6.3.4 Inspection of DEIS settings and schools
6.3.4 Inspection of DEIS settings and schools
There has been a very considerable increase in the number of DEIS evaluations by the Inspectorate
The Inspectorate’s DEIS evaluation model provides for evaluation and reporting on the quality of the school’s action planning for improvement. In DEIS evaluations, the planning process and the implementation of improvement strategies for each of the themes are evaluated separately.
During the period to which this report refers, the Inspectorate carried out 98 evaluations of DEIS action planning for improvement. Of these evaluations, 50 were conducted at primary level and 48 at postprimary level. This represents a significant increase on the 38 DEIS evaluations undertaken during the 2013 to April 2016 period of the last Chief Inspector’s Report (2016).
Innovative cross-sectoral approaches have been implemented during some evaluations of DEIS settings and schools
The Inspectorate adopted innovative approaches to inspection during the course of some DEIS evaluations which have been conducted on a cross-sectoral basis. During these evaluations, primary inspectors joined post-primary inspection teams, and post-primary inspectors joined primary inspection teams. This work provided an opportunity for inspectors to gain an understanding of, and to comment on the coherence of the education pathway for children and young people as they progress from primary to post-primary schools. In addition, early years inspectors collaborated with primary colleagues in an informal trial, in which they used the EYEI quality framework during DEIS evaluations in primary schools.
Findings from DEIS evaluations are positive in relation to planning and implementation of strategies relating to retention and partnership with parents. Action planning in relation to attendance, transitions and examination attainment requires improvement, particularly in post-primary schools
Inspectors found that planning and the implementation of strategies related to retention and partnership with parents and others were good or very good in 86% to 90% of DEIS schools (Table 6.8). While schools’ planning and implementation of strategies in relation to retention was good or very good in 86% and 89% of schools respectively, it is concerning that this was not reflected to the same degree in retention outcomes as outlined earlier in this chapter (Table 6.7). Planning and implementation of strategies related to transition were found to be good or very good in 80% of schools, but it is notable that they were just satisfactory or less than satisfactory in almost a fifth of schools (Table 6.9).
The planning and implementation of attendance strategies were found to be of a good or very good quality respectively in 76% and 69% of schools inspected (Table 6.9). Planning in this area was found to be satisfactory or less than satisfactory in almost a quarter of the schools inspected. The implementation of related strategies was found to be satisfactory or less than satisfactory in 31% of schools (Table 6.9).
112 Denner, S. and Cosgrove, J. (2020) School Attendance Data Primary and Post-Primary Schools And Student Absence Reports Primary and Post-Primary Schools 2017/18. Available at: https://www.tusla.ie/uploads/content/Analysis_of_School_ Attendance_Data_in_Primary_and_Post-Primary_Schools_2017-2018.pdf
In addition, data from surveys administered as part of inspections indicates that 19% of students at post-primary level felt that they had missed a lot of school days in the previous year. The corresponding figure for primary schools was 8%. It is evident that an enhanced focus on attendance is necessary at both levels to ensure that pupils/students are not missing out on key learning, and are availing of the supports available to them in their school.
In their responses to the Inspectorate survey administered during DEIS evaluations, a very high proportion (90%) of students in DEIS post-primary schools indicated their intention to sit their Leaving Certificate. However, inspection data from these schools indicates that that there is much scope to improve planning and the implementation of strategies relating to examination attainment in DEIS schools. Planning in this area was found to be good or very good in just 52% of the schools evaluated (Table 6.10). The implementation of related strategies was found to be good or very good in just 58% of schools. It should be noted that schools have a significant amount of information and data available that can support effective target-setting practices.
Table 6.8: Quality of planning and implementation for Retention and Partnership themes in DEIS evaluations in primary and post-primary schools: September 2016 - December 2020
| Retention | Partnership with parents and others | |||
|---|---|---|---|---|
| Planning | Implementation | Planning | Implementation | |
| Very good | 54.1% | 56.1% | 59.2% | 59.2% |
| Good | 31.6% | 32.7% | 28.6% | 30.6% |
| Satisfactory | 7.1% | 7.1% | 8.2% | 6.1% |
| Fair | 4.1% | 3.1% | 2.0% | 3.1% |
| Weak | 3.1% | 1.0% | 2.0% | 1.0% |
Source: Inspectorate, Department of Education
Table 6.9: Quality of planning and implementation for Transitions and Attendance themes in DEIS evaluations in primary and post-primary schools: September 2016 - December 2020
| Transitions | Attendance | |||
|---|---|---|---|---|
| Planning | Implementation | Planning | Implementation | |
| Very good | 53.1% | 55.1% | 39.8% | 39.8% |
| Good | 27.6% | 26.5% | 35.7% | 29.6% |
| Satisfactory | 10.2% | 15.3% | 17.4% | 23.5% |
| Fair | 7.1% | 3.1% | 5.1% | 6.1% |
| Weak | 2.0% | 0.0% | 2.0% | 1.0% |
Source: Inspectorate, Department of Education
Table 6.10: Quality of planning and implementation of strategies relating to the examination attainment theme in DEIS evaluations in post-primary schools: September 2016 - December 2020
| Examination attainment | ||
|---|---|---|
| Planning | Implementation | |
| Very good | 22.9% | 20.8% |
| Good | 29.2% | 37.5% |
| Satisfactory | 29.2% | 22.9% |
| Fair | 12.5% | 14.6% |
| Weak | 6.2% | 4.2% |
Source: Inspectorate, Department of Education
The leadership of the action planning process requires improvement in a significant minority of DEIS schools
In DEIS schools, as in all schools, effective leadership is a key component in setting improvement targets and in planning, implementing and monitoring the impact of improvement strategies. The overall quality of leadership of the action planning for improvement process was found to be good or very good in 69% of the primary and post-primary schools where DEIS evaluations were carried out in the September 2016 to December 2020 period. Given the importance of effective leadership, particularly in DEIS schools, it is of concern that the quality of leadership of the action planning process in DEIS schools was just satisfactory or less than satisfactory in almost a third (31%) of the schools inspected.
