Youthreach Naas Centre Development Plan 2011-2014 · 2019. 12. 4. · Youthreach Naas Three Year...

Youthreach Naas

Centre Development Plan

2011-2014

Youthreach Naas Three Year Plan Page 2

Contents

Foreword 3

Background to the Quality Frame work Initiative 4

History of the Centre 6

Mission Statement

Aims & Objectives

Staff Team

Outline of Programmes

Planning Process

Learner Profile

SCOT Analysis

Centre Review

Administration Review

Management Review

Learner Review

Past Students Review

Employers Review

Parents Review

Priority Areas

Action Plan

Contact Details

Acknowledgements


Foreword

The enactment of the Education Act, 1998 and the Vocational Education (Amendment) Act 2001

has ensured that those all involved in the provision of public services are required by statute to

become more accountable for the services we deliver. County Kildare VEC has embraced this

positive development along with the modernisation and change agenda. It is committed to

delivering an integrated education service that allows individuals and communities to develop to

their full potential.

Youthreach Naas is the third and latest Youthreach centre in County Kildare servicing the needs of

the central Kildare area. This centre opened in 2006 and has developed well over the last number of

years, responding to the needs of early school leavers. The publication of this three Year

Development Plan builds on experiences gained from its establishment in 2006 and charts the way

forward for the next three years. This Plan should also be read in the context of County Kildare

VECs Five Year Education Plan (20010-2015), published recently.

This Youthreach Three Year Plan is part of the new way that the centre is approaching its business

and contains priorities and objectives in relation to how it will enhance the education and training

services at Youthreach, Naas. It is particularly important that the centre develops effective

progression routes to further training and education for the young trainees. The whole Adult

Education Service is working in an integrated collective manner to provide the most appropriate

progression route for early school leavers in County Kildare.

Finally, I would like to record my appreciation to all those who have contributed to this publication.

In particular, a special word of thanks to the Centre’s Co-ordinator, Mr. Jonathan McNab and the

committed staff who have embraced their role with enthusiasm and professionalism.

Des Murtagh

Adult Education Officer

25 May 2011


Background to Quality Framework.

A Quality Framework Initiative for Youthreach and Senior Traveller Training Centres was

established in November 2000.

The Primary purpose was:

To assist staff to examine centre practice, identify strengths and weaknesses, identify and

implement actions to improve the service they deliver.

Accountability: Annual Reports were documented and sent to local VEC’s. This was also

evidence for DES inspectors when they carried out inspections in centres.

The overall aim of the QFI was to improve the quality of work in centres and this was achieved in a

number of ways as follows:

Quality Framework Initiative sets out 27 quality standards for centres. These were developed

through consultation with centre staff, learners and management. They include the key

practices that need to be in place in all centres.

Staff in centres, learners, management and other stakeholders were given the opportunity to

participate in Internal Centre Evaluation (ICE) and Centre Development Planning (CDP).Both

of these processes could and did assist centres to achieve the quality standards.

The ICE and CDP processes (both externally facilitated) placed emphasis on the importance of

the staff team working together to decide actions that would improve the service provided by

the centre.

The ICE and CDP processes aim to achieve the following process outcomes:

Enhancing shared understanding by staff and all stakeholder groups, of the overall service

that is being provided by centres.

Teambuilding.

Capacity Building –where staff become more capable and confident in the delivery of their

service.

Increasing staff engagement, sense of ownership and self determination.

Increased intentionality –that centres end up with plan, a sense of direction and a commitment

to making progress.


Centre Engagement in Quality Framework.

(Originally Quality Framework Initiative)

All Youthreach and Senior Traveller Training Centres engage in either ICE or CDP on an annual

basis. The level of participation by centres annually is extremely high. Engaging in Quality

Framework has become an important aspect of how all centres operate and is embedded in the

National Guidelines. An annual evaluation report is produced following ICE and a Centre

Development Plan is produced following the CDP process. These plans and evaluation reports

document the work that is being carried out by centre staff from one year to the next, towards the

achievement of quality standards. The Further Education Section supports this important work in

centres through the provision of an annual grant. A team of Quality Framework trained facilitators

are available to centres to assist staff teams to carry out this work.

The 27 Quality Standards are at the heart of Quality Framework.


Mission Statement

To instil a sense of achievement and confidence in the

young people who take part in our programme.

To promote the growth of the whole person.

To support and promote healthy live choices and to

provide an opportunity for everyone in the centre to

achieve their full potential.


Aims

To provide a non threatening environment for students to explore their

potential.

To provide a holistic programme of education to promote the growth of

the whole person.

To provide a range of internationally recognised accredited programmes.

To support all staff as they face the demands and challenges of their work.

To recognise the need for reflection and emotional development that

encourages positive life choices.

To instil a sense of achievement and confidence in the young people who

take part our programme. To promote the growth of the whole person. To

support and encourage positive life choices and to provide an opportunity

for everyone in the centre to achieve their full potential.

Objectives

To provide consistency and stability in an inviting and friendly

atmosphere.

To provide a 1-1 counselling support service, a mentoring programme,

psychological assessment and an individual action plan to support the

growth of the whole person.

To maintain strong links with parents/guardians and external support

agencies to encourage and support participation of students.

To offer a selection of accredited, non-accredited and life skills

programmes that motivate, challenge and enhance opportunities for

progression for our students.

To provide internal and external supervision, internal support and

promote continuous professional development among or staff team.


Staff Team

Full Time Staff

Name Subject Areas Duties

Co-ordinator Jonathan McNab Personal development “Steps

Programme”

Job Seeking Skills

Anger Management

Resource

Person

Niamh Kelly Work Experience 4

Communications 3 & 4

Preparation for Work 3

Lifeskills

Copping On

SENI

Co-ordinator

Resource

Person

Cúán Prendergast Personal Effectiveness 3 & 4

Mathematics 3 & 4

Computer Literacy 3

Introduction to Internet 3

Graphic Communication 3

Craft: Pyrography 3

Information Technology Skills 4

Computer Applications 4

Data Entry 4

Workplace Safety 4

Graphic Design 4

Word Processing 5

FETAC

Co-ordinator

IT

maintenance

Resource

Person

Dara Shotrt Food & Nutrition 3 & 4

Food & Cookery 3

Personal Care & Presentation 3

Catering 4

Catering for Diversity 4


Part Time Staff

Name Position Subjects

*Katie Walsh/ Ruth Dooley Tutor 1:1 Literacy

1:1 Numracy

Paul Hughes Tutor Music Appreciation 3

Sound Engineering &

Production 5

Cian Mekitarian Tutor Art & Design 3

Craft: Ceramics 3

Craft: Leatherwork 3

Painting 4

Drawing 4

Ceramics 4

Graphic Design 4

Printmaking 5

James Haughey / Paul McCulla Tutor Horticulture

Catherine Simon Tutor Drama

Declan Hancock Tutor

Digital Photography

*Joanne Cooper / Dylan Moore Centre Counsellor

* Two staff members went on maternity leave during the planning process.


Certified Programmes

Youthreach Naas offers a selection of the following modules at NFQ FETAC Level 3;

Art/Design (AF0194)

Communications (GF0001)

Computer Literacy (BF0135)

Craft: Ceramics (AF0205)

Craft: Leatherwork (AF0208)

Craft: Pyrography (AF0211)

Craft: Wood (AF0207)

Crime Awareness (LF2650)

Personal Care & Presentation (DF0147)

Food & Cookery (DF0145)

Food & Nutrition (DF0146)

Graphic Communication (AF0200)

Introduction to Internet (LF2547)

Mathematics (CF0139)

Music Appreciation (EF0118)

Personal Effectiveness (GF0033)

Preparation for Work (WF0004)

Youthreach Naas offers a selection of the following modules at NFQ FETAC Level 4;

Catering (D10150)

Catering for Diversity (D10149)

Communications (G10001)

Data Entry (B10136)

Drawing (A10017)

Food and Nutrition (N12765)

Graphic Design (A10210)

Computer Applications (B10136)

Information Technology Skills (B10135)

Mathematics (C10139)

Painting (A10190)

Personal Effectiveness (G10033)

Woodcraft (A10203)

Work Experience (W10008)

Workplace Safety (C10272)

Ceramics (LF

Youthreach Naas also offers the following certified programmes;

Sound Engineering and Production (E20136) NFQ FETAC Level 5

Word Processing (B20032) NFQ FETAC Level 5

Printmaking () NFQ FETAC Level 5


MAJOR LIFE SKILLS MODULES

Relationship and Sexual Awareness Programme

BodyRight Programme (sexual violence programme)

Anger Management (Group work)

Copping on Programme ( crime awareness programme)

Mental Health Awareness Programme (in conjunction with centre counsellor

Drug Awareness Programme

Confidence Assertiveness and Self Esteem programme

MINOR LIFE SKILLS MODULE

Goal setting

Planning skills

Research skills

Emotional Literacy

Multiple Intelligence

Lateral thinking

Conflict resolution

Bullying and the consequences

Self profile

CSPE

Mind mapping

Interactive Storytelling

Personal Social Health Education Programme


CENTRES ANNUAL ACTIONS. SEPTEMBER. Induction/if required *See footnote

Deadlines for programmes of work are set.

End of year financial and SEN Plan due.

Staff planning meeting.

Staff appraisal.

Staff supervision.

Mentoring/SEN

Monthly report to the VEC.

Regional coordinators meeting.

OCTOBER. Staff planning meeting.

Staff appraisal.

Staff supervision.

Mentoring/SEN



NOVEMBER. Mary Gordon/SEN visit.


