Front Matter

Figure from page 1

Chief Inspector’s

Report

September 2016-December 2020

‘

The Inspectorate works to improve the quality of learning and teaching that children and young people experience in Irish schools, centres for education and other education settings, and to support the development of the Irish education system. We do this through providing high-quality evaluation, analysis, support and advice in relation to education provision, mainly at early years, primary and post-primary levels.

Contents

	Foreword page 10

1	The context of the Inspectorate’s work page 12

2	The Inspectorate and inspection page 52

3	The quality of education provision in the Early Childhood Care and Education (ECCE) programme page 86

4	The quality of teaching and learning in primary schools and special schools page 104

5	The quality of teaching and learning in post-primary schools page 130

6	Inclusion page 174

7	Partnerships with parents and learners page 204

8	Leadership and management in schools page 224

9	Implementation of national priorities in primary and post-primary education page 246

10	The experience of COVID-19 page 286

11	Looking forward page 308

Contents

1. The context of the Inspectorate’s work page 12	1.1	Introduction 12
	1.2	Developments in early learning and care 14 1.2.1 Policy and reforms 14 1.2.2 Funding 15 1.2.3 The Early Childhood Care and Education programme 15 1.2.4 Early years educators 16 1.2.5 Support for inclusion 17
	1.3	Policy development: primary and post-primary education 18
	1.4	Expenditure on primary and post-primary education 24
	1.5	Trends in participatoi n and retention 30
	1.6	Teachers 33 1.6.1 Teacher numbers and ratio to learners 33 1.6.2 Salaries 34 1.6.3 Instruction time 35 1.6.4 Recruitment and retention 37
	1.7	The teaching profession 38 1.7.1 Development of the teaching workforce 38 1.7.2 Initial teacher education 38 1.7.3 Induction 40 1.7.4 Continuing professional development 40 1.7.5 Promoting professional standards in teaching 45
	1.8	The COVID-19 pandemic 45
	1.9	Key messages 49

2. The Inspectorate and inspection page 52	2.1	Introduction 52
	2.2	Staffing and organisatoi n of the Inspectorate 54
	2.3	Developments in our inspection and advisory work 57 2.3.1 Inspection frameworks 57 2.3.2 Developments in how we inspect 58 2.3.3 Our advisory and support role 62
	2.4	Overview of inspection activity 65
	2.5	Supporting improvement and change through inspection 72 2.5.1 Implementation of recommendations 72 2.5.2 Follow-through inspection 72 2.5.3 Supporting improvement 74
	2.6	Quality assurance of the Inspectorate’s work 77
	2.7	Supporting curriculum change and development 79
	2.8	Future directions 81
	2.9	Key messages 83
	2.10	Looking forward 84

3. The quality of education provision in the Early Childhood Care and Education (ECCE) programme page 86	3.1	Introduction 86
	3.2	The early years education quality framework 88
	3.3	Early years education inspection findings 89 3.3.1 Quality of the context to support children’s learning and development 89 3.3.2 Quality of the processes to support children’s learning and development 91 3.3.3 Quality of children’s learning experiences and achievement 95 3.3.4 Quality of management and leadership for learning 97
	3.4	Follow-through inspection findings 99
	3.5	Thematic inspection findings 101
	3.6	Key messages 102
	3.7	Looking forward 103

4. The quality of teaching and learning in primary schools and special schools page 104	4.1	Introduction 104
	4.2	Teaching, learning and assessment 106 4.2.1 Teaching and learning 106 4.2.2 Assessment 112
	4.3	Curriculum provision in primary schools and special schools 114 4.3.1 English 114 4.3.2 Irish 116 4.3.3 Mathematics 118 4.3.4 Social, Environmental and Scientific Education 120 4.3.5 Arts Education 121 4.3.6 Physical Education 122 4.3.7 Social, Personal and Health Education 123
	4.4	Key messages 126
	4.5	Looking forward 128

5. The quality of teaching and learning in post- primary schools page 130	5.1	Introduction 130
	5.2	Teaching, learning and assessment 132 5.2.1 Programmes 132 5.2.2 Teaching and learning 135 5.2.3 Use of digital technology 140 5.2.4 Assessment 141
	5.3	Subject provision in post-primary schools 142 5.3.1 English 142 5.3.2 Irish 144 5.3.3 Mathematics 148 5.3.4 History 150 5.3.5 Geography 151 5.3.6 Science 153 5.3.7 Home Economics 155 5.3.8 The technology subjects 157 5.3.9 Physical Education 160 5.3.10 Social, Personal and Health Education 163 5.3.11 Business 164 5.3.12 Art 166 5.3.13 Music 168 5.3.14 Guidance 169
	5.4	Key messages 171
	5.5	Looking forward 172

