ago.

 

The VEC management is aware of and complies with the Vocational Support Services Unit (VSSU) procedures regarding Youthreach, undertaking monitoring as appropriate.  The pay and non-pay budget for the centre is administered through the VEC head office and VEC management ensure that the budget is spent appropriately.  All the financial administration is undertaken by the VEC head office. 

 

Two specific future developments for the centre are strongly commended to the VEC. Firstly, there is significant need for the work of Sportreach to be further integrated into the broader VEC education provision as set out in its education plan 2006-2010 ‘A Vision for Lifelong Learning’, in particular to provide for progression pathways for learners, while still maintaining its particular ethos.

 

Secondly, a Board of Management could actively support the work of the centre and facilitate closer links with the local community, parents and VEC.  It is recommended that a Board of Management be established which would include representatives of the HSE, parents, local industry and business concerns, FÁS and relevant organisations including sports organisations.

 

2.2 Internal centre management and administration

 

The coordinator manages the centre.  He was appointed the project leader when the project was originally set up in 1989.  He brings a very strong soccer background and experience to his work.  His aim has been to provide a positive environment for the learners through which they will develop into better all round people and citizens.  He works closely with the staff team and feels he is ably supported by them.  He sees motivating staff as a key part of his role and he is accessible to staff.  The centre has had to adapt to fluctuating numbers of learners over the years and has managed to survive and now be in demand.  He acknowledged that there were gaps in educational dimension of the programme which needed to be addressed.  He sees it as important that the centre engaged fully in centre development planning.  He shared the view of the CEO that the challenge was ‘to make the centre a better education centre’.  The coordinator’s commitment and leadership especially in developing the centre’s ethos and in maintaining the morale of the centre has been central to the programme as it is currently structured and delivered.

 

There was confusion as to the frequency of staff meetings.  Records of staff meetings were not available.  As a relatively small centre, staff have the opportunity to discuss their concerns on a daily basis.  The inspectors were advised that staff meetings are held on an ad-hoc informal basis and records of the outcomes of the meetings are not maintained.  It is important that the centre holds structured staff meetings which would address centre planning, learners’ progress and the ongoing support for the learners through the mentor/keyworker system and other relevant issues.  It is recommended that staff meetings be formalised, held on a regular basis with a set and agreed agenda and minuted. It is further recommended that key staff meetings are held at least once each term at which all staff are present.

 

The administrative work is undertaken by a very competent administrator/secretary who is timetabled for eight hours administration work in the centre and a further eleven hours as mentor/resource to the learners.  She also prepares breakfast for the learners.  The main administrative support is provided by the VEC Head Office which administers financial and human resources.  The level of secretarial support is appropriate for the needs of the centre.

 

2.3 Organisation of the curriculum

 

Alongside the sports and recreation programme, the centre prepares learners for Junior Certificate and FETAC certification.  The Junior Certificate curriculum was introduced in 2006.  It includes foundation level English which is taken by all learners, Mathematics at Foundation level, Business Studies, History, Geography, and Art.  In addition, learners can achieve FETAC Level 3 certification in Mathematics, Communications, Computer Applications, Personal Effectiveness and FETAC Level 4 certification in Information and Communications Technology (ICT).  The learners are also provided with the opportunity for on-line E-learning. Learners’ favourite subjects include Business Studies and Art. The centre curriculum does not include practical subjects such as metalwork, woodwork hotel and catering, food and cookery, and horticulture.  The learners expressed an interest in having practical course like horticulture, landscape design, and woodwork.  However, the current building does not facilitate the inclusion of practical subjects in the centre’s curriculum.

 

It is not clear how appropriate the curriculum is for the needs of the learners as a system for detailed educational assessment of the learners and their needs has yet to be developed.  While not evident during the evaluation, the centre indicated that some learners were undertaking a programme which addressed their literacy and numeracy needs.  There was a lack clarity concerning the programme being followed by recently enrolled learners.  It is important that the content of programmes being followed by the learners is clearly planned and documented.  

 

There is little distinction between the foundation and progression elements of the centre’s programme.  The learners progress to repeating Junior Certificate subjects or to do additional Junior Certificate subjects.  Given the ages of the learners, many of their mainstream peer group would be undertaking the Leaving Certificate Applied (LCA) programme. The centre sees the achievement of certification at Junior Certificate level as supporting learners to gain apprenticeships, to which some do aspire.  Some learners stay for up to three or four years and repeat Junior Certificate subjects from year to year.  The vocational nature of the LCA programme would be of benefit to the learners and could include, for example, the subject area of leisure and recreation, which could complement the centre sports programme. 

