An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

 

Evaluation of Centre for Education

REPORT

 

 

Laois Youthreach Centre

Harbour Street, Mountmellick, County Laois

 

Date of inspection: 31 May 2007

Date of issue of report: 21 February 2008

 

 

 

 

1 centre context and ethos

2 quality of centre management

3 quality of centre planning

4 quality of teaching and learning

5 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 Laois Youthreach, Mountmellick. 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 inspector held pre-evaluation meetings with the director of the centre and with the teaching staff. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspector also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspector conducted interviews with the Chief Executive Officer (CEO) of County Laois VEC. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the director and staff of the centre.  The board of management of the centre 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

 

Laois Youthreach Centre is located in the town of Mountmellick in the Old Vocational School.  The centre was established in June 1990 with twenty-five places.   The number of places currently available is fifty and learners travel from all over Co Laois.  Although the enrolment policy of the centre ensures equality of access, there are currently no young people from the Travelling Community enrolled.  The building in which the centre is situated was once a Vocational School, and the premises is ideally located in an easily accessible site and in grounds that are well maintained. 

 

The centre seeks, through the Youthreach programme, to provide a participant-centred programme that encourages students and teachers to develop their talents fully and to enable all to explore and develop their potential in a challenging and safe environment.  It offers early school leavers a variety of learning opportunities and qualifications including Further Education and Training Awards (FETAC) modules at level 3, Junior Certificate and Leaving Certificate Applied (LCA) programmes.  Work placement is organised and learners also avail of a Summer Programme during June and July.

 

1.2 Distinctive character and atmosphere

 

There is a strong focus on the holistic development of the learner and the centre’s mission statement is underpinned by clear aims and objectives.  One of the centre’s stated aims is “to allow young people to make realistic decisions about their future while pursuing a challenging and varied programme of activities”.  Many of the learners interviewed during the evaluation endorsed this aim and were strong in their support of the efforts made by centre personnel to make the Youthreach experience as relevant and meaningful as possible for the learners.  The curriculum provided seeks to balance academic and vocational learning needs with the appropriate social and personal development of each learner.  The centre has been designated as a Health Promoting Centre by the Health Services Executive.

 

Throughout the centre, there is an emphasis on recognising and rewarding achievement and the director and teaching staff have realistically high expectations of the learners in terms of behaviour and the acquisition of skills and knowledge.  The characteristics of individual learners are valued and flexible arrangements are made to take account of individual needs.  Activities take place in a positive, stimulating and structured environment.   The centre was painted recently throughout and rooms are bright and clean.  Staff could now avail of this opportunity to re-create a more print-rich learning environment through the display of books, posters and other relevant materials that would focus on literacy and numeracy in each classroom.

 

1.3 Supports for learners

 

Overall, the centre provides high quality, effective supports for learners. These supports are put in place by committed, caring staff members who seek to maximise the value of the Youthreach programme for the learners.  There is an excellent, well-resourced canteen where breakfast and hot lunches are available.  Transport is arranged so that learners can access the centre readily.  There is an on-site crèche which offers full-time childcare to young parents who participate in the programme. Each of these supports adds significantly to the accessibility of Laois Youthreach.

 

Attractive, comprehensive handbooks have been prepared for learners and for teachers.  This excellent practice is commended.  These handbooks are used to ease the induction of new learners as part of the centre’s induction programme, and to reinforce the centre’s philosophy for existing learners.  Among the topics covered during the initial induction programme are the centre’s procedures and policies on alcohol and drugs abuse, weekly allowances, health and safety, courses and activities on offer, and general rules and regulations. The induction period is particularly effective for learners who enrol at the start of the academic year.  However, because the centre operates a system of rolling admission, new learners join at various times during the year.  It is recommended that staff would consider how best to extend the induction programme to these learners, given the significant value and benefits of the programme to learners. 

 

An initial interview is held with learners, and their parents/guardians if the learner is under eighteen, before enrolment.  Meetings are also arranged with parents, as required, both during and after centre hours, to deal with behaviour management issues.  Some challenges remain for the centre in relation to the involvement of parents in the education of learners under compulsory school attendance age.

 

The centre has begun to develop a profiling WEB for each learner.  Key workers have been assigned to all learners as a means of developing good relationships between staff and learners, and as a means to involve learners in their own assessment and in the development of their educational plan.  While much valuable progress is being made in this area, it is recommended that specific individual education plans based on the assessed needs of each learner would be developed as a matter of priority.

