An Roinn Oideachais agus Scileanna

Department of Education and Skills

 

Evaluation of Centre for Education

REPORT

 

Youthreach Centre

Lower Glentworth Street,Limerick

 

Date of inspection: 17 December 2008

 

 

 

 

Evaluation of centre of education

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 centre of education

 

The Youthreach programme in Limerick City is provided under the auspices of the City of Limerick Vocational Educational Committee (CLVEC).  The programme is directed at unemployed early school leavers aged 15-20 years.  It offers 125 placements.  There are three Youthreach centres in the city: the Youthreach centre in the Municipal Technical Institute, O’Connell Avenue, the Youthreach centre, Lower Glentworth Street, and the Northside Youthreach centre, Watch House Cross, Moyross.  The Youthreach centre in the Municipal Technical Institute (MTI) provides 75 placements and is the largest of the centres.  The centres in Lower Glentworth Street and Moyross each offer twenty-five placements.  The Inspectorate, Department of Education and Science, conducted the evaluation of the CLVEC Youthreach programme in the three centres.  A separate report on the findings of the respective evaluations of the work of each centre has been compiled.  Section 2.1, Role of VEC and Board of Management, is common to the three reports. The board of management 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.

 

This report has been written following an evaluation of the Youthreach centre, Lower Glentworth Street, Limerick.  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, interacted with teaching staff and learners in the centre, examined learners’ work and conducted interviews with a representative group of learners and a representative group of parents. The inspectors also reviewed relevant centre planning documentation and the tutors’ written preparation and conducted interviews with the CLVEC Chief Executive Officer (CEO) and Adult Education Officer (AEO), the Board of Management of the Youthreach centres, the Youthreach programme manager and the coordinator of the centre.

 

Following the evaluations of the three Youthreach centres, the inspectors provided oral feedback on the outcomes of the evaluations of the centres to the CLVEC CEO, AEO, the Board of Management, the Youthreach programme manager and the coordinators of the centres.  Separate meetings were also held with the coordinator and the staff of each of the three centres in order to provide oral feedback on the outcomes of the evaluation in their own particular centre. The management of each centre was given an opportunity to comment in writing on the findings and recommendations of their report. 

 

 

1.          Centre context and ethos

 

1.1        Context

This Youthreach centre is based in the Limerick Youth Service building in Lower Glentworth Street and operates alongside the Limerick Youth Service (LYS) and a Community Training Centre (CTC). It was established in the late 1980s with an allocation of 12 places in St. Martin's Centre in Thomondgate and 12 places in LYS. A 25th place was allocated to the centre with the greater demand. Following the closure of St. Martin’s Centre in 2002, CLVEC provided the LYS centre with an additional 13 Youthreach placements thus enabling it to cater for 25 learners.  19 learners are currently enrolled.  The LYS director sees the Youthreach programme as an initiative that complements the educational programmes provided by LYS.

 

1.2        Distinctive character and atmosphere

The Youthreach learners work and learn in a positive, supportive environment.  Management and teaching staff provide the learners with a safe learning environment where “young people can identify and move towards realising their potential through the development of relevant skills, knowledge and competencies”. The centre’s ethos responds to the learners’ educational, social and emotional needs to enable them to realise their potential and play a full and active role in society. The vision for the centre is to educate young people who will be respectful and confident with a positive attitude.  The learners are encouraged as individuals and the delivery of the centre’s Youthreach programme is participant-focused. 

 

1.3        Supports for learners

Learners have access to well-established and effective support services and systems.  The personnel involved are experienced, committed and responsive to continuing improvement in this support. The Youthreach coordinator and two resource staff act as keyworkers to the Youthreach learners.  The learners are organised into two small class groups, Junior Certificate one (JC one) and Junior Certificate two (JC two).   This arrangement provides tutors with the opportunity to know the learners well.  Efforts are made to integrate literacy in all classes.  

 

The learners have access to a FÁS advocate, counsellor, youth worker and two youth drugs workers.  The FÁS advocate is employed by LYS and works with the learners on an individual referral basis from the Youthreach coordinator. The advocate is working on a career inventory for each learner and liaises closely with local support agencies and with local employers on their behalf.  The counsellor is employed by CLVEC and maintains close contact with the centre.  Personal one-to-one counselling sessions are available to the learners. This allocation is shared on one day per week with the FÁS learners in LYS.

