Chapter 3 — Ferryhouse

Some historical milestones

Fr Stefano, in his evidence to the Investigation Committee, spoke about the increasing numbers of trained staff made available to him during his tenure as Resident Manager in Ferryhouse.

As Fr Stefano stated in evidence: I would like to compare that to the manager in Ferryhouse that comes on duty this morning. He has two full-time deputy directors. Now, neither he nor the deputies, unless there is severe crisis, would ever have to work a weekend, and they would work a nine to five day. Underneath the two deputy directors there are eight unit managers. Underneath the eight unit managers, there are eight assistant unit managers, and these sixteen people run the school really on a daily basis, 365 days of the year. Under the eight assistant unit managers, there are forty care staff, and most of these staff are highly professionally trained staff. To assist them, there are ten night supervisors and, as Fr O’Reilly said in the last day or two, you know, the average number of boys in the school now would be 30 boys, and very happy about that, you know. These are the objectives that we worked for over the years, but it puts in perspective what a person arriving at Ferryhouse in 1960, 70, 75, the responsibilities that that person was taking on.

Today, the staff to pupil ratio is heavily in favour of the staff member. In earlier years, there were just 2 or 3 young, untrained men in charge of 200 or so boys. The consequences of this imbalance are evident from this report.

Fr Stefano had noted that the residential group homes at Rathdrum, Lenaboy, Lakelands, Moate, Cappoquin and elsewhere had been financed by 90% grants sanctioned by the Department of Finance for the building of group residential homes. Fr Stefano also noted the State’s building of three schools, Oberstown Boys Centre, St. Laurence’s, and St. Michael’s, and he was envious of the staffing and conditions offered to residents at these schools. In response, Fr Stefano sought the services of a consultant, to undertake an evaluation of the Ferryhouse services. Fr Stefano then held a formal meeting with the Principal Officer (Special Education) to discuss the findings of the consultant. The Rosminians, according to Fr Stefano, laid down an ultimatum to the Department of Education. They required the funding to employ 16 lay childcare workers, as there were no professional childcare workers in Ferryhouse. Furthermore, the Rosminians required a budget system of funding for the School. Fr Stefano wanted Ferryhouse financed on a proper budget system, and staffed with generous staffing schedules, in line with the other three new schools recently built by the Department.

The Rosminians sought 16 care staff, to provide adequate cover for night shifts and weekends. The Provincial informed the Department of Education that, if these proposals were not given, he would close Ferryhouse.

The Department of Education acquiesced, and provided the staffing required by the Rosminians. The staff changes, according to Fr Stefano, directly altered in a beneficial way the boys’ lives in Ferryhouse. He told the Investigation Committee: From the beginning, the early staff, we made a conscious decision that we would take on female childcare workers rather than male childcare workers at the start because we had four Rosminians and the balance was very overloaded in the boys’ lives so all the early childcare workers were female and there was a great sense of well-being and happening in the air. They were young people who were very energetic and very enthusiastic.

Fr Ricardo gave evidence to the Investigation Committee. He was asked what improvements he saw in Ferryhouse when he returned in the mid-1980s following a time of absence. He said: At that time there were huge, I think, changes. No.1, lay staff – I know lay staff had come in on the scene. One thing I do remember when the first lay staff came – like before they came, the boys would be quite boisterous. I remember the Community having a long discussion shortly after lay female staff came, how the boys had mellowed or softened in general. That to me was one of the huge changes or factors. Also staff were being trained as well, because the Waterford Regional College had set up a training course ...

The lay staff now employed in Ferryhouse had received proper training. This was a direct result of the Kennedy Report, which had recommended that priority be given to proper training of staff in residential institutions. The Department of Education state that their response to this recommendation was immediate. A full-time residential course in childcare at the School of Social Education, Kilkenny was established in 1971 with funding from the Department of Education. All the industrial schools and reformatories were given funding to send their staff on the course. The Department of Education was also involved in the organisation of in-service training courses at numerous colleges nationwide. By 1974, approximately 75% of staff working in residential homes had received training in childcare.

The second part of the ultimatum given by Fr Stefano to the Department of Education was an adequate budget system along the lines of the budgets provided by the Department to the newly constructed schools. Fr Stefano told the Investigation Committee that the capitation system was the only significant funding received for the School. The farm was ‘not making money at that stage’ and he was determined that he ‘would never fundraise to put food on the table or clothes on a boy’s back or anything that was the responsibility of the State’. He resolved that all fundraising by the Rosminians was to enhance the lives of the boys and not to provide the basics.

This ultimatum in relation to budget funding for their School was in line with the thinking of numerous other groups and individuals. The Kennedy Report recommended that the system of payment of grants on a capitation basis should be discontinued, and replaced by an annual grant based on a budget of estimated costs submitted by each school sufficient to cover all costs. The grant was to be paid direct to the schools by the State. The criticism of the capitation system was that it encouraged institutions to detain children rather than to release them to their families.

Fr O’Reilly spoke about the problems caused by the capitation system: You needed to have a certain number of children in the School in order to make it financially viable, which is not a good way to look at it, but that was the economic reality at that time and therefore at times they were complaining about not having enough children in the school and they wanted more children to be able to have a greater income to spread across ... The system of its nature sought to, or it forced Managers into, trying to have a greater rather than a lesser number of children.

The Department did not give Fr Stefano his required budgetary system immediately, but he succeeded in obtaining a system whereby the School would receive deficit payment on production of financial records every three months. This was a considerable improvement financially for the Rosminians, as Fr Stefano stated, ‘so with money starting to come in, we could start planning’.

By 1984, a budget system of funding had been introduced into all the schools.

A number of critical factors combined to bring about fundamental changes in the education provided for the boys in Ferryhouse and industrial schools generally. The Kennedy Report noted that ‘if the task of integration of children in care into society is to be successful it is essential that those in care for one reason or another should have educational opportunities to the ultimate of their capacities’.56 The Report stated that the children in care were educationally disadvantaged, and the industrial school educational system had failed to take this into account in catering for the children’s educational needs. Therefore, in the light of deprivation suffered, the children should be provided with more than normal educational facilities so that they could be educated to their ultimate capacities. The Department of Education policy from the 1970s onwards, in relation to education, focused on rehabilitation and compensatory education, provided by well-trained staff. St. Joseph’s Industrial School building programme provided the opportunity to put these policies to work.

With the new school building completed, class sizes were reduced considerably. This allowed intensive remedial teaching to occur for the boys. The numbers of boys detained in Ferryhouse had fallen dramatically, while the number of trained staff had increased. Additional teachers were also put in place to provide teaching in the practical subjects. As a direct result, older boys would undertake preparation for the State examinations in the School. The first State examination was held in Ferryhouse in 1987.