 

Counselling is offered to all learners, and one-to one sessions are made available to learners upon request.  Learners reported that this support service is particularly beneficial to them.  However, counselling support is only available on a part-time basis four hours per week.  It is recommended that internal centre management in conjunction with the VEC review this level of support with a view to extending the number of hours available to the centre.

 

The CEO takes a keen interest in attendance rates of learners in Laois Youthreach and attendance is closely monitored on a daily basis. An attendance database is maintained.  Overall, attendance is good but with some exceptions, notably on Fridays.  Learners sign in each morning, and they are required to notify the centre if absent.  Student mentors contact parents/guardians when absences are not notified in advance.  Meetings are arranged with learners whose attendance is poor.    Most class teachers call a roll and record attendance in a standardised roll book.  It is recommended that this system be used in a consistent manner for all classes and subjects.

 

The centre has set up a Student Council with two representatives from each of the four groups of learners.  This provides a useful forum for learners to discuss pertinent issues, and to take an active part in the management of the centre. The centre was involved in the piloting of various materials for the establishment and running of Student Councils in schools and centres for learning. Council members meet once per term and minutes are maintained.  A designated resource person liaises with the council on a regular basis.  This is commendable practice.

 

1.4 Links with the community

 

The centre has established various links with several local agencies and service providers and these links help to promote a positive image of the centre and its learners within the local and wider Laois community.  A public relations officer within the centre liaises with the media to promote the activities of the centre.  Articles in local newspapers, in the Youthreach Newsletter and in the Leaving Certificate Applied Newsletter serve to highlight successes and achievements of learners and such activities are also showcased at the annual Open Day to which parents are invited.  The centre has succeeded in establishing good relationships with the local primary and post primary schools and these relationships are strengthened by the centre’s policy on age of admission to Youthreach.  Only applications from learners who are at least fifteen years old are considered for enrolment. 

 

The centre also has contact with the Gardaí, the Juvenile Liaison Officer, the National Educational Welfare Board (NEWB), and the National Educational Psychological Service (NEPS).  Such links facilitate referrals to the centre and also provide effective support for learners. As part of the LCA programme, learners are assisted in undertaking work experience, and the centre reports that good relationships exist between centre personnel and local employers.  Useful links have also been developed with the Community Arts Officer, Laois County Council Community Enterprise Officer and Mountmellick Development Association.  The centre maintains close contact with parents especially in relation to attendance.  Home visits are undertaken when necessary.  There is scope for the centre to further develop opportunities to work collaboratively with parents.  The existing links with parents and the local community could be significantly enhanced through the establishment of a Board of Management which could include representatives from relevant stakeholders including parents, and local business and industry.

 

 

2 quality of centre management

 

2.1 Role of VEC  

 

County Laois VEC is commended for the level of interest and active support provided for Laois Youthreach.  The Chief Executive Officer (CEO) is thoroughly familiar with the work of the centre, with its successes and with the various challenges it faces.    The proactive role taken by the CEO in overseeing its operation is laudable.   At the time of the evaluation, the post of Adult Education Officer (AEO) was vacant and a new appointment was imminent.   Notwithstanding this vacancy, there is effective and regular communication between the centre and the VEC.  The director of the centre attends regular management meetings with the CEO and with principals of other VEC schools and centres for education in the area. Policy development in the centre is assisted through a range of relevant VEC policy documents and guidelines.   The VEC management is aware of and complies with the Vocational Support Services Unit (VSSU) procedures regarding Youthreach.  Appropriate procedures are in place regarding both pay and non-pay budget allocation and expenditure.  The CEO is acutely aware of the on-going need for staff development and training and ensures that staff has access to both national and locally provided professional development programmes.  The centre’s premises are excellent and there is an effective maintenance programme in operation.  

 

2.2 Internal centre management and administration

 

Laois Youthreach centre is managed and administered in a professional and competent manner and it is evident that the provision of a broad and balanced programme for learners is a central aim of the coordinator.  Systems are established and implemented in a methodical way and as a result the centre operates efficiently on a day-to day basis.  It is evident that the learners and staff hold the coordinator in high esteem.    There is strong secretarial support provided to the coordinator on a full-time basis, and this practice is commended.   Specific duties have been delegated to the team of three resource persons, each of whom is a full-time member of staff.

 

2.3 Organisation of the curriculum

 

In line with VSSU guidelines, a master timetable for the centre is provided to the VEC at the start of each year.  This allows for planned and structured organising of the curriculum and of the work of each teacher, and learners are clear about how their various subjects are organised in advance.   The centre is to be praised for its rationale in structuring the timetable with a view to maintaining the motivation and interest of the learners.  This is evident in the provision of the academic programme in the morning and a range of leisure and recreational activities (including photography) in the afternoon.