 

The youth worker works with all learners in the Limerick Youth Service including the Youthreach learners.   The position of the youth worker is funded by the Special Projects for Youth (SPY) programme established by the Department of Education and Science and is now overseen by the Office of the Minister for Children and Youth Affairs. At the time of the evaluation two youth drugs workers were about to commence working with Youthreach learners on both group and individual levels.  They were appointed by Limerick Youth Service in October 2008 and are funded by the Mid-West Regional Drugs Task Force.  Their brief is to work with learners in both the CTC and Youthreach programmes.

 

The regular attendance of the learners is actively promoted and a number of strategies are in place to encourage better attendance.  An average attendance of 71% was achieved in the days immediately prior to the evaluation visits.  Learners’ attendance is constantly monitored and records of their attendance are filed and stored. They sign in every morning and sign out every evening.  The coordinator makes regular contact with parents, guardians and local agencies in order to follow up on learner absenteeism and to support better learner retention.  Youth workers in the feeder communities are also contacted by the coordinator if learners have attendance issues.

 

A points system is in operation since September 2008 to encourage punctuality and attendance. Each teacher completes the relevant sections in an Excel file and transfers information to the master file that is maintained in the office.   References are made to best practice at class meetings and voucher awards are presented monthly for "Achiever of the Month" and "Most Improved Learner". The results are publicly displayed and parents are informed by letter of the success of their child.  Reports indicate that the system is working very satisfactorily to the learners’ benefit and on many levels including behaviour, participation, academic progress and attendance. It has helped to create high expectations and a level of competitiveness and responsibility among learners.  It was also reported that management intends to appoint an attendance officer.

 

Efforts are made to deliver interesting and dynamic programmes that engage learners who are consulted regularly in this area.  Many life skill programmes are undertaken, including drug awareness, drama, Gaisce awards, Safe Pass and Security Training FETAC Level 4, New Media Institute Film Camp FETAC Level 3, Strengthening Families, Civic, Social and Political Education (CSPE) and Social, Personal and Health Education (SPHE).  These programmes enhance learner self-esteem and afford the young people opportunity to openly discuss issues, promote team work and participation as well as introducing new skills.

 

Advance consultation and planning with learners ensured a comprehensive summer programme in June and July 2008 under the guidance of three staff members. Activities included a variety of workshops - drama, art and graffiti, song writing and rap, video expression, drug awareness, driver theory preparation - together with bowling, soccer, treasure hunts, cinema trips and a daytrip to Salthill.

 

Although no formal meetings are held with parents, communication and regular interaction are actively encouraged.  The parents interviewed as part of the evaluation process were not in favour of formal parent-teacher meetings as they have immediate access to the coordinator and staff members.  Alternatively, parents telephone to make appointments to meet with the coordinator to discuss learner progress.  They were very complimentary of the centre and were of the opinion that the learners in the centre are more fully supported than in mainstream school.  Biannual reports regarding learner progress are forwarded to parents and guardians.  Consent forms are sought for trips and learners, parents and guardians are contacted by group texts informing them of upcoming events.  Parents and guardians are invited to the Limerick Youth Service annual Christmas Fair and HB Down Syndrome Ice Cream Party.

 

There is a youth café, the Lava Java youth café, on the lower ground floor of the LYS building.  Learners have access to the café outside of Youthreach attendance time.  It provides the youth with a suitable meeting place and supports the development of learner socialisation skills.   Hot snack food is available each morning for learners in the breakfast club.  There is room for further development of this resource.   Meal times are an important means of enabling the learners to mix and bond both with each other and with their tutors.  It would be very beneficial if learners could become involved on a rotational basis with food preparation.  Healthy eating could be promoted by providing learners with a selection of fruit, yoghurt and other such produce and linking with the home economics module.  Opportunities could be exploited for music listening and/or structured discussion around current affairs and newsworthy events under the supervision of members of the teaching staff. 

 

1.4        Links with the community

LYS has a strong identity in the community and by virtue of the Youthreach centre’s co-location with LYS, this association has contributed significantly to the development of effective links for the centre with a number of youth programmes and support agencies from the statutory and voluntary sectors.  LYS also distributes an attractive and detailed information brochure among the wider community in which there is reference to the Youthreach centre.  However, during interview, parents expressed the opinion that the Youthreach profile could be further enhanced in the community.  Articles in local newspapers and local media could serve to highlight the successes and achievements of learners.  In addition, such activities could be showcased at an annual Open Day.

