A GUIDE TO INSPECTION IN PRIMARY SCHOOLS · A GUIDE TO Inspection in Primary Schools ... • Curriculum Evaluation ... This guide sets out how we conduct inspections in primary schools

INSPECTORATE

A GUIDE TOINSPECTION IN PRIMARY SCHOOLS

INSPECTORATE

A GUIDE TOInspection in Primary Schools

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The Inspectorate wishes to thank Kilcolgan Educate Together N.S., Kilcolgan, Co. Galway for permission to use the cover photographs.

© 2016 Department of Education and Skills

Published byThe InspectorateDepartment of Education and SkillsMarlborough StreetDublin 1D01 RC96

This guide and others in the series may be accessed at www.education.ie

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CONTENTS

1. INTRODUCTION 4a. Inspections and this guide 4b. Evaluation in primary schools 4 School self-evaluation 4 External inspection of schools 5c. Our inspection models 5d. Key principles that inform inspection 6

2. HOW ARE INSPECTIONS CARRIED OUT? 8a. Before the inspection visit 8 Notice 8 Documents 8 Questionnaires 8 Meetings 9b. During the inspection visit 9 Questionnaires 9 Meetings and interviews 9 Classroom visits 10 Documents 10 Evaluating professional practice 10 Compliance with Child Protection Procedures 10c. Following the inspection visit 11 Feedback meetings 11 The evaluation report 11

3. PUBLICATION OF THE INSPECTION REPORT 11

4. ACTING ON THE INSPECTION REPORT 12

5. THE QUALITY FRAMEWORK FOR SCHOOLS 12

6. THE QUALITY CONTINUUM 14

7. REVIEW OF INSPECTIONS 15

8. PUBLICATION AND REVISION OF THIS GUIDE 15

Appendix 1 Summary of inspection models 16 • IncidentalInspection • CurriculumEvaluation• EvaluationofProvisionforPupilswithSpecialEducationalNeeds• EvaluationofActionPlanningforImprovementinDEISSchools• Whole-SchoolEvaluation-Management,LeadershipandLearning• Whole-SchoolEvaluation• Follow-throughInspection

Appendix 2 Documentation requested 31Appendix 3 School Information Forms 32


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1. INTRODUCTION

a. Inspections and this guideThe Inspectorateof theDepartmentofEducationandSkills (DES)works to improve thequalityoflearningforchildrenandyoungpeopleinIrishschools,centresforeducationandotherlearningsettings.AsampleofallschoolsandcentresforeducationisselectedforinspectionaspartoftheInspectorate’sannualprogrammeofinspection.Thesampleincludesschoolsatalllevelsonthequalitycontinuum,fromschoolswithsignificantstrengthstoschoolsinwhichtherearesignificantweaknesses.Ourevaluationworkinschoolsisdesignedtoevaluatekeyaspectsoftheworkoftheschoolandtopromoteschoolimprovement.

Thisguidesetsouthowweconductinspectionsinprimaryschoolsandiseffectivefrom01September2016.Itreplacespreviousguideswhichdescribedeachinspectionmodelindividually.Thisguidewasdevelopedinthelightofourexperienceinschoolsandinconsultationwiththeeducationpartners.

Ourinspectionsarecarriedoutinaccordancewithsection7(2)(b)andsection13(3)(a)(i)oftheEducationAct1998andwiththeCode of Practice for the Inspectorate (DepartmentofEducationandSkills2015)whichisavailableatwww.education.ie.Duringaninspection,aschool’sboardofmanagementanditsstaffareobligedtoaccordtheinspectors“everyreasonablefacilityandco-operation”intheperformanceoftheirduties(section13(7),EducationAct1998).

b. Evaluation in primary schools Responsibilityforschoolimprovementrestsprimarilywiththeboardofmanagement,principalandstaffofindividualschools.Effectiveschoolsareconstantlyreviewingtheirownpracticeandseekingtofindwaystoensureschoolimprovement.Schoolmanagementandteachersreflectonthequalityofteaching,learningandpupilachievementintheirschools.Theyalsoconsiderhowwelltheschoolisrunandhowthiscanbeimproved.

School self-evaluationTeachers,principalsandboardsofmanagementcanimprovetheworkoftheirschoolssignificantlythroughschoolself-evaluation(SSE).Therequirementtoengageinschoolself-evaluation,introducedin2012,isrelativelynewbutalreadymanyschoolsareusingSSEtomonitorandimproveaspectsoftheir teachingand learning.Circular0039/2016 reaffirms the requirementonschools toengage inschoolself-evaluationofteachingandlearningandtodevelopschoolimprovementplanswhichfocusonimprovingoutcomesforpupils.Tofacilitateself-evaluationasacentralcomponentoftheworkofaschooltheInspectoratehaspublishedSchool Self-Evaluation Guidelines 2016-2020: Primary (DepartmentofEducationandSkills2016).Thispublicationprovidesaframeworkandstructureforschoolstouseinevaluatingteachingandlearning.Schoolsshouldalsofamiliarisethemselveswiththerequirementssetoutinthecurrentschoolself-evaluationcircular.

School self-evaluation and external evaluation are complementary processes, both focusing onimprovement.Theschoolself-evaluationprocessgivesschoolsameansofidentifyingandaddressingpriorities,andofensuringawhole-schoolfocusonimprovingspecificaspectsofteachingandlearning.Externalevaluationstakenoteofschools’identifiedprioritiesandassesstheirteachingandlearningpractices.Giventhiscommonfocuson improvement, the Inspectoratewill takeaccountofschools’engagementwith,andtheoutcomesof,self-evaluationinthecourseofitsevaluationswhileremainingsensitivetotheindividualcontextfactorsofschoolsatvaryingstagesofSSEdevelopment.


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External inspection of schoolsExternal inspections also facilitate improvement and change in schools. They provide an externalperspectiveontheworkoftheschool.Inspectionreportsprovidejudgementsonthequalityofprovisioninaschool,affirmtheaspectsofpracticethatareworkingwellandassistinconfirmingtheschool’sjudgementaboutitsstrengthsandprioritiesforimprovement.Inthisway,theyhelptoinformandcomplementschools’self-evaluation.Recommendationsininspectionreportsprovideimportantdirectionfortheschoolcommunityasitseekstobringaboutongoingschoolimprovement.

Allofourinspectionmodelsfocusonthequalityofteaching,learningandpupilachievement.Dependingonthefocusoftheevaluation,theymayalsofocusonthequalityofsupportforpupils,thequalityofactionplanningforschoolimprovementandthequalityofleadershipandmanagement.

Inaverysmallnumberofcases,inspectionsmayalsohaveanyorallofthefollowingpurposes:

• Toassesstheimplementationofguidelines,circularletters,regulationsandotherdirectionsmadebytheMinister

• Tocollectinformationonfactorsthatcanbeusedtoidentifyschoolsthatwouldbenefitfromfurtherinspection

• Tomonitortheprogressmadebyaschool in implementingtherecommendationsofearlierinspections

• To collect information on the operation and effectiveness of schools for research or otherpurposes,includingtheprovisionofinformationtoothersectionsoftheDepartment

Inspectionssupportco-professionalengagementbetweenteachersandtheinspector.Themajorityoftheinspector’stimeduringinspectionisgiventodirectobservationofteachingandlearningatclassroomlevelwithaviewtoassessingthequalityofprovision,affirmingtheworkofteachersandpupilsandsupportingimprovement.Theinspector’sfeedbacktotheteacherandtotheschoolshouldenhanceprofessionalreflectionandself-evaluationandultimatelyimproveoutcomesforpupils.

Inspectionsaimtosupporttheeducationalleadershiproleoftheprincipalbyprovidingtheopportunityforprofessionaldialoguewithinspectorsonmattersofparticularinteresttotheschool.

Inspections,with theexceptionof incidental inspections, result in the issuingorpublicationofaninspectionreport.Thisreportand,inthecaseofincidentalinspectionstheoralfeedbackprovided,canassistschoolstoidentifystrengthsineducationalprovisionandfacilitateprofessionalreflectiononaspectsrequiringfurtherdevelopment.

The Inspectorateacknowledges that learners and theirparents arekey stakeholders in the schoolcommunity.Theirparticipation in school inspections,whereappropriate, isanecessary componentof a valid, authentic school evaluation process. It enhances the quality of the evaluation and therecommendationsforschoolimprovementthatemerge.Listeningtothevoicesofpupilsandparents,andtheiropinionsontheperformanceandoperationofschools,isanimportantandintegralpartoftheworkoftheInspectorateinschools.

c. Our inspection modelsWeusea rangeof inspectionmodels toevaluate schoolsandother learningsettings.These rangefromone-day,unannouncedincidental inspections,tomoreintensivewhole-schoolevaluationsandinspectionsthatfollow-throughonhowschoolshaveimplementedrecommendationsmadeinpreviousinspectionreports.