 

There is clearly a very strong emphasis on the sports programme, of which soccer forms the major component.  Sports provided to the learners are limited to soccer and recreational activities include hillwalking, swimming and more recently, pitch and putt.  It is recommended that the sports programme be reviewed with a view to providing a wider sports programme that might include, for example, athletics, and basketball. A two-week summer programme is provided, based on sports, leisure and recreational activities including sailing.

 

In addition to playing soccer, learners are trained in soccer coaching which is certified nationally.  At present seventy-five percent of the curriculum comprises soccer and recreational activities.  There is a significant imbalance between the sports component and the education component of the centre programme.  The timetabling of soccer for two and half hours in the morning means that it dominates much of the curriculum being offered.  It is recommended that the centre’s overall programme be adjusted to ensure a more equitable and appropriate balance between the sports and educational/academic components - for example, that soccer coaching, practice and play be limited to two hours in the centre day.

 

The centre lacks policies and procedures for curriculum development and review. It is recommended that curriculum be reviewed and revised in order to provide a more clearly defined foundation and progression programmes.  A foundation programme should provide basic holistic education including the development of personal and social skills, health education, Information and Communications Technology (ICT), and literacy and numeracy.  The development and provision of a more holistic foundation-level curriculum could ensure learners settle into the programme and would allow staff to assess as well as address their specific learning needs, including those in literacy and numeracy, before they move to the progression phase of the programme based on traditional forms of certification. Consideration could also be given to including the Leaving Certificate Applied as part of the progression programme.  It is recommended that curriculum review and planning be co-ordinated and led by a resource person(s) with the skills and qualifications to further develop the academic programme. 

 

Elements of social personal and health education are addressed in the centre’s programme through the provision of etiquette (which addresses social skills), physical health, and healthy nutrition. The overall provision for social personal and health education is more ad-hoc and informal rather than being presented as part of a coherent programme. It is important that a clearly defined systematic, coordinated and timetabled programme of social personal and health education is developed which addresses mental health, physical health and nutrition, substance use, relationship and sexuality education and gender issues. 

 

The centre programme is timetabled for twenty nine and half hours per week, starting at 9.30am and including lunch.  Together with general timetable for the centre, individual timetables provided for each staff member.  Two groups of learners rotated between class and soccer practice; however, it was not evident from the timetable as to where a particular group was meant to be.  During the evaluation, a very flexible approach to the timetable was evident.  It was not necessarily adhered to, though poor attendance by the learners did necessitate some flexibility.  It is recommended that a timetable be prepared for each class group, that this be reader-friendly especially for learners with literacy difficulties and that each learner is given a copy of their own individual timetable. The timetable as agreed with the staff and provided to the VEC should be followed at all times, other than in exceptional circumstances. The timetable ends early on Wednesday and the centre programme is only provided for a half day on Friday.  The programme content for Friday is dominated by leisure and recreation alone, with no formal lessons provided.  It is recommended that the timetabling of the curriculum be reviewed and revised as a matter of priority in order to ensure a more equitable distribution of time between sports and academic programmes and across the full week.    

 

The work experience programme is organised on an ad-hoc basis for the learners and needs to be significantly developed. It is recommended that the centre establish closer links with the local business community and local industry in order to further develop a comprehensive and structured work experience programme for all learners with a view to facilitating their progression from the centre.

 

2.4 Staff deployment

 

Staff in the centre come from a variety of backgrounds including sports (primarily soccer), teaching, psychology and administration.  Of nine staff, four come from a soccer background and are very much involved in the delivery of the sports programme within the centre.  The centre has experienced difficulty in recruiting the academic (i.e. non-sports) teaching staff with two out of the three academic teaching staff have been recently recruited.  This contrasts with the sports tutors who have been working with the centre for between seven and seventeen years which has contributed stability and continuity to the centre’s programme and in particular, to the sports element.  Only two of the nine staff are on permanent contracts with all others employed on a part-time basis.  For the most part, staff are experienced, professional in their approach and possess a range of life and people-oriented skills.  