 

The centre staff has developed close working relationships with local post-primary schools.  Youthreach forms are sent to these schools and  referrals regularly come from the principals. Regular contact is maintained with youth workers, Garda diversion projects and juvenile liaison officers, HSE personnel, homeless groups,  Sláinte,  residential units, HSCL schemes, NEWB and VTT personnel.  Further links with local third-level colleges, access programmes, PLC programme providers, LCVP, JCSP and LCA programme coordinators could be established. 

 

An Employers Night was held in October 2007 when Youthreach staff and learners attended but, in general, the centre has intermittent links with the business community. This matter should be addressed. The business community is a vital contact and asset in providing employment opportunities for the learners. An essential but absent component of the centre’s formal programme is work experience.  Learners should be afforded an opportunity to experience different areas of work placements and work shadowing so as to develop an insight into the world of work.  This supervised experience is a very positive enabling factor for learners towards making positive and constructive decisions regarding their future options and lives.

 

 

2.          Quality of centre management

 

2.1        Role of VEC and Board of Management

The leadership role of the CLVEC in the management of the centre is best understood by reference to the management structures that are in place to support the CLVEC Youthreach programme.  The CEO, CLVEC, has ultimate responsibility to ensure that the three Youthreach centres providing the programme are managed effectively.  The CEO maintains an active personal interest in the operation of the Youthreach programme in the three centres and is kept informed by the Adult Education Officer (AEO), with whom the CEO has a close working relationship.  The AEO manages the City of Limerick Adult Education Service, which has responsibility for the delivery of the Youthreach programme to early school leavers in Limerick City.  The daily management of the individual centres is delegated to a centre coordinator in each case.  

 

In September 2007, CLVEC created a new management position, the Youthreach Programme Manager, to support the development and expansion of the programme.  The programme manager reports to the AEO and has responsibility for the overall management and integration of Youthreach provision across the three centres in the city.  The role of the programme manager includes membership of the CLVEC Adult Education Service Management Team and responsibility for managing and developing the Youthreach brief in ways that ensure its integration within the wider Adult Education Service.

 

The CLVEC Youthreach programme is also managed under the auspices of the CLVEC Adult Education Board, a sub-committee of the CLVEC.  The board includes representation from a range of stakeholders with an interest in the development of adult education, including the Youthreach programme in Limerick City.  The Youthreach programme manager formally reports to the board annually and members are kept up to date on important developments in the programme by the AEO.

 

A board of management, which has overall responsibility for the three Youthreach centres, was established in June 2008.  The board of management is composed of four elected representatives of CLVEC, the CEO’s nominee, a staff representative from each of the three Youthreach centres, a parents’ representative and a representative of the Garda Síochána.  The programme manager is secretary to the board which meets at least once per term.  Minutes of all meetings are forwarded through the Adult Education Board to the CLVEC.  The CEO or AEO may attend any meeting of the board.

 

The multi-tiered management framework organised by CLVEC to support the Youthreach programme is commended.  The large reservoir of experience and expertise available is a significant resource with which to maintain the development and realise the goals of the programme.  In this context, and as a means of supporting the new board of management, it is recommended that relevant training be organised for the members of the board to assist them in fulfilling their roles and responsibilities.  It is further recommended that efforts be made to encourage greater representation of parents on the board and that consideration be given to inviting representatives of the Youthreach learners to join the board of management.  The practice of issuing an agreed report to the staffs of the three Youthreach centres following board meetings is advocated in order to maintain good communication with the staffs of the three centres.  The intended formal training in child protection procedures for the personnel of the three Youthreach centres should be provided.

 

The programme manager keeps in close contact with the three centre coordinators.  Management meetings are organised at regular intervals to facilitate strategic planning.  A corpus of generic CLVEC policies has been provided to each centre in order to support best practices.  Each centre, however, does have licence to develop policies suited to its own particular needs.  The programme manager is available for advice in such matters.  Equally the support rendered by the programme manager has proved helpful in enabling the three Youthreach centres to agree common policies on, for example, admissions and the Code of Behaviour for Learners.  It is recommended that the common Admissions Policy be reviewed to include clear details about the time span and processing of the applicants on the waiting list.  It may be timely for CLVEC to consider the formation of a common pool of applicants on the waiting list for the Youthreach programme rather than having a waiting list for each centre. It is also advised that clear criteria be included in the common admissions policy to determine waiting list priority, with precedence being given to the most at-risk learners.