6. Inclusion page 174	6.1	Introduction 174
	6.2	Special education 176 6.2.1 Provision and resourcing 176 6.2.2 Special education teacher allocation model 179 6.2.3 Inspection of special educational needs provision 180 6.2.4 Learner placement 182
	6.3	Social inclusion 184 6.3.1 Policy and strategy 184 6.3.2 National and international research 185 6.3.3 Atet ndance and retention 186 6.3.4 Inspection of DEIS settings and schools 187 6.3.5 Support teachers 191 6.3.6 The School Excellence Fund 191 6.3.7 The National Traveller and Roma Inclusion Strategy 192
	6.4	Mitigating the impact of COVID-19 193
	6.5	Specialised provision 195 6.5.1 Special care units and children detention centres 195 6.5.2 Youthreach centres 196 6.5.3 Emergency Reception and Orientation Centres 197 6.5.4 Schools atat ched to Child and Young Person Mental Health Services units 199
	6.6	Key messages 200
	6.7	Looking forward 202

7. Partnerships with parents and learners page 204	7.1	Introduction 204
	7.2	Building partnerships with parents 206 7.2.1 The research and policy context 206 7.2.2 The findings of inspections on partnerships with parents 207 7.2.3 Partnership with parents during the COVID-19 pandemic 214
	7.3	Promoting the participatoi n of children and young people 215
	7.4	The Inspectorate’s practices 219
	7.5	Key messages 222
	7.6	Looking forward 223

8. Leadership and management in schools page 224	8.1	Introduction 224
	8.2	The quality of leadership and management in schools 226
	8.3	Supports to promote leadership and management of schools 232
	8.4	Governance and management in schools 234 8.4.1 Current governance structures in schools 234 8.4.2 The quality of governance in schools 234 8.4.3 Oversight of teaching and learning 237 8.4.4 Sustainability of governance structures 237 8.4.5 School autonomy 239
	8.5	Patronage 240
	8.6	Management bodies 243
	8.7	Key messages 245
	8.8	Looking forward 245

9. Implementation of national priorities in primary and post-primary education page 246	9.1	Introduction 246
	9.2	Child protection 246
	9.3	Gaeltacht education 255 9.3.1 Policy and resourcing 255 9.3.2 School recognition 255 9.3.3 Initiatives 258 9.3.4 Teacher education 260
	9.4	Irish-medium education in settings and schools outside the Gaeltacht 261
	9.5	Science, Technology, Engineering and Mathematci s education 262
	9.6	Digital learning 264
	9.7	Creativity 266
	9.8	Modern foreign languages 274
	9.9	Education for sustainable development 276
	9.10	Wellbeing 279
	9.11	Approach to natoi nal strategy development and implementation 281
	9.12	Key messages 283
	9.13	Looking forward 284

10. The experience of COVID-19 page 286	10.1	Introduction 286
	10.2	Support for early learning and care settings during Covid-19 288
	10.3	Continuity of learning during initai l school closures 290 10.3.1 Support and advice 290 10.3.2 Successes and challenges 291 10.3.3 Impact of COVID-19 292
	10.4	Return to school 294 10.4.1 Supports and resourcing 294 10.4.2 Advice, evaluation and research 295 10.4.3 Successes and challenges 297 10.4.4 Support for learning 300
	10.5	Calculated grades and accredited grades 301 10.5.1 Context 301 10.5.2 Leadership and collaboration 302 10.5.3 What we have learned 303
	10.6	Key messages 305
	10.7	Looking forward 306

11. Looking forward page 308	11.1	Tackling the legacy of COVID-19 308
	11.2	Early learning and care 311
	11.3	Curriculum 313
	11.4	Inclusion and diversity 318
	11.5	Early years educators, teachers, setting and school leaders 320
	11.6	Governance and leadership in the school system 321
	11.7	Inspection and evaluatoi n 322

Appendices page 325	Appendix 1	Participation in commitet es and working groups 326
	Appendix 2	Presentations 328
	Appendix 3	Engagement with visiting delegations 330
	Appendix 4	Inspectorate publications 331
	Appendix 5	Contribution to other publications 333
	Appendix 6	Inspectorate staf fas at 31 December 2020 335