 

There is a strong sense of team among the staff, and there is a very high level of commitment and dedication by the all staff to the work of the centre.  This is notable, in particular, amongst the five sports and administrative staff. This is reinforced through the timetabling of their work for either four or five days in the centre’s week.  In contrast, only one of the three part-time teaching staff is timetabled for three days.  The other two part time teachers are only present for either five or six hours timetabled over two days.  The number of academic (non-sports) teaching hours engaged by the centre is not sufficient for a twenty five place centre for education and there is a significant lack of educational/instructional resources in the centre.  The educational and instructional leadership in the centre team needs to be significantly strengthened and it is recommended that a fulltime education resource post is established as part of the staffing resources for the centre.  To further strengthen the work of the staff team, it is recommended that formal staff meetings are held at times when all members of the staff can attend.

 

At the time of the evaluation, staff numbers were reduced due to illness; however, substitute cover had not been provided.  It is important that, when staff members are absent for a significant period of time, their work is undertaken by a substitute.

 

Staff have undertaken relevant continuous professional development However, most staff need further training in appropriate teaching strategies to address literacy in their particular curriculum areas.

 

2.5 Accommodation and resources

 

The centre has rented accommodation from St. Joseph’s Boys Football Club, Pearse Park, Sallynoggin for the last four years.  The accommodation is located on the first floor of the football club’s new building and is shared with the football club who use the premises in the evenings and at the weekends.  It includes a kitchen and dining area, one general classroom, a fully equipped computer room, an art and craft room, two offices, a recreational area.  It is bright, spacious, clean and well maintained.  The centre also has the use of a fine indoor gym/soccer pitch as well as the outside playing pitches and changing room and showers.  . 

 

While the accommodation is very suitable in many respects, it lacks facilities for practical classes, for example, woodwork and metalwork.  It does not readily permit access for those who are disabled.  At present the centre does not have plans to further develop the accommodation.

 

The centre is adequately resourced.  The information technology/computer room is well equipped with computers and software which is well utilised.  For soccer, every learner had the use of a football for training drills.  Materials for art and craft work were also provided.  More opportunities could be created to display learners’ work including their Art and Craft work.

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

The centre has a clearly articulated mission statement together with clear aims and objectives.  More recently the centre has engaged with centre development planning through undertaking an internal centre evaluation.  The centre has also engaged with FETAC quality assurance framework and the Adult Education Officer has worked closely with the centre to facilitate this.

 

The centre has several policies, some of which are centre specific and others which are part of the Dun Laoghaire VEC policy framework.  Centre-specific policies and policy statements address, inter alia, literacy and numeracy, admissions, equality, safety statement, a code of behaviour for learners, and a code of practice for dealing with sexual harassment and bullying, as well as anti-bullying drugs policies. The need for policy and procedure in relation to the work experience programme and learner induction has been signalled earlier in this report.  It is important that all policies be signed and dated and include a specific commitment and time-frame for review.

 

The issue of child protection was discussed with the management of the centre. Evidence was provided to confirm that management and staff are in the process of taking appropriate steps to develop 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 provided to confirm that VEC management have adopted and implemented the policy. However this does not remove the need for a centre-specific policy for Sportsreach. A designated liaison person has yet to be appointed for the centre in line with the requirements of these Department of Health and Children guidelines.  It is recommended that this very important requirements be addressed as a matter of priority.

 

 

3.2 Planning process

 

There has been a limited engagement with whole-centre planning to-date.  At the time of the evaluation, one meeting of staff together with VEC personnel and a facilitator has taken place to consider the nine areas (ethos, record keeping, equipment, staff recruitment, equality, learning assessment, numeracy and literacy, health and safety, premises) for internal centre evaluation (ICE).  As this process gains momentum, it is recommended to management and staff that learners and all other relevant stakeholders are consulted actively and purposefully as part of the planning process.

 

3.3 Implementation of plan

 

Engagement with the Quality Framework Initiative and ICE should lead, in due course, to the development of an action plan for the centre’s activities in all its aspects. VEC and centre management should ensure, therefore, that the planning process is expedited to that end.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

All teaching staff delivering the academic education programme are engaged in planning and preparation for their classes. Some very good, well-organised planning was seen in yearly schemes of work and lesson plans.  These are based on the relevant Junior Certificate syllabus and on the FETAC module descriptors.  While written planning and preparation was not evident for the sports programme, it was clear in the delivery of the programme that it is planned to achieve good fitness levels and skills development.  It is recommended that consideration be given to maintaining teachers’ yearly schemes of work, lesson plans and resources in a centralised system. In situations where a substitute teacher or tutor is required, this system would facilitate and support the ongoing delivery of the centre’s programme.