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Thisguideprovidesageneraloverviewofourapproachtoinspectioninprimaryschools.Weuseanumberofmodelstogatherinformationonthequalityofeducationprovisioninschools.InAppendix1ofthisguideyouwillfindanoutlineofeachoftheseveninspectionmodelsusedinprimaryschools:

• IncidentalInspection

• CurriculumEvaluation

• EvaluationofProvisionforPupilswithSpecialEducationalNeeds

• EvaluationofActionPlanningforImprovementinDEISSchools

• Whole-SchoolEvaluation-Management,LeadershipandLearning

• Whole-SchoolEvaluation

• Follow-throughInspection

Wehavedevelopedthisrangeofmodelssothatwecantargetourinspectionworkmoreeffectivelywhereitislikelytohavethegreatestimpact.Thishelpsustoachieveouraimsofencouragingimprovementforpupilsandprovidinganassuranceofqualityforparents,thepublicandtheeducationsystem.

Somemodels,suchastheincidentalinspectionsandcurriculumevaluations,arequiteshortinspectionsthatenableustoevaluatetheworkoftheschoolandprovidefeedbackforimprovementtoteachersandschoolleadersrelativelyquickly.Theycanbecarriedoutwithminimumdisruptiontotheworkoftheschool.Theyarealsoveryusefulinmonitoringtheoverallqualityofeducationalprovision.Othermoreintensiveinspections,suchaswhole-schoolevaluationsandDEISevaluations,takemoretimeandinvolvemoredetailedexaminationsoftheleadershipandmanagementoftheschoolsaswellasevaluationsofteachingandlearning.

Usingthisrangeofinspectionmodels,varyingfromveryshortincidentalinspectionstomoredetailedinspections,wecanplanourinspectionsmoreeffectively.Forexample,ifshortinspectionstellusthattheworkofaschoolisprogressingwell,itmaynotbenecessarytoplananintensiveinspectionintheschoolinthenearfuture.Instead,wecanfocusinspectionsinotherschoolswheretheneedforimprovementislikelytobegreater.Havingfollow-throughinspectionswhichevaluatehowschoolshaveimplementedrecommendationsmadeinpreviousinspectionreportsalsohelpstoincreasetheimpactofinspectionforimprovement.

Eachofourinspectionmodelstakeintoaccounttheparticularcircumstanceoftheschool,centreforeducationoreducationsetting.Factorssuchassize,location,socio-economiccircumstanceofthepupilsandcommunity,pupils’specialneedsandthesupporttheyrequire,andotherfactorsimpactontheworkoftheschool.Werecognisethatschoolsworkwithinaveryspecificcontextandwetakethesecontextfactorsintoconsiderationwhenweevaluate.

d. Key principles that inform our inspectionsAsanInspectoratewearefocusedonensuringthatthelearnersinschools,centresforeducationandothersettingsreceivethebestpossibleeducationinthelightoftheirpotentialandtheirlearningneeds.Wepromotehighstandardsinteachingandinthelearningoutcomesandexperiencesoflearnersinschools,centresforeducationandothersettings.Westrivetoenablethoselearningorganisationstoimprovethequalityoftheeducationtheyprovide.


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Ourworkisunderpinnedbyfourkeyprinciples:

1.Afocusonlearners

2.Developmentandimprovement

3.Respectfulengagement

4.Responsibilityandaccountability

Thefourkeyprinciples,describedindetailinourCode of Practice for the Inspectorate(availableonthewebsiteoftheDepartmentofEducationandSkills,www.education.ie),providethestandardsthatinform,guideandgovernourwork.Theseprinciplesgovernthefullrangeofinspectors’evaluationandadvisoryworkinallsettings,includingschools,centresforeducationandarangeofothersettings.

Wearecommittedtocarryingoutourinspectionsinwaysthatproviderealopportunitiestoaffirmgoodpracticeandtoprovidepracticaladviceto individual teachers, toprincipalsandtoboardsofmanagementwiththeultimateaimofimprovinglearningexperiencesandoutcomesforpupils.

This means that:

1. Weareopenandtransparentaboutthewaywecollectandcollateevidenceforourevaluative judgements:

• Weadheretoourpublishedguidelinesastheyrelatetoinspectionactivity

• Weapplyevaluationcriteriaconsistently,drawingonthe qualityframeworkinLooking at Our School 2016

2. Ourevaluativejudgementsarebasedonthecollectionofobjective,dependable,highqualitydatahavingtakenthecontextoftheschoolintoconsideration:

• Aspartofourevidence-gathering,weengageindialoguewithpupils,teachers,andschoolleadersinmostofourinspectionsandwithotherrelevantstaff,parentsandboardsofmanagementinsomeinspections

• Weusetheevidencewegathertosupportourfindingsandrecommendationsinamannerwhichisfairtoallconcerned

• Werelyonarangeofevidencefromanumberofdifferentsources

• Weconductpost-evaluationmeetingstoclarify,informandconfirmourfindings

• Weprovidetheschoolstaffwithanopportunitytorespondtotherelevantmainfindingsattheschoolpost-evaluationmeetingandwenotethecommentsmade

3. Werespecttherightofindividualstoprivacyasfaraspossibleandconsistentwithourdutytoreport onqualityandstandards:

• Wearesensitivetowardsboththeindividualpersonswithwhomweengageandtheschoolandwearecommittedtocourtesy,respectandfairnessinallinteractionswithindividualsandgroups

• Everyeffortismadetopreservethepositiverelationshipswhichexistbetweenthoseinvolvedinmanagingandleadingtheschool,teachers,parentsandpupils

• Information collected from pupils, teachers and parents on questionnaires is only used inaggregatedformatandeachquestionnaireisentirelyconfidential

• Incertaincircumstances,wemayreceiveotherinformationinamannerinwhichthepersonproviding that information has a reasonable expectation that the information is given in

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1 Theperiodofnoticeandthepersonscontactedpriortoaninspectionvarydependingonthemodelofevaluation.Pleaseseethemodel-specificinformationinAppendix1ofthisguide.

confidence.Whilewewillrespectconfidences,wecannotguaranteetheabsoluteconfidentialityoftheinformationprovided,ortheanonymityoftheindividualpersonorpersonsprovidingtheinformation.However,havingdueregardtostatutoryprovisions,wewillseektoprotecttheanonymityofthepersonifwebelievethatheorshebelieveditwasbeinggiveninaconfidentialmanner and that to release the information to others would prejudice the receipt of suchinformationinthefuture

4. Wereportobjectivelyandfairlyonthequalityofeducationprovision:

• Wesetoutclearlyandunambiguouslythemainfindingsandrecommendationsoftheinspectionsoastoenhancethemotivationandoverallcapacityoftheschoolcommunitytoachieveitsgoalsandtobringaboutimprovementinoutcomesforpupils

• Ourreportsarefairandbalanced,particularlywhereconflictingevidenceispresented

• Werecogniseandacknowledgeeffectivework,progressandachievement

• Weprovideadviceinasupportiveandconstructivemannerandwemakerecommendations

2. HOW ARE INSPECTIONS CARRIED OUT?a. Before the inspection visitNoticeWrittennoticeofawhole-schoolinspectionisgenerallyprovidedtotheprincipal,thechairpersonoftheboard,thechairpersonoftheparents’associationandthepatroninadvanceofthefirstin-schoolday1. Forotherevaluations,asidefromthosewhichareunannounced,theprincipalisnotifiedviaemailandrequestedtoforwardthenotificationtothechairpersonoftheboardofmanagementandthepatron.Theprincipalmayalsobecontactedbythereportinginspectortooutlinetheformatoftheevaluation,toarrangemeetings,toarrangefordistributionandcompletionofparentandteacherquestionnairesandtoclarifyanyspecificissues.

Nonoticeisgiventoaschoolofanincidentalinspection.

InthecaseofanEducationandTrainingBoard(ETB)school,acopyofthewrittennotificationissenttotheChiefExecutiveoftheETB.

DocumentsExternalinspectionfocusesprincipallyontheworkoftheschoolasittransactsdaily,andthereisalimitedemphasisondocumentation.Inspectorswillrequesttoseeandexamineashortlistofdocumentsrelevanttothefocusoftheparticularevaluationmodelandwhichschoolscanreasonablybeexpectedtohaveavailable.Theparticulardocumentswhichschoolsareaskedtoprovide,inelectronicformatpreferably,aresetoutforeachinspectionmodelinAppendix2ofthisguide.

Questionnaires ParentsandpupilsareimportantstakeholdersinschoolsandtheInspectoratevaluestheirviewsonthequalityofprovision.Weadministerquestionnairestoasampleofparentsandpupilsduringsomeofourevaluations,tocapturetheirperspectivesontheworkoftheschool.

TeacherquestionnairesareavailableforcompletiononlineinthecourseofWhole-SchoolEvaluationsandWhole-SchoolEvaluation-Management,LeadershipandLearninginlargerschools(eightormoremainstreamteachers).


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2 OurpracticeinthisregardisinformedbySection26oftheEducationAct1998whichprovidesasfollows:(1)Theparentsofstudentsofarecognisedschoolmayestablish,andmaintainfromamongtheirnumber,aparents’associationforthatschool

andmembershipofthatassociationshallbeopentoallparentsofstudentsofthatschool(2)Aparents’associationshallpromotetheinterestsofthestudentsinaschoolinco-operationwiththeboard,Principal,teachersandstudents

ofaschool…(3)Theboardshallpromotecontactbetweentheschool,parentsofstudentsinthatschoolandthecommunityandshallfacilitateandgiveall

reasonableassistancetoparentswhowishtoestablishaparents’associationandtoaparents’associationwhenitisestablished.(4)(a)Aparents’associationshall,followingconsultationwithitsmembers,makerulesgoverningitsmeetingsandthebusinessandconductof

itsaffairs.(b)Whereaparents’associationisaffiliatedtoanationalassociationofparents,therulesreferredtoinparagraph(a)shallbeinaccordance

withguidelinesissuedbythatnationalassociationofparentswiththeconcurrenceoftheMinister.”