Staff appraisal.

Staff supervision.

Mentoring/SEN



DECEMBER. Bi-annual programme evaluation.

Learner evaluations.

Christmas dinner for students.

Christmas decorations/cards.

Student trip

Accounts closed.


Staff appraisal.

Staff supervision.

Mentoring/SEN




JANUARY. Department annual returns reports due (V15).

Student reviews/planning.


Staff appraisal.

Staff supervision.

Mentoring/SEN



FEBRUARY. Coordinators conference.

Pancake Tuesday fundraising.


Staff appraisal.

Staff supervision.

Mentoring/SEN



MARCH. Work experience.

FETAC registration.


Staff appraisal.

Staff supervision.

Mentoring/SEN



APRIL. Easter break.

FETAC deadline.


Staff appraisal.

Staff supervision.

Mentoring/SEN



MAY. Programme evaluations.

External examiner.

Begin SEN Plan /Report.

Plan the summer programme.


Staff appraisal.

Staff supervision.

Mentoring/SEN




JUNE. Summer programme.

Regional soccer blitz.

Student evaluation.


Staff appraisal.

Staff supervision.

Mentoring/SEN



JULY. Closed for summer holidays.

AUGUST. Programme Planning/Development for September.

Summer programme/Student reviews.


Staff appraisal.

Staff supervision.

Mentoring/SEN



Footnote.

* Induction occurs throughout the year as required.

* Staff engages with the Quality Framework Process annually through ICE or CDP.

* Staff development and training happens as per requirements of the centre or VEC.

Main Centre Review Results –Naas Youthreach.

Quality Standards and Evaluation Criteria are listed below. In relation to each of

the Evaluation Criteria, please indicate (by ticking a box) if it is ● In Place; ●

Needs Further Work; ● Not yet in Place; or if you ● Don’t Know what the

situation is. Where an item is deemed to be “In Place”, please outline examples of

evidence to confirm this assessment.

SECTION ONE: ORGANISATIONAL MANAGEMENT

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Quality Standards and Evaluation Criteria Evidence Level

of

Priority

1. Ethos L.

1.1 Ethos reflects the values and goals of stakeholders and informs the work of the centre.

(a) ● A mission statement, aims and objectives are developed and documented

in consultation with stakeholder groups.

Mission Statement Aims and

Objectives were reviewed and

updated - September 2010 as part of

the CDP process.

(b) ● The mission statement, aims and objectives are displayed in the centre

and also included in relevant centre documentation.

Displayed in every room.

(c) ● Stakeholders are aware of and understand the ethos of the centre.

Parent night, Induction, Learner

evaluations.

(d) ● The centre ethos informs programme operation and policy development.

Programme planning, policy

documents, Quality Framework days.

(e) ● The mission statement, aims and objectives are reviewed every two

years.

Reviewed in September 2010 during

the Quality Framework CDP Process.

2. Planning L.

2.1 Centres engage in a centre development planning process.

(a) ● The centre plan is based on the Quality Standards as well as the centre

ethos.

Quality Framework CDP Process.

(b) ● A centre plan is developed in collaboration with key stakeholders.

Quality Framework CDP Process.

Learner evaluations, reviews with

stakeholder groups.

(c) ● The plan informs the work of the centre and its implementation is

monitored and evaluated.

Staff meetings and Quality

Framework evaluations annually.


2.2 Short term planning occurs on a regular basis.

(a) ● Structured planning meetings occur throughout the year as required.

Timetables.

Meeting book.

(b) ● An annual plan of work is outlined and submitted to management for

approval on an annual basis.

Annual plan.


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Quality Standards and Evaluation Criteria Evidence

3. Evaluation L.

3.1 Internal Centre Evaluation occurs on an annual basis.

(a) ● Self evaluation policy and procedures are developed and documented.

(b) ● Responsibility for self evaluation is clearly outlined.

The Coordinator is responsible for initiating

Quality Framework evaluation processes.

(c) ● The evaluation process involves key stakeholder groups.

Quality Framework CDP AND ICE

Processes. Learner evaluations, feedback

from stakeholder groups

(d) ● The evaluation process and outcomes are documented in an annual

report.

Centre Development Plan/ICE report.

(e) ● Learners evaluate relevant aspects of programme as part of the annual

evaluation process.

Learner reviews.

(f) ● Areas for improvements are identified, actions are agreed and

implemented.

Action plans are documented in the Centre

Development Plan and annual Internal

Centre Evaluation report.

Monitoring occurs annually as part of this

process.

4. Communication and Links with the Community. L.

4.1 Communication systems are in place between all stakeholders as appropriate.

(a) ● A communications policy is developed and documented.

Policy on file.


(b) ● Procedures for communication with learners, staff and other

stakeholders are established and documented.

Procedures are documented within the

policy.

(c) ● A system for monitoring the implementation and effectiveness of the

policy and procedures is established.

(d) ● Regular/appropriate communication occurs between the following

stakeholder groups:

￭ 1. Staff and learners – evaluation (subject), informal discussions.

￭

Subject evaluations with learners.

Informal discussions

QF evaluations.

Mentoring.

￭

￭ 2.Co-Ordinator/Director and staff, staff meeting & reviews

Staff meetings.

Staff reviews.

￭ 3.Staff and VEC Management , availability of Regional Manager

￭

Meetings/three year plan.

￭ 4.Staff and Board of Management

￭

N/

A

￭ 5. Staff and parents/guardians.

Letters, phone calls, meetings.

￭ 6.Staff and National Co-Coordinator/s, Co-Coordinator meeting

￭

Emails, national coordinators meetings.

￭ 7. Staff and relevant individuals/organisations in the community to

include education, training, welfare, justice, health, youth and

community sectors. Minutes of School Completion Programme.

Inter agency work.

￭ 8. Other centres in the region, communities of practice and links

with other tutor delivering same modules.

Inter-linked through sports events and

charity work.

SECTION ONE: ORGANISATIONAL MANAGEMENT In

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5. Transparency, Accountability and Public

Relations

M.

5.1 The centre conducts its activities in an open and transparent manner.

(a) ● The centre operates in line with national guidelines.

National guidelines. Payments to

staff/trainees. Accounts.


(b) ● Learners are informed of their entitlements and choices available

within the programme.

Induction. Reviews.

1 to 1.Feedback.

(c) ● Procedures for all key aspects of the programme are developed with

an approval from local management.

Annual plan.

(d) ● General information in relation to the programme is available to the

public.

(e) ● Signs on the premises, correspondence and other relevant

documentation highlight the sponsors of the programme.

Sponsors of the programme are on relevant

documentation.

(f) ● A monthly and annual report is submitted to local management.

Annual report.

5.2 The centre engages in public relations work as appropriate.

(a) ● A public relations strategy is developed and documented.

News letters.

(b) ● Opportunities are maximised to promote the work of the centre in the

community, and nationally, as appropriate.

News letters and media.

(c) ● Training in public relations is provided to staff as appropriate.

6. Administration and Financial Management. L.

6.1 Administration arrangements meet the needs of all stakeholder groups.

(a) ● The administration support is allocated as appropriate between the

centre and VEC Office.

Allocated by the CEO.

(b) ● The administration staff carry out the key administration functions

relating to the programme.

Roles and responsibilities.

Administration records.

(c) ● Sufficient equipment and resources are provided in order to carry out

all administration functions.

(d Clear procedures are in place in relation to all administration tasks.

Individual roles and responsibilities.



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6. Administration and Financial Management (continued).

6.2 Finances are managed in a manner that meets the needs of the centre and is in compliance with national

Guidelines.

(a) ● The Co-Coordinator/Director is provided with an approved budget for

the programme.

M.A.2.

(b) ● Pay and non-pay budgets are effectively planned and managed by the

Co-Coordinator/Director in conjunction with local management.

Hours allocated. Monthly reports.

Stock book.

(c) ● Supplies and services are ordered in accordance with the approved

purchasing procedures of the VEC.

Order books/invoices.

(d) ● All necessary financial records are maintained.

A/C Folder.

(e) ● Financial management systems are subject to external audit.

VSSU Audit.

6.3 Adequate insurance cover is in place to cover all activities of the programme.

(a) ● Written confirmation of insurance cover is in place.

Premises folder.

(b) ● Additional insurance cover for any new programme activities is

sought and received prior to engaging in new activities.

Emails/phone calls as required.

7. Record keeping L.

7.1 Records relating to key aspects of the programme are maintained according to national guidelines.

(a) ● Individual learner files are maintained to include information on

contact details, outside centre supports, recruitment, initial assessment,

individual learning plan, attendance book, completion rates, payment,

assessment, certification and progression.

Student files.


(b) ● Records in relation to staff are maintained to include recruitment

details, contracts, claim forms, annual leave, sick leave, programmes

of work and evaluations.

Staff files.

(c) ● Records in relation to financial management are maintained.

A/C Folder.

(d) ● Due care is taken to protect confidential information.

Office –locked cabinet.


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8. Health and Safety H.

8.1 A safe and healthy environment exists in the centre.

(a) ● A health and safety statement is developed and made available to all

stakeholder groups.

Health and Safety policy on file.

(b) ● Correct health and safety procedures are developed and documented in

compliance with legislation.

Health and Safety policy on file.

(c) ● A system for monitoring the implementation and effectiveness of

procedures is established.

(d) ● Health and safety procedures are reviewed systematically.

9. Premises H.

9.1 The programme is located in an appropriate building/accommodation.

(a) ● The building provides a safe, clean, welcoming and comfortable

learning environment.