 

Planning to address the needs of the individual learner needs to be significantly developed. Whilst some attention is given to literacy in lessons, literacy was not generally addressed within teachers’ lesson plans.  As already indicated in section 1.3, a comprehensive learners support structure needs to be implemented for learners, which will include the development of individual learner plans i.e. plans which detail targets for each individual’s learning, taking account of their learning needs and which are agreed with the learner. Lesson planning will need to take account of individual learning targets. This planning will need to take place in a collaborative and cross-curricular manner to implement the system of individual learner plans effectively.

 

Curricular materials and resources were well prepared and used effectively by the teaching staff and some very good resource materials relevant to the subjects being taught were being used appropriately.  The classroom environments and the centre generally were word-poor rather than word-rich.  The development of a print-rich environment throughout the whole centre is needed to address the literacy needs of learners and support their learning. In this context, it is important that opportunities to display learners’ work, especially their written work, are availed of and maximised.

 

 

4.2 Classroom management and teaching methodologies

 

Good committed teaching was observed during the evaluation.  Various teaching methodologies were used including whole class and individual one-to-one attention and support.  Given the poor attendance, one-to-one or small group teaching tended to predominate.  Overall, a significant amount of individual support and attention was given to the learners, which was sensitive to their needs.  The delivery of the soccer training and coaching session was impressive with the learners being fully engaged in physical exercises and skill drills.

 

Very effective and creative use is made of computer software and resources available on the internet to enhance learning.  Teaching aids including ‘overheads’ were also used very effectively to deliver course material.  Learners were encouraged throughout to engage in active learning, and effective use of questioning was seen to support learning.  Good examples of portfolio work were seen, for example, in Junior Certificate Art, Craft and Design, which drew on the learners’ own interests and developed learners’ skills in their exploration and development of a particular theme.  This is important as, given the emphasis on preparing the learners for the Junior Certificate examinations, there can be little opportunity for the individual interests of the learners to be taken into account.

 

Good rapport was observed between the teaching staff and the learners.  The learners were most engaged in the soccer coaching session, and were highly motivated.  Discipline both on the playing pitch and in the classroom was consistent, firm and well maintained.  Lessons were conducted in a relaxed yet purposeful atmosphere and learners’ efforts and achievement were encouraged and affirmed.  However, some learners proved difficult to engage and manage in lessons and were easily distracted.  The learners tended to be more cooperative and focused in lessons when a sports tutor was present.  It is recommended that the centre should consider the opportunities for a sports tutor to work alongside a teacher in some elements of the academic programme where appropriate. As part of a strategy to emphasise the importance of the academic programme, it is recommended that while in the classroom learners should be required to wear tracksuits as a suitable alternative to the wearing of soccer attire. 

 

While literacy is addressed throughout the centre’s curriculum, the focus on examination subjects and the preparation of the learners for examination limits opportunities to address literacy in an effective way.  Functional literacy tasks were incorporated into some lessons; overall, however, the integration of literacy and numeracy across the whole curriculum could be improved.  The centre has developed a policy statement on literacy and numeracy which needs to be fully implemented.  It is recommended that the centre prioritise the implementation of its literacy policy and engage in integrating functional literacy into all the learning activities/programme, including its sports programme, and that the centre policy on literacy and numeracy is kept under review.   

 

4.3 Assessment of learners’ progress

 

Formative assessment strategies used by the teaching staff include the effective use of questions, worksheets, checklists, practice examination questions, and classroom observation to monitor individual learning and the effectiveness of the teaching approach being used.  Summative assessment strategies used include tests, worksheets and the State examinations. Literacy and numeracy is assessed informally.

 

While staff have a good sense of individual learners’ abilities and progress, learners’ progress is not monitored and documented in a consistent and systematic manner.  It is recommended that such monitoring and recording  be undertaken as a matter of priority and that the information be used to advise learners’ of their progress in the context of their individual learner plans with an emphasis on encouraging them to take ownership of their learning.

