11.7 Inspection and evaluation

11.7 Inspection and evaluation

Inspection practice developed through collaboration

As described in Chapter 2 above, the work and priority of the Inspectorate has evolved over the period to which this Chief Inspector’s Report applies. Significantly, much of the change that occurred, such as the introduction of new child protection and safeguarding inspections, was deliberately co-developed with teachers, school leaders and other partners. The Inspectorate is committed to continuing with this collaborative approach to the development of its work in the years ahead.

Student voice and parent voice

As signalled in the previous Chief Inspector’s Report, the Inspectorate adopted a strongly collaborative approach, supported by the Department of Children and Youth Affairs and later the Department of Children, Equality, Disability, Integration and Youth, to facilitating and supporting much greater use of Student Voice and Parent Voice in its work since 2016. This will continue to be a core theme in the period to come: for example, at the time of writing, the launch is anticipated of a range of multi-media materials

170 Evans, P., Borriello, G. A. and Field A. P. (2018) A Review of the Academic and Psychological Impact of the Transition to Secondary Education, Frontiers in Psychology. Available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01482/full

to support young people to engage fully with inspection teams. The engagement of the Inspectorate in this development has had a wider impact: the Inspectorate has also been asked to help deepen the Department of Education’s engagement with young people in its policy making and implementation across a range of areas.

Forthcoming inspection programmes

As described in earlier chapters, during 2020 and 2021, inspection and advisory work had to be rapidly adjusted to cope with the effects of the pandemic and to support the school and early learning and care systems in a number of ways. As schools and settings return to more normal working conditions, the Inspectorate plans to build up the range of inspection approaches we use to evaluate practice and encourage improvement. Our Strategic Plan that covers the period to 2024 commits us to doing this, conscious of the impact that COVID-19 has had on teaching and learning, and on the capacity of early years educators, teachers and school and setting leaders who have had to respond to an extraordinarily demanding period.

Developments in the evaluation of early learning and care provision

In line with the commitments in First 5, we will be extending our education inspections in ELC settings to cover provision from birth to six years. We will also be working closely with the Department of Children, Equality, Disability, Integration and Youth, who have lead responsibility for early learning and care, and with colleagues in the Tusla Early Years Inspectorate, to improve and simplify quality assurance within the early learning and care sector, informed by the recommendation in the OECD report on strengthening early childhood education and care.

Themes in school evaluation

Specific themes will be evident in our work in schools. Some of these arise from the need to monitor the implementation of the Department’s policy priorities and to support schools in their implementation. These include evaluation and advisory work to support schools’ efforts in fostering student wellbeing, and in creating effective safeguarding and anti-bullying climates. We will be carrying out a major programme of advisory visits and evaluations in schools within the Gaeltacht School Recognition Scheme and follow-up evaluations to monitor progress in the implementation of the Languages Strategy and the STEM strategy. Evaluations at junior cycle level are planned to monitor the progress of curriculum change and effectiveness at that level, now that the full range of revised junior cycle subjects is in place.

A particular focus for us in the period covered by this report and one that will continue in the period to come will be evaluations of provision for more vulnerable learners: children with special educational needs, refugee and migrant children, pupils/students in DEIS schools, and, in conjunction with the Inspector of Prisons, the quality of adult education for prisoners.

Developments in school self-evaluation

We also plan to take further steps to re-vitalise and develop school self-evaluation (SSE). A consultation on a new phase of SSE will be held in 2022 and it is hoped that good self-reflective practice will be evident in the phased roll-out of curriculum change and other initiatives. A particularly interesting development, which was planned for 2020 and postponed because of the pandemic, will be the development and trial of collaborative evaluation for learning, in which it is proposed to involve inspectors as well as senior teachers and the school leader in a collaborative evaluation team. It is envisaged that the team would evaluate an element of the school’s own practice – possibly as part of the school’s self-evaluation process. The objective will be to grow the expertise of school leaders and staff in self-evaluation and at the same time, to enable inspectors to better understand the evolving challenges facing school leaders.