(b) ● Responsibility for the management of the premises is clearly allocated.

Lease agreement.

(c) ● Systems are in place for the maintenance and repair of the

building/accommodation.

Contractors called as required.


10. Equipment L.

10.1 Equipment and resources are provided in order to safely and effectively carry out all aspects of the programme.

(a) ● Staff document the equipment required to deliver the various aspects

of the programme.

Programme plans.

Stock book.

(b) ● The equipment required is in place.

Stock lists.

(c) ● Systems are in place for regular maintenance and updating of

equipment.

As required.

(d) ● Stock records are maintained.

Stock lists.

SECTION TWO: PERSONNEL & DEVELOPMENT

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11. Staff Team L.

11.1 Staff work as a team.

(a) ● Staff adopts a teamwork approach.

CDP,ICE,Meetings,social outings

(b) ● All members of the staff team share responsibility for the work of the

centre as appropriate.


Communications. Meetings/discussions.

(c) ● The role and responsibility of each staff member is outlined.


Informal discussions.

(d) ● All staff members are provided with opportunities to contribute to the

development of the centre through participation in staff meeting,

training, planning and evaluation sessions also structured teambuilding

exercises.

Meetings.

Training days.

(e) ● The composition of the staff team is based on the operational needs of

the centre.

Programmes delivered.

Staff qualifications and skills. Timetables.


12. Staff Recruitment and Induction L.

12.1 Staff are recruited on the basis of personal suitability, appropriate experience and qualifications.

(a) ● A staff recruitment policy and procedures are developed and

documented.

Policy and procedures on file.

(b) ● A system for monitoring the implementation and effectiveness of the


Monitoring arrangements are within the

policy.

(c) ● The Co-Coordinator/Director is involved in the recruitment process as

appropriate.

Coordinator is involved in the recruitment

of part time staff.

12.2 A staff induction programme operates in the centre.

(a) ● The induction programme is developed and documented so as to

ensure that staff are aware of expectations, internal organisation,

procedures and good practice.

Staff induction handbook.

Verbal induction.

(b) ● All new staff are inducted in accordance with agreed induction

programme.

Informal induction.

Handbook.

12.3 Staff conduct is professional at all times.

(a) ● The code of conduct is developed and is based on national guidelines.

VEC code of conduct.

(b) ● All staff are informed of the code as part of their induction

programme.

Staff handbook

(c) ● All staff carry out their work in accordance with the code of conduct.

Staff sign off on the code of conduct.

SECTION TWO: PERSONNEL & DEVELOPMENT

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13. Staff Development and Training M.

13.1 Staff are encouraged and supported to gain additional training/qualifications appropriate to their role in the

centre.

(a) ● A staff development policy is developed and documented in

consultation with staff and management.

Policy and procedures on file.

(b) ● Procedures are in place for staff to make recommendations and seek

support for training and the achievement of additional qualifications as

appropriate.

Documented within the policy document.

Informal discussions.




(d) ● Time and resources are allocated on an annual basis for staff

development.

Staff development and training days.

QF Budget.

14. Staff Support H.

14.1 A staff support system is in place.

(a) ● The staff support system has been developed in consultation with staff

and local management.

(b) ● The staff support occurs on a regular basis and in a structured format. Staff meetings.

(c) ● Staff feel the benefits of the staff support system. Feedback.

SECTION THREE: LEARNING ENVIRONMENT

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15. Social Environment L.

15.1 A positive, encouraging, safe, challenging and caring environment is provided for staff and learners.

(a) ● The centre promotes mutual respect between staff and learners.

Policies and Procedures.

Mission Statement.

Code of behaviour.

Learner reviews

(b) ● Programmes delivered in the centre are interesting and challenging for

learners.

Programmes.

Summer programmes.

Extra curricular activities.

(c) ● Appropriate teacher to learner ration applies to all programme

activities.

Timetables.

Class groups

(d) ● The duration of the classes, learning day and annual attendance are in

line with the learners’ needs and abilities.

Timetables.

Individual learning plans.

(e) ● A child protection policy is in place and is implemented.

Child Protection Policy in place and being

implemented.


(f) ● Information and training in relation to child protection are provided

for relevant staff.

Barnardo’s Training.

16. Code of Behaviour M.

16.1 Learners are encouraged to behave in an appropriate manner.

(a) ● A code of behaviour is developed in conjunction with staff and

learners.

(b) ● The code outlines learners’ rights and responsibilities and a grievance

procedure.

(c) ● The code outlines procedures for dealing with bullying.

Bullying Policy.

(d) ● The code outlines procedures for dealing with the misuse of drugs.

Drugs Policy.

(e) ● The code has the support of the staff and learners.

Contract/rules.

Centre operation.

Ethos of the centre.

(f) ● The code is implemented in a fair and consistent manner.

Records.

(g) ● Clear records are maintained in relation to the implementation of the

code of behaviour.

Records.

Student of the month.

Evaluation sheets/reviews with students.

Rules in all rooms.

SECTION THREE: LEARNING ENVIRONMENT

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17. Equality M.

17.1 There is a commitment to the provision of equal opportunities for learners and staff in compliance with relevant

Equality legislation.

(a) ● An equality policy and procedures are developed and documented.

(b) ● An equality action plan is developed and implemented as part of the

Centre Development Planning Process.




(d) ● Information and training in relation to equality is provided for staff.

Training is presently taking place and is

ongoing.

(e) ● Individuals or groups with particular needs are facilitated to

participate in the programme through the provision of specific

supports.

SEN supports.

Supports as needed i.e. assistitive

technology etc.

(f) ● Codes of practice for dealing with complaints of sexual harassment,

and bullying and harassment, are in place and are implemented.

VEC Policy on file and implemented.

18. Interculturalism H.

18.1 The programme values and reflects the cultural identity of all learners.

(a) ● Centre policies and procedures reflect an intercultural ethos and

promote mutual respect, understanding and openness to individuals

and groups from all cultures, ethnic, national and religious

backgrounds.

(b) ● Programmes of learning reflect and validate the cultural backgrounds

and learning styles of all learners.

Programme plans.

Learner review of the programmes.

(c) ● Staff are encouraged and facilitated to avail of training in the area of

intercultural education in order to gain empathy and deliver

intercultural learning experiences.

Training taking place through the VEC.

SECTION FOUR: PROGRAMME.

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19. Programme Development and Delivery H.

19.1 The overall centre programme meets the needs of the learners.

(a) ● A policy and procedures for programme development, delivery and

review are developed and documented.




(c) ● The programme is holistic in nature and designed to meet identified

learners’ needs.

Centre programmes.

ILP’s

(d) ● The needs of learners are identified through surveys/research as

appropriate.

Mentoring.

Learner reviews.

Case conferencing.

1 to1 support.

(e) ● The overall programme is developed, documented and evaluated at

regular intervals.

Reports/reviews.

Daily work sheets.

Annual plan.

(f) ● Programmes are timetabled and timetables are adhered to whenever

possible.

Timetables

Reviews.

(g) ● The programme reflects the local environment and cultures.

Centre programmes.

(h) ● Structured one to one time is available for learners as appropriate to

their needs.

Timetables.

(i) ● Developed programmes and modes of delivery are approved by local

management prior to implementation.

Regular meetings between the coordinator

and the VEC.

(j) ● Procedures for the protection of learners, in the event of a programme

ending unexpectedly, are developed and documented.

VEC Policy

VEC Procedures.

19.2 Staff plan programmes of work for each module/subject area on an annual basis.

(a) ● Programme plans prepared by staff include the content of the

programme and how it is to be delivered in a given timeframe.

Programme plans.

(b) ● Programmes reviewed at regular intervals by teachers, involved in

conjunction with learners.

Programme reviews.

Evaluations.

19.3 Programmes are delivered in a manner that meets learners’ needs and in accordance with centre policy.

(a) ● Procedures for provision/delivery of key aspects of programme are

agreed and documented.

(b) ● A variety of approaches to learning is used in order to ensure that

learners are actively involved and take responsibility for their own

learning.

(c) ● Staff share and apply a common understanding of the most

appropriate methodologies in the delivery of the various aspects of the

programme.

Programme plans.

Staff reviews/meetings.


SECTION FOUR: PROGRAMME

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20. Recruitment of Learners and Admission H.

20.1 A local awareness raising campaign is implemented.

(a) ● A range of awareness raising materials is developed and distributed to

appropriate individuals and organisations within the community.

(b) ● The awareness raising material is documented in format appropriate to

prospective learners.

20.2 The referral and admissions procedures operate in a fair and consistent manner.

(a) ● An admissions policy and procedures are developed and documented.

Draft admission policy and procedures

developed and documented.

(b) ● Arrangements for the recognition of prior learning is developed and

documented.

Certification Policy.



(d) ● Referral systems are established with schools and other relevant

agencies.

System of referrals in place.

(e) ● Learners are provided with sufficient information at entry stage to

make informed choices regarding the programme.

Admission interview.

Induction

(f) ● Appropriate documentation and application procedures are in place.

(g) ● Individual interviews are carried out to assess learner’s overall needs

and suitability for the programme.

Interviews.

Induction.


21. Initial Assessment Induction and Review H.

21.1 A welcoming and informative induction programme is provided for learners.

(a) ● An induction programme is developed and documented in

consultation with staff and learners.

Induction folder.

(b) ● An induction booklet for learners is prepared.

(c) ● Induction occurs with each new group of learners and individuals

where necessary.

Induction timetables.

(d) ● Learners are provided with an opportunity to evaluate the induction

programme.