 

VEC senior management actively supports the engagement of the Youthreach centres with the Quality Framework Initiative (QFI) and recognises the importance of effective planning in maintaining the development of the centres.  The continuous professional development of staff is encouraged and facilitated.  The health and safety regulations that VEC management have put in place in the MTI Youthreach centre, O’Connell Avenue and the Northside Youthreach centre, Moyross ensure the safety of the premises for staff, learners and visitors in those centres. The Youthreach centre, Lower Glentworth Street, complies with the health and safety regulations that have been put in place by  the management of Limerick Youth Service for the building in which the centre is located.  In addition, VEC senior management promote the implementation of the procedures of the Vocational Support Services Unit (VSSU) in order to maintain uniform and high standards in the administrative practices in the centres.

 

The VSSU conducted an internal audit of the Youthreach programme in the City of Limerick VEC in November 2007 and the subsequent report was duly issued to CLVEC on 1 September 2008.  The report indicates that CLVEC has yet to acquire the approval of the Department of Education and Science (DES) for the two positions - curriculum development officer and research and evaluation officer - established from the allocation provided for the Youthreach and VTOS programmes in order to provide a specialist educational service across a number of CLVEC programmes. It is recommended that DES approval be sought for this initiative. The expressed intention of CLVEC in the VSSU report to raise with DES the appropriateness of the current stipulated length of the weekly and yearly training periods should also be acted upon.

 

2.2        Internal centre management and administration

A committed, dedicated approach to the management of this centre is evident.  The newly appointed coordinator is making every effort to build a strong team with the resource persons, teaching staff and learners and to maintaining an effective liaison with the LYS.   She is committed to maintaining a realistic vision for the centre, developing a secure and caring learning environment for learners and staff, and cultivating high curricular expectations of the learners.  The centre’s two resource persons perform both teaching duties and management tasks.  The coordinator and resource persons work well together as a team.

 

The coordinator manages the day-to-day running of the centre programme and reports to her line manager, the Youthreach programme manager. The coordinator facilitates consultation and maintains a degree of contact with parents and the wider community. She also teaches for fourteen hours per week. She identified the main challenges of her role as enabling young people in total crisis, managing a fair and balanced leadership role, completing the required paperwork and the non-availability of substitute cover for resource persons given the fact that the centre has a small number of staff.  Administrative support is available from LYS.  An additional and invaluable administrative support is the yearly placement of a student from Mary Immaculate College, Limerick which is sponsored by LYS. 

 

The core centre staff meets every morning to discuss and plan the day’s activities. The Youthreach centre teaching team meet on the last Friday of every month and minutes are recorded and retained. One staff member sits on the Youthreach board of management that meets at least once per school term.  All Youthreach staff attend staff meetings with CTC when necessary. 

  

The coordinator has completed a certificate in applied management provided by the Open Training College and is currently completing a postgraduate diploma in positive behaviour management provided by the Second Level Support Service (SLSS) and Trinity College Dublin.  Other courses and workshops accessed by staff include therapeutic crisis intervention provided by LYS, special education needs provided by CLVEC, CSPE and Mathematics in-service provided by CSPE and SLSS support services and the NALA certificate in integrating literacy.

 

2.3        Organisation of the curriculum

The curriculum on offer to the learners enables them to gain accreditation in seven Junior Certificate subjects at varying levels as well as some FETAC certification.   The subjects provided include English, mathematics, history, geography, art, home economics, food and nutrition and CSPE.  SPHE is timetabled for one class period per week for each of the two class groups.  Learning support and the European Computer Driving Licence (ECDL) modules are also timetabled.  Upon completion of their Junior Certificate examinations the learners can progress to the LCA programme that is provided by CTC.  

 

The centre staff make effective use of the resources and facilities available.  However, the variety and range of subject options are limited. The almost complete absence of practical subjects from the curriculum is a cause of concern for some learners.  The timetable does not reflect any science, language or practical activity such as woodwork, metalwork or engineering. Their inclusion would make the programme more accessible and relevant to learners. It is recommended that management review the current curricular provision with a view to meeting the needs of learners through practical, career-oriented subject areas.