Our support for the department’s policy formation

During the period ahead, the Inspectorate will continue to work with colleagues in various sections of the Department of Education and with colleagues in the Department of Children, Equality, Disability, Integration and Youth to assist in policy formulation and implementation. Key areas in which we anticipate supporting the Department of Education and Ministers include curriculum and assessment policy, social inclusion policy, special needs education, teacher education, Gaeltacht and Irish-medium education, school governance and school improvement. We also anticipate continuing to work closely with colleagues in the Early Years Education Policy Unit co-located between both Departments.

Quality assurance of inspection

Finally, it is worth noting that the Inspectorate also plans to enhance the evaluation of its own work through improving its arrangements for the internal quality assurance of its inspection work and by involving other inspectorates and other relevant experts to provide an external perspective of our effectiveness. In this way, we will build on our existing quality assurance mechanisms. Our aim will be to continue to offer a high quality evaluation and advisory service to settings and schools, to our colleagues in the Department, and to Ministers and the wider public so that the quality of educational provision for Ireland’s children and young people is assured.

Appendices:

Participation in committees and working groups Appendix 1

Presentations Appendix 2

Engagement with visiting delegations Appendix 3

Inspectorate publications Appendix 4

Contribution to other publications Appendix 5

Inspectorate staff as at 31 December 2020 Appendix 6

Appendix 1: Participation in committees and working groups

In the 2016 to 2020 period, members of the Inspectorate participated in a wide range of committees and working groups, including those overseen by the following State departments, organisations, agencies or initiatives:

Active School Flag

An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta (COGG)

BT Young Scientist

Centre for School Leadership (CSL)

City Connects

Community National Schools

Council of Europe

Creative Youth/Creative Ireland

Department of Children and Youth Affairs (DCYA) (now Department of Children, Equality, Disability, Integration and Youth (DCEDIY))

Department of Education (DoE) – a wide range of planning and steering groups, sub committees and interdepartmental working groups, for example:

• Teacher Supply Implementation Group

• Science, Technology, Engineering, and Mathematics (STEM) Education Steering Group

• Section 29 Appeal Committees

• Visiting Teacher Service for Children who are Deaf/Hard of Hearing or Blind/Visually Impaired (VTHVI)

• Guidance Counselling Supervision Committee

• Leadership Working Group

Department of Foreign Affairs (DFA) e.g. Holocaust Education, Research and Remembrance Standing Committee

Department of Health e.g. Disability Consultative Committee - National Disability Inclusion Strategy (NDIS)

Department of Justice (and Equality) e.g. Traveller Education Advisory and Consultative Forum; National Traveller and Roma Inclusion Strategy (NTRIS) Steering Group

Department of Arts, Heritage and the Gaeltacht (now Department of Tourism, Culture, Arts, Gaeltacht, Sports and Media) e.g. Official Language Act Network; National Famine Commemoration Committee

Education Support Centres Ireland (ESCI)

Education, Engagement, Experience (E3) Project, Trinity College Dublin

Educational Research Centre (ERC)

European Centre for Modern Languages (ECML), Council of Europe

European Union Intellectual Property Office (EUIPO)

Junior Cycle for Teachers (JCT)

Léargas

Music Generation

National Centre for Guidance in Education (NCGE)

National Council for Curriculum and Assessment (NCCA)

National Council for Special Education (NCSE)

National Educational Psychological Service (NEPS)

Oberstown Detention Campus

Office of the Secretary General of the European Schools e.g. Board of Governors of the European Schools

Partnership Schools Ireland (PSI)

Professional Development Service for Teachers (PDST)

State Examinations Commission (SEC)

The Organisation for Economic Co-operation and Development (OECD) e.g. The NESLI Network; Centre for Educational Research and Innovation (CERI) Working Group

The Teaching Council

Young Social Innovators

Appendix 2: Presentations

In the 2016 to 2020 period, the Inspectorate delivered presentations relating to inspection and also on educational policy and practice at national and international conferences, including those organised by the following organisations:

Association for the Management of Catholic Secondary Schools (AMCSS)

Association of Community and Comprehensive Schools (ACCS)

Association of Post-Primary Diocesan Advisers

Association of Secondary Teachers, Ireland (ASTI)

Association of Teachers of Spanish (ATS)

Business Studies Teachers’ Association of Ireland (BSTAI)

Education and Training Boards Ireland (ETBI)

Education and Training 2020 (ET2020), European Commission

French Inspectorate

Gaeloideachas

Inspectorate Child Protection and Safeguarding Inspection Seminars

Institute of Guidance Counsellors

Irish Association of Teachers in Special Education (IATSE)

Irish Learning Support Association (I.L.S.A.)