Informal feedback between staff and

students.


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21. Initial assessment Induction and Review (continued).

21.2 A broad ranging initial assessment of each learner is carried out.

(a) ● A policy and procedures for initial assessment are developed and

documented.



(c) ● An interview is carried out with each learner.

Interview records

Admissions.

(d) ● Interviews are carried out with relevant others, e.g. Parents/guardians,

social workers, former teachers, J.L.O., probation officer, as

appropriate.

Interview records.

Phone calls.

(e) ● Referral for specialist assessment is organised as required.

Interview records.

Mentoring.

Case conferencing

Staff meetings

(f) ● Additional resources are sought where specific needs are highlighted.

Individual learning plan.

Student files.


21.3 An individual learning plan is developed for each learner.

(a) ● A plan of learning is developed in conjunction with each learner,

based on the outcomes of initial assessment.

Records.

Learning plans

(b) ● The learning plan is implemented.

Timetables.

Student reviews.

Case conferencing.

(c) ● The learner’s progress is evaluated and the learning plan is reviewed

on a regular basis in co-operation with the learner.

Evaluations.

Timetables.

Mentoring.

22. Learning Assessment and Certification H.

22.1 Systems are in place for the provision and implementation of a range of certification options as appropriate to

Learners’ needs.

(a) ● Learners are aware of the certification options available in the centre.

Induction.

Handouts.

Power point presentations.

Continuous reminding by staff.

(b) ● Responsibility for certification and assessment is clearly allocated

Policy on file.

Staff member appointed to have

responsibility for certification.


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22. Learning Assessment and Certification (Continued)

22.2 Assessment of learner achievement operates in a fair and consistent manner across the programme.

(a) ● A policy & procedures on assessment of learner achievement are




(c) ● Assessment of learner achievement is co-ordinated across all

programmes.

Assessment records.

Notice board.


(d) ● Learners have access to the information necessary for them to

participate in assessment, and access to feedback in their assessment.

Assignment briefs.

1 to 1 support available.

(e) ● Assessment methodologies are adapted, as necessary and reasonable,

to cater for learners with a disability or other persons covered by the

nine grounds of the Equality legislation.

Camcorder.

Dictaphone.

(f) ● Assessment materials are securely stored.

(g) ● An appeals procedure for learners is in place.

VEC Policy on file.

(h) ● Procedures for internal and external verification are established.

As per VEC policy and procedures.

(i) ● A corrective action plan is in place to deal with errors, omissions

and/or deliberate acts by learners and staff which impact on the

validity of the assessment process.

As per VEC policy and procedures.

23. Support Structures for learners M.

23.1 A range of supports is in place for learners which help to provide a more holistic response to their needs and

Maximise their ability to engage in the programme.

(a) ● Clear procedures and protocols for the provision of the following

supports are established and implemented;

* Counselling support * Guidance support

* Childcare support * Transport support

Counsellor employed.

Records.

Travel allowance if and as required.

(b) ● The support is available to learners.

Reviews.

Records.

(c) ● The learners use the support.

Records.

Timetables.

Case conferencing.



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23. Support Structures for learners (continued)

23.2 Arrangements are in place for regular meetings/communication with parents/guardians as appropriate and other

Relevant agencies, as a support to the learner.

(a) ● Parents/guardians/relevant agencies are encouraged to support the

participation of the learner in the centre.

Phone calls

Letters.

Meetings.

(b) ● Parents/guardians are informed of the learner’s progress within the

centre.

24. Literacy and Numeracy H.

24.1 An integrated approach to literacy/numeracy provision is in place.

(a) ● The literacy/numeracy levels of learners are assessed.

Induction.

Assessments.

(b) ● A literacy plan for the centre is developed and implemented.

(c) ● One to one support for literacy is available as required.

Timetables.

Reviews.

(d) ● The induction programme for staff includes literacy awareness.

Induction booklet.

Staff meetings/reviews.

(e) ● Literacy development is integrated into all aspects of the programme.

Programme plans.

Visual aids in all rooms.

(f) ● Literacy programmes are culturally and environmentally relevant.

Programme plans


25. Social, Personal and Health Education L.

25.1 A broad ranging and integrated programme of social, personal and health education is provided.

(a) ● The overall social, personal and health education needs of learners are

assessed.

Life skills programme.

Mentoring.

(b) ● A programme of learning in the area of social, personal and health

education is developed and delivered based on the needs of the

learners.


Sports/extra curricular activities.

Drugs and mental health awareness.

(c) ● Health promotion is an integrated part of centre policy and practice.




(d) ● Learners have access to information on health related issues.





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26. Work experience H.

26.1 Learners are provided with opportunities to participate in a work experience programme.

(a) ● Procedures for establishing and supervising work experience are


Policy and procedures in place.

(b) ● Responsibility for work experience is clearly allocated.

3 staff members are responsible for the

work experience area.

(c) ● Insurance requirements are met.

VEC insurance in place.

(d) ● Links with employers are established.

(e) ● Learners are adequately supervised supported during work experience.

Advocate/Tracking.

(f) ● Appropriate records are maintained.

Records.

Student files and folders.


27. Transfer and Progression H.

27.1 Learners are supported to transfer and progress to programmes within or external to the centre.

(a) ● A policy and procedures for transfer and progression of learners are


(b) ● Guidance/counselling support is provided for learners during the

initial stage of moving into a new programme.

(c) ● Learners are informed of the transfer and progression options that are

open to them on completion of programmes.

Mentoring.

Information booklet.

(d) ● Learners’ progression and transfer routes are documented.

(e) ● Links are established between employers/centres of further education

and training or other relevant agencies in order to develop transfer and

progression routes.

Work in this area is ongoing.

Naas Youthreach.

Administration Review.

Vocational Support Services Unit (VSSU).

Procedures for Youthreach/Senior Traveller

Training Centres.

Evaluation Criteria

Evidence Level of

Priority

1. APPLICATION

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW

L

Application forms are clear accurate and user friendly.

A A clear ‘user friendly’ application form is developed and used. Application form on file.

B The application form is completed - with help if required - and certified by the

applicant.

Application form on file.

C Certification requiring the use of an ‘X’ or some other appropriate symbol is

witnessed and signed accordingly by a staff member.

Staff member always present.


D Application forms should contain necessary details i.e.

Name.


Address.


Date of birth.


Reasons for wishing to attend the centre.


Background information such as Education, Work History etc.


PPS Number.


Other relevant information



E Application forms are stamp dated on receipt.


F A copy of the application form is sent to head office.


ASSESSMENT

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

Protocol is followed to ensure best practice and accountability.

A An original Birth Cert is required. This is checked with the application form and

photocopied. (Copy shows that the original has been inspected.)Original cert is

then returned to the applicant.

On file.

B Education, work and training records are independently checked.

On file but dependant on results from

school, work, training.

C The Social Welfare office is contacted for checking eligibility and avoids

duplicating of payments.

N/A

D The Social Welfare Officer stamps the application form as evidence of

eligibility.

N/A

E Social Welfare Office is notified in writing of the commencement and cessation

dates of trainees.

N/A

F Assessment is carried out by two staff members and application forms are

initialled accordingly.

N/A

Assessment carried out at a later date

not on application to centre.

G Students are informed of acceptance or rejection of their application. By phone/letter.

H An agreed programme of training is developed with each student. Individual Education Plans.

I Individual files are maintained on each student and it contains all personal and

essential information.

Individual student files in office.

J A check off list is developed and used to ensure that all necessary information is

received.

Information is checked by Cúán.


3. ATTENDANCES IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

Attendance and record keeping is accurately monitored.

A A clock card or a signing in and out register is used and maintained. Daily sign in sheets.

B Clock cards are pre-numbered and control records are kept. N/A

C The clock or register is located in a visible and secure place. The clock in/out or

signing in/out system should be capable of being witnessed.

Visible from office window.

D A class register/record is maintained and signed by each tutor to record the

attendance of students in class.

Class register.

E A spot check is carried out to ensure that the clock/register matches the class

register and that explanations are obtained where differences occur.

Checked by the Co-ordinator.

F A code of conduct/behaviour is developed and approved by National

Organisers.(Board of Management/VEC)

Draft copy on file

G Guidelines of what constitutes an authorised absence including when sick

certificates are required is included in Code of Conduct/Behaviour.

Within the draft admissions policy

H These guidelines-(g) - provide a framework for termination of any student where

there is evidence of abuse of the absence policy.

Within the draft admissions policy

4. PAYMENT

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

We meet our legal requirements in the area of payments/returns.

A The Coordinator/Director ensures that completed and accurate forms are sent to

head office so that students receive correct payment.

Weekly returns.

B Payments are processed based on clock/register and class attendance records.

Sign in sheets.

C Returns are processed independently of the Coordinator/ Director but certified

by the Coordinator/Director.

Counter signed by the coordinator and

staff member.

D VEC forms are completed and sent back to head office.

Photocopies in student files.


E Payment records should differentiate between attendances and authorised

absences.

Weekly returns, sick certs, work

experience.

F Deduction mandates are signed to facilitate deductions for meals/travel. Care is

taken to ensure that meals/travel allowances are not paid in respect of approved

absences. Payment is made by direct mandate.

Weekly returns.

5. MONITORING/REVIEW

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

We adhere to National Guidelines in an open and transparent way.

A Where and when required a report is submitted to the Board of Management. Reports on file.

Board not active.

B Clarity is provided as to the length of time that students should attend centre. We run a two year programme.

Student induction and admission.