 

ICT facilities in the centre are excellent. Youthreach learners are allocated a time slot in the computer room each week. They are encouraged to research assignment tasks such as CSPE action projects on the internet and have access to computer software. Youthreach and outreach staff have access to and regularly utilise educational websites and software and use ICT in their classrooms. There are computers, laptops, projectors, camcorders, and digital cameras in each classroom for learner and teacher use. Nine Youthreach learners have signed up to do an ECDL course with the FÁS e-College under the guidance of teaching staff.

 

Responsibility for learning support is shared between two tutors in the centre. The learners in the class group JC One, are timetabled for two learning support periods each week and those in JC Two are timetabled for five class periods each week.  A visiting tutor with specific post-graduate qualifications in special education who is attached to another programme in Limerick Youth Services is timetabled for two hours per week in the Youthreach centre. She assesses the learners using a literacy screening test and a visual discrimination test.  These initial assessments are complemented by the administration of a series of teacher-designed tasks and tests and the results are maintained centrally.  Specific learning support programmes were not operational during the evaluation - the visiting tutor had not been in a position to provide the support outlined in the timetable since September 2009 while learning support tutors were providing cover for absent colleagues or for impending appointments. It was the stated aim of the centre, however, that the results of assessments will inform the development of specific learning programmes to be developed in January 2009. Currently, the timetabled learning support periods are used largely to provide extra tuition in certain subject areas.  However, some time periods are used to provide extra class support in the areas of literacy and numeracy.  Learning support should be timetabled so as to ensure that the learners requiring most assistance receive targeted and intensive intervention which is monitored and reviewed at agreed intervals.

 

The notion that each member of staff would be responsible for the development of learner literacy skills was discussed at the post-evaluation meeting with the staff.  Further work is required on prioritising literacy and numeracy in all aspects of the taught programmes as an integral part of each curricular area.  Print-rich learning environments in classrooms, a whole-centre reading ethos, use of dictionaries, and greater use of magazines and newspapers would enhance learners’ literacy skills and could act as a motivational tool for learners experiencing literacy difficulties.  Best results will be achieved by developing an agreed whole-centre approach and implementing it in a systematic manner.

 

A scheduled timetabled guidance class provision and the development of a guidance profile for all learners would be beneficial in providing personal, educational and career guidance. Additional inputs on career paths and options could be included in the SPHE programme in order to facilitate the development of a more comprehensive guidance programme. An analysis to ascertain the needs of learners would further inform future guidance planning. The delivery of vocational preparation and guidance modules to various groups of learners should ideally be timetabled and coordinated under the remit of the guidance counsellor.

 

A guidance-related notice board in a prominent position in the centre could further enhance learner interest. It is important also that learners have access to information and communications technology (ICT) for guidance purposes.  Up-to-date information about careers, training and courses is available on the internet and on websites such as Qualifax and Career Directions. Further assistance with guidance planning could be accessed through Planning a School Guidance Programme (NCGE 2004), www.ncge.ie and from the School Development Planning Initiative (SDPI), www.sdpi.ie. Further information about guidance, integration and curricular frameworks may be accessed at www.ncca.ie.

 

2.4        Management of staff

The staff of this centre comprise the coordinator, two resource personnel and six tutors, who are employed on a part-time basis to teach a range of subjects in the centre.  Five non-teaching staff are shared with the other organisations using the building.  All make a valuable contribution to the overall effectiveness of the centre. The entire team is drawn from a wide and interesting range of professional and vocational backgrounds.  They bring a variety of experiences that are of benefit to the learners. Teaching staff are provided through the CLVEC. There is an induction programme for all new CLVEC Adult Education Service Youthreach staff members.

 

2.5        Management of accommodation and other resources

The Youthreach centre is based in an attractive, city-centre building that was constructed in 2003 and is owned by Limerick Youth Service.  The premises are shared with LYS management, administrative and accounting staff, personnel engaged in Youth projects and CTC personnel.  The Youthreach programme has the use of the building’s facilities and resources. Administrative and ICT facilities and the well-equipped home economics room are shared with CTC staff. The support, secretarial, caretaking and cleaning staff make an important and valued contribution to the smooth administration of the Youthreach centre.  In addition, the Youthreach programme has the support of CLVEC's learning technology development officer.  The self-access learning centre in the MTI building, O’Connell Avenue is also available to all CLVEC learners while the information facility StaffZone is available to all CLVEC staff.