 

4.4 Outcomes and standards

 

Learners are happy with the centre’s programme.  During the focussed interview with the learners, it was stated that some ‘would not change anything’ in the programme.  While one learner has soccer ambitions, most of the learners say that they would like to do an apprenticeship.  Six learners sat the Junior Certificate in the centre for the first time in 2006.  Fourteen learners achieved a distinction in FETAC Level 4 Information Technology Skills.  Five learners gained FETAC credits in Communications, six learners gained credits in Mathematics and eight learners gained credits in Personal Effectiveness.

 

Of fifty learners who went through the centre in 2005/2006, fifteen went on to employment and one went on to further education.  The majority of learners tend to stay with the centre for a number of years and while this gives them much needed continuity and stability in their lives, the centre programme needs to be proactive in preparing the learners for the world of work.  Learners are not formally tracked after they leave the centre.  It is recommended that a database of learners’ destinations after they have completed the centre’s programme be developed and maintained.

 

Through the sports programme, the centre makes a substantial difference to young men who attend the centre, especially in character building and in developing their self-confidence.  As one learner expressed it ‘ the centre has helped me a lot’.  The learners have the opportunity to achieve Football Association of Ireland coaching certificates ‘Kick Start’programme.  However, they do not tend to avail of opportunities to use this knowledge. The sports programme has been limited to in-house practice and play.  The opportunity to develop a Youthreach soccer team which would play friendly matches with other schools and centres for education who have similar sports/soccer programme, could be considered.  This would contribute to the further development of the learners’ social skills as well as bringing a focus and purpose to the soccer programme.

 

 

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 co-ordinator and teaching staff, together with the CEO and AEO of Dun Laoghaire VEC, at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

Published June 2008

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

Area 1   Observations on the content of the inspection report     

 

Sportsreach is a joint project between Dún Laoghaire VEC and the Health Service Executive.  The programme had its origins in a sports and cultural youth development programme established by the Eastern Health Board and this is very much reflected in the ethos of the current programme.

 

The sports element of the programme delivered in Sportsreach has had a positive impact on the development of learners.  This point has been further articulated in the response to the Evaluation Report from the HSE which has been forwarded to the Department of Education and Science.

 

The positive feedback in relation to the commitment of staff and management of the Centre and their efforts to promote positive experiences for learners is welcomed by the Centre

 

 

 

 

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 VEC and the Centre have agreed to retain Sportsreach as the Centre name, as it was felt this reflects the purpose and ethos of the Centre

 

A Board of Management for the Centre has been formed and the first meeting is due to take place in June 2008

 

Under the Special Education Needs Initiative a number of measures have been put in place to support learners in the Centre including the assignment of a keyworker to mentor learners, the profiling of learners using the Wheel and the development of Individual Action Plans and Individual Learner Plans

 

Staff meetings are held on a monthly basis and minutes are maintained

 

The VEC and HSE are currently in discussions regarding the employment of an Education Resource Person to co-ordinate curriculum review and development in the Centre.

 

Department of Education and Science Child Protection Guidelines have been adopted by the Centre, the Centre Co-ordinator is fulfilling the role of Designated Liaison Person, and staff training on Child Protection Guidelines is being planned for Summer/Autumn 2008. 

 

Preparation for work experience forms part of the work undertaken with learners by the keyworker and work experience placements have been sourced with local businesses for a number of learners.  Local businesses provide some sponsorship to the Centre for sportswear and equipment.

 

A Learner induction programme has been put in place in the Centre in line with the Dún Laoghaire VEC FETAC Quality Assurance Scheme. 

 

A Staff induction/development programme has been put in place in the Centre in line with the Dún Laoghaire VEC FETAC Quality Assurance Scheme.  This included the delivery of a number of sessions in relation to the Fair and Consistent Assessment of Learners and the role of the tutor in FETAC Quality Assurance.  Tutor Training is planned for Autumn 2008 on the integration of literacy across the curriculum.

 

Under the Quality Framework Initiative, the Centre has undertaken Internal Centre Evaluation on eighteen of the Quality Standards, and plans are in place to evaluate the remaining nine Quality Standards in September 2008.  The Centre will engage in preparation of a Centre Development Plan in 2009.

 

Tutors retain roll books for each teaching session, and Schemes of Work are retained in the Centre.

 

Water Sports activities for learners have been planned for Summer 2008