C The AEO or approved officer carry’s out spot checks to ensure that attendance

records, documentation and payment returns are in order.

VSSU Audit.

D The Coordinator/Director is provided with an approved budget and

arrangements are agreed for the preparation and review of expenditure reports

on a monthly basis.

Monthly accounts.

E A financial report is submitted to the Board of Management. Financial reports on file. Board of

Management not active at present.

F A copy of the above report is forwarded twice a year/monthly to the AEO. A copy of the financial report is

forwarded twice a year to the Board of

Management.

G All returns are made to the Department within the approved deadlines. As part of

this process, head office and centre records are reconciled.

Yearly returns and white sheets.

6. WORK EXPERIENCE

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

Work experience provides opportunities for integration and

progression

A Students on work experience are covered by VEC insurance Work experience insurance statement.

B Employer’s facilititating work experience use/sign an attendance register with

students.

Attendance register.


C An evaluation form is completed by employers at the end of work experience. Advocate evaluation forms.

D Students are required to prepare a report for each week of work experience. This

report is signed and checked by the Coordinator/Director and maintained in the

students file.

Level 4 module/student folder of

work.

7. STAFF

Level of

Priority.

L.

Systems are in place in relation to recruitment, timetables and

payments.

A Staff are recruited in accordance with the normal procedure of the VEC and

contracts are issued accordingly.

Coordinator to contact Des re staff

contracts.

B Timetables are developed in accordance with criteria prescribed by the

department.

See timetables on file.

C Timetables are approved by CEO and the Board of Management if required. Timetables are sent on a yearly basis.

D Payment returns are reconciled by Head Office to approved timetables. Daily absent sheets and time sheets.

E Returns are processed monthly and controls implemented to avoid duplicate

claims.

Time sheets and claim sheets.

F Staff files are maintained in head office and include application form, letter of

offer/acceptance, terms/contract of employment, details of qualifications, agreed

contract hours and any amendments.

On file in head office.

8. CREDITORS

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

Finances are managed in compliance with national guidelines.

A Supplies are ordered in accordance with the approved purchasing procedures of

the VEC.

Order book.

B A Stock book is maintained in respect of all supplies. This may be maintained

in each class or at reception. It is signed by the manager/appropriate member of

staff for processing in the approved manner.

Stock book/folder.


C Invoices are reconciled with the stock book and order book. Calculations are

checked and a creditor’s analysis sheet is certified by the Coordinator/Director

and forwarded for processing in an approved manner.

Monthly accounts folder.

D Original invoices duly authorised by the manager/member of administrative staff

accompany all payments.

Monthly accounts folder.

E Every effort is made to have separation between ordering, receipt and payment

of goods/services.

Filing system.

9. ASSETS

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

Detailed records of equipment, stock, lease/rent of premises and a

safety statement are documented and maintained.

A

Details of all equipment are entered in stock books/asset records under the

supervision of the Coordinator/Director.

Stock folder.

B The stock book shows details of acquisitions, transfers, breakages and disposals.

Stock folder.

C Old/obsolete equipment is identified each year and a report is sent to the CEO

seeking approval for appropriate disposal.

Stock folder.

D The Board of Management approve guidelines regarding

goods/materials of value produced as part of the training process.

N/A

E A register is maintained to show where title or other appropriate

records are stored in support of the ownership/rent/lease of the

building.

v Head office and in folder on file.

F A safety statement is maintained in accordance with health &

safety legislation.

In draft safety statement/policy.

10. RECEIPTS (if appropriate)

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

Due care is taken with receipts and safekeeping in compliance with

official requirements.


A An official receipt is issued in respect of all monies received.

Receipts are lodged daily to the VECs account in accordance with

approved procedures.

Official petty cash lodgement book.

B If appropriate, a safe is available to provide safekeeping of money

or other valuables.

In house safe.

C Receipts are credited to the budget of the centre. Monthly accounts.

11. PROMOTION

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

We highlight the sponsors of the programme where/as required.

A Application forms, relevant correspondence and premises highlight

the sponsors of schemes e.g. EU, NDP, and Department of

Education & Science.

Logo’s on correspondences.

Website.

12. GENERAL

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.

All relevant procedures are approved of by the Board of

management-where one exists- and the CEO.

A Relevant and appropriate procedures are approved by the Board of

Management and brought the attention of all staff.

Memos from head office.

B The Chief Executive Officer is required to approve issues of an

exceptional nature or where deviation from procedure maybe

required.

Yearly green sheets.

13. MISAPPROPRIATION etc.

IN

PLACE

NEEDS

FURTHER

WORK

NOT

IN

PLACE

DON’T

KNOW Level of

Priority.

L.


Misappropriation of funds are dealt with through the proper

channels.

A Any member of staff discovering or suspecting any of the

following:

Any incident of actual or suspected fraud, theft or other

misappropriation.

Overpayment or underpayment.

Irregular or unfounded payment.

Must inform his/her head of department who shall

immediately notify the AEO/CEO. If appropriate the Chief

Executive Officer should be notified directly. A full report on

the occurrences shall be prepared and submitted to the Chief

Executive Officer showing;

Amount involved.

Reasons for occurrences.

Person/persons involved.

Actions taken in the relevant case.

*Where appropriate the VECs insurers shall be notified in

accordance with the terms of the Fidelity Guarantee/Administrative

Negligence Policies. Issues regarding theft or fraud should be referred to

the Garda Siochana.

Reporting system in place between the coordinator

and the staff team.


Evaluation Questionnaire for Management

Complete this questionnaire with respect to the centre named below.

Centre Name: Youthreach Naas

Date:

Centre Staff have selected 9 Quality Areas for evaluation during this year’s Internal Centre

Evaluation process. Please comment on each of the 8 areas outlined below with particular reference

to the questions highlighted under each area.

1. Communication and Links with the Community

Are you sufficiently informed in relation to the work of the centre?

Do the centre Communications Policy and Procedures operate in line with VEC

requirements?

Yes, I am sufficiently informed in relation to the work of the centre through regular meetings

with the Co-ordinators. The centre operates in line with Kildare VEC requirement and I receive

twice monthly reports.

Regarding policies and procedures, the VEC is currently reviewing the Youthreach policies and

three Youthreach Co-ordinators are working with me in updating several policies in light of

changing times and the ability to be responsive to the needs of the current learners.

2. Administration and Financial Management

Is the centre carrying out its administrative and financial management duties to the

standards required by the VEC and the DE/S auditors?

Yes, the centre is carrying out its administrative and financial management duties according to

VEC and DES requirements.

3. Health and Safety

Is management satisfied with the centre Health and Safety Statement?

Is the centre complying with Health and Safety Legislation?

The Health and Safety Statements are in place and are adhered too. Periodic checks are made to

ensure that procedures are in place and used effectively. As line manager for the Co-ordinator, I

receive almost immediate communication in the event of any incident that may require the

knowledge or attention of the VEC.


4. Staff Recruitment and Induction

Do the procedures used by the centre in the recruitment of staff meet with the approval of

management?

What information should be included in the induction programmes of new staff from a VEC

point of view?

Yes, the procedures used by the centre in the recruitment of staff meet with the approval of VEC

management. The VEC is looking at its induction policies in relation to centre and whole county

induction procedures. It is also looking at the rollout of a county handbook for all tutors with

specific reference to particular programmes such as Youthreach.

5. Staff Development and Training

Do the centre Staff Development Policy and Procedures meet with the approval of the VEC?

Is management satisfied with the manner in which staff development is prioritised and

organised at centre level?

Yes, the Staff Development Policy and Procedures meet with the approval of VEC

management. The VEC looks at Staff Development from a fourfold perspective. Firstly, the

development courses which all staff members partake in on a personal level. Secondly, the

personal development that staff are engaged in as part of the centre. Thirdly, the sectorial

development among staff from the three Youthreach centres in the county. And fourthly, the

personal development that is envisaged for all VEC staff throughout the county.

6. Recruitment of Learners and Admission

Does management approve of the awareness raising material used by the centre as well as

the centre’s overall approach to awareness-raising within the community?

Do the centre policy and procedures on the Recruitment of Learners and Admission meet

with the approval of management?

The VEC places a high priority on highlighting and communicating the positive aspects of all

programmes, including Youthreach. The VEC approve of the awareness raising material used

by the centre. As stated earlier, the VEC is currently reviewing the Youthreach policies and

three Youthreach Co-ordinators are working with me in updating several policies, including

recruitment and admissions policies.

7. Literacy and Numeracy

Does the centre Literacy Plan meet with the approval of management?

Yes, the centre Literacy Plan meets with the approval of management. Three regional meetings

take place each year in which all VEC Co-ordinators meet in order to ensure there is a sharing

of information and resources and to develop progression routes for the learners within each

programme. The Youthreach programme has been enhanced by the assistance of the VEC

Literacy Service with personnel and sharing resource material.


8. Work Experience

Does the centre work experience programme comply with the requirements of the VEC?

Yes, the centre work experience programme meets with the approval of management. In the

current economic climate, the provision and gaining work experience has proved difficult for

the trainees. Youthreach Naas has obtained a FAS advocacy worker one day a week and this

will assist with creating links with employment and education. Youthreach Naas is also

creatively involved in volunteer programmes within the community, which will create a new

sense of awareness and experience among trainees.


Learner Review

The student review of the centre was carried out in December 2010. A total of 18 students, both

male and female, over 18 and under 18 took part. The review was carried out on a one to one basis

between the student and their key-worker. The review itself is the from the “Workshop with

Learners” document provided by the Q.F.I. facilitator. The questions are listed below, as are the

answers and the comments provided by some students. Not every question was answered by all 18

students on the day, and some chose to comment rather then answer.