Followingnotificationofanevaluation,wherequestionnairesaretobeused,theinspectorwillarrangewiththeprincipalforthedistributionoftheparentquestionnairesinadvanceoftheevaluation.

Inschoolswhereteacherquestionnairesareadministered,theprincipalisaskedtoprovideinformationtotheschoolstaffregardingtheonlinequestionnaireforteachersinadvanceofthein-schoolphase.

Informationgainedfromtheanalysisofquestionnairesmaybereferredtointheinspectionreportbutdetailedstatistical information isnot included.Asummaryof theaggregateddatafromthesequestionnairesisprovidedtotheschool.CompletedindividualquestionnairesareconfidentialtotheInspectorate.

MeetingsWhole-SchoolEvaluation(WSE)istheonlyinspectionmodelwheremeetingsareheldpriortothefirstin-schooldayoftheinspection.Thereportinginspector,inconsultationwiththeprincipal,arrangestoholdmeetingswithrepresentativesoftheboardofmanagementandpatronandwiththeteachingstaff.Inspectorsalsomeetwithrepresentativesoftheparents’associationwheretheassociationisaffiliatedtotheNationalParents’CouncilPrimaryorisintheprocessofaffiliatingtotheNationalParents’CouncilPrimary.Wheretheschooldoesnothaveaparents’association,ortheassociationisnotaffiliatedtotheNationalParentsCouncilPrimary,theinspectorswillmeetwiththeparents’representativesontheboardofmanagement.2

b. During the inspection visit Inspectionvisitsareconductedbyoneormoreinspectors.Theinspectiontypedeterminesthelengthoftimetheinspectiontakesandtheactivitiesundertakeninthecourseoftheevaluation.Typically,thecoreinspectionactivitytakesplacebetweenoneandfivedaysandwillconsistofclassroomvisits,meetings,theadministrationofquestionnaires,thereviewofdocumentsandtheprovisionoffeedback.Thereportinginspectorpreparesanoveralltimetablefortheevaluation.Anychangestothetimetablewillbediscussedwiththeschoolprincipalinadvance,wherepossible.

QuestionnairesWheretheyareused,pupilquestionnairesareadministeredbytheinspectortoasampleofpupilsonthefirstdayoftheinspection.

Meetings and interviews Meetingsandinterviewsarearrangedbytheinspectorinconsultationwiththeprincipal.Dependingontheinspectionmodel,meetingsmaybeheldwithrepresentativesoftheboardofmanagementandpatron,withrepresentativesoftheparents,withtheteachingstaff,withmembersofthein-schoolmanagementteam,withthespecialeducationalneedsteamandspecialneedsassistantsandwithotherrelevantstaff.Whereappropriate,theinspectorwillalsomeetwithafocusgroupofpupils.Inthecaseofwhole-schoolinspections(WSE)someofthesemeetingsareheldinadvanceofthein-schoolinspectionperiod.


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Classroom visitsDuringtheinspectionvisit,theinspectorvisitsclassroomsandotherlearningsettingstoobserveteachingandlearning,tointeractwithpupilsandtoreviewtheirwork.

Teachingandlearninginanylearningsettingintheschoolmaybeobservedoverthecourseoftheevaluation.Thismayincludetheworkoftemporarystaffandsupportteachersbasedinotherschoolswhoareworkingintheschoolatthetimeoftheinspectionvisit. Inlargerschools,thiscaninvolveinspectionvisitstoasampleofteachers.Itmayalsoincludetheworkofexternalpersonnelwhoareemployedbytheboardofmanagementtoprovideadditionaltuition/supporttopupilsduringschooltime.

Theinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised, theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.

Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebypupilsarealsoexamined.Theinspector(s)mayalsointeractwithpupilsandreviewsamplesoftheirwork.

Oralfeedbackisprovidedtoindividualteachersattheendoflessons,oratanothertimeduringthein-schoolevaluation.The feedback relates to theoverallqualityof teachingand learningand thequalityofpupils’experiencesinthelesson.Observedgoodpracticeisacknowledgedandaffirmedandrecommendationsforimprovementaremadewhereappropriate.

DocumentsTheinspectionmodeldeterminesthedocumentsthatareexaminedinthecourseofanevaluation.TheseareoutlinedinAppendix2ofthisguide.Aninspectormayalsorequestadditionaldocumentsorschoolrecordsrelatingtospecificissuesthatmightariseinthecourseoftheevaluation.

The inspectorwill considerandmaydiscuss the resultsof standardised testsandotherassessmentinformationwiththeschoolduringthecourseoftheevaluation.However,thisstatisticalinformationisnotpresentedinwrittenreports.

Evaluating professional practiceWhileinspectionsclearlyinvolveanevaluationoftheprofessionalpracticeofteachersandthequalityoflearningfacilitatedintheclassroom,theinspectionprocessisnotaprofessionalcompetenceinspection.Proceduresare inplaceunder section24of theEducationAct1998tofacilitateschools indealingwithissuesrelatingtoprofessionalcompetenceandtheinspectionarrangementsthatarepartofthesection24proceduresareentirelyseparatefromtheinspection.However,whereaninspectorhasseriousconcernsaboutthequalityofteachingandlearninginanindividuallessonobservedand/orconcernsregardingthewellbeingandsafetyofpupils,thoseconcernswillbesharedwiththeprincipalandtheteacheraspartofthefeedbackprovided.Whereconcernsrelatetomanagementand/orleadershipintheschool,theyaresharedwiththeprincipalandthechairpersonoftheboardofmanagementoftheschoolaspartofthefeedbackprovided(or,inthecaseofschoolsundertheauspicesofanETB,withtheprincipal,chairpersonoftheboardandtheChiefExecutiveoftheETB).

Compliance with Child Protection ProceduresInSeptember2011,theDepartmentofEducationandSkillsissuedCircular0065/2011and Child Protection Procedures for Primary and Post-Primary Schools (2011). As part of whole-school inspections, theinspector(s)willenquireintoaschool’sgeneralcompliancewiththerequirementsoftheseprocedures.Priortotheinspectionvisit,schoolmanagementisrequiredtocompleteaChildProtectionSchoolSelf-


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ReportFormand,duringtheinspectionvisit,theinspector(s)seeksadditionalconfirmatoryevidenceoftheschool’scompliancewiththeChild Protection Procedures for Primary and Post-Primary Schools (2011).TheInspectorateiscommittedtofollowinguponinstancesofnon-compliancewithschoolauthorities.

c. Following the inspection visitFeedback meetingsFeedbackmeetingsaretypicallyheldimmediatelyorshortlyafterthecompletionoftheinspection.Theyareanimportantpartoftheevaluationprocess.

Duringthemeetingstheinspector(s)seekto:

• provideanevaluationoftheworkoftheschool

• acknowledgegoodpracticeintheschool

• provideopportunitiesfortheclarificationofanyinformation

• gatheranyadditionalrelevantinformation

• identifyareasfordevelopment

• discusshowtheschoolcandevelopthroughtheimplementationofthemainrecommendationsoftheevaluation

The evaluation reportAdraftinspectionreportisfinalisedfollowingthecompletionofthefeedbackmeetingsexceptinthecaseof incidental inspectionwherenoreport is issuedtotheschool.Thereportpresentsthemainfindingsandrecommendationsoftheevaluation.ItisprocessedthroughthenormalqualityassuranceproceduresoftheInspectorateandisissuedtotheschoolforfactualverificationandlaterforschoolresponseasprescribedinPublication of School Inspection Reports: Guidelines(DepartmentofEducationandSkills,2015).

Whenissuedforfactualverification,theprincipalandchairpersonoftheboardhavetheopportunitytopointouttotheInspectoratewhattheybelievetobeanyerrorsoffactinthedraftreport.Subsequently,thereport,amendedifnecessary,isissuedtotheschoolforschoolresponse.Theboardoftheschoolhasanopportunitytosubmitawrittenresponsetothereport,outliningwhatitwilldotoaddresstherecommendationsforimprovementinthereport.Thereportandnormallytheschoolresponsearethenpublished.

3. PUBLICATION OF THE INSPECTION REPORTThefinalisedreportandtheschoolresponsearepublishedonthewebsiteoftheDepartmentofEducationandSkills(www.education.ie).Thedetailedarrangementsforthepublicationofinspectionreportsaredescribedinaseparatedocument,Publication of School Inspection Reports: Guidelines(DepartmentofEducationandSkills,2015).