 

 

3.          Quality of centre planning

 

3.1        Centre plan and policies

The centre adopts, where applicable, CLVEC Youthreach policies and procedures and was involved in an in-centre evaluation process in 2007. It was intended that a further two days will be spent conducting an internal centre evaluation (ICE) in January 2009. The CLVEC Adult Education Strategic Framework, which is common to all three Youthreach centres, will be launched in 2009 and will inform and guide the development of a city-wide Youthreach strategic plan. The centre’s own development plan will, in turn, be informed by, and become an integral part of the overall Youthreach strategic plan. Although the three CLVEC Youthreach centres collaborate in order to maximise their effectiveness in service delivery, it is considered important that each centre be autonomous in order to facilitate individual centre development planning as part of the Youthreach Quality Framework Initiative (QFI) process.

 

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). 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. It is recommended that a deputy DLP be appointed in the event of the absence of the DLP and that the names of the DLP and deputy DLP be forwarded to the newly appointed board of management for their official records.  The staff have received training in conjunction with personnel in the Limerick Youth Service organisation in child protection policies and procedures.  Further intended training for Youthreach personnel in the three CLVEC centres will provide another learning opportunity in this important area.

 

3.2        Planning process

Since her appointment in April 2008 the coordinator has been working on developing a 3-year strategic framework with the Youthreach team. All members of staff have attended a course on programme planning.  Record keeping procedures have improved, induction processes have been introduced, strong links with external agencies have been developed and the profile of the centre is being established.  Learners, parents, the programme manager and members of the CLVEC AEO’s staff also collaborated with the centre’s coordinator and staff in this process.  The policy and procedural areas that have been developed include the mission statement, code of behaviour, literacy and numeracy, health and safety, initial assessment, induction and review, learning assessment and certification, and support structures for learners and staff.  The summer programme was developed and restructured in 2008. The coordinator reported that the QFI planning process has been affirming of the centre team and a positive experience for them. The benefits of the hard work were reported to be very worthwhile and motivating for the team.

 

3.3        Implementation of plan

The 2008 action plan is being implemented. A number of areas were identified for further development during the internal centre evaluation (ICE) in-service in January 2009.  The in-service will incorporate the evaluation of equality issues and legislation, learner recruitment, programme development and delivery, resources, equipment and administration.  Planning is ongoing. Other areas including further development of a centre plan, staff training in SEN and the Webwheel, literacy planning, the development of Individual Educational Plans (IEPs), and workshops on FETAC Quality Assurance procedures have been identified for immediate planning and implementation.  The priorities include staff team, social environment, recruitment of learners, administrative and financial management, premises, equipment, record keeping, equality, and programme development and delivery. 

 

 

4.          Quality of teaching and learning

 

4.1        Planning and preparation

Implementation of the Junior Certificate Programme and FETAC modules in the centre are facilitated through planned schemes of work.  The teaching staff have developed and documented long-term plans to guide the teaching and learning aspects of the work in the various subject areas.  This praiseworthy practice provides them with an informed understanding of the time required to complete the various topics, the most appropriate teaching and learning methodologies to be employed and the suitability of the resources to enhance learning opportunities.  The teaching staff are encouraged to continue to develop the long-term schemes of work and to include assessment and intended outcomes.  It is recommended that the means of embedding literacy and numeracy support be clearly identified in the plans where such strategies have yet to be fully integrated into various subject areas.  Whilst there is evidence of the use of ICT in tutor planning and preparation, there remains potential for further ICT integration and cross curricular work across most subject areas.

 

The prior preparation of the lessons observed by inspectors involved the choice of a definite topic or task.  The majority of the lessons were taught in the centre’s general purpose classrooms but a number of lessons, for example art and home economics were scheduled in the specialist rooms for these subjects.  Team-teaching was organised in one instance. Individual tutors prepared a written lesson plan that provided a clear overview of the pace and structure of the lesson.  The range of resources prepared in advance of lessons included handouts, flashcards and poster pages.  Materials were organised for use in the practical lessons.  The review of the relevant pages in the learners’ textbook, the selection of a DVD excerpt and the choice of written assignments were also planned in advance for the lessons.