 

The range and suitability of curriculum on offer is a particular strength of Laois Youthreach.  The centre clearly provides both a foundation and a progression programme for its learners.  It offers three specific programmes. The foundation programme incorporates FETAC Level 3 for learners at Transition Year (TY) level, while its progression programme includes the provision of Junior Certificate (JC) and Leaving Certificate Applied (LCA).  An ‘Equal Skills’ progression programme based on FETAC certification is provided for those learners not doing either the Junior or Leaving Certificate programmes.  New entrants in TY are interviewed and they are offered the programme that best suits their needs, their previous level of education and their stated goals.  A foundation programme provides access to FETAC accreditation and learners in this group study a range of vocational and academic courses including Computer Literacy, Pyrography, Mathematics, Craft/Woodwork, Art, Digital Photography, Communications, Health and Fitness, and German.  Modules are also offered on Health and Fitness, Work Orientation, Consumer Awareness, and Lifeskills.  Curriculum on offer at JC level includes English, Mathematics, Civic, Social and Personal Education (CSPE), Art, Materials Technology (Wood) and Home Economics.   The LCA programme offers Social Education, English and Communications, German, Mathematical Applications, Community Care, Office Administration and Customer Care, Information and Communications Technology (ICT), Gaeilge Chumarsáideach, Vocational Preparation and Guidance, and Art.

 

It is centre policy that all learners participating in the FETAC programme must participate in three weeks work experience throughout the year.  Learners participating in LCA must sample four work placements over the two years of the programme.  Policy documents clarify the aims and objectives of work experience and relevant procedures are addressed. Placements are secured with the assistance of the work experience co-ordinator and records of learners’ attendance and performance are maintained.  The timetable is organised in a manner that maintains learners’ interest and motivational levels.  Academic and vocational curricular areas are provided in the forenoon and recreational and life skills activities are provided in the afternoon.  Overall, there is a good balance between vocational and academic programmes available and a suitable range of programmes is provided to improve life skills of learners and their self-esteem.  Programmes are also provided that focus specifically on behaviour modification and through which learners develop the skills and competencies to interact in a socially acceptable manner with their peers and in wider society.

 

All learners (excluding LCA2) are timetabled for Social, Personal and Health Education (SPHE) classes based on an experiential, collaborative approach.  These classes are among the particular strengths of the programme available in the centre. Staff members have availed of the in-service and support provided by the Post-Primary SPHE Support Service.  The SPHE programme builds on what the learners have previously learned in post-primary school.  It is a carefully planned, well-resourced programme, delivered in a flexible manner to address the learners’ needs and choices.  Important areas of SPHE including relationship and sexuality education, physical health and nutrition, substance use education, emotional health, and communication are addressed in a systematic and integrated manner. The programme content is worked out at the beginning of the year in collaboration with the learners and their choice of topics to be covered is taken into account. 

 

2.4 Staff deployment

 

The centre has a well-qualified staff, many of whom have worked there for more than five years.  The combination of suitable qualifications and long-term stability of staff provides for both continuity and the effective delivery of the Youthreach programme.  Although the staff combines full-time and part-time personnel, the deployment of teachers has given rise to high staff morale, and the self-esteem and expectations of staff are also bolstered by an active approach to continuing professional development (CPD).  CPD courses attended in the recent past include ICT, Positive Behaviour Management, Co-operative Learning, Circle Time, Guidance and Counselling, SPHE, Group Work and Facilitation Skills, Certificate Teaching Skills Initiative, Curriculum Studies, and Health Promotion. Many of these courses are accredited at Certificate or Diploma level.  When gaps in provision or staff expertise are identified, management seeks to ensure that appropriate additional training is provided for.  Members of staff are commended for their efforts to update their skills and knowledge in key areas relevant to learners.