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4. ACTING ON THE INSPECTION REPORT Theboardofmanagement,aspartofitsagendaforschoolimprovement,shoulddiscussthefindingsandrecommendationsofthereportandshould,alongwiththeschoolprincipal,planforandoverseetheimplementationoftheactionsneededtoaddressthereport’srecommendations.Thereportalongwithothertypesofevidencegatheredbytheschoolshouldalsobeusedbytheschooltoinformitsself-evaluationprocessesanditsplanningforimprovementanddevelopment.InthecaseofanETBschoolitissuggestedthattheChiefExecutiveoftheETBorhis/herdeputedofficershouldbeapartytosuchdiscussions.

Whileresponsibilityforoverseeingtheimplementationoftherecommendationsandimprovementsinaninspectionreportrestsmainlywiththeboardandprincipal(orwiththeboardandprincipalandtheChiefExecutiveoftheEducationandTrainingBoard(ETB)inthecaseofanETBschool),thepatronortrusteesoftheschoolalsohavearesponsibilitytoensurethateffectivefollow-upactionistaken.Insomecases,schoolsmaywishtoaccesstheassistanceavailablefromschoolsupportservicesandothersourcesofadvicewhenplanningandimplementingimprovements.

The Inspectorate and other divisions of the Department of Education and Skills will monitor theimplementationofrecommendationsinselectedschoolsandinthesystemgenerally.ThedegreetowhichprogresshasbeenmadeontheimplementationofrecommendationsinaninspectionreportmaybeevaluatedatalaterdatebytheInspectorate.

5. THE QUALITY FRAMEWORK FOR SCHOOLSLooking at Our School 2016: A Quality Framework for Primary Schoolsprovidesaunifiedandcoherentsetofstandardsforthetwodimensionsoftheworkofschools:

• teachingandlearning

• leadershipandmanagement

Itisdesignedforteachersandforschoolleaderstouseinimplementingthemosteffectiveandengagingteachingandlearningapproachesandinenhancingthequalityofleadershipintheirschools.Throughtheprovisionofasetofstandardsdescribing‘effectivepractice’and‘highlyeffectivepractice’,theframeworkwillhelpschoolstoidentifytheirstrengthsandareasfordevelopmentandwillenablethemtotakeownershipoftheirowndevelopmentandimprovement.Inthisway,theQuality Framework for Schools seekstoembedself-evaluation,reflectivepracticeandresponsivenesstotheneedsoflearnersinclassrooms,schoolsandothersettings.

TheQuality Frameworkwillbeusedtoinformtheworkofinspectorsastheymonitorandreportonqualityinschools.Evaluationmodelswilldrawontheelementsoftheframeworkthataremostrelevanttothefocusofthemodel.Inthisway,whiletheframeworkwillbeusedflexibly,itwillensureconsistencyinInspectorateevaluations.

Making Looking at Our School 2016: A Quality Framework for Primary Schoolspubliclyavailableavailablewillhelpparentsandotherstounderstandtheevaluativejudgementsininspectionreports.Thecommonlanguageprovidedbytheframeworkwillfacilitatemeaningfuldialoguebetweenteachers,educationalprofessionals,parents,pupils,schoolcommunitiesandthewidercommunityaboutqualityinourschools.


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Table 1: Quality Framework for Primary Schools – Overview

LEA

DER

SHIP

AN

D M

AN

AG

EMEN

T

DOMAINS STANDARDS

Leadinglearningandteaching

Schoolleaders:promoteacultureofimprovement,collaboration,innovationandcreativityinlearning,teachingandassessmentfosteracommitmenttoinclusion,equalityofopportunityandtheholisticdevelopmentofeachpupilmanagetheplanningandimplementationofthecurriculumfosterteacherprofessionaldevelopmentthatenrichesteachers’andpupils’learning

Managingtheorganisation

Schoolleaders:establishanorderly,secureandhealthylearningenvironment,andmaintainitthrougheffectivecommunicationmanagetheschool’shuman,physicalandfinancialresourcessoastocreateandmaintainalearningorganisationmanagechallengingandcomplexsituationsinamannerthatdemonstratesequality,fairnessandjusticedevelopandimplementasystemtopromoteprofessionalresponsibilityandaccountability

Leadingschooldevelopment

Schoolleaders:communicatetheguidingvisionfortheschoolandleaditsrealisationleadtheschool’sengagementinacontinuousprocessofself-evaluationbuildandmaintainrelationshipswithparents,withotherschools,andwiththewidercommunitymanage,leadandmediatechangetorespondtotheevolvingneedsoftheschoolandtochangesineducation

Developingleadershipcapacity

Schoolleaders:critiquetheirpracticeasleadersanddeveloptheirunderstandingofeffectiveandsustainableleadershipempowerstafftotakeonandcarryoutleadershiprolespromoteandfacilitatethedevelopmentofpupilvoice,pupilparticipation,andpupilleadershipbuildprofessionalnetworkswithotherschoolleaders

TEA

CH

ING

AN

D L

EARN

ING

DOMAINS STANDARDS

Learneroutcomes

Pupils:

enjoytheirlearning,aremotivatedtolearn,andexpecttoachieveaslearners

havethenecessaryknowledgeandskillstounderstandthemselvesandtheirrelationships

demonstratetheknowledge,skillsandunderstandingrequiredbytheprimarycurriculum

achievethestatedlearningobjectivesforthetermandyear

Learnerexperiences

Pupils:

engagepurposefullyinmeaningfullearningactivities

growaslearnersthroughrespectfulinteractionsandexperiencesthatarechallengingandsupportive

reflectontheirprogressaslearnersanddevelopasenseofownershipofandresponsibilityfortheirlearning

experienceopportunitiestodeveloptheskillsandattitudesnecessaryforlifelonglearning

Teachers’individualpractice

Theteacher:

hastherequisitesubjectknowledge,pedagogicalknowledgeandclassroommanagementskills

selectsandusesplanning,preparationandassessmentpracticesthatprogresspupils’learning

selectsandusesteachingapproachesappropriatetothelearningobjectivesandtopupils’learningneeds

respondstoindividuallearningneedsanddifferentiatesteachingandlearningactivitiesasnecessary

Teachers’collective/collaborativepractice

Teachers:

valueandengageinprofessionaldevelopmentandprofessionalcollaboration

worktogethertodeviselearningopportunitiesforpupilsacrossandbeyondthecurriculum

collectivelydevelopandimplementconsistentanddependableformativeandsummativeassessmentpractices

contributetobuildingwhole-staffcapacitybysharingtheirexpertise


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6. THE QUALITY CONTINUUMInspectionsexamine the quality of different aspects of the work of the school at the time of theinspection.Naturally,thequalityofeachaspectoftheschool’sworkcanvary.Forexample,inspectorscouldcometotheviewthatthequalityofteachingandlearninginaschoolisataveryhighlevel,whilethequalityoftheschool’ssupportforpupilsisinneedofimprovement.

Inspectorsusethequalitycontinuumbelowwhendescribingeachoftheaspectsoftheschool’sworkduring an inspection. The continuum is designed to assist evaluators to arrive at evidence-basedevaluativejudgementsandtoaccuratelydescribethequalityofaschool’sprovisionoraspectsofthatprovision.IthasbeenusedbytheInspectorateforanumberofyearstohelpinspectorsarriveatrealisticjudgementsaboutthequalityofaspectsofaschool’sprovision.

Aqualitycontinuumwasfirstintroducedtoschoolsforthepurposesofself-evaluationinLooking at Our School (2003)andwaspresentedagainin2012inSchool Self-Evaluation – Guidelines for Schools.Aspartoftheprocessofself-evaluation,schoolswereencouragedtousethecontinuumtojudgethequalityoftheirprovisionandtoplacetheirpracticeonacontinuum.

The continuum reflects the fact that school quality is constantly evolving and developing andacknowledgestheuniquecontextofeachschool.Itrecognisesthatmostschoolsareatdifferentstagesoftheschoolimprovementjourneyfordifferentaspectsoftheirprovision.

Table 2: QUALITY CONTINUUM

LEVEL DESCRIPTION EXAMPLE OF DESCRIPTIVE TERMS

Very Good

Very goodapplieswherethequalityoftheareasevaluatedisofaveryhighstandard.Theveryfewareasforimprovementthatexistdonotsignificantlyimpactontheoverallqualityofprovision.Forsomeschoolsinthiscategorythequalityofwhatisevaluatedisoutstandingandprovidesanexampleforotherschoolsofexceptionallyhighstandardsofprovision.

Verygood;ofaveryhighquality;veryeffectivepractice;highlycommendable;verysuccessful;fewareasforimprovement;notable;ofaveryhighstandard.Excellent;outstanding;exceptionallyhighstandard,withverysignificantstrengths;exemplary

Good

Goodapplieswherethestrengthsintheareasevaluatedclearlyoutweightheareasinneedofimprovement.Theareasrequiringimprovementimpactonthequalityofstudents’learning.Theschoolneedstobuildonitsstrengthsandtakeactiontoaddresstheareasidentifiedasrequiringimprovementinordertoachieveaverygoodstandard.

Good;goodquality;valuable;effectivepractice;competent;useful;commendable;goodstandard;someareasforimprovement


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7. REVIEW OF INSPECTIONSAteacheroraboardofmanagementaffectedbyaninspectionmayseekareviewoftheinspectionusingtheproceduresoutlinedinProcedures for Review of Inspections on Schools and Teachers under Section 13(9) of the Education Act (1998), (2015).(www.education.ie).