Our Centre

Yes

No

Don’t

know

Comment

How it feels to be in the centre

I like being in this centre 16 1 1

I am encouraged to learn 16 1 1

The atmosphere is good 13 2 3 Sometimes

Staff and learners respect each other 17 1

What is expected of me

There is a set of rules that I have to follow 16 1 1

The rules say that bullying is not allowed in the

centre

17 1

If I have a problem with the centre I have a right to

make a complaint

17 1

If I have a problem with the centre I know who to

talk to about it

17 1

The rules say what will happen if learners misuse

drugs

16 1 1

I agree with the centre rules 17 1

The teachers enforce the rules 17 1

I feel that I am treated fairly in the centre 17 1

The Programme

I like the subjects/ courses that are provided in the

centre

14 2 2 Somethings

I feel that I am learning new things all the time. 15 2 Sometimes

I have one to one time to talk with a staff member

as I need it

17 1

Learners have a chance to say what they think of

the programmes ( have a chance to evaluate the

programmes)

15 3

I have my own learning plan which was drawn up

by staff

13 2 3

I feel that I am getting a good education in this 16 2


centre.

Programme Delivery

I like the way we are taught in this centre. 16 1

Usually I am busy doing things rather than just

listening to the teacher talking.

14 3

I am encouraged to take responsibility for my own

learning.

16 1

The teachers encourage us to try to do our best. 16 1 All the time

The teachers give praise and encouragement when

I do well.

16 1 All the time

The teachers think that I am doing well in the

centre.

12 1 4

When I joined the centre

The centre in well known in the community 12 3 1

I was interviewed by staff before I started in the

centre

16 1

The school gave my name to the centre staff. 6 2 1 Family

referral


The first few weeks in the centre

I was given information about the centre when I

started including the rules, the timetable and the

choice of subjects.

15 1

A booklet is available with all the above

information in it.

3 4 7

I was given enough information about what

happens in the centre and I didn’t feel lost at the

start.

14 3 Was lost at

first

Each new person has a learning plan that sets out

what I course I am to follow in the centre and what

I aim to achieve.

13 1 2

The staff talk to me about my progress and the

plan is reviewed regularly

14 1 1

Qualification The centre provides courses that lead to qualifications

17 1

I know about the different courses and qualifications that I can do in the centre.

15 2 1

Counselling Counselling is available to me if I need it

16 1

Guidance support Guidance support is available to me if I need it

11 1 3 Was in the beginning

For under 18s only (next three questions) Staff from the centre meet with my parents or guardians and/or other agencies who support me

6 4 1

Parents/ guardians/ relevant agencies are encouraged to support my learning in the centre.

8 2 1

My parents/guardians are told how I’m doing in the centre

7 4

Reading, writing and maths The staff know how well I can read, write and do maths

14 1 1

Practice at reading and writing is included in all parts of the learning programme

14 1 1

The materials that I use for reading and writing use situations and issues that are familiar to me

11 3 1


Yes

No

Don’t

know

Comment

Learning for life

The centre is a place where I can learn about

myself, about getting on and working with other

people, and about how to look after my health

17

I have talked with staff about these issues 16 1 1

These issues are included in my learning plan 15 2

Work experience

The centre will supervise and support me while I

am on work experience

12 4

Moving on from the centre

I believe that the centre will help me to move on

into further training, education or a job.

17

The centre will provide me with Guidance or

Counselling support when I first move on from

the centre

9 8


Learner Evaluation of FETAC Programmes and Services

Please fill in the box that describes the situation in your centre:

Yes

No

Don’t

know

Comment

Communication I have opportunities to talk to staff 18

Staff listen to me 18

Staff make it clear what I need to do to get

certification

18

Staff and learners respect each other 16 1 Sometimes

If I have a problem with the centre I know who to

talk to about it.

18

I have one to one time to talk with a staff member

as I need it.

18

Equality I feel that I am treated fairly in the centre. 18

I am not discriminated against because of who I

am.

18

I think that the centre welcomes students from

different backgrounds.

18

Access Transfer and Progression

Information Provision

I was told about the FETAC courses that were

available to me in the centre.

18

I was interviewed by staff before I started in the

centre.

18

I was told about the content of each subject area. 15 2 1

I was told about the award that I could get on

finishing the FETAC course

17 1

I was told where the course might lead to (e.g.

courses that I could move on to afterwards)

17 1

Staff give me information about my progress. 15

I have a way of letting staff know about how I

think I am progressing.

15 2 1

Entry

I know how the centre picks students for the

FETAC programmes.

11 3 4

When I applied for a place in the centre I was

helped to choose the programme best suited to me.

13 3 2

I was told about the supports that are available to

me in the centre.

16 2

If students don’t get into the FETAC programme

they can appeal the decision.

8 1 9

Facilitating Diversity

The centre staff try to make sure that I am doing a 14 1 2


FETAC programme that suits my ability and

interests.

I meet with my tutor/ mentor regularly. 16

I can avail of counselling in the centre 17

I can avail of guidance in the centre. 13 2 2 Not at the

moment

I can avail of childcare support 9 1 5

I can avail of transport supports 13 1 2

I have my own learning plan which was drawn up

by staff

13 1 3

Moving on from the programme

I can progress on to other programmes within the

centre

15 2

I am aware of courses that I can progress on to

after leaving the centre

15 1 1

I believe that the centre will help me to move on

into further training, education or a job.

16 1

Programme Development Delivery and Review

Programme Development

I like the subjects/ courses that are provided in the

centre

16 1 1

I am learning new things all the time. 14 4

Teachers plan the programmes very well. 16 2

Programme Delivery

I like the way the teachers teach the subjects 18

The teachers stick to the timetable 17 Sometimes

I feel that I am getting a good education in this

centre.

16 2

Usually I am busy doing things rather than just

listening to the teacher talking.

15 3

I am encouraged to take responsibility for my own

learning.

17 1

The teachers give praise and encouragement when

I do well.

17 1

The teachers think that I am doing well in the

centre.

15 1 2

Practice at reading and writing is included in all

parts of the learning programme

15 1 1

Work experience

The centre provides me with opportunities for

work experience

15 2

The centre will supervise and support me while I

am on work experience

15 1 1

Programme Review

Learners have a chance to say what they think of

the programmes ( have a chance to evaluate the

programmes)

16 1

I get a chance review each subject during the year. 14 1 2


Learner Records

Staff keep records of the work I have completed. 16

Assessment and Qualifications

The centre provides courses that lead to

qualifications

16 1

I know about the different courses and

qualifications that I can do in the centre.

17

Staff tell me what parts of my work will be

assessed.

17

I know in advance when assessments/ tests are

coming up during the year.

16 1

Staff me feedback on my results when I do tests. 14 3

The tests/ assessments are carried out fairly. 16 1

The teachers mark fairly. 16 1

The FETAC folders are always stored away safely 17

If I don’t agree with the results I get in tests/

assessments, I can make an appeal.

12 5

This review clearly shows that after four years of participation in the I.C.E. process the centre is

well on the way to achieving its goals. The learner review shows that the centre has many positives,

and only one real setback that was also found in the main centre review, the Information Booklet for

students. This had already been highlighted and forms part of the centres three year plan.


Scot Analysis

A Scot Analysis gives the staff team an opportunity to look at the centre, staff, students and

environment under four headings-Strengths, Challenges, Opportunities and Threats. On day two of

the Centre Development Planning Process the Scot Analysis generated enthusiastic sharing and

exchanges of information as staff discussed each area under the four headings. The results are

documented below.

Strengths. (Things that the centre is good at and doing well)

Environment – created by staff and students.

Wide range of programmes on offer.

Full level 3 and 4 – certification routes.

Holistic/person centred approach.

Solid relationship between staff and students.

1 to 1 work – Literacy etc.

Availability of a highly qualified counsellor.

Flexibility and adaptability of staff.

Well resourced centre.

Life skills programme

Extra curricular activities that expand and reinforce learning within the programme.

Food and nutrition.

Diverse skills within staff team.

SEN Initiatives –hook up programme, volunteering etc.

Rapport and respect between staff.

Staff - accessibility to each other.

Summer programme.

Location and quality of the building.

Consistency.

Self evaluation.

Ability to treat students and situations on an individual basis.

Challenges (Things that the centre finds hard to achieve)

Student behaviour.

Student attendance – trying to break an inherited cycle.

Administration.

Relationships with external agencies.

New draft operational guidelines.

Work experience and progression.

Changing family circumstances – impact on students, families.

Economic climate/budget.

Local transport system.

VEC’s merging.


Opportunities. (Events or trends that are favourable to the centre)

Inter agency work.

Relevance of Youthreach in the current climate.

Greater availability of transient staff.

High quality of educational resources available.

Re-evaluation of student’s needs and what the centre can offer.

External funding opportunities to deliver innovative projects.

Centre Advocate – new.

Leargas.

Volunteering/creating awareness and opportunities.

Merging with other VEC’s.

Threats. (Events or trends that are unfavourable to the centre)

Multi-plex schooling.

National budget cuts to the education sector.

Draft operational guidelines – restriction on flexibility and programmes.

Unemployment – impact on family life.

Changes in family structure/knock on effect of the current climate.

Possibility of losing SENI.

Re deployment of teachers in the sector.

Lack of progression opportunities for student due to numbers applying for courses –VTOS,

FAS etc.

College fees.

Cuts in grants.