 

2.5 Accommodation and resources

 

One of the most notable features of the centre is the quality and suitability of the accommodation.  The premises are readily accessible and maximum use is made of all available accommodation in implementing the programme.  The woodwork and ICT facilities are particularly notable and there are superb canteen and kitchen facilities.  The building is owned by Laois VEC and was built in 1966.  Some sections of the premises are shared with the Post Leaving Certificate (PLC) course and the Back To Education Initiative (BTEI).  There is also an on-site crèche.   The building and grounds are maintained to very high standards.  Outside, there is adequate space for safe parking, and for recreational activities.  There is an up-to-date safety statement in place and deficiencies with regard to health and safety are identified and reported.  Planned improvements include the provision of a ramp for disabled access, the development of a football area in the playing field, and the refurbishment of the basketball court.   There is a plentiful supply of material resources to support teaching and learning and the centre is well supported by the VEC in this regard.  To facilitate the effective implementation of the Health and Fitness FETAC module, it is recommended that the centre liaise with VEC management with a view to using local sports facilities.

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

The centre has a well-organised system of strategic planning and is currently in the final year of its 2004-2007 development plan.  Laois VEC has approved actions outlined in the plan and management has made a commitment to provide the necessary supports to enable the centre to achieve the goals set out in the plan.  As the plan is now due for review, the staff has an opportunity to evaluate its implementation and its impact.  Some objectives, such as those concerning the development and implementation of individual education plans for learners, were not met within the targeted timeframes and it is recommended that these be reviewed as a matter of priority. 

 

The issue of child protection was discussed with the management of the centre. Evidence was provided to confirm that management and staff have taken appropriate steps to develop 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 management of the centre has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of these Department of Health and Children guidelines.

 

3.2 Planning process

 

The centre was included in the original pilot Quality Framework Initiative.  All staff, students, the CEO, and some community representatives were involved in developing the Centre Development Plan 2004-2007.  As a result, a culture of planning exists and the centre is well experience in this regard.  The current plan sets out policies in both organisational and curricular areas and aspects for development are prioritised.   In the current year, a Student Induction Pack has been compiled.  The centre has also developed a Health Promotion policy.  The strategy document covers the period 2006-2009.  It is carefully laid out, with clearly stated actions and tasks.  Further priorities have also been identified and these are linked to an agreed timeframe.

 

3.3 Implementation of plan

 

Action planning is undertaken as a central part of the planning process and to facilitate the strategic implementation of the plan. The centre plan distinguishes between those actions that are to be implemented annually, and those that span the three-year term.  It is evident that significant efforts have been made by staff to put into action the various aspects of the plan and to meet the stated deadlines for implementation. 

 

Planning meetings are held regularly, and minutes are kept.  Team meetings are held on a weekly basis with the director and resource persons. These meetings deal with day-to-day management issues, general administration of the centre, and planning for the summer programme. Staff meetings are held with the whole staff twice per term and minutes of these meetings are maintained and circulated to all staff.  An internal email system has also been set up as a means of communicating frequently and directly with staff.    As a result of internal reviews, all programmes are now evaluated quarterly using evaluation templates with the learners.  Each teacher also reviews their own programme annually and copies of these reviews are submitted to the coordinator.  The coordinator conducts performance management reviews three times annually.  All teaching and non-teaching staff are involved in this consultative process and written records are maintained.  This is an example of very good practice in relation to the implementation of the centre plan.

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

All teachers prepare a yearly programme of work and copies of these are lodged with the coordinatot.  For the FETAC modules provided, the relevant module descriptors are followed and teachers are familiar with the content of these.   During the evaluation, most teachers presented evidence of focused short term planning.  A standard template is used throughout the centre for weekly lesson plans.  These templates help teachers to focus on objectives for the lesson, content to be taught, methodologies and resources.  The lesson plans are also dated.  The use made of these templates varies, and it is suggested that all teachers would adopt them, or a similar method, as a system of short-term planning.  The timetabling of subjects is appropriate.  Generally, lesson periods are forty-five minutes long, with double periods provided for practical subjects.  The learners are facilitated in doing homework through the provision of additional computers set aside for the learners’ own use. The centre’s programme is enhanced through collaboration with the HSE through their provision of centre’s smoking cessation programme.

 

4.2 Classroom management and teaching methodologies

 

The teachers are commended for the caring, respectful manner in which they relate to learners.  As a result of their commitment and understanding of the needs of the learners, there is a general atmosphere of collaboration and co-operation among staff and learners.  This good rapport leads to well-ordered discipline throughout the centre.  Teachers generally deal effectively with behaviour management issues that arise.  