8. PUBLICATION AND REVISION OF THIS GUIDEThisGuidehasbeenpreparedfollowingconsultationwiththeeducationpartnersasrequiredunderSection13(8)oftheEducationAct,1998.

TheInspectorateiscommittedtoimprovingthewaysinwhichitcarriesoutitsevaluationandadvisoryworkinschoolsandtheprovisionsofthisGuidewillbereviewedperiodically.

LEVEL DESCRIPTION EXAMPLE OF DESCRIPTIVE TERMS

Satisfactory

Satisfactory applieswherethequalityofprovisionisadequate.Thestrengthsinwhatisbeingevaluatedjustoutweightheshortcomings.Whiletheshortcomingsdonothaveasignificantnegativeimpacttheyconstrainthequalityofthelearningexperiencesandshouldbeaddressedinordertoachieveabetterstandard.

Satisfactory;adequate;appropriateprovisionalthoughsomepossibilitiesforimprovementexist;acceptablelevelofquality;improvementneededinsomeareas

Fair

Fairapplieswhere,althoughtherearesomestrengthsintheareasevaluated,deficienciesorshortcomingsthatoutweighthosestrengthsalsoexist.Theschoolwillhavetoaddresscertaindeficiencieswithoutdelayinordertoensurethatprovisionissatisfactoryorbetter.

Fair;evidentweaknessesthatareimpactingonstudents’learning;lessthansatisfactory;experiencingdifficulty;mustimproveinspecifiedareas;actionrequiredtoimprove

Weak

Weakapplieswherethereareseriousdeficienciesintheareasevaluated.Immediateandcoordinatedwhole-schoolactionisrequiredtoaddresstheareasofconcern.Insomecases,theinterventionofotheragenciesmayberequiredtosupportimprovements.

Weak;unsatisfactory;insufficient;ineffective;poor;requiringsignificantchange,developmentorimprovement;experiencingsignificantdifficulties


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APPENDIX 1Thisappendixsetsoutabriefsummaryofeachofthefollowinginspectionmodels:

Model page

1.1 IncidentalInspection 17

1.2 CurriculumEvaluation 19

1.3 EvaluationofProvisionforPupilswithSpecialEducationalNeeds 21

1.4 EvaluationofActionPlanningforImprovementinDEISSchools 23

1.5 Whole-SchoolEvaluation-Management,LeadershipandLearning 25

1.6 Whole-SchoolEvaluation 27

1.7 Follow-throughInspection 30

Thesummary is intendedtoprovideabrief referenceguidetotheevaluationframeworkforeachinspectionmodelandtosetouttheinspectionactivitiesconductedateachstageoftheinspectionprocess.

Compliance with Child Protection ProceduresAspartofallwhole-schoolevaluations,inspectorswillenquireintoaschool’sgeneralcompliancewiththerequirementsofChild Protection Procedures for Primary and Post-Primary Schools (2011).


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1.1. Incidental Inspection

INTRODUCTIONAkeyfocusofincidentalinspectionisthequalityoftheeducationalprovisionexperiencedbypupilsinevery-dayschoolsituations.Theevaluationtakesplaceagainstthebackgroundoftheschool’snormalwork,takingaccountofschoolcontextfactors,includingtheschool’sownmissionstatement.

Theincidentalinspectionmodelisdesignedtobeflexiblesothatitcanprovideinformationonanumberofdifferentaspectsoftheworkofaschool.Inaverysmallnumberofcases,incidentalinspectionsmayalsohaveanyorallofthefollowingpurposes:

• Toassesstheimplementationofguidelines,circularletters,regulationsandotherdirectionsmadebytheMinister

• Tocollectinformationonfactorsthatcanbeusedtoidentifyschoolswhichwouldbenefitfromfurtherinspection

• Tomonitortheprogressmadebyaschool in implementingtherecommendationsofearlierinspections

• TocollectinformationontheoperationandeffectivenessofschoolsforresearchorotherpurposesincludingtheprovisionofinformationtoothersectionsoftheDepartment

Theinspectorinformstheprincipalaboutthepurposeofhis/hervisitatthebeginningofanincidentalinspection.

Incidentalinspectionsareevaluationsofaspectsoftheworkofaschoolunderthenormalconditionsofaregularschoolday.Typically,theyfocusonaspectsofteaching,learning,pupils’achievementandsupportforpupils.Incidentalinspectionsupportsco-professionalengagementbetweenteachersandtheinspector.Theinspector’stimeisgiventodirectobservationofteachingandlearningattheclassroomlevelwithaviewtoassessingthequalityofprovision,affirmingtheworkofteachersandpupilsandsupportingimprovement.Incidentalinspectionsprovideopportunitiesfortheteachertodiscussissuesrelevanttothelessonandtoseekadvicefromtheinspector.

Incidental inspections support the educational leadership role of the principal by providing theopportunityforprofessionaldialoguewithinspectorsonmattersofparticularinteresttotheschool.Theinspector’soralfeedbackcanbeusedtoassistschoolstoidentifystrengthsineducationalprovisionandfacilitateprofessionalreflectiononaspectsrequiringfurtherdevelopment.Inthisway,incidentalinspectionscomplementtheschool’sownself-evaluationprocesses.The inspector’sfeedbacktotheteacherandtotheschoolshouldenhanceprofessionalreflectionandself-evaluationandconsequentlyimproveoutcomesforpupils.

EVALUATION FOCUSThefocusofthemajorityofincidentalinspectionsisonteachingandlearning.Theinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.

Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebypupilsarealsoexamined.Theinspectormayalsointeractwithpupilsandreviewsamplesoftheirwork.


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Theextenttowhichwhole-schoolimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.

OVERVIEW OF INSPECTION ACTIVITIES: INCIDENTAL INSPECTION

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Inspectorateactivity

Typicallyoneschoolday

Noadvancenoticegiven

Meetingwithprincipal

Obtaincopyofschooltimetable

Draftscheduleofclassroomvisits–thisissharedwiththeprincipalbeforevisitscommence

Observationofteachingandlearning

Interactionwithpupilsandreviewofpupils’work

Feedbacktoindividualteacherswhosepracticewasobserved

Feedbackmeetingwithprincipaland/ordeputyprincipal

Nowrittenreportissuestotheschool


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1.2. Curriculum Evaluation

INTRODUCTIONTheCurriculumEvaluationmodelfocusesonspecificsubjectsofthePrimary School Curriculum(1999)andaddressesthreekeyquestionsaboutthequalityofteachingandlearninginaparticularsubject:

1. Whatisthequalityofthepupils’learninginthesubject?

2. Howisthepupils’learninginthesubjectsupportedintheschoolthrough;

o Thelearningexperiencesprovidedforthepupils

o Teachers’practice,includingassessment

3. Howeffectiveisschoolplanning,includingSSE,inprogressingpupils’learning?

The model places a particular emphasis on the quality of pupils’ learning in specific subjects andaccordinglymostofthetimeinspectorsspendinaschoolduringthisevaluationisspentinclassroomsandotherlearningsettings.

EVALUATION FOCUSTheinspectorevaluatesandreportsintheCurriculumEvaluationunderthefollowingheadingsorareasofenquiry:

• Qualityofpupils’learning

• Supportingpupils’learningthroughlearningexperiencesandteachers’practice

• Theeffectivenessofschoolplanning,includingSSE,inprogressingpupils’learning

The quality of pupils’ learning Theinspectorwillconsidertheextenttowhichpupilsenjoytheirlearningandaremotivatedtolearn.The inspectorwill enquire into thepupils’ knowledgeand understandingof the subject and howtheirskillsandattitudesinthatsubjectaredeveloping.Theextenttowhichlearninginthesubjectisprogressingaspupilsmovefromclassleveltoclasslevelisalsoconsidered.Inthisregard,inspectorswillconsideravailablerecordsofpupils’learninginthesubject;teachers’monthlyprogressrecords;schoolimprovementplansorDEISactionplan;andthePrimarySchoolCurriculumdevelopedbytheNCCAandissuedbytheMinisterforEducationandSkills.

Supporting pupils’ learning through learning experiences and teachers’ practice Theinspectorevaluatestheextenttowhichpupilsareengagedinlearning,theopportunitiestheyreceive touseandapply learningskillsandtheir involvement inmonitoringtheirownprogress inlearning.Theinspectorconsiders:

• Thepupils’engagementinlearning

o Whethertheyareactivelearners

o Iftheyarelearningindependentlyandcollaboratively

o Iftheyaregivenopportunitiestoreturntoparticularknowledgeandideasregularly

o Iftheyareappropriatelychallengedandappropriatelysupportedintheirlearning

• Theopportunitiesprovidedtopupilstouseandapplylearningskills

• Theinvolvementofpupilsinmonitoringtheirownprogressinlearning


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Theinspectorevaluatesteachers’preparationforthesubject,includingtheiridentificationoflearningobjectives,resourcesandassessmentstrategies,andtheirplanningoflearningactivities.Theinspectorconsidershowtheteachingapproachesusedalignwiththeapproachespromotedinguidelinesthataccompany the Primary School Curriculum developed by the NCCA and issued by the Minister forEducationandSkills.Theopportunitiesthatteachersprovidetopupilstobuildontheirpreviouslearninginthesubjectandtoreturntorelevanttopicsregularlyarealsoconsidered.Howteachersassesslearninginthesubjectandhowtheyuseandcommunicateassessmentinformationarealsoexamined.