Irish Primary Principals’ Network (IPPN)

Joint Managerial Body (JMB)

Junior Cycle for Teachers (JCT)

Kerry Education and Training Board

Mary Immaculate College, Limerick

Mayo Education Centre

National Association of Principals and Deputy Principals (NAPD) (Regional)

National Council for Curriculum and Assessment (NCCA)

National Council for Special Education (NCSE)

National Educational Psychological Service (NEPS)

Network of School Planners, Ireland (NSPI)

Professional Development Service for Teachers (PDST)

Society of Music Education Ireland (SMEI)

Standing International Conference of Inspectorates (SICI)

The Centre for Evaluation, Quality and Inspection, Dublin City University (DCU)

The Organisation for Economic Co-operation and Development (OECD)

Trinity College Dublin (TCD)

Tusla Education Support Service (TESS)

University College Cork (UCC)

University College Dublin (UCD)

Visiting Teacher Service for Children who are Deaf/Hard of Hearing or Blind/Visually Impaired (VTHVI)

Appendix 3: Engagement with visiting delegations

In the 2016 to 2020 period, the Inspectorate hosted seminars and study visits and delivered presentations to a range of visiting Inspectorates and education delegations, including the following:

Standing Conference of International Inspectorates (SICI)

Education delegation from America

Education delegation from Austria

Education delegation from China

Education delegation from Iceland

Education delegation from Korea

Education Inspectorate, Norway

Education delegation from Singapore

Education delegation from Uganda

Education Inspectorate, Zanzibar

External Evaluation Department, Department of Education and Research, Estonia

Inspectorate of Education, the Basque Region

Inspectorate, Lille Educational Authority

Lithuanian Evaluation Agency

National School Inspectorate, Moldova

Northern Ireland Education and Training Inspectorate

OECD NESLI Network

The Cambodian Ministry of Education

Appendix 4: Inspectorate publications

In the 2016 to 2020 period, the Inspectorate published a range of documents, including quality frameworks, guides to inspection, reports of thematic and composite evaluations and research reports. It also published a number of webinars.

Quality frameworks

Looking at Our School 2016: A Quality Framework for Post-primary Schools

Looking at Our School 2016: A Quality Framework for Primary Schools

Guides and guidelines

A Guide to Child Protection and Safeguarding Inspections

A Guide to Inspection in Post-Primary Schools

A Guide to Inspection in Primary Schools

Guide to Early Years Education Inspection (EYEI)

School Self-Evaluation Guidelines 2016-2020 - Primary

School Self-Evaluation Guidelines 2016-2020- Post-primary

Thematic reports: special education

Review of the Pilot of a New Model for Allocating Teaching Resources to Mainstream Schools to Support Pupils with SEN

Educational Provision for Learners with Autism Spectrum Disorder in Special Classes Attached to Mainstream Schools in Ireland

Evaluation of the Support Teacher project

Evaluation of Provision for Students with Additional and Special Educational Needs in Post-Primary Schools

Findings of Joint Inspectorate and NEPS Visits to Education Settings in Emergency Reception and Orientation Centres (EROCs)

Review of Education Provision in Schools Attached to CAMHS units

Thematic reports: national priorities

Modern Foreign Languages: A Report on the Quality of Practice in Post-Primary Schools

STEM Education 2020: Reporting on Practice in Early Learning and Care, Primary and Post-Primary Contexts

Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts

Research reports: COVID-19

Resumption of schooling Autumn 2020: Report on analysis of data from principals

Return to school: Summary of research September - December 2020

Return to school: Report on analysis of data from principals, October and November 2020

Return to school: Report on focus groups with pupils and students, September and October 2020

Return to school: Report on focus groups with pupils and students, November 2020

Return to school: Report on findings of surveys in primary schools, post-primary and special schools, October 2020

Return to school: Report on findings of surveys in primary schools and special schools, December 2020

Return to School: Report on findings of surveys in post-primary schools, December 2020

