8.2 The quality of leadership and

8.2 The quality of leadership and management in schools

During the period to which this report refers, inspection findings highlighted the importance of leadership and management in ensuring overall setting and school effectiveness, equity, and the achievement of quality learning outcomes. Findings also identified a clear link between high-calibre leadership and positive learning outcomes and experiences for children and young people.

In primary, special and post-primary schools, the quality of governance, leadership and management is strong overall

In schools where whole-school evaluations were conducted between September 2016 and December 2020, inspectors found that the quality of governance was good or very good in 81% of primary schools and special schools, and in 84% of post-primary schools (Table 8.1). The quality of in-school leadership and management was good or very good in 85% of primary schools and special schools, with a similar finding (84%) at post-primary level. The remaining schools showed potential for improvement in these areas. The quality of governance was just satisfactory in 5.3% of primary schools and special schools and less than satisfactory in 13% of these schools. The quality of governance was satisfactory in 10% of post-primary schools and less than satisfactory in 6% of post-primary schools. The quality of in-school leadership and management was satisfactory in 8.9% of primary schools and special schools, and in 10% of post-primary schools. It was less than satisfactory in 6.1% of primary schools and special schools, and in 5.7% of post-primary schools.

Table 8.1: Quality of governance and in-school leadership and management whole-school evaluations in primary schools and special schools and in post-primary schools: September 2016 - December 2020

	Quality of governance131		Quality of in-school1 leadership and management
	Primary schools and special schools*	Post-primary schools	Primary schools and special schools	Post-primary schools.
Very good	38.7%	40.6%	39.2%	45.5%
Good	42.7%	43.1%	45.8%	38.8%
Satisfactory	5.3%	10.3%	8.9%	10.0%
Fair	9.3%	4.6%	4.0%	5.0%
Weak	4.0%	1.4%	2.1%	0.7%

Source: Inspectorate, Department of Education *Only evaluated as part of whole-school evaluation (WSE) (Modified) in primary schools and special schools

School leaders demonstrated good leadership in response to the challenges caused by the

131 The various aspects of school governance, leadership and management are outlined 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. Available at: https://www.gov.ie/en/publication/743565-looking-at-our-school-2016/

COVID-19 pandemic

Inspectorate research conducted in schools during the COVID-19 period gave us new insights into leadership in schools. On the sudden closure of schools in March 2020, principals and other school leaders had to grapple with a range of associated challenges, which included the provision of teaching and learning in a remote environment, effective communication with the school community, and supporting the wellbeing of pupils/students and staff. As the pandemic evolved, schools’ priorities changed. To support the full reopening and safe operation of their schools, school leaders undertook the additional administrative demands of establishing protocols and routines to facilitate a safe learning and working environment, and putting arrangements in place for the delivery of the curriculum during the 2020/21 school year. Throughout the period of reopening, a shortage in the availability of substitute and other short-term contract teachers was an ongoing challenge for principals and school leaders.

Despite being beset by these unprecedented challenges, many school leaders adjusted well and demonstrated admirable leadership skills during the pandemic. As school closures progressed, school leaders’ engagement with, and promotion of, digital technologies played an important role in limiting the negative impact on children and young people’s learning. During their engagement in the Inspectorate research, principals typically referenced the extent to which high levels of planning and preparation had contributed to the successful reopening of schools. The role of school leaders and managers in establishing and maintaining new routines and protocols under their COVID-19 implementation plan132 resulted in a sense of order, security and calm for their school communities. The education system was also challenged to find alternative means of assessing students when Leaving Certificate written examinations were cancelled in 2020 and 2021. School leadership at post-primary level and management bodies played a key role in making calculated grades and accredited grades a reality through their co-operation and participation in the Advisory Group on Planning for State Examinations during the pandemic.

In a majority of schools, leadership of teaching and learning was effective. However, there was scope for the development of leadership of teaching and learning in a significant minority of schools

During the period to which this report refers, inspection findings indicated a clear link between highcalibre leadership and positive learning outcomes. Findings from announced inspections were broadly positive in this regard. They showed that leadership of teaching and learning was good or very good in 74% of primary schools and special schools, and in 81% of post-primary schools (Table 8.2). However, inspectors found that leadership of teaching and learning was just satisfactory in almost a fifth (19%) of primary schools and special schools, and less than satisfactory in 8% of these schools. Leadership of teaching and learning was found to be just satisfactory in 14% of post-primary schools and less than satisfactory in 6% of them.

In primary schools and special schools where in-school leadership was effective, reports from announced inspections noted that school leaders fostered a culture of high expectations for pupils. Reports also referred to the role that effective communication and collegiality played in developing and sustaining whole-school approaches to teaching and learning. In schools where scope for improvement in leadership of teaching and learning was noted, reports referenced the need for a more substantial focus on leadership of teaching and learning in the responsibilities assigned to members of the in-school management team. Examples of such responsibilities included the assignment of responsibility to individual members of the team for the development of areas such as curriculum and learning, student support and wellbeing, school improvement, leadership/management and development of staff teams.