The effectiveness of school planning, including SSE in progressing pupils’ learning Theinspectorexamineshowtheplanningprocessesatbothawhole-schoolandindividualteacher-levelfacilitategainful,curriculum-appropriate,learningactivities.Theextenttowhichthewhole-schoolplanforthesubjectprovidespupilswithadevelopmentallearningprogrammeinthesubjectandiscontextualisedtomeettheneedsoftheschoolwillalsobeconsidered.

OVERVIEW OF INSPECTION ACTIVITIES: CURRICULUM EVALUATION

BEF

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Inspectoremailsnotificationtoschoolfiveworkingdaysinadvanceoftheevaluation

Reportinginspectorliaiseswithschoolandschedulesmeetings

SchoolactivityPrincipalcompletesschoolinformationform(ifthishasnotbeendonepriortonotification)

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Typicallytwoschooldays

Meetingwithprincipaland/oranyteacherinvolvedinleadingteachingandlearninginthesubjectbeingevaluatedCommunicationoftimetable–providedonmorningofeachdayoftheevaluationandsetsoutthescheduleforthatdayonly

Pupilgroupinterviews

Reviewofdocuments



Feedbacktoindividualteachers

Post-evaluationmeetingbetweentheinspector(s)andtheprincipaland,whereappropriate,staffmembersinvolvedinleadingprovisionforthesubjectbeingevaluated

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SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite


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1.3 Evaluation of Provision for Pupils with Special Educational Needs

INTRODUCTIONTheEvaluationofProvisionforPupilswithSpecialEducationalNeedsisafocusedevaluationofprovisionforpupilswithspecialeducationalneedsinmainstreamprimaryschools.Itaddressestwokeyquestionsaboutthequalityofaschool’sprovisionforthesepupils:

• Howgoodaretheoutcomesforpupilswithspecialeducationalneeds?

• Howwellistheschoolusingtheresourcesitreceivesforpupilswithspecialeducationalneedstoimproveoutcomesforpupilswithspecialeducationalneeds?

Inaddressingthesetwoquestions,inspectorswillusetwomainsourcesofevidence:

• Theschool’sownreportingofoutcomesanditsuseofresources

• Inspectors’evaluationofoutcomesandtheschool’suseofresources

Asthemodelplacesaparticularemphasisonthequalityoflearningoutcomesforpupilswithspecialeducationalneeds,mostofthetime inspectors spend inaschoolduringthisevaluation is spent inmainstreamclassesandsupportsettings.

EVALUATION FOCUSTheinspectorevaluatesandreportsintheSENevaluationunderthefollowingheadingsorareasofenquiry:

• Thequalityoflearningofpupilswithspecialeducationalneeds

• Thequalityofteachingofpupilswithspecialeducationalneeds

• Themanagementanduseofresourcesreceivedtosupportpupilswithspecialeducationalneeds

The quality of learning of pupils with special educational needsTheinspectorwillenquireintotheextenttowhichpupilswithspecialeducationalneedsaremeaningfullyincludedinschoolandclassroomlife.Inspectorswillalsoconsidertheextenttowhichpupilswithspecialeducationalneeds:

• Participateinpurposefulandappropriatelychallenginglearningactivities

• Activelyengageinindependentandcooperativelearningactivities

• Enjoytheirlearningandaremotivatedtolearn

• Attainthelearningtargetsestablishedthroughthelearningplanprocess

• Useandapplytheliteracy,numeracyandlifeskillsthatarenecessarytodeveloptheirlearning

The quality of teaching of pupils with special educational needs Theinspectorwillexamineteachers’preparationfortheirteaching;particularlytheextenttowhichtheyestablishspecific,realisticandchallenginglearningtargetsforpupilswithspecialeducationalneedswhicharebasedonappropriatebaselinedata.Inspectorsalsoconsidertheeffectivenessoftheteachingapproachesutilised, theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.Assessmentpractices,howassessmentinformationisusedandcommunicatedandtheextentofthecollaborationbetweenmainstreamandsupportteachersarealsoexamined.


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The management and use of resources received to support pupils with special educational needs Theinspectorwillenquireintotheextenttowhichschoolmanagementshowsaclearcommitmenttotheadmissionandinclusionofpupilswithspecialeducationalneeds.Thewayinwhichtheschoolplansfortheeffectivedeploymentoftheresourcesitreceivestosupportpupilswithspecialeducationalneedsisevaluated.Theschool’suseofresourcesanditsendeavourstoensurethatlearningenvironmentsareaccessible,suitableandcomfortableforalllearnerswillalsobeconsidered.Inspectorswillenquireintothestructuresinplacetofacilitatesharingofinformationonpupilswithspecialeducationalneedswithrelevantpre-schoolsandwithpost-primaryschools.Theywillalsoconsidertheextenttowhichthereismeaningfulengagementwithparentsandwithexternalagenciestosupportthelearningofpupilswithspecialeducationalneedsandtheprovisiontheschoolmakesfortheongoingprofessionaldevelopmentofstaffinspecialeducation.

OVERVIEW OF INSPECTION ACTIVITIES: SEN

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Inspectoremailsnotificationtoschooltendaysinadvanceoftheinspection


Parentquestionnairesforwarded

Selectionofpupilsforgroupinterview

Schoolactivity

Principalcompletesandforwardselectronicallytheschoolinformationform,(ifthishasnotbeendonepriortonotification);theschoolpolicyonspecialeducationalneeds,theassessmentpolicy,thelearningsupportandresourceteachercaseloadsandtimetables(templateprovided)

Principalsecuresparentalpermissionofpupilsselectedtoparticipateingroupinterview

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Typicallyone-threeschooldays


Communicationoftimetableofactivities–thisisprovidedonmorningofeachdayoftheevaluationandsetsoutthescheduleforthatdayonly

MeetingwithSENteam

MeetingwithSNAs

Pupilgroupinterview

Collectionofreturnedparentquestionnaires

Reviewofdocumentsandassessmentdata



Feedbacktoindividualteachers

Post-evaluationmeetingbetweentheinspector(s)andtheprincipaland,whereappropriate,staffmembers

Post-evaluationmeetingwiththemembersoftheboardofmanagement

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INSP

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Schoolactivity

Draftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)



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1.4 Evaluation of Action Planning for Improvement in DEIS Schools

INTRODUCTION In2005theDepartmentpublishedDEIS (Delivering Equality of Opportunity in Schools): An Action Plan for Educational Inclusion. TheaimoftheDEISactionplanistoensurethattheeducationalneedsofchildrenandyoungpeoplefromdisadvantagedcommunitiesaremet.PrimaryschoolsparticipatinginDEISreceiveadditionalsupportsandresources,includingadditionalstaffing,throughtheSchoolSupportProgramme,toassisttheminachievingtheaimsoftheactionplan.DEISschoolsalsoreceivesupportfromahome-school-communityliaisoncoordinator(HSCL)andfromtheSchoolCompletionProgramme(SCP).

SchoolsthatreceiveadditionalsupportandresourcesthroughparticipationinDEISareexpectedtosupporttheDEISactionplanthroughasystematicplanningandmonitoringprocessatindividualschoollevelandatschoolcluster/communitylevel.Theinvolvementofpupils,parents,localcommunitiesandagenciesoperatingatlocallevelisanimportantdimensionoftheDEISplanningandmonitoringprocess.

Schoolsareexpectedtodevelopactionplansforimprovementinthefollowingareas(referredtoastheDEISthemes):attendance; retention;progression; literacy;numeracy;partnershipwithparents;partnershipwithotherschoolsandeducationalproviders,andwithexternalagencies.Principals,boardsofmanagementandin-schoolmanagementteamsareexpectedtosupporttheimplementationoftheDEISactionplansbypreparingthree-yearimprovementplans.Theschoolshouldregularlymonitoritsprogressinimplementingtheseplansandmakenecessaryadjustmentsinlightofexperience.

TheDEISmodelofevaluationisafocusedevaluationwhichexaminestheschool’sactionplanningforimprovementacrosstheDEISthemes.Theevaluationisfocusedonsupportingschoolimprovementandonquality-assuringtheworkundertakeninschoolstodeliverequalityofeducationalopportunitytotheirpupils.Italsoenablesinspectorstoevaluatetheeffectivenessofschools’implementationofspecificinterventionsandinitiatives,andtoprovideup-to-dateinformationtothesystem.

DEIS evaluations seek to identify and affirm good practice in the school while providing clearrecommendationsforfurtherdevelopmentandimprovement.AsuccinctinspectionreportisprovidedtotheschoolandtothepublicattheendoftheDEISevaluationprocess.

EVALUATION FOCUSTheDEISevaluationmodelevaluatesandreportsontheschool’sactionplanningforimprovement.Itexamineshowschoolsdevise,implementandmonitoractionplansforimprovementfortheDEISthemes:attendance;retention;progression;literacy;numeracy;partnershipwithparentsandothers.

