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Page 1: A GUIDE TO INSPECTION IN POST-PRIMARY SCHOOLS · A GUIDE TO Inspection in Post-Primary Schools CONTENTS 1. INTRODUCTION 4 a. Inspections and this guide 4 b. Evaluation in post-primary

INSPECTORATE

A GUIDE TOINSPECTION IN POST-PRIMARY SCHOOLS

INSPECTORATE

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A GUIDE TOInspection in Post-Primary Schools

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A GUIDE TOInspection in Post-Primary Schools

The Inspectorate wishes to thank Clarin College, Athenry, Co. Galway for permission to use the cover photographs.

© 2016 Department of Education and Skills

Published byThe InspectorateDepartment of Education and SkillsMarlborough StreetDublin 1D01 RC96

This guide and others in the series may be accessed at www.education.ie

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A GUIDE TOInspection in Post-Primary Schools

CONTENTS

1. INTRODUCTION 4a. Inspections and this guide 4b. Evaluation in post-primary schools 4 School self-evaluation 4 External inspection of schools 5c. Our inspection models 6d. Key principles that inform inspection 7

2. HOW ARE INSPECTIONS CARRIED OUT? 8a. Before the inspection visit 8 Notice 8 Documents 8 Questionnaires 9 Meetings 9b. During the inspection visit 9 Questionnaires 9 Meetings and interviews 10 Classroom visits 10 Documents 10 Evaluating professional practice 10 Compliance with Child Protection Procedures 11c. Following the inspection visit 11 Feedback meetings 11 The evaluation report 11

3. PUBLICATION OF THE INSPECTION REPORT 11

4. ACTING ON THE INSPECTION REPORT 12

5. THE QUALITY FRAMEWORK FOR SCHOOLS 12

6. THE QUALITY CONTINUUM 14

7. REVIEW OF INSPECTIONS 15

8. PUBLICATION AND REVISION OF THIS GUIDE 15

Appendix 1 Summary of each inspection model 16 • IncidentalInspection• SubjectInspection• ProgrammeEvaluation• EvaluationofActionPlanningforImprovementinDEISSchools• EvaluationofCentresforEducation• Whole-SchoolEvaluation-Management,LeadershipandLearning• Whole-SchoolEvaluation• Follow-throughInspection Appendix 2 Documentation requested 36Appendix 3 School Information Forms 38

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A GUIDE TOInspection in Post-Primary Schools

41 Throughoutthisguide,theterm‘school’isusedtorefertoschools,centresforeducationandotherlearningsettings.Theterm‘principal’

includescentrecoordinators.

1. INTRODUCTION

a. Inspections and this guideThe Inspectorateof theDepartmentofEducationandSkills (DES)works to improve thequalityoflearningforchildrenandyoungpeopleinIrishschools,centresforeducationandotherlearningsettings.Asampleofallschoolsandcentresforeducation1isselectedforinspectionaspartoftheInspectorate’sannualprogrammeofinspection.Thesampleincludesschoolsatalllevelsonthequalitycontinuum,fromschoolswithsignificantstrengthstoschoolsinwhichsignificantweaknessesareidentified.Ourevaluationworkinschoolsisdesignedtoevaluatekeyaspectsoftheworkoftheschoolandtopromoteschoolimprovement.

Thisguidesetsouthowweconductinspectionsinpost-primaryschoolsandiseffectivefrom01September2016.Itreplacespreviousguideswhichdescribedeachinspectionmodelindividually.Thisguidewasdevelopedinthelightofourexperienceinschoolsandinconsultationwiththeeducationpartners.

Ourinspectionsarecarriedoutinaccordancewithsection7(2)(b)andsection13(3)(a)(i)oftheEducationAct1998andwiththeCode of Practice for the Inspectorate(DepartmentofEducationandSkills2015)whichisavailableatwww.education.ie.Duringaninspection,aschool’sboardofmanagementanditsstaffareobligedtoaccordtheinspectors“everyreasonablefacilityandco-operation”intheperformanceoftheirduties(section13(7),EducationAct1998).

b. Evaluation in post-primary schools Responsibilityforschoolimprovementrestsprimarilywiththeboardofmanagement,principalandstaffofindividualschools.Effectiveschoolsareconstantlyreviewingtheirownpracticeandseekingtofindwaystoensureschoolimprovement.Schoolmanagementandteachersreflectonthequalityofteaching,learningandstudentachievementintheirschools.Theyalsoconsiderhowwelltheschoolisrunandhowthiscanbeimproved.