In conclusion, it can be said that the centre has many strengths. While there are challenges and

threats, as listed above, they will not severely impact on the work the centre is doing. As a staff we

look forward to exploring the opportunities listed above over the course of this three ear plan.

Priority Areas

There are 27 Quality Standards in the Centre Development Process. Having completed the Main

Centre Review Worksheet and reviews with other stakeholders a 3 year action plan was developed

and documented. The 27 Quality areas were prioritised-High, Medium or Low.

High Priority.

(8) Health and Safety.

(9) Premises.

(14) Staff Support

(18) Interculturalism.

(19) Programme Development and Delivery.

(20) Recruitment of Learners and Admission.

(21) Initial Assessment Induction and Review.

(22) Learning Assessment and Certification

(24) Literacy and Numeracy.

(26) Work Experience.

(27) Transfer and Progression.

Medium Priority.

(5) Transparency, Accountability and Public Relations.

(13) Staff Development and Training.

(16) Code of Behaviour

(17) Equality.

(23) Support Structures for Learners.

Low Priority.

(3) Evaluation

(4) Communications and Links with the Community.

(15) Social Environment.

The following is a list of the areas where no actions were required, as the staff team were happy

that everything was in place in those areas.

(1) Ethos.

(2) Planning

(6) Administration and Financial Management.

(7) Record Keeping.

(10) Equipment.

(11) Staff Team.

(12) Staff Recruitment and Induction.

(24) Literacy and Numeracy.

3 Year Action Plan as a result of the Centre Development Process 2010/2011.

Area for Action: (3) Evaluation. Priority:-

Low

SPECIFIC ACTION EXPECTED

DURATION

PROCESS PERSON/S

RESPONSIBLE .

Develop and document policy and

procedures for Self

Evaluation.(FETAC and QFI)

Monitor self evaluation policy and

procedures annually.

1 Year.

Begin August

2011.

Look at Co Kildare VEC policy and

procedures in the area of Self

Evaluation.(pgs 56–59)

Adapt policy and procedures to suit the

centre.

Develop monitoring form to monitor

policy and procedures.

*See page 100 in the Red book –

Guidelines for Centre Development

Planning – as this monitoring form

template could be adapted to suit

Jonathon.

Cúán.

Dara.

Niamh.


Area for Action: (4) Communications and Links with the Community.

Priority:-

Low


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Review and update Communications

Policy and procedures.

Monitor Communications policy

annually.

1 Year.

Begin August

2011.

Look at Co Kildare VEC

Communications policy and

procedures.(pgs 9–13)


centre.







Jonathon.

Cúán.

Dara.

Niamh.

Area for Action: (5) Transparency, Accountability and Public Relations.

Priority:-

Medium


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Ensure that correct information, in

relation to the centre and its

programmes, is available to the

public.

1 year.

Begin August

2011.

Update centre website.

Re design centre brochure.

Send updated brochures to local school

principals.

Cúán.

Provide PR Training for interested

staff (Dara)

6 Months.

Begin January

2011.

Source PR training.

Contact Margaret Clince for further

information in relation to PR training.

Dara.


Area for Action: (6) Administration and Financial Management.

Priority:-

Low


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Ensure that we have sufficient

recourses/equipment to carry out all

administration functions i.e.

accounts

1 Year.

Begin January

2011.

Sort out accounts package.

Build a specific machine to

accommodate accounts package for the

computer

Cúán.

Area for Action: (8) Health and Safety.

Priority:-

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Review Health and Safety

procedures annually.

Establish a system to monitor the

implementation and effectiveness of

the Health and Safety procedures.

1 Year.

Begin April 2011.

Develop a Health and Safety checklist.

Jonathon.


Area for Action: (9) Premises.

Priority: -

High.


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Air conditioning for the dining room

area needs to be sorted as it is not

complying with Health and Safety

legislation.

1 Year

Begin June 2011.

Contact and inform the landlord that the

air conditioning for the dining room area

needs to be sorted as it is not complying

with Health and Safety legislation.

Attach the appropriate letter of

legislation.

Jonathon.

Dara.

Area for Action: (13) Staff Development and Training.

Priority:-

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Review policy and procedures in the

area of Staff Development and

Training.

Monitor policy and procedures

annually.

1 Year.

Begin August

2011.

Review policy and procedures in the area

of Staff Development and Training.



procedures.(pgs 9–13)


centre.






template could be adapted to suit.

Jonathon.

Cuan.

Dara.

Niamh.


Area for Action: (14) Staff Support.

Priority:-

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .

External/outside staff support system

needs to be identified and put in

place for staff.

3 months.

Begin September

2010.

External/outside staff support system

needs to be put identified and put in place

for staff.

Contact VEC/Des re this.

Names and phone numbers need to be

sourced and given to all staff members.

Jonathon.

Area for Action: (16) Code of Behaviour.

Priority:-

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Code of Behaviour needs to be

updated with staff and students.

1 year.

Begin January

2011.

Revisit, review and amend the Code of

Behaviour with staff first and then with

students.

Ensure it contains learner’s rights

responsibilities and a grievance

procedure.

Ensure it contains a procedure for dealing

with bullying, and the misuse of drugs.

Jonathon.

All staff.

Students.


Area for Action: (17) Equality.

Priority: -

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Develop and document Equality



annually.

1 Year

Begin August

2012.

Look at Co Kildare VEC Equality policy

and procedures.(pgs 14–17)


centre.


policy.




template could be adapted to suit.

Jonathon.

Cuan.

Dara.

Niamh.

Develop and document an Equality

action plan.

2 Years.

Begin June 2011

Develop and document an Equality

action plan in conjunction with VEC.

Check to see where they are at with this

process.

Jonathon.

Area for Action: (18) Interculturalism.

Priority: -

High.


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Review and monitor all policies and

procedures to ensure they reflect an

intercultural ethos, promote mutual

respect, understanding and openness

to individuals and groups from all

cultures.

3Years.

Begin August

2011.

Develop monitoring form to monitor and

review policies to ensure they value and

reflect the cultural identity of all

students.





Jonathon.

Cuan.

Dara.

Niamh.


Area for Action: (19) Programme Development and Delivery.

Priority:-

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .


procedures for Programme

Development and Delivery.


annually.

1 Year.

Begin August

2012.

Look at Co Kildare VEC Programme

Development Delivery and Review

policy and procedures.(pgs 28-39)


centre.


policy.





Jonathon.

Cuan.

Dara.

Niamh.

Formulate and document procedures

for the provision and delivery the

key aspect of the programme.

3 years.

Begin June 2011

with monthly

follow through.

Formulate and document procedures for

the provision and delivery the key aspect

of the programme.

*The key aspects of programmes may

include initial assessment, development

of IEPs, reviews, supported progression,

work experience, certification etc

Jonathon.

1 to 1

Team meetings.

A variety of approaches to learning

is required to meet all student needs.

1 month.

Begin August

2011.

Review annual programme plans.

Include examples of a variety of teaching

methodologies within the programme.

*See Guidelines for Programme

Planning pgs 10-17 for examples of

methodologies.

All staff.


Area for Action: (20) Recruitment of Learners and Admission.

Priority: -

High.


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Review application and admission

forms

6 months.

Begin October

2011.

Have a specific staff meeting to review

application and admission forms.

*Use VSSU Guidelines.

Use Co Kildare VEC policy and

procedures for Access Transfer and

Progression – pgs 23-27

Core staff.

Area for Action: (21) Initial Assessment Induction and Review.

Priority: -

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Relevant induction pieces that are

already being used in the centre need

to be reviewed compiled and bound

into an induction booklet.

1 month.

Begin June 2012.

Review induction information.

Bind relevant induction pieces into an

induction booklet.

Cuan.


procedures for Initial Assessment.


annually.

1 Year.

Begin August

2012.



procedures.(pgs 9-10)


centre.


policy.





Jonathon.

Cuan.

Dara.

Niamh.


Area for Action: (22) Learning Assessment and Certification.

Priority: -

Low.


DURATION

PROCESS PERSON/S

RESPONSIBLE .


procedures on Assessment of

Learner Achievement and

Certification. .


annually.

1 Year.

Begin August

2013.


procedures on Fair and consistent

Assessment of Learners.(pgs 40-53)


centre.


policy.





Jonathon.

Cuan.

Dara.

Niamh.

Assessment material needs to be

securely stored.

1 Year.

Begin January

2011.

Assessment materials need to be securely

stored.

Buy metal storage cabinet.

Dedicate Cuan’s storeroom to FETAC

and move other equipment elsewhere.

Cuan.

Area for Action: (23) Support Structures for Learners.

Priority:-

Medium


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Inform parents/guardians of

learner’s progress in the centre

annually.

1 month.

Begin August

2011.

Draft a template to parents/guardians to

inform them of learner’s progress in the

centre. Send to parents/guardians after

student evaluations annually.

Niamh.


Area for Action: (24) Literacy and Numeracy.

Priority:-

High.


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Integrating Literacy Pack to be

rolled out to all staff and evaluated

at the end of the year

1 year.

Begin June 2012.

Integrating Literacy Pack to be rolled out

to all staff and evaluated at the end of the

year

Jonathon.

Area for Action: (26) Work Experience.

Priority:-

High


DURATION

PROCESS PERSON/S

RESPONSIBLE .

Develop links with employers that

will help students participate in a

suitable/relevant work experience

programme.

2 years.

Begin April 2011.

Look at Work Experience module level 4

and see how we can further develop links

with employers.

Jonathon.

Advocate.


Area for Action: (27) Transfer and Progression.