Inspectorsconsiderthefollowingaspectsofplanningwhenevaluatingtheschool’sactionplanningforimprovement:dataanalysisandtarget-settingthatinformstheselectionofstrategiesandinterventions;theimplementationofstrategiesandinterventions,andthemonitoringandmeasurementofimpactandprogressmade.

DEISevaluationsalsoconsiderthequalityandeffectivenessoftheleadershipoftheDEISplanningprocesswithinschools,andtheextenttowhichtheschooltakesawhole-schoolapproachtoimprovement.Effectiveco-ordinationofstrategiesandinterventionsandeffectiveuseoftheadditionalresourcesavailabletoDEISschoolsarekeyindicatorswhenevaluatingthequalityofleadership.Inspectorsconsidertheimpactofschoolself-evaluationonplanningforimprovedoutcomesforlearners.


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Inspectorsreviewarrangementsforandapproachestoteachingandlearningandthequalityofpupils’learningexperiencesandoutcomes.Theimpactofactionplanningforimprovementonarrangementsforandapproachestoteachingandlearningandthequalityofpupils’learningexperiencesandoutcomesarekeyindicatorswhenevaluatingimplementationandimpact.

OVERVIEW OF INSPECTION ACTIVITIES: DEIS

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Tendays’writtennotificationtoschool/board/patron/ETB(whererelevant)

Reportinginspectorliaiseswithprincipaltooutlineevaluationapproachandtomakerelevantarrangements

Parentquestionnairesissuedtotheschool

SchoolactivityTheprincipalcompletesschoolinformationform

Parentquestionnairesaredistributedandreturnedtoschool

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Typicallythree in-schooldays

Meetingwithschoolprincipal/seniormanagement

Examinationofschool’scurrentactionplansforimprovement

Administrationofpupilquestionnaires

Collectionofparentquestionnaires

MeetingswithteachingandotherstaffinvolvedinDEIS-relatedactivitiesandinterventions

Meetingwithfocusgroupofparents

Meetingwithfocusgroupofpupils(asappropriate)


ObservationofDEIS-relatedactivitiesandinterventions

Interactionwithpupilsandreviewofpupils’workandassessmentdata

Feedbacktoindividualteachers,otherrelevantstaffandprincipal

AFT

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INSP

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Post-evaluationmeetingwithprincipal/chairpersonoftheboardofmanagement/seniormanagementteamandotherrelevantstaff

Preparationofdraftreport

Communicationofcollatedparent/pupilquestionnairereports

SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagement/ETB(whererelevant)forfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)



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1.5 Whole-School Evaluation-Management, Leadership and Learning

INTRODUCTION Whole-SchoolEvaluation–Management,LeadershipandLearningasksfivekeyquestionsrelatingtothequalityofeducationprovisioninaschool.Theseare:

1. Howgoodarethelearningachievementsofpupils?

2. Howgoodistheteaching?

3. Howisthewellbeingofpupilssupported?

4. Howeffectiveareschoolleadershipandmanagement?

5. Howeffectiveisschoolself-evaluationandhowwellisitbeingusedtoimprovelearning,teaching,leadershipandmanagement?

WSE-MLLisstronglyfocusedonthequalityofteachingandlearningintheschoolasawhole.Accordingly,mostofthetimeinspectorsspendinaschoolduringthisevaluationisspentinclassroomsandotherlearningsettings.Theevaluationisnotconfinedtospecificcurriculumareas;learningandteachingmaybeevaluatedacrossarangeofcurriculumareas.

EVALUATION FOCUSWSE-MLL enquires into how pupils are managed, including how the school supports pupils fromdisadvantagedbackgroundsandfromminoritygroups.Itexamineshowallpupils(includingpupilswithspecialeducationalneeds)areincludedintheworkinclassroomsandotherlearningsettings.WSE-MLLalsofocusesonwhole-schoolissuesrelatingtoleadershipandmanagement,takingintoaccountcontextfactorssuchasschoolsizeandthenumberofin-schoolmanagementpersonnel.

TheevidencebaseofaWSE-MLLinaparticularschoolwillinclude,whereavailable,relevantevaluativedataontheworkoftheschoolgatheredthroughotherinspectionactivity.TheWSE-MLLmodeltakesaccountofaschool’sprogressinrespectofrecommendationsmadeinpreviousinspections.

InthecourseofaWSE-MLLtheinspector(s)evaluatesandreportsunderthefollowingheadingsorareasofenquiry:

• Teachingandlearning

• Supportforpupils’wellbeing

• Schoolleadershipandmanagement

Teaching and learning Theinspector(s)considersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised, theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.

Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebypupilsareexamined.Arrangementsconcerningrecordkeepingandreportingonpupilachievementarealsoexamined.Theteamreviewstheresultsofstandardisedtestsandin-schoolassessments.Theinspectormayalsointeractwithpupilsandreviewsamplesoftheirwork.


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Support for pupils’ wellbeingThemannerinwhichtheschoolmanagesandaddressesthewellbeingofallitspupilsisevaluated.Thesupportthattheschoolprovidesfortheinclusionofpupilswithspecialeducationalneeds,pupils’fromdisadvantagedbackgroundsandthosefromminoritygroupsisexamined.Provisionforbothclassroominclusionandindividualsupportisassessed.Theinspectoralsoconsidertheprovisionthattheschoolismakingforcooperationbetweenschool,homeandcommunity.

School leadership and managementTheinspectorexaminestheroleofthepatronandthecomposition,roleandfunctioningoftheboardofmanagementincludingitscommunicationwithmembersoftheschoolcommunity,itsmanagementofresourcesanditsprioritiesforschooldevelopmentandimprovement.Theworkoftheprincipalandin-schoolmanagementteamisalsoevaluated.Theeffectivenessofleadershipintheschoolandtheleadershipoflearningareconsidered.Theschool’splanningandtheeffectivenessoftheschool’sengagementinself-evaluation,including,asrelevant,schoolself-evaluationprocesses,schoolimprovementplansandDEISactionplans,withdueregardtotheindividualcontextfactorsoftheschoolarealsoexamined.

OVERVIEW OF INSPECTION ACTIVITIES: WSE-MLL

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Parentquestionnaireissuedtotheschool

Informationforteachersonhowtocompleteanon-linequestionnaire

SchoolactivityTheprincipalcompletesschoolinformationform


DU

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VIS

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Typicallythree/fourin-schooldays

Communicationoftimetable–providedonmorningofeachdayoftheevaluationandsetsoutthescheduleforthatdayonly


Meetingwithprincipalandstaff

Meetingwithprincipal,teachers,boardandparentrepresentatives

Meetingwithothergroupsofteachersifappropriate





Feedbacktoindividualteachersandtotheprincipal

Reviewofdocuments

AFT

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INSP

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Post-evaluationmeetingwithschoolstaff

Post-evaluationmeetingwithrepresentativeofboard/parents/patron

Communicationofcollatedparent/pupil/teacherquestionnairereports

Preparationofreportonmeetingwithparentrepresentatives





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1.6 Whole-School Evaluation

INTRODUCTIONTheWhole-SchoolEvaluationmodelisusedtoprovidewhole-schoolevaluativeinformation,adviceandsupporttotheschool.Whole-schoolevaluationisacollaborativeprocessinvolvingtheevaluationteam,theteachingstaff,themanagementoftheschool,parentsandpupils.Thepatronortrusteesoftheschoolmayalsobeinvolvedintheprocess.

As one of a range of evaluation models employed by the Inspectorate, Whole-School Evaluationcomplementsotherevaluationmodels.TheevidencebaseofaWhole-SchoolEvaluationinaparticularschoolwillinclude,whereavailable,relevantevaluativedataontheworkoftheschoolgatheredthroughotherinspectionactivity.TheWhole-SchoolEvaluationmodeltakesaccountofaschool’sprogressinrespectofrecommendationsmadeinpreviousinspections.

Generally,theinspectorsexaminethequalityofteaching,learningandpupilachievementinfoursubjects,includingEnglish,Gaeilge,MathematicsandoneadditionalsubjectdeterminedbytheInspectorate.Theboardofmanagementofaschoolmayrequesttheinspectionteamtoevaluateafifthsubjectselectedbytheschool.Thenumberofsubjectsorcurricularareasevaluatedmayvaryfromtimetotimetofacilitatetheconductofwhole-schoolevaluationsthatfocusonaparticularthemeorthemes.WherenecessarytheInspectoratemayalsoconductaWhole-SchoolEvaluationinvolvingallcurricularareasandsubjects.

EVALUATION FOCUSTheinspectorevaluatesandreportsintheWhole-SchoolEvaluationunderthefollowingheadingsorareasofenquiry:

• Qualityofleadershipandmanagement

• Qualityofschoolplanningandschoolself-evaluation

• Qualityofteaching,learningandpupilachievement

• Qualityofsupportforpupils

Inevaluatingeachoftheseareas,theinspectoralsoconsidershowsuccessfultheschoolhasbeeninimplementingrelevantrecommendationsmade inprevious inspectionreportsand inspectionvisits,wherethisapplies.

Quality of leadership and management TheWSEteamexaminestheroleofpatron,thecomposition,roleandfunctioningoftheboardofmanagement,itsengagementinthedevelopmentofpoliciesandproceduresanditssupportforschooldevelopmentandimprovementinitiatives.Thephysicalresourcesandfacilitiesavailableintheschooltosupportteachingandlearning,themanagementofpupils,themanagementofrelationshipswithparentsandthecommunityarealsoexamined.