 

4.2        Classroom management and teaching methods

The tutors displayed commitment to their work and to the learners.  The engagement of the learners was monitored and encouraged.  Discipline was sensitively maintained and isolated instances of reluctant engagement in the lesson by individual learners were managed well overall without interruption to the progress of the lesson. The lessons were usually characterised by multiple activities and this approach had the effect of dividing lessons into a series of sequenced units that steadily sought to consolidate learning.  The choice of a specific topic or task meant that lessons had a definite focus.

 

The practice observed of informing the learners of the aim of the lesson at the outset is praised because it creates immediate awareness of the purpose of the lesson.  There were good examples too of the classroom board being used to highlight the purpose of the lesson and in one instance, where the learners were to be assigned individual tasks, the classroom board was used effectively to display the names of the learners and their tasks. The noting of learner attendance at the start of the class period was undertaken in some lessons.  This good practice should be universally adopted as it has a role to play in impressing on the learners the importance of the lesson and helps the learners to settle quickly.

 

The tutors engaged their respective class groups in a variety of different ways during the initial phase of the lesson such as introducing them to the lesson topic, explaining the subject of study to the class using high and low order questions and providing exemplars in order to familiarise the learners with the subject matter, and giving the learners clear directions about the nature of the task that was the focus of the lesson. The opportunity given to a class group of learners to scan suitable books in order to choose an image for their linocuts was also an effective means of helping to engage the interest of the learners in the task that they were about to undertake.

  

Subject materials and prepared handouts or worksheets were sometimes distributed at this stage of the lesson in order to facilitate the commencement of a designated task and in the case of the worksheets to consolidate the learners’ understanding of the new information that they had received.  Overall these strategies were effective.  There were occasions however, when the use of a wall map, a greater degree of interaction with the learners or a clearer linkage between the introduction to the lesson topic and the material that was subsequently read in the class textbook would have helped to strengthen the impact on learning in this phase of the lesson.

 

The variety of active teaching and learning strategies that were employed contributed to the quality of the lessons.  These included whole class activities, group work and the setting of individual tasks for learners.  Reading aloud from selected pages in the class’s textbook and prepared handouts was undertaken by the tutor or individual learners in some lessons.  This activity helped to maintain the class group on task and increase their knowledge of the lesson topic.  Reading aloud was most effective where the tutor nominated individual learners to read and interspersed the reading activity with questions to gauge the learners’ grasp and understanding of the new material.  The viewing of a DVD excerpt helped the class group studying high and low order questions to become more familiar with their usage and prepared the way for group work in the next phase of the lesson.

 

The setting of practical tasks and written assignments during the course of the lessons included worksheets, the transcribing of notes into the learners’ copybooks and in the case of the aforementioned group work the formulation of specific questions that were then noted on a large page given to each group.  The practical tasks involved the individual learners working on their own tasks during the class lesson under the supervision of the tutor.  Notwithstanding the merits of the teaching and learning strategies that were integrated into the structure of the lessons observed, the further development of strategies that will steadily enhance the literacy and numeracy skills of learners is recommended. 

 

4.3        Assessment of learners’ progress

The management of the referral of learners to the centre is similar to all CLVEC Youthreach centres and the procedures are outlined in the CLVEC Youthreach enrolment policy. Referrals are made by a broad group including principally self-referral, parents, local post-primary schools, HSE personnel, the NEWB, HSCL and community youth workers. An interview process is followed by an induction process and assessments.

 

Assessment of learners’ progress is monitored formally and informally. The initial assessment process commences as soon as the learner enrols in the centre and continues through regular monitoring and feedback on learner progress. Learner assessment data is used for setting goals, giving feedback to learners, tracking progress and is also used for reasonable accommodation requirements for the State Examinations Commission (SEC). Course work is regularly corrected and monitored; in-house examinations are held and, individual learning plans (ILPs) are utilised.  Surveys are conducted.  Report cards are sent home biannually and information regarding learners’ progress is discussed and shared at Youthreach staff meetings. Learner progress is recorded in teacher diaries and results of examinations are circulated amongst staff and management.

 

Standardised assessment includes use of the Marino Word Recognition Test and the Daniels and Diack Reading Comprehension Test class tests.  It is recommended that the introduction of relevant and up-to-date diagnostic tests in literacy and numeracy that would further enhance the assessment provision and cater more adequately for the needs of learners in these areas be considered. This may require training under the auspices of the VEC. 