Glossary

Association of Community ACCS and Comprehensive Schools

Department of Tourism, Culture, Arts, DTCAGSM Gaeltacht, Sport and Media

DEIS Delivering Equality of Opportunity in Schools

Arts and Culture in Education ACERR Research Repository

ECCE Early Childhood Care and Education

AIM Access and Inclusion Model

ECI Early Childhood Ireland

Association of Management of AMCSS Catholic Secondary Schools

ELC Early Learning and Care

EPV Extra Personal Vacation

AP Assistant Principal

ERC Educational Research Centre

ARIS Arts Rich Schools

EROC Emergency Reception and Orientation Centre

ASD Autism Spectrum Disorder

ESCI Education Support Centres of Ireland

ASF Active School Flag

ESD Education for Sustainable Development

ASFPP Active School Flag Post-Primary

ESRI Economic and Social Research Institute

CAPER Children and Parents Enjoying Reading

ESRU Evaluation Support and Research Unit

CAMHS Child and Young Persons Mental Health Services

ETB Education and Training Board

CBA Classroom Based Assessment

ETBI Education and Training Boards Ireland

CCT Critical and Creative Thinking

ETI Education and Training Inspectorate

CDC Children Detention Centre

EU European Union

CLASS COVID Learning and Support Scheme

EWS Educational Welfare Service

CLIL Content and Language Integrated Learning

GCE Global Citizenship Education

CNS Community National Schools

GUI Growing Up in Ireland

An Chomhairle Um Oideachas Gaeltachta COGG agus Gaelscolaíochta

HEI Higher Education Institution

CPD Continuing Professional Development

HSCL Home School Community Liaison Scheme

CPMSA Catholic Primary School Management Association

HSE Health Service Executive

CPSI Child Protection and Safeguarding Inspection

ICT Information and Communications Technology

Convention on the Rights of Persons with CRPD Disabilities

IPARC Irish Physical Activity Research Collaboration

IPPN Irish Primary Principals Network

CSL Centre for School Leadership

ISCED International Standard Classification of Education

CSPE Civic Social and Political Education

ITE Initial Teacher Education

Children’s Sport Participation and Physical CSPPA Activity

JCE Junior Certificate Examination

CTB Curaclam Teanga na Bunscoile

JCSP Junior Certificate School Programme

Department of Children, Equality, Disability, DCEDIY Integration and Youth

JCT Junior Cycle for Teachers

JMB Joint Managerial Body

DCG Design and Communication Graphics

LAOS Looking at Our School

Department of Further and Higher Education, DFHERIS Research Innovation and Sc

LCA Leaving Certificate Applied

LCVP Leaving Certificate Vocational Programme

DLF Digital Learning Framework

LCPE Leaving Certificate Physical Education

DSP Department of Social Protection

LCYP Local Creative Youth Partnerships

LINC Leadership for Inclusion in the Early Years

SCP School Completion Programme

M.Ed. Masters of Education

SCU Special Care Unit

MFL Modern Foreign Language

SEAI Sustainable Energy Authority of Ireland

MIC Mary Immaculate College

SEC State Examinations Commission

MPEB Muslim Primary Education Board

SEF School Excellence Fund

MU Maynooth University

SEN Special Educational Needs

SESE Social, Environmental and Scientific Education

National Association of Boards of NABMSE Management in Special Education

SIG School Improvement Group

National Assessment of Mathematics NAMER and English Reading

SIM School Improvement Monitoring

SIU Social Inclusion Unit

National Association of Principals and Deputy NAPD Principals

SLAR Subject Learning and Assessment Review

NCCA National Centre for Curriculum and Assessment

SLWG School Leadership Working Group

NPCP National Parents’ Council Primary

SNA Special Needs Assistant

NPCPP National Parents’ Council Post Primary

SPHE Social Personal and Health Education

NCS National Childcare Scheme

SSE School Self-Evaluation

NCSE National Council for Special Education

SSPS Supporting the Safe Provision of Schooling

NEPS National Educational Psychological Service

Science, Technology, Engineering STEM and Mathematics

NFQ National Framework of Qualifications

TAP Teacher Artist Partnership

NIPT National Induction Programme for Teachers

TES Teacher Education Section

NQT Newly Qualified Teacher

TESS Tusla Education Support Service

NTRIS National Traveller and Roma Inclusion Strategy

Trends in International Mathematics TIMSS and Science Study

NUI National University of Ireland

NUIG National University of Ireland Galway

TWSS Temporary Wage Subsidy Scheme

Organisation for Economic Co-operation and OECD Development

TY Transition Year

UCD University College Dublin

OPPS Online Patronage Process System

UL University of Limerick

PA Parents’ Association

UN United Nations

PC Parents’ Council

United Nations Convention on the UNCRC Rights of the Child

PAGC Professional Award Guidelines and Criteria

PBU Planning and Building Unit

United Nations Convention on the UNCRPD Rights of Persons with Disabilities