Thein-schoolmanagementoftheschool,includingtheroleoftheprincipal,thedeputyprincipal(s),andthemiddlemanagementteaminleadinglearningintheschool,isevaluated.Theeffectivenessofleadershipintheschoolandtheleadershipoflearningareconsidered.


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Quality of school planning and school self-evaluationTheWSEteamreviewsaspectsoftheschoolplanrelevanttotheevaluation.Theeffectivenessoftheschool’s self-evaluationprocesses, andhowwell theyarebeingused to improveengagementandoutcomesforpupils,teaching,leadershipandmanagementisexamined.

Quality of teaching, learning and pupil achievementTheinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowlearnersaremanagedandorganisedduringlearningactivities.Assessmentpracticesandtheprogressmadebypupilsareexamined.Arrangementsconcerningrecordkeepingandreportingonpupilachievementarealsoexamined.Theteamreviewstheresultsofstandardisedtestsandin-schoolevaluations.

Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Theinspectormayalsointeractwithpupilsandreviewsamplesoftheirwork.


Quality of support for pupilsThemannerinwhichtheschoolmanagesandaddressesthewellbeingofallofitspupilsisevaluated.Thesupportthattheschoolprovidesfortheinclusionofpupilswithspecialeducationalneeds,forpupilsfromdisadvantagedbackgroundsandthosefromminoritygroupsisexamined.Provisionforbothclassroominclusionandindividualsupportisassessed.Theinspectoralsoconsiderstheprovisionthattheschoolismakingforcooperationbetweenschool,homeandcommunity.


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BEFO

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INSP

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VIS

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Reportinginspectorliaiseswithschoolandschedulespre-evaluationmeetings

Timetableforinspectioniscommunicatedtotheschool

Parentquestionnairesissuedtotheschool

Detailsofteacherquestionnairescommunicatedtoschool

Pre-evaluationmeetingsareheldwithteachingstaff,theboardandparents

Schoolactivity

Principalcompletesschoolinformationform


Arrangementsmadeforcompletionofteacherquestionnaires

School’senrolment/admissions,schoolattendancepolicyandteachertimetablesforwardedtoreportinginspector

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Typicallythree/fourin-schooldays


Meetingwithin-schoolmanagement(ifrequired)

MeetingwithSENteam(ifrequired)





Feedbacktoindividualteachersandtotheprincipal

Reviewofdocuments

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Post-evaluationmeetingwithschoolstaff

Post-evaluationmeetingwithrepresentativeofboard/parents/patron

Communicationofcollatedparent/pupil/teacherquestionnairereports

Preparationofreportonmeetingwithparentrepresentatives




OVERVIEW OF INSPECTION ACTIVITIES : WSE


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1.7 Follow-through Inspection

INTRODUCTION Thepurposeofafollow-throughinspectionistoevaluatetheprogressaschoolhasmadeonimplementingmainrecommendationsmadeinanearlierinspectionwhereawrittenreporthasbeenpublishedorissuedtotheschool.Thisisfacilitatedthroughaconsultative,co-professionalengagementbetweentheinspectorandrelevantschoolmanagementandstaff.Inspectorsalsoadvisetheschoolonstrategiesandactionstoenablethemtofullyaddressrecommendations.Anyinspectionmodelthatresultsinawrittenorpublishedreportissubjecttoafollow-throughinspection.

Follow-throughinspectionsprovideanopportunityfortheschooltoshowtheprogressithasmadeinimprovingpracticeinareaswhererecommendationsweremadeinpreviousinspectionreports.Inspectorsdiscusstheimprovementswithindividualteachers,groupsofteachersandotherswhereappropriate.

Attheconclusionofafollow-throughinspection, inspectorsdiscusstheiroverallfindingswiththeprincipaland/ordeputyprincipal,and,whererelevant,withthechairpersonoftheboardofmanagement.Theyacknowledgetheprogressmadeandprovideadviceonfurtheractionsrequiredtoensurethefullimplementationofeachrecommendation.Thefindingsfromafollow-throughinspectionaddtotheschool’sowninformationastheyengageinself-evaluationandschoolimprovement.

EVALUATION FOCUSFollow-throughinspectionsfocusonthelevelofprogressmadebyaschoolinimplementingthemainrecommendationsforimprovementoutlinedinapreviousinspectionreport,ratherthantheoveralleducationalprovisionthattheschoolmakes.

BEFO

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Theinspectorcontactstheprincipaltwodaysinadvanceoftheinspection

Arrangementsaremadeforanymeetingwhichmayberequiredandforanydocumentationwhichtheinspectormaywishtoview

SchoolactivityPrincipalpreparesanydocuments,arrangesmeetingsthatmayberequired

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Typicallyoneschoolday

Amongtheactivitiesthatmaytakeplaceinthecourseofafollow-throughinspectionare:•Meetingwithprincipaland/orseniormanagementteam•Meetingwithmembersofthein-schoolmanagementteam•Meetingwithotherrelevantteachers/membersofstaff•Observationofteachingandlearningandotherrelevantactivities•Interactionwithpupils•Reviewofschooldocumentationandrecords,andpupils’work•Reviewofresourcesandfacilities•Communicationwiththechairpersonoftheboardofmanagement•Communicationwithparents

Post-evaluationmeetingwithprincipal

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OVERVIEW OF INSPECTION ACTIVITIES: FOLLOW-THROUGH INSPECTION


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APPENDIX 2Documentation Requested Inspectorswillrequesttoseeandexaminedocumentsrelevanttothefocusoftheparticularevaluationmodel.Manyofthesearepreparedbyschoolsaspartoftheirnormalplanningandworkandshouldbereadilyavailableintheschool.Thetablebelowoutlinesthedocumentationtypicallyrequestedinthecourseofeachparticularinspectionmodel.Aninspectormayalsorequestadditionaldocumentsorschoolrecordsrelatingtospecificissuesthatmightariseinthecourseoftheevaluation.

TABLE 3: DOCUMENTS TYPICALLY REQUESTED IN THE COURSE OF AN INSPECTION:

DOCUMENT II CE SEN DEIS MLL WSESchoolregister(orelectronicversion) √ √ √

Enrolmentandadmissionspolicy √ √ √

Schoolattendancepolicy √ √

Theschool’scodeofbehaviourandanti-bullyingpolicy(includingevidenceoftheprincipal’sreporttotheboardofmanagementonincidentsofbullyingandevidenceofannualreviewofpolicy)

√ √

Theschool’schildprotectionpolicyincludingtheprincipal’sreporttotheboardofchildprotectionconcernsandevidenceofannualreviewofpolicyandChildProtectionSchoolSelf-Reportform

√ √ √

Individualteachertimetables(class/learningsettingandnumberofpupils)includingLearningSupport/Resourceteachertimetableandcaseload

√ √ √ √ √

PolicyrelatingtoSpecialEducationNeedsAssistants(SNA) √

Policyonsupportforpupils(learningsupport/resourceteaching)

√ √ √

Curriculumplansforsubject(s)beingevaluated √ √

Individualteachers’planning √ √ √ √ √ √

Teachers’monthlyprogressrecords(cuntaismhíosúla) √ √ √ √ √

Assessmentpolicyandpupilrecordsincludingindividualeducationplans(IEPs)

√ √ √ √ √

Resultsofstandardisedtestsadministeredanddiagnostictestsinthecaseofpupilsinreceiptofadditionalsupport

√ √ √ √ √ √

Schoolself-evaluationreportsandschoolimprovementplansORDEISActionplanforschoolimprovement(asrelevant)

√ √ √ √ √

Minutesofthreemostrecentstaffmeetings √ √

Minutesoffivemostrecentmeetingsoftheboardofmanagement

√ √

StaffDeploymentPolicy(Ifavailable) √


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APPENDIX 3School Information Forms InordertoprepareforanevaluationtheInspectoratewillneedtocollectinformationfromyouaboutyourschool.Thisinformationwillhelpusbetterunderstandthecontextofyourschool,andmayalsohelpyouinpreparingfortheevaluation.TheinformationiscollectedthroughashortSchoolInformationForm.ThisformcollectsgeneralinformationabouttheschoolandincludesaspecificsectionwhichisapplicabletothemorefocusedCurriculumEvaluation.AseparateSchoolInformationFormisprovidedforEvaluationofProvisionforPupilswithSpecialEducationalNeedsandEvaluationofActionPlanningfor Improvement in DEIS schools. These forms are availableon the website of the DepartmentofEducationandSkills(www.education.ie).

Theseformscanalsobeaccessedbyclickingonthehyperlinkbelow.

Schoolsmayaccesstheseformsatanystageandcompletethematatimethatisconvenientforthem.Alternatively,ifyourschoolisselectedforanevaluationthereportinginspectorwillforwardtoyou,viaemail,theinformationform.Youwillbeaskedtocompletethisformandreturnittothereportinginspectorpriortotheevaluationtakingplace.

PleasenotethattheinformationcollectedwillonlybeusedbytheDepartmenttoinforminspectionplanningandreporting.

http://www.education.ie/en/Publications/Inspection-Reports-Publications/