At post-primary level, where in-school management was found to be effective, reports described how responsibilities attached to posts were reviewed regularly to meet the needs of the school. Where practice was less effective, reports noted that management teams were unable to function optimally because of a lack of clarity regarding their roles and expectations. In addition, the responsibilities attached to these roles did not always align appropriately with the evolving needs of the school. In some instances, it was evident that schools had not carried out a review of posts as provided for in Circular 0044/2019 and Circular 0003/2018, which relate to leadership and management in primary schools and post-primary schools respectively.

132 In accordance with the Work Safety Protocol, schools as places of work were required to implement a COVID-19 Response Plan. See https://www.gov.ie/en/publication/e1141-covid-19-response-plan-for-the-safe-and-sustainable-operation-ofprimary-and-special-schools and https://www.gov.ie/en/publication/1fdbe-covid-19-response-plan-for-the-safe-andsustainable-reopening-of-post-primary-schools/

Table 8.2: Quality of leadership of teaching and learning in whole-school evaluations in primary schools and special schools, and in post-primary schools: September 2016 - December 2020

Leadership of teaching and learning
	Primary schools and special schools	Post-primary schools
Very good	34.3%	39.2%
Good	39.6%	41.6%
Satisfactory	18.5%	13.5%
Fair	5.5%	3.9%
Weak	2.1%	1.8%

Source: Inspectorate, Department of Education

Effective distributed leadership is crucial for high-quality teaching and learning

Distributed leadership may be defined as ‘a deliberate process of sharing leadership behaviour so that team members, other than the head or manager, take an active lead’.133 It involves ‘mobilising leadership expertise at all levels in the school to generate more opportunities for change and to build the capacity for improvement’.134 To support the advancement of distributed leadership in schools, Circular 0003/2018 and Circular 0044/2019 provided for a post of responsibility structure involving the establishment and facilitation of leadership teams in schools, with appropriately defined and shared responsibilities.

Research findings emphasise the clear links between distributed leadership and improvements in teaching and learning.135 Findings from whole-school inspections in the period September 2016 to December 2020 were largely positive in relation to the quality of teamwork and distributed leadership in primary schools, special schools and post-primary schools. Of the schools inspected, it was found that in 83% of primary schools and special schools and in 81% of post-primary schools, the quality of teamwork and distributed leadership was good or very good (Table 8.3). Notwithstanding these positive findings, there is scope to build capacity in the area of distributed leadership and in the role of the in-school management team in leading teaching and learning. Inspectors found that teamwork and distributed leadership were just satisfactory in 12% of primary schools and special schools, and in 16% of post-primary schools. Teamwork and distributed leadership were found to be less than satisfactory in 5% of primary schools and special schools and in 4% of post-primary schools.

133 Lindon, J and Lindon, L (2012) Leadership and early years professionalism: linking theory and practice. UK: Hodder Education p.119 134 Harris, A. (2014) Distributed Leadership, Teacher Magazine. Available at: https://www.teachermagazine.com/au_en/articles/ distributed-leadership 134 Harris, A. (2013) Distributed leadership matters: Perspectives, practicalities, and potential. Corwin Press; Heck, R. H. and Hallinger, P. (2010) Testing a longitudinal model of distributed leadership effects on school improvement, The Leadership Quarterly, 21(5): 867-885.

The COVID-19 pandemic highlighted the importance of teamwork and distributed leadership in managing emergency situations, planning for the reopening of schools, and managing the schools in a way that ensured their sustained operation in the September to December 2020 period. For example, Inspectorate research 136 carried out during this period highlighted the important role played by the COVID-19 aides in implementing the logistical changes required, with many principals commenting positively on the support provided by their lead worker representative.137

Table 8.3: Quality of teamwork and distributed leadership in whole-school evaluations primary schools and special schools, and in post-primary schools: September 2016 - December 2020

Table 8.3: Quality of teamwork and distributed leadership in whole-school evaluations in primary schools and special schools, and in post-primary schools: September 2016 - December 2020

Teamwork and distributed leadership
	Primary schools and special schools	Post-primary schools
Very good	47.0%	43.4%
Good	36.2%	37.4%
Satisfactory	11.5%	15.7%
Fair	3.4%	3.6%
Weak	1.9%	0.0%

Source: Inspectorate, Department of Education

The effective management of in-school communication is a key dimension of leadership

Effective communication is an essential aspect of good leadership. Findings from inspections in primary schools and special schools, and in post-primary schools, which were undertaken in this period, were generally positive in relation to the quality of in-school communication. The quality of in-school communication was noted as good or very good in 90% of primary schools and special schools, and in 82% of post-primary schools (Table 8.4). In-school communication was found to be just satisfactory in 13% of post-primary schools and less than satisfactory in 6% of these schools.

136 During September-December 2020, the Inspectorate conducted research on how well primary, post-primary, special schools and Youthreach centres were operating in the context of the new arrangements relating to COVID-19. The suite of reports relating to this research is available at: https://www.gov.ie/en/publication/78605-return-to-school-summary-of-researchseptember-december-2020/ 137 In line with COVID-19 measures, all schools were required to appoint a lead worker representative. Their role is outlined in Department of Education (August 2021) COVID-19 response plan for the safe and sustainable operation of primary and special schools. Available at: https://www.gov.ie/en/publication/e1141-covid-19-response-plan-for-the-safe-and-sustainableoperation-of-primary-and-special-schools

Table 8.4: Quality of in-school communication in whole-school evaluations in primary schools and special schools, and in post-primary schools: September 2016 - December 2020

In-school communication
	Primary schools and special schools	Post-primary schools
Very good	57.9%	49.1%
Good	31.7%	32.4%
Satisfactory	5.7%	12.5%
Fair	3.0%	5.8%
Weak	1.7%	0.4%

Source: Inspectorate, Department of Education

Whole-school planning and self-evaluation processes are not embedded fully in schools

Effective school leaders articulate and demonstrate the importance of learning for the school community. They build a collaborative culture that has a clear focus on improving learning for pupils/students. School self-evaluation (SSE) is a process that can enable such a culture to flourish within a school community.

Inspection reports of primary schools and special schools and of post-primary schools from the period September 2016 to December 2020 indicate that schools were at different stages in their engagement with SSE. Although many schools, particularly schools participating in Delivering Equality of Opportunity in Schools (DEIS), the action plan of the Department of Education for educational inclusion, had embraced the process as a tool for school improvement, others were at an earlier stage of effective implementation. Many reports noted that the school’s engagement in SSE had a positive impact on learning, and included examples of effective leadership of this process. Where practice was found to be less effective, the potential of SSE was not being fully harnessed to promote improvement in the school.

In whole-school evaluations conducted between September 2016 and December 2020, inspectors noted that the quality of whole-school planning was good or very good in 73% of primary schools and special schools, and the quality of SSE was good or very good in 63% of post-primary schools (Table 8.5). Potential for significant improvement existed in a considerable proportion of schools: 27% of primary schools and special schools, and 37% of post-primary schools. This finding suggests that whole-school planning and self-evaluation processes had not been fully embedded in practice in many schools by the end of 2020.

Table 8.5: Quality of strategic planning/school self-evaluation in whole-school evaluations in primary schools and special schools, and post-primary schools: September 2016 - December 2020

Strategic planning / School self-evaluation (SSE)
	Primary schools and special schools	Post-primary schools
Very good	26.4%	25.6%
Good	47.0%	37.0%
Satisfactory	19.1%	25.6%
Fair	4.9%	8.2%
Weak	2.6%	3.6%

Source: Inspectorate, Department of Education

Effective leadership of the DEIS action-planning for improvement process is critically important in improving outcomes for pupils and students

In a forthcoming publication, the Inspectorate will present composite findings arising from DEIS evaluations conducted in primary schools and post-primary schools between 2017 and 2020, with a specific focus on the quality of leadership of the DEIS action planning for improvement process and its impact on teaching and learning.

According to the report on these findings, the quality of the leadership of DEIS action planning for improvement was found to be good or very good in 73% of the primary schools and in 66% of the post-primary schools evaluated.

One of the key elements of the DEIS action planning process, target setting, was good or very good in 69% of schools evaluated. Where weak or fair practice was identified in target setting, school leaders and teachers were unable to identify the initiatives that were most effective in terms of their impact on pupils/students.

The implementation of the DEIS plan was consistently strong in almost three-quarters of primary schools and two-thirds of post-primary schools. These schools had strong structures in place to support distributed leadership. School leaders ensured that plans were monitored frequently in terms of their impact on teaching and learning, and data was used effectively to evaluate progress and adjust targets or strategies as necessary. Where practice was weak or fair, there was a lack of monitoring and evaluation of interventions or programmes, and their impact on pupils’/students’ progress was not being tracked in a systematic manner. Fostering and leading a culture of data-based decision-making in relation to instructional practices and the use of resources, remained a challenge in a significant number of schools.

Inspectors found that highly-effective principals used the DEIS action planning process to secure overall school improvement, which included improvements in teaching and learning, school climate and learning outcomes in their school. In these schools, the characteristics of instructional and transformational leadership were in evidence. Inspectors found that effective school leaders had a clear and shared vision for the school, held high expectations for their staff and pupils/students, and valued the strengths and talents of their staff in contributing to overall school improvement.