School self-evaluationTeachers,principalsandboardsofmanagementcanimprovetheworkoftheirschoolssignificantlythroughschoolself-evaluation(SSE).Therequirementtoengageinschoolself-evaluation,introducedin2012,isrelativelynewbutalreadymanyschoolsareusingSSEtomonitorandimproveaspectsoftheirteachingandlearning.Circular0040/2016reaffirmstherequirementonschoolstoengageinschoolself-evaluationofteachingandlearningandtodevelopschoolimprovementplanswhichfocusonimprovingoutcomesforstudents.Tofacilitateself-evaluationasacentralcomponentoftheworkofaschooltheInspectoratehaspublishedSchool Self-Evaluation Guidelines 2016-2020: Post-Primary (DepartmentofEducationandSkills2016).Thispublicationprovidesaframeworkandstructureforschoolstouseinevaluatingteachingandlearning.Schoolsshouldalsofamiliarisethemselveswiththerequirementssetoutinthecurrentschoolself-evaluationcircular.

School self-evaluation and external evaluation are complementary processes, both focusing onimprovement.Theschoolself-evaluationprocessgivesschoolsameansofidentifyingandaddressingpriorities,andofensuringawhole-schoolfocusonimprovingspecificaspectsofteachingandlearning.Externalevaluationstakenoteofschools’identifiedprioritiesandassesstheirteachingandlearningpractices.Giventhiscommonfocuson improvement, the Inspectoratewill takeaccountofschools’engagementwith,andtheoutcomesof,self-evaluationinthecourseofitsevaluationswhileremainingsensitivetotheindividualcontextfactorsofschoolsatvaryingstagesofSSEdevelopment.

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External inspection of schoolsExternal inspections also facilitate improvement and change in schools. They provide an externalperspectiveontheworkoftheschool.Inspectionreportsprovidejudgementsonthequalityofprovisioninaschool,affirmtheaspectsofpracticethatareworkingwellandassistinconfirmingtheschool’sjudgementaboutitsstrengthsandprioritiesforimprovement.Inthisway,theyhelptoinformandcomplementschools’self-evaluation.Recommendationsininspectionreportsprovideimportantdirectionfortheschoolcommunityasitseekstobringaboutongoingschoolimprovement.

All of our inspection models focus on the quality of teaching, learning and student achievement.Dependingonthefocusoftheevaluation,theymayalsofocusonthequalityofsupportforstudents,thequalityofactionplanningforschoolimprovementandthequalityofleadershipandmanagement.

Inaverysmallnumberofcases,inspectionsmayalsohaveanyorallofthefollowingpurposes:

• Toassesstheimplementationofguidelines,circularletters,regulationsandotherdirectionsmadebytheMinister

• Tocollectinformationonfactorsthatcanbeusedtoidentifyschoolsthatwouldbenefitfromfurtherinspection

• Tomonitortheprogressmadebyaschool in implementingtherecommendationsofearlierinspections

• To collect information on the operation and effectiveness of schools for research or otherpurposes,includingtheprovisionofinformationtoothersectionsoftheDepartment

Inspectionssupportco-professionalengagementbetweenteachersandtheinspector.Themajorityoftheinspector’stimeduringinspectionisgiventodirectobservationofteachingandlearningatclassroomlevelwithaviewtoassessingthequalityofprovision,affirmingtheworkofteachersandstudentsandsupportingimprovement.Theinspector’sfeedbacktotheteacherandtotheschoolshouldenhanceprofessionalreflectionandself-evaluationandultimatelyimproveoutcomesforstudents.

Inspectionsaimtosupporttheeducationalleadershiproleoftheprincipalbyprovidingtheopportunityforprofessionaldialoguewithinspectorsonmattersofparticularinteresttotheschool.

Inspections,with theexceptionof incidental inspections, result in the issuingorpublicationofaninspectionreport.Thisreportand,inthecaseofincidentalinspectionstheoralfeedbackprovided,canassistschoolstoidentifystrengthsineducationalprovisionandfacilitateprofessionalreflectiononaspectsrequiringfurtherdevelopment.