 

A wide variety of teaching methodologies was observed during the evaluation, and there is evidence of a range of effective approaches being used.  Very good practice including whole class teaching, group work, collaborative learning and individual learning was observed in many classrooms.  In general, teachers had access to and made effective use of a wide variety of suitable materials and resources to make their lessons relevant and interesting to the learners.   In some classrooms, flipcharts, worksheets, and good questioning techniques were used effectively to stimulate discussion and to reinforce concepts taught.  Some very good practice was observed at the conclusions of lessons, where the teacher sought to establish whether learners had understood and assimilated the main content taught.  A good range of tasks and practical activities are provided for learners to encourage them to think for themselves and to solve problems.  Project work, both individual and collaborative, is used in many classes as a means of honing learners’ research and ICT skills.  The SPHE programme is delivered in an effective manner through an experiential facilitated approach by team teaching.  During the evaluation, very good practice including the development and use of ground rules for the class was observed in the delivery of the SPHE programme.  The programme is reviewed with the learners at Christmas and at the end of the year. Portfolios of work covered are maintained.  It is recommended that the learning documented in the portfolios is also reviewed at the end of the term and end of the year, and that this review is incorporated into the overall review of the programme.   It is also recommended that the SPHE programme be made available to learners in LCA2.

 

In a minority of classes, there is scope for development regarding classroom management styles and teaching methodologies.  It is recommended that structure and pace of some lessons be adapted to take closer account of individual learning styles and greater efforts be made to match work to learner ability with particular reference to attention levels and receptiveness of learners.   Teaching methodologies require adaptation where learners display a lack of interest in the subject matter.  Team teaching and peer observation are an effective and supportive means of viewing alternative methodologies and classroom management styles.  Some teachers in the centre already engage in this practice, for example, in SPHE, and it is recommended that it be considered by others. 

 

There is a commitment in the centre development plan to prioritising literacy and numeracy and to integrating literacy and numeracy with all aspects of the programmes taught.    Teachers are commended for their willingness to undertake CPD in this area.  All teachers have attended worthwhile and informative CPD on integrating literacy and have availed of literacy awareness training provided by the VEC and by organisations such as NALA and WIT.  While some good examples of such integration were observed during the evaluation, a whole centre approach is required to ensure that policy in this area is implemented consistently and effectively.  It is recommended that the impact of the professional development be monitored on an on-going basis with a view to adjusting teaching approaches and assessment of learner progress on an individual basis, as required.  Focused, progressive support is provided on a withdrawal basis for individual learners with reading difficulties.  Resource materials used in these lessons are age-appropriate, and teaching methodologies motivate learners and foster self-esteem. 

   

4.3               Assessment of learners’ progress

 

Some very good practice was observed in the monitoring of individual learners’ progress by teachers.  The information gathered is used to inform further planning and provision.  Much useful information is gathered through the regular use of teacher observation, worksheets, and written assignments linked to course content.  Some teacher-designed tests are used to monitor progress and portfolios and work samples maintained.  An initial assessment is carried out on each learner on enrolment.  Standardised literacy and numeracy tests are administered and other test instruments are used to help ascertain learners’ level of achievement.  The LCA guidelines on assessment are followed and systems are in place to monitor learners’ progress through the various key assignments linked to FETAC modules.  Some considerable progress has been made during the current year on introducing the WEB wheel as a method of learner self-assessment.  Mid term evaluation are conducted annually and learners meet with their mentor and the director to discuss their progress.  A written report is issued at Christmas and comments are included regarding completion of specified assignments, learner application in class and attendance.   Some teachers formally evaluate the quality of assignments completed and work presented.  It is recommended all teachers would include such evaluative comment in their reviews.   It is also recommended that individual learner progress in literacy and numeracy would be monitored and recorded on a systematic basis.

 

4.4               Outcomes and standards

 

The centre is commended for the extent to which it provides for the formal certification of learners’ progress coupled with the development of self-esteem and life skills.  During the evaluation, learners voiced their praise for the centre and acknowledged the opportunities it provides for them both educationally and socially.  In particular, learners in JC and LCA groups were clear about their goals and about their plans regarding progression through and after Youthreach.  The mentoring system in the centre ad the formal reviews held with the coordinator help learners to maintain their focus on personal goals.  Learners stated that they feel valued and respected by staff.  Staff members are commended for their efforts to maintain high expectations of the learners and for their encouragement of learners to have high expectations of themselves. 

 

 

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 coordinator and teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

Area 1   Observations on the content of the inspection report     

 

Youthreach Mountmellick acknowledges this report as a fair assessment of our Centre.  We are pleased that it recognises the hard work and commitment of all staff, and the proactive role of the CEO, in helping make the Youthreach experience as meaningful as possible for learners so that they reach their full potential.  The recently-appointed AEO will continue to support the Centre so that it can maintain the high standards achieved.

 

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.