Priority: -

High.


DURATION

PROCESS PERSON/S

RESPONSIBLE .


procedures on Transfer and

Progression of Learners.


annually

1 Year.

Begin August

2013.


procedures Access Transfer and

Progression (pgs 23-27)


centre.


policy.





Jonathon.

Cuan.

Dara.

Niamh.

Learner’s transfer and progression

routes need to be documented.

1 year.

Begin January

2011.

Consult with new Advocate when he is

appointed. Work out a system whereby

learners are tracked for a minimum of 6

months when they leave the centre and

that transfer and progression routes are

documented.

Jonathon.

New Advocate.

MONITORING ARRANGEMENTS

This action plan will be an item on the agenda of all staff meetings to ensure the actions are carried out within the given timeframe.

All staff are to be given a copy of this action plan and should take responsibility for its implementation.

*8 Policies and their procedures are to be reviewed over the 3 years of the Centre Development Plan beginning August 2011

Quality Areas 3, 4,13,17,19,21,22,27.

Timeframe for Actions as a result of the Centre Development Planning Process 2010/2011.

(In order of implementation)

Quality Areas are noted after each specific action.

Month to

start action

SPECIFIC ACTION.

( and QA)

EXPECTED

DURATION

PROCESS PERSON/S

RESPONSIBLE

January

2011.

Provide PR Training for

interested staff (Dara)

(QA 5 )

6 months.

Begin January

2011.

Source PR training.

Contact Margaret Clince for

further information in relation to

PR training.

Dara.

Assessment material needs to be

securely stored.

(QA 22)

1 Year.

Begin January

2011.

Assessment materials need to be

securely stored.

Buy metal storage cabinet.

Dedicate Cuan’s storeroom to

FETAC and move other

equipment elsewhere.

Cuan.

Code of Behaviour needs to be

updated with staff and students.

(QA 16)

1 year.

Begin January

2011.

Revisit, review and amend the

Code of Behaviour with staff

first and then with students.

Ensure it contains learner’s

rights responsibilities and a

grievance procedure.

Ensure it contains a procedure

for dealing with bullying, and

the misuse of drugs.

Jonathon.

All staff.

Students.

Ensure that we have sufficient

recourses/equipment to carry out

all administration functions (i.e.

accounts).

(QA 6)

1 Year.

Begin January

2011.

Sort out accounts package.

Build a specific machine to

accommodate accounts package

for the computer

Cuan.


Learner’s transfer and

progression routes need to be

documented.

(QA 27)

1 year.

Begin January

2011.

Consult with new Advocate

when he is appointed. Work out

a system whereby learners are

tracked for a minimum of 6

months when they leave the

centre and that transfer and

progression routes are

documented.

Jonathon.

New Advocate.

April 2011

Review Health and Safety

procedures. Establish a system to

monitor the implementation and

effectiveness of the H/S

procedures.

(QA 8)

1 Year.

Begin April

2011.

Develop a Health and Safety

checklist to help monitor the

implementation and

effectiveness of the H/S

procedures.

Jonathon.

Develop links with employers

that will help students participate

in a suitable/relevant work

experience programme.

(QA 26).

2 year.

Begin April

2011 –April

2012.

Look at Work Experience

module level 4 and see how we

can further develop links with

employers.

Jonathon.

June 2011.

Air conditioning for the dining

room area needs to be sorted as

it is not complying with Health

and Safety legislation.

(QA 9)

3 months.

Begin June

2011.

Contact/inform landlord that the

air conditioning in dining area

has to be sorted. It is not

complying with H/ S legislation.

Attach the appropriate letter of

legislation.

Jonathon.

Dara.


Formulate and document

procedures for the provision and

delivery the key aspect of the

programme.

(QA 19)

3 years begin

June 2011

with monthly

follow

through.

Formulate and document

procedures for the provision and

delivery the key aspect of the

programme.

*The key aspects of

programmes may include initial

assessment, development of

IEPs, reviews, supported

progression, work experience,

certification etc

Jonathon.

1 to 1

Team meetings.

August

2011.

Develop/document policy and

procedures for 3 policies listed

below:-

Self Evaluation.(B9)

Communications(B1)

Staff Development and Training

(B3)

(FETAC and QF)

Monitor policies and procedures

annually.

(QA 3,4,13)

1 Year.

August 2011

August 2012


policies and procedures in these

3 areas.

Adapt VEC policy and

procedures to suit the centre.

Develop monitoring form to

monitor policy and procedures.


Guidelines for Centre

Development Planning – as this

monitoring form/template could

be adapted to suit.

Jonathon.

Cuan.

Dara.

Niamh.

Review and monitor all policies

and procedures to ensure they

reflect an intercultural ethos,

promote mutual respect,

understanding and openness to

individuals and groups from all

cultures.

(QA 18)

3Years.

Begin August

2011 –August

2014


monitor and review policies to

ensure they value and reflect the

cultural identity of all students.





be adapted to suit.

Jonathon.

Cuan.

Dara.

Niamh.


Ensure that correct information,

in relation to the centre and its

programmes, is available to the

public.

(QA 5 )

1 year.

Begin August

2011.

Update centre website.

Re design centre brochure.

Send updated brochures to local

school principals.

Cuan.

A variety of approaches to

learning is required to meet all

student needs.

(QA 19)

1 month.

Begin August

2011.

Review annual programme

plans.

Include examples of a variety of

teaching methodologies within

the programme.

*See Guidelines for Programme

Planning pgs 10-17 for examples

of methodologies.

All staff.

Inform parents/guardians of

learner’s progress in the centre

annually.

(QA 23)

1 month.

Begin August

2011.

Draft a template for

parents/guardians to inform them

of learner’s progress in the

centre. Send to parents/guardians

after student evaluations

annually.

Niamh.

September

2011

External/outside staff support

system needs to be identified and

put in place for staff.

(QA 14)

3 months.

Begin

September

2011.

External/outside staff support

system needs to be put in place

for staff.

Contact VEC re this.

Names and phone numbers need

to be sourced and given to all

staff members.

Jonathon.


October

2011

Review application and

admission forms.

(QA 20)

6 months.

Begin

October 2011.

Have a specific staff meeting to

review application and

admission forms.

*Use VSSU Guidelines.

Use Co Kildare VEC policy and

procedures for Access Transfer

and Progression – pgs 23-27

Core staff.

Develop and document an

Equality action plan.

(QA 17)

1 Year.

Begin

October 2011.

Develop and document an

Equality action plan in

conjunction with VEC.

Check to see where the VEC are

at with this process.

Jonathon.

June 2012

Relevant induction pieces that

are already being used in the

centre need to be reviewed

compiled and bound into an

induction booklet.

(QA 21)

1 month.

Begin June

2012.

Review induction information.

Bind relevant induction pieces

into an induction booklet.

Cuan.


rolled out to all staff and

evaluated at the end of the year

(QA 24)

1 year.

Begin June

2012.


rolled out to all staff and

evaluated at the end of the year

Jonathon.

August

2012

Develop and document policy

and procedures for 3 policies

listed below:-

Equality.(B2)

Programme Development and

Delivery.(B5)

Initial Assessment Induction and

Review.(B1)

1 Year.

August 2012 -

August 2013



3 areas.



Jonathon.

Cuan.

Dara.

Niamh.


(VEC/FETAC and QF)


annually.

(QA 17,19,21)







be adapted to suit.

August

2013

Develop and document policy

and procedures for the 2 policies

listed below:-

Learning Assessment and

Certification.(B6)

Transfer and Progression.(B4)

(FETAC and QF)


annually.

(QA 22,27)

1 Year.

August 2013 -

August 2014



2 areas.









be adapted to suit.

Jonathon.

Cuan.

Dara.

Niamh.

Monitoring Arrangements.


This action plan will be an item on the agenda of all staff meetings to ensure the actions are carried out within the given timeframe.

All staff to be given a copy of this action plan and should take responsibility for its implementation.

*8 Policies and their procedures are to be reviewed over the 3 years of the Centre Development Plan beginning August 2011. (Quality Areas 3, 4, 13,

17, 19, 21, 22, 27.)


Contact Details

Youthreach Naas

Jigginstown Road

Naas

Co. Kildare

Telephone/Fax: 045 888938

E-mail: [email protected]

Website: www.youthreachnaas.ie

Location

We are located behind Boyland's Honda Grarage at the junction of the South Ring Road and

Nebridge Road.

mailto:[email protected]

http://www.youthreachnaas.ie/


Acknowledgements

The authors would like to thank all those who contributed to the Centre Development Plan.

The expertise and commitment shown in their contribution was much appreciated. The

widespread representation of stakeholders ensures a broad vision for the future of Youthreach

Naas.

The authors acknowledge the valuable input from County Kildare Vocational Education

Committee representatives Mr. Sean Ashe, CEO, and Mr. Des Murtagh, AEO..

One of the challenges of this plan was to get the trainees, parents and employers views. We

would like to express our appreciation of the professional work done in spearheading the

input of all stakeholders by Jonathan McNab, Cúán Prendergast, Niamh Kelly, and Shay

Murphy. We also wish to thank the trainees, parents, and employers whose contribution

forms an integral part of this consultation report.

The contribution of all staff members to this plan is hereby acknowledged namely: Jonathan

McNab, Niamh Kelly, Dara Shortt, Cúán Prendergast, Paul Hughes, Cian Mekitarian, and

Katie Walsh.

Finally we acknowledge the contribution of Sheila O'Sullivan who facilitated the whole

process and without whose patient support and experience this plan would not have been

possible.

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