Early years

A Review of Early Years Education Focused Inspection: April 2016 – June 2017

Insights Webinars – Quality in Early Years Education

Gaeltacht education

Guide to Inspections of Courses in Irish-Language Colleges (Coláistí Gaeilge)

Guides for Gaeltacht Schools on Inspectorate Advisory Visits/Sessions for schools participating in the Gaeltacht School Recognition Scheme (published annually)

Preliminary Report to Inform the Development of a Policy for the Irish-medium Sector Outside of the Gaeltacht: Irish-medium primary schools outside of the Gaeltacht: what inspectors had to say

Preliminary Report to Inform the Development of a Policy for the Irish-medium Sector Outside of the Gaeltacht: Irish-medium post-primary schools outside of the Gaeltacht: what inspectors had to say

Report on Case-Study Schools participating in the Gaeltacht School Recognition Scheme (Inspectorate in collaboration with the Educational Research Centre

Schools participating in the Gaeltacht School Recognition Scheme: Key Messages from Inspectorate Advisory Visits

Other

Continuity of Guidance Counselling - Guidelines for schools providing online support for students

Standardised Achievement Tests: An Analysis of the Results at Primary School Level for 2011-12 and 2012-13

Appendix 5: Contribution to other publications

During the 2016 to 2020 period, the Inspectorate closely supported or made substantial contributions to the development of the following Department publications:

Continuity of schooling

Guidance on Continuity of Schooling for Primary Schools and Post-primary Schools

Guidance on Continuity of Schooling for Primary Schools

Guidance on Continuity of Schooling: Supporting Students at Risk of Educational Disadvantage- For primary schools (updated January 2021)

Guidance on Continuity of Schooling: Supporting Students at Risk of Educational Disadvantage- For post-primary schools (updated January 2021)

Guidance on Continuity of Schooling: Supporting students with Special Educational Needs- For primary schools (Updated January 2021)

Guidance on Continuity of Schooling: Supporting Students with Special Educational Needs for postprimary schools (updated January 2021)

Guidance on Continuity of Schools: Supporting Learners in Youthreach Centres

Continuity of Schooling: Guidance for parents/guardians of primary school pupils

Remote learning

Guidance on Remote Learning in a COVID-19 Context: September – December 2020 for primary schools and special schools

Guidance on Remote Learning in a COVID-19 Context: September – December 2020 for post-primary schools and centres for education

Return to school - guidance for primary schools

Returning to school curriculum guidance for primary school leaders and teachers

Primary Curriculum Guidance – Frequently Asked Questions

Guidance on Remote Learning in a COVID-19 Context: September – December 2020

Continuity of schooling: Supporting primary pupils who are at very high risk to COVID-19

Supporting collaboration with parents in primary schools

Return to school - guidance for post-primary schools

Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers

Returning to School Transition Year 2020/21 (Additional summary published August 2021)

Leaving Certificate Applied (LCA) Advice for management and teachers of LCA 2020/21

Guidance on Emergency Remote Teaching and Learning in a COVID-19 Context

Return to School Guidance for Practical Subjects in Post-Primary Schools and Centres for Education (March 2021) First published August 2020

Continuity of schooling: Supporting post primary students who are at very high risk to COVID-19

Supporting collaboration with parents/guardians of Post-Primary students School Year 2020/2021

Gaeltacht education

Gaeltacht Education Policy 2017-2022

Irish-medium E-Hub Pilot Project - International Review and Advisory Report

Guide for Gaeltacht Post-Primary Schools: Indicators of Good Practice for Immersion Education

Guide for Gaeltacht Primary Schools: Indicators of Good Practice for Immersion Education

Guidance for a Home-Based Summer Programme to Support Children with Special Educational Needs

Guidance for a School-Based Summer Programme to Support Children with Special Educational Needs

School-Based Summer Programme to Support Children with Special Educational Needs (SEN) -A Guidance Webinar for Staff

In the 2016 to 2020 period, the Inspectorate contributed to the following publications:

Education Matters Yearbook

Education and Training Boards Ireland (ETBI) Journal of Education

Irish Primary Principals’ Network (IPPN) Leadership +

Appendix 6: Inspectorate staff at 31 December 2020