 

4.4        Outcomes and standards

The significant outcomes for the learners in the centre are that they develop a sense of maturity and responsibility.  They also experience a sense of achievement and fulfilment while they are retained purposefully in the education system. According to the learners, one of the primary reasons they attend is “for a good education”. They want to gain certification and accreditation through this second-chance opportunity. The FÁS advocate compiles a database of all learners in LYS and keeps in touch with the Youthreach learners after they complete their education in the Youthreach centre.  Seven former Youthreach JC learners progressed on to the LCA programme in Limerick Youth Service in 2008. The CTC manager considers that the LCA programme suits the young people and sees this progression as beneficial for the learners in the centre.  At a basic level, learners will leave the centre with JC and/or FETAC Level 3 qualifications in a range of subjects.

 

The question of the availability of progression routes to learners was discussed with the coordinator and at post-evaluation meetings in the context of a cohesive progression plan for all learners in Youthreach centres under the auspices of CLVEC.  It is suggested that the VEC and management of the centres review the current provision for learners and plan suitable routes for the young people in order to provide a sequenced and progressive career programme into further education and/or into employment.

 

 

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:

 

In relation to the common management structure for Youthreach under CLVEC:

 

 

A post-evaluation meeting was held with the Youthreach programme manager, the centre coordinator and teaching staff of this centre at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed. The LYS CTC Manager was also present at the meeting.

 

 

 

 

Published June 2010

 

 

 

 

Appendix

 

School response to the report

 

Submitted by the Board of Management

 

 

 

 

Area 1:  Observations on the content of the inspection report

 

The CLVEC Youthreach Board of Management welcomes the extremely positive report on the operation of the centre. It wishes to acknowledge and commend the co-ordinator, resource and teaching staff, students, parents, administrative, ancillary staff and in particular, the management of Limerick Youth Service for their continued hard work and commitment to the highest standards of education and care, as evidenced in the report. The Board believes that the process was a very beneficial experience and will allow all the education partners to review, reflect and evaluate the many dimensions of life in the centre.

 

 The Board notes the many examples of good practice identified in the report;

 

·         The ethos of the centre is learner focused. Learners are encouraged as individuals to work and learn in a safe, caring and positive learning environment that is provided by management and teaching staff.

They experience a sense of achievement and fulfilment that encourages learners in the centre to develop a sense of maturity and responsibility

·         The centre’s co-ordinator and her staff are committed and dedicated to their work. She has established collaborative working relationships with her staff team.

·         The variety of active teaching and learning strategies employed by staff contributed to the quality of the lessons.

·         The large reservoir of experience and expertise available to the centre within the multi-tiered management structure framework that CLVEC has organised to support the city’s Youthreach Programme was recognised and commended.

·         The centre has good working relationships with many agencies in Limerick City.

 

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 Board of Management acknowledges the recommendations made in the report. These recommendations will further improve the quality of standards in the centre. The Board recognises the role of the Inspectorate in identifying ways of promoting and maintaining the already high standards of teaching, learning, planning and overall quality of provision in the centre.

 

The Board of Management notes the following key recommendations have been already implemented:

 

·          A third Resource person has joined the staff team, allowing more learning support classes to be timetabled, in order to ensure that learners requiring more assistance receive targeted and intensive intervention.

·         The centre has developed its own literacy plan; it now offers the FETAC Level 2 award that provides a foundation programme for learners currently attending the centre. This programme enables learners to have an opportunity to address their specific learning needs and helps them to settle into the programme.

·          It is intended that learners will take part in the centre’s first work experience programme in July 2010.

 

·         Learners in the centre are now also offered placements on the Leaving Certificate Applied Programme and the Leaving Certificate Established Programme in the Youthreach centre located on O’Connell Avenue.

 

·         The centre’s profile has been further raised through articles in the local newspapers, the six monthly Limerick City Youthreach Programme Newsletter, the AES website and through the National Association of Youthreach Co-ordinators Newsletter.

 

·         Training in Child Protection procedures for the staff in the centre has been provided. The centre’s Designated Liason Officer (DLP) and Deputy Designated Liason Officer (DDLP) have also attended two days of training for their roles in implementing the Child Protection Guidelines for their centre.

 

Some other recommendations have already been implemented. In this regard the other valuable recommendations made will be thoroughly examined and within the limits of its resources, the Board of Management will consider the implementation of these recommendations.