Planning and implementation of strategies for literacy and numeracy are positive overall. Aspects of numeracy require attention, particularly learners’ enjoyment of Mathematics
Across all DEIS evaluations, both planning and implementation of literacy strategies were found to be good or very good in 76% of schools (Table 6.11). While the corresponding figures for numeracy were broadly similar (74% for planning and 72% for implementation), it is notable that the number of schools in the very good category for numeracy was less than the figure for literacy.
Table 6.11: Quality of planning and implementation for Literacy and Numeracy themes in DEIS evaluations in primary and post-primary schools: September 2016 - December 2020
| Literacy | Numeracy | |||
|---|---|---|---|---|
| Planning | Implementation | Planning | Implementation | |
| Very good | 30.6% | 31.6% | 24.5% | 25.5% |
| Good | 44.9% | 44.0% | 49.0% | 46.9% |
| Satisfactory | 15.3% | 16.3% | 16.3% | 17.4% |
| Fair | 8.2% | 7.1% | 8.2% | 6.1% |
| Weak | 1.0% | 1.0% | 2.0% | 4.1% |
Source: Inspectorate, Department of Education
Survey data from post-primary DEIS schools indicates a notable decline in learners’ enjoyment of Mathematics between primary and post-primary. Seventy-four per cent of students in post-primary DEIS schools reported that they liked English while only 51% reported that they liked Mathematics. At primary level, 79% of pupils in DEIS schools reported that they liked English while 69% liked Mathematics. Given these findings, DEIS schools should endeavour to ensure that mathematical learning experiences are relevant and engaging for all learners.
Survey data also indicates that, while pupils in primary DEIS schools tend to prefer English to Mathematics, they feel that they are doing better in Mathematics than in reading. Seventy-one per cent of pupils indicated that they were doing well in Mathematics while 67% reported that they were doing well in reading. In primary non-DEIS schools, a broadly similar proportion of pupils (75%) reported that they were doing well in Mathematics, but a considerably greater percentage (79%) reported that they were doing well in reading. These findings indicate that DEIS primary schools should enable and encourage pupils to read a broad range of material for pleasure, at reading levels that promote their confidence and enthusiasm.
Another finding from pupil/student surveys is that there is a considerable decline in enthusiasm for learning between primary and post-primary for pupils/students attending DEIS schools. Only 50% of students in DEIS schools at post-primary level reported that they like coming to school while the corresponding figure for pupils in DEIS schools at primary level is 68%. This indicates that broader cross-curricular efforts to make learning relevant and engaging are necessary at post-primary level.
Findings from curriculum evaluations in English and Mathematics indicate that supports provided to DEIS primary schools are having a positive impact on both the quality of teaching and the quality of assessment, but are having less impact on the quality of learning
The findings from curriculum evaluations conducted in primary schools, over the period to which this report refers, reflect positively on the quality of teaching and of assessment in English in DEIS primary schools. While the percentage of schools in which the quality of teaching in English was good or very good was broadly similar in both DEIS (94%) and non-DEIS primary schools (91%), the quality of teaching was rated as very good in 38% of DEIS primary schools in comparison with 23% of non- DEIS primary schools.
In curriculum evaluations of Mathematics, the quality of teaching was found to be good or very good in well over 90% of both DEIS and non-DEIS primary schools. It was rated as good or very good in 94% of DEIS schools evaluated and in 98% of non-DEIS schools. The percentage of schools in which the quality of teaching was rated as very good was broadly similar in both DEIS (42%) and non-DEIS schools (40%).
In English, the findings indicate that the overall quality of assessment was good or very good in 72% of DEIS primary schools in comparison with 63% of non-DEIS primary schools. In Mathematics, the overall quality of assessment was good or very good in 76% of DEIS schools compared with 70% of non-DEIS schools.
Despite the positive findings in DEIS schools in relation to the quality of teaching and assessment, it appears that these are taking time to impact as positively on the quality of pupils’ learning. In English, the quality of learning was found to be good or very good in 81% of DEIS schools and in 91% of non-DEIS schools. Similarly, in Mathematics, the quality of learning was found to be good or very good in 88% of DEIS schools and in 97% of non-DEIS schools.
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