The Inspectorateacknowledges that studentsand theirparentsarekey stakeholders in the schoolcommunity.Theirparticipation in school inspections,whereappropriate, isanecessary componentof a valid, authentic school evaluation process. It enhances the quality of the evaluation and therecommendationsforschoolimprovementthatemerge.Listeningtothevoicesofstudentsandparents,andtheiropinionsontheperformanceandoperationofschools,isanimportantandintegralpartoftheworkoftheInspectorateinschools.

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c. Our inspection modelsWeusea rangeof inspectionmodels toevaluate schoolsandother learningsettings.These rangefromone-day,unannouncedincidental inspections,tomoreintensivewhole-schoolevaluationsandinspectionsthatfollow-throughonhowschoolshaveimplementedrecommendationsmadeinpreviousinspectionreports.

Thisguideprovidesageneraloverviewofourapproachtoinspectioninpost-primaryschools.Weuseanumberofmodelstogatherinformationonthequalityofeducationprovisioninschools.InAppendix1ofthisguideyouwillfindanoutlineofeachoftheseveninspectionmodelsusedinpost-primaryschools:

• IncidentalInspection

• SubjectInspection

• ProgrammeEvaluation

• EvaluationofActionPlanningforImprovementinDEISSchools

• EvaluationofCentresforEducation

• Whole-SchoolEvaluation-Management,LeadershipandLearning

• Whole-SchoolEvaluation

• Follow-throughInspection

Wehavedevelopedthisrangeofmodelssothatwecantargetourinspectionworkmoreeffectivelywhereitislikelytohavethegreatestimpact.Thishelpsustoachieveouraimsofencouragingimprovementforstudentsandprovidinganassuranceofqualityforparents,thepublicandtheeducationsystem.

Somemodels,suchastheincidentalinspectionsandsubjectinspections,arequiteshortinspectionsthatenableustoevaluatetheworkoftheschoolandprovidefeedbackforimprovementtoteachersandschoolleadersrelativelyquickly.Theycanbecarriedoutwithminimumdisruptiontotheworkoftheschool.Theyarealsoveryusefulinmonitoringtheoverallqualityofeducationalprovision.Othermoreintensiveinspections,suchaswhole-schoolevaluationsandDEISevaluations,takemoretimeandinvolvemoredetailedexaminationsoftheleadershipandmanagementoftheschoolsaswellasevaluationsofteachingandlearning.

Usingthisrangeofinspectionmodels,varyingfromveryshortincidentalinspectionstomoredetailedinspections,wecanplanourinspectionsmoreeffectively.Forexample,ifshortinspectionstellusthattheworkofaschoolisprogressingwell,itmaynotbenecessarytoplananintensiveinspectionintheschoolinthenearfuture.Instead,wecanfocusinspectionsinotherschoolswheretheneedforimprovementislikelytobegreater.Havingfollow-throughinspectionswhichevaluatehowschoolshaveimplementedrecommendationsmadeinpreviousinspectionreportsalsohelpstoincreasetheimpactofinspectionforimprovement.

Eachofour inspection models take intoaccount theparticular circumstanceof the school, centreforeducationoreducationsetting.Factorssuchassize,location,socio-economiccircumstanceofthestudentsandcommunity,students’specialneedsandthesupporttheyrequire,andotherfactorsimpactontheworkoftheschool.Werecognizethatschoolsworkwithinaveryspecificcontextandwetakethesecontextfactorsintoconsiderationwhenweevaluate.

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d. Key principles that inform our inspectionsAsanInspectoratewearefocusedonensuringthatthelearnersinschools,centresforeducationandothersettingsreceivethebestpossibleeducationinthelightoftheirpotentialandtheirlearningneeds.Wepromotehighstandardsinteachingandinthelearningoutcomesandexperiencesoflearnersinschools,centresforeducationandothersettings.Westrivetoenablethoselearningorganisationstoimprovethequalityoftheeducationtheyprovide.

