8.4.2 The quality of governance in schools

8.4.2 The quality of governance in schools

Effective boards were found to be well informed, communicated effectively, and demonstrated a clear commitment to improving the quality of provision for learners. However, there is scope to develop the work of a significant minority of boards

The functioning of the board of management was good or very good in 79% of primary schools and special schools, and in 80% of post-primary schools inspected between September 2016 and December 2020 (Table 8.6). Potential for improvement was evident in the remaining 21% of primary schools and special schools, and 20% of post-primary schools.

In primary schools, special schools and post-primary schools, where management structures were reported by inspectors to be effective, the roles of board members were clearly defined and responsibilities were fulfilled effectively and diligently. Board members demonstrated a wide range of expertise and good commitment to enhancing and improving the quality of education provided. Members were also well informed of school practices, policies and learner attainment.

Where potential for improvement was noted, boards were typically advised to consider whole-school teaching, learning, and matters relating to learner achievement on a more regular basis. Other recommendations referred to the need to strengthen communication with stakeholders, particularly parents, regarding planning and the development of priorities, and the need to ensure that all aspects of policy and practice were in full compliance with relevant circulars, legislation and guidance documents. The forthcoming Education (Charter) Bill, and associated guidance, will be welcome in this regard as its main aim is to improve how schools engage with students and their parents.

Table 8.6: Quality of the functioning of the board of management in whole-school evaluations in primary schools and special schools and in post-primary schools: September 2016 - December 2020

Functioning of the board of management
	Primary schools and special schools	Post-primary schools
Very good	44.0%	37.0%
Good	34.7%	43.1%
Satisfactory	9.3%	13.5%
Fair	8.0%	5.3%
Weak	4.0%	1.1%

Source: Inspectorate, Department of Education *Only evaluated as part of WSE (Mod) in primary schools and in special schools

Inspection findings indicated that aspects of school policy and procedure require development

In order to function effectively, it is necessary for schools to have clear policies and procedures in place to guide day-to-day processes. The Education Act 1998 specifies that it is the responsibility of each board of management to arrange for the preparation of a school plan and to ensure that it is reviewed regularly and updated.

School policies and procedures were considered to be implemented effectively in 79% of the primary schools and special schools and in 74% of the post-primary schools visited during whole-school evaluations in the period from September 2016 to December 2020 (Table 8.7). Practice in this area was considered to be less than good in the remaining 21% of primary schools and special schools and 26% of post-primary schools. In inspection reports during this period, the most frequent recommendations related to the timely review and/or ratification of policies, and the need to ensure that all aspects of policy and practice were fully in compliance with relevant Department circulars.

Table 8.7: Quality of school policy and procedures in whole-school evaluations in primary schools and special schools and in post-primary schools: September 2016 - December 2020

School policy / procedure
	Primary schools and special schools	Post-primary schools
Very good	38.1%	34.9 %
Good	41.1%	39.1%
Satisfactory	14.9%	18.5%
Fair	4.9%	7.5%
Weak	1.0%	0.0%

Source: Inspectorate, Department of Education

Boards were successful in their implementation of COVID-19 response plans

During COVID-19, all schools and centres for education were required to have a COVID-19 response plan. Responsibility for developing, updating and implementing the plan and the associated infection prevention and control measures lay primarily with the board/ETB and school management. Their success in delivering this was evidenced in the positive findings of the supporting the safe provision of schooling (SSPS) visits conducted by the Inspectorate.

Resources were managed effectively in most schools

Together with the principal, each board of management is required to monitor the allocation of budgets, personnel, and other resources to ensure that they are aligned closely with identified learning priorities and the school’s strategic plan. In whole school evaluations undertaken in primary schools and special schools during the period September 2016 to December 2020, the management of resources140 was considered to be good or very good in 89% of schools (Table 8.8). In the remaining 11% of schools, potential for improvement was noted, including 9% of schools where practice was just satisfactory. A similar finding emerged at post-primary level where the management of resources was found to be good or very good in 82% of schools. The remaining 18% of schools showed scope for improvement, including 14% of schools where practice was just satisfactory.

Table 8.8: Quality of the management of resources in whole-school evaluations in primary schools and special schools and in post-primary schools: September 2016 - December 2020

Management of resources
	Primary schools and special schools	Post-primary schools
Very good	50.0%	43.8%
Good	38.7%	38.4%
Satisfactory	8.5%	13.9%
Fair	2.8%	3.9%
Weak	0.0%	0.0%

Source: Inspectorate, Department of Education

140 The evaluation of the management of resources by inspectors is informed by the following standard relating to the leadership and management domain in Looking at Our School 2016: A Quality Framework for Primary Schools and Looking at Our School 2016: A Quality Framework for Post-Primary Schools: ‘The board of management and the principal manage the school’s human, physical and financial resources so as to create and maintain a learning organisation’