50 Post-primary

2.2 Staffing and organisation of the Inspectorate pages 54–56
2.3 Developments in our inspection and advisory work pages 57–57
2.3.1 Inspection frameworks pages 57–64
2.4 Overview of inspection activity pages 65–71
2.5 Supporting improvement and pages 72–72
2.5.1 Implementation of recommendations pages 72–72
2.5.2 Follow-through inspection pages 72–74
2.5.3 Supporting improvement pages 74–76
2.6 Quality assurance of the Inspectorate’s work pages 77–78
2.7 Supporting curriculum change and development pages 79–80
2.8 Future directions pages 81–82
2.9 Key messages pages 83–83
2.10 Looking forward pages 84–86
3.1 Introduction pages 86–88
3.2 The early years education quality framework pages 88–89
3.3 Early years education inspection findings pages 89–89
3.3.1 Quality of the context to support children’s learning and development pages 89–91
3.3.2 Quality of the processes to support children’s learning and development pages 91–95
3.3.3 Quality of children’s learning experiences and achievement pages 95–97
3.3.4 Quality of management and leadership for learning pages 97–98
3.4 Follow-through inspection findings pages 99–100
3.5 Thematic inspection findings pages 101–101
3.6 Key messages pages 102–102
3.7 Looking forward pages 103–104
4.1 Introduction pages 104–105
4.2 Teaching, learning and assessment pages 106–106
4.2.1 Teaching and learning pages 106–111
4.2.2 Assessment pages 112–113
4.3 Curriculum provision in primary schools pages 114–114
4.3.1 English pages 114–116
4.3.2 Irish pages 116–117
4.3.3 Mathematics pages 118–119
4.3.4 Social, Environmental and Scientific Education pages 120–121
4.3.5 Arts Education pages 121–122
4.3.6 Physical Education pages 122–123
4.3.7 Social, Personal and Health Education pages 123–125
4.4 Key messages pages 126–126
4.5 Looking forward pages 128–132
5.2 Teaching, learning and assessment pages 132–132
5.2.1 Programmes pages 132–134
5.2.2 Teaching and learning pages 135–140
5.2.3 Use of digital technology pages 140–141
5.2.4 Assessment pages 141–142
5.3 Subject provision in post-primary schools pages 142–142
5.3.1 English pages 142–144
5.3.2 Irish pages 144–147
5.3.3 Mathematics pages 148–150
5.3.4 History pages 150–151
5.3.5 Geography pages 151–153
5.3.6 Science pages 153–155
5.3.7 Home Economics pages 155–156
5.3.8 The technology subjects pages 157–160
5.3.9 Physical Education pages 160–162
5.3.10 Social, Personal and Health Education pages 163–164
5.3.11 Business pages 164–166
5.3.12 Art pages 166–167
5.3.13 Music pages 168–169
5.3.14 Guidance pages 169–170
5.4 Key messages pages 171–171
5.5 Looking forward pages 172–174
6.1 Introduction pages 174–175
6.2 Special education pages 176–176
6.2.1 Provision and resourcing pages 176–179
6.2.2 Special education teacher allocation model pages 179–180
6.2.3 Inspection of special educational needs provision pages 180–182
6.2.4 Learner placement pages 182–183
6.3 Social inclusion pages 184–184
6.3.1 Policy and strategy pages 184–186
6.3.3 Attendance and retention pages 186–187
6.3.4 Inspection of DEIS settings and schools pages 187–190
6.3.5 Support teachers pages 191–191
6.3.6 The School Excellence Fund pages 191–192
6.3.7 National Traveller and Roma Inclusion Strategy pages 192–192
6.4 Mitigating the impact of COVID-19 pages 193–194
6.5 Specialised provision pages 195–195
6.5.1 Special care units and children detention centres pages 195–196
6.5.2 Youthreach centres pages 196–197
6.5.3 Emergency Reception and Orientation Centres pages 197–199
6.5.4 Schools attached to Child and Young Person Mental Health Services units pages 199–199
6.6 Key messages pages 200–201
6.7 Looking forward pages 202–204
7.1 Introduction pages 204–205
7.2 Building partnerships with parents pages 206–206
7.2.1 The research and policy context pages 206–207
7.2.2 The findings of inspections on partnerships with parents pages 207–213
7.2.3 Partnership with parents during the COVID-19 pandemic pages 214–214
7.3 Promoting the participation of pages 215–218
7.4 The Inspectorate’s practices pages 219–221
7.5 Key messages pages 222–222
7.6 Looking forward pages 223–224
8.1 Introduction pages 224–225
8.2 The quality of leadership and pages 226–231
8.3 Supports to promote leadership and management pages 232–233
8.4 Governance and management in schools pages 234–234
8.4.1 Current governance structures in schools pages 234–234
8.4.2 The quality of governance in schools pages 234–236
8.4.3 Oversight of teaching and learning pages 237–237
8.4.4 Sustainability of governance structures pages 237–238
8.4.5 School autonomy pages 239–239
8.6 Patronage pages 240–243
8.6 Management bodies pages 243–244
8.7 Key messages pages 245–245
8.8 Looking forward pages 245–246
9.1 Introduction pages 246–246
9.2 Child protection pages 246–254
9.3 Gaeltacht education pages 255–255
9.3.1 Policy and resourcing pages 255–255
9.3.2 School recognition pages 255–257
9.3.3 Initiatives pages 258–260
9.3.4 Teacher education pages 260–260
9.4 Irish-medium education in settings and pages 261–261
9.5 Science, Technology, Engineering and pages 262–263
9.6 Digital learning pages 264–266
9.7 Creativity pages 266–273
9.8 Modern foreign languages pages 274–275
9.9 Education for sustainable development pages 276–279
9.10 Wellbeing pages 279–281
9.11 Approach to national strategy development pages 281–282
9.12 Key messages pages 283–283
9.13 Looking forward pages 284–286
10.1 Introduction pages 286–287
10.2 Support for early learning and care settings pages 288–289
10.3 Continuity of learning during initial pages 290–290
10.3.1 Support and advice pages 290–290
10.3.2 Successes and challenges pages 291–292
10.3.3 Impact of COVID-19 pages 292–293
10.4 Return to school pages 294–294
10.4.1 Supports and resourcing pages 294–295
10.4.2 Advice, evaluation and research pages 295–296
10.4.3 Successes and challenges pages 297–299
10.4.4 Support for learning pages 300–300
10.5 Calculated grades and accredited grades pages 301–301
10.5.1 Context pages 301–302
10.5.2 Leadership and collaboration pages 302–302
10.5.3 What we have learned pages 303–304
10.6 Key messages pages 305–305
10.7 Looking forward pages 306–308
11.1 Tackling the legacy of COVID-19 pages 308–311
11.2 Early learning and care pages 311–312
11.3 Curriculum pages 313–317
11.4 Inclusion and diversity pages 318–319
11.5 Early years educators, teachers, pages 320–320
11.6 Governance and leadership in the school system pages 321–322
11.7 Inspection and evaluation pages 322–335
50 Post-primary pages 53–54