Ourworkisunderpinnedbyfourkeyprinciples:

1.Afocusonlearners

2.Developmentandimprovement

3.Respectfulengagement

4.Responsibilityandaccountability

Thefourkeyprinciples,describedindetailinourCode of Practice for the Inspectorate (availableonthewebsiteoftheDepartmentofEducationandSkills,www.education.ie),providethestandardsthatinform,guideandgovernourwork.Theseprinciplesgovernthefullrangeofinspectors’evaluationandadvisoryworkinallsettings,includingschools,centresforeducationandarangeofothersettings.

Wearecommittedtocarryingoutourinspectionsinwaysthatproviderealopportunitiestoaffirmgoodpracticeandtoprovidepracticaladviceto individual teachers, toprincipalsandtoboardsofmanagementwiththeultimateaimofimprovinglearningexperiencesandoutcomesforstudents.

This means that:

1. Weareopenandtransparentaboutthewaywecollectandcollateevidenceforourevaluative judgements:

• Weadheretoourpublishedguidelinesastheyrelatetoinspectionactivity

• Weapplyevaluationcriteriaconsistently,drawingonthequalityframeworkin Looking at Our School 2016

2. Ourevaluativejudgementsarebasedonthecollectionofobjective,dependable,highqualitydatahavingtakenthecontextoftheschoolintoconsideration:

• As part of our evidence-gathering, we engage in dialogue with students, teachers, andschoolleadersinmostofourinspectionsandwithotherrelevantstaff,parentsandboardsofmanagementinsomeinspections

• Weusetheevidencewegathertosupportourfindingsandrecommendationsinamannerwhichisfairtoallconcerned

• Werelyonarangeofevidencefromanumberofdifferentsources

• Weconductpost-evaluationmeetingstoclarify,informandconfirmourfindings

• Weprovidetheschoolstaffwithanopportunitytorespondtotherelevantmainfindingsattheschoolpost-evaluationmeetingandwenotethecommentsmade

3. Werespecttherightofindividualstoprivacyasfaraspossibleandconsistentwithourdutytoreport onqualityandstandards:

• Wearesensitivetowardsboththeindividualpersonswithwhomweengageandtheschoolandwearecommittedtocourtesy,respectandfairnessinallinteractionswithindividualsandgroups

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A GUIDE TOInspection in Primary Schools

2 Theperiodofnoticeandthepersonscontactedpriortoaninspectionvarydependingonthemodelofevaluation.Pleaseseethemodel-specificinformationinAppendix1ofthisguide.

• Everyeffortismadetopreservethepositiverelationshipswhichexistbetweenthoseinvolvedinmanagingandleadingtheschool,teachers,parentsandstudents

• Informationcollectedfromstudents, teachersandparentsonquestionnaires isonlyused inaggregatedformatandeachquestionnaireisentirelyconfidential

• Incertaincircumstances,wemayreceiveotherinformationinamannerinwhichthepersonproviding that information has a reasonable expectation that the information is given inconfidence.Whilewewillrespectconfidences,wecannotguaranteetheabsoluteconfidentialityoftheinformationprovided,ortheanonymityoftheindividualpersonorpersonsprovidingtheinformation.However,havingdueregardtostatutoryprovisions,wewillseektoprotecttheanonymityofthepersonifwebelievethatheorshebelieveditwasbeinggiveninaconfidentialmanner and that to release the information to others would prejudice the receipt of suchinformationinthefuture

4. Wereportobjectivelyandfairlyonthequalityofeducationprovision:

• Wesetoutclearlyandunambiguouslythemainfindingsandrecommendationsoftheinspectionsoastoenhancethemotivationandoverallcapacityoftheschoolcommunitytoachieveitsgoalsandtobringaboutimprovementinoutcomesforstudents

• Ourreportsarefairandbalanced,particularlywhereconflictingevidenceispresented

• Werecogniseandacknowledgeeffectivework,progressandachievement

• Weprovideadviceinasupportiveandconstructivemannerandwemakerecommendations

2. HOW ARE INSPECTIONS CARRIED OUT?a. Before the inspection visitNoticeWrittennoticeofawhole-schoolinspectionisgenerallyprovidedtotheprincipal,thechairpersonoftheboard,thechairpersonoftheparents’associationandthepatroninadvanceofthefirstin-schoolday.2

Forotherevaluations,asidefromthosewhichareunannounced,theprincipalisnotifiedviaemailandrequestedtoforwardthenotificationtothechairpersonoftheboardofmanagementandthepatron.Theprincipalmayalsobecontactedbythereportinginspectortooutlinetheformatoftheevaluation,toarrangemeetings,toarrangefordistributionandcompletionofparentandteacherquestionnairesandtoclarifyanyspecificissues.

Nonoticeisgiventoaschoolofanincidentalinspection.

InthecaseofanEducationandTrainingBoard(ETB)school,acopyofthewrittennotificationissenttotheChiefExecutiveoftheETB.

DocumentsExternalinspectionfocusesprincipallyontheworkoftheschoolasittransactsdaily,andthereisalimitedemphasisondocumentation.Inspectorswillrequesttoseeandexamineashortlistofdocumentsrelevanttothefocusoftheparticularevaluationmodelandwhichschoolscanreasonablybeexpectedtohaveavailable.Theparticulardocumentswhichschoolsareaskedtoprovide,inelectronicformatpreferably,aresetoutforeachinspectionmodelinAppendix2ofthisguide.

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3 OurpracticeinthisregardisinformedbySection26oftheEducationAct1998providesasfollows:“(1)Theparentsofstudentsofarecognisedschoolmayestablish,andmaintainfromamongtheirnumber,aparents’associationforthatschool

andmembershipofthatassociationshallbeopentoallparentsofstudentsofthatschool(2)Aparents’associationshallpromotetheinterestsofthestudentsinaschoolinco-operationwiththeboard,Principal,teachersandstudents

ofaschool…(3)Theboardshallpromotecontactbetweentheschool,parentsofstudentsinthatschoolandthecommunityandshallfacilitateandgiveall

reasonableassistancetoparentswhowishtoestablishaparents’associationandtoaparents’associationwhenitisestablished.(4)(a)Aparents’associationshall,followingconsultationwithitsmembers,makerulesgoverningitsmeetingsandthebusinessandconductof

itsaffairs.(b)Whereaparents’associationisaffiliatedtoanationalassociationofparents,therulesreferredtoinparagraph(a)shallbeinaccordance

withguidelinesissuedbythatnationalassociationofparentswiththeconcurrenceoftheMinister.

Questionnaires ParentsandstudentsareimportantstakeholdersinschoolsandtheInspectoratevaluestheirviewsonthequalityofprovision.Weadministerquestionnairestoasampleofparentsandstudentsduringsomeofourevaluations,tocapturetheirperspectivesontheworkoftheschool.

TeacherquestionnairesareavailableforcompletiononlineinthecourseofWhole-SchoolEvaluations,Whole-School Evaluation-Management, Leadership and Learning and Evaluations of Centres forEducationinlargerschools(eightormoremainstreamteachers).

Followingnotificationofanevaluation,wherequestionnairesaretobeused,theinspectorwillarrangewiththeprincipalforthedistributionoftheparentquestionnairesinadvanceoftheevaluation.

Inschoolswhereteacherquestionnairesareadministered,theprincipalisaskedtoprovideinformationtotheschoolstaffregardingtheonlinequestionnaireforteachersinadvanceofthein-schoolphase.

Informationgainedfromtheanalysisofquestionnairesmaybereferredtointheinspectionreportbutdetailedstatistical information isnot included.Asummaryof theaggregateddatafromthesequestionnairesisprovidedtotheschool.CompletedindividualquestionnairesareconfidentialtotheInspectorate.

MeetingsWhole-SchoolEvaluations (WSEandWSE-MLL)are theonly inspectionmodelswheremeetingsareheldpriortothefirstin-schooldayoftheinspection.Thereportinginspector,inconsultationwiththeprincipal,arrangestoholdmeetingswithrepresentativesoftheboardofmanagementandpatronandwiththeteachingstaff.Inspectorsalsomeetwithrepresentativesoftheparents’associationwheretheassociationisaffiliatedtotheNationalParents’CouncilPost-PrimaryorisintheprocessofaffiliatingtotheNationalParents’CouncilPost-Primary.Wheretheschooldoesnothaveaparents’association,ortheassociationisnotaffiliatedtotheNationalParentsCouncilPost-Primary,theinspectorswillmeetwiththeparents’representativesontheboardofmanagement