PDST Professional Development Service for Teachers

PE Physical Education

UNECE United Nations Economic Commission for Europe

PIRLS Progress in International Reading Literacy Study

United Nations Educational, Scientific UNESCO and Cultural Organization

PISA Programme for International Student Assessment

USD United States Dollar

PLC Primary Language Curriculum

WHO World Health Organisation

PLSS Programme Learner Support Service

WSE Whole-School Evaluation

PME Professional Master of Education

Whole-School Evaluation: Management, WSE-MLL Leadership and Learning

PPP Purchasing Power Parity

PTR Pupil-Teacher Ratio

WSE-Mod Whole-School Evaluation Modified

QQI Quality and Qualifications Ireland

WWGS World Wise Global Schools

RSE Relationship and Sexuality Education

YEP Youth Encounter Project

SAC School-Age Childcare

Figure from page 10

I am very pleased to present this Chief Inspector’s Report on behalf of the Department of Education Inspectorate. It provides an analysis of, and reflection on, the quality of education provision in schools and other education settings in Ireland during the 2016 to 2020 period. The report considers the findings from inspection, advisory and research work carried out by Department of Education inspectors in a range of education contexts, including primary schools, special schools, post-primary schools, the early childhood care and education (ECCE) programme, centres for education and other types of education provision. It also encompasses the work of education settings during the COVID-19 period – a time of unprecedented challenge for children and young people, their parents, education settings and all involved in education in Ireland.

Over the 2016 to 2020 period, the education system in Ireland evolved in different ways as the chapters that follow illustrate. And, like education systems throughout the world, educators grappled with the challenges of meeting the learning and wellbeing needs of children and young people during school and setting closures due to the COVID-19 pandemic.

This report clearly shows that children and young people in our schools, centres for education and other education settings, including ELC settings, are benefiting greatly from the skills and commitment of education practitioners in terms of support for learning and wellbeing. While no system is perfect and, as this report also shows, there are particular aspects of our system that require development in the short to medium term, we can be justifiably proud of the quality of education provided for the children and young people in our schools, ELC and other education settings included in this report. Indeed, the positive findings about educational standards in Ireland that I have set out are also reflected in national and international measures of quality, which are also referenced in this report.

Inspection is a key component of the quality assurance of education provision in Ireland. Its focus on promoting improvement in the learning and wellbeing of children and young people, and on advancing goals of equity and inclusion, is more important today than ever, especially as we deal with the impact of COVID-19 on the educational and broader life experiences of our children and young people. The inspection findings arising from the work of the Inspectorate are presented to further the national education, inclusion and equity goals to which educators and policy makers in Ireland aspire.

Figure from page 11

A report such as this would not be possible, of course, without the

dedicated work of the tens of thousands of teachers, early years educators, school and setting leaders, special needs assistants and ancillary staff who work with our young people.

It also reflects the volunteerism and contribution of those who manage

schools and settings throughout the country. Their work is supported by a wide range of support services and agencies, as well as by the work

and leadership of departmental officials and policy makers. It is a privilege for inspectors to contribute to this effort. I and my colleagues in the Inspectorate hope that by working with all involved, by evaluating

and reporting fairly and objectively on the quality of that provision to the providers themselves, to Ministers and their Departments, and to the public, we can support the Irish education system to continue to provide high quality learning for this and future generations of children and young people. I also want to express my thanks to all of the children and young people with whom we work across all of the settings we evaluate. We learn so much from your engagements with us; and your feedback about how to improve the education system is greatly valued and makes a difference.

Our common objective is to improve the learning and life experiences of all children and young people. I trust this report will contribute to that goal.

Harold Hislop Chief Inspector

March 2022

Figure from page 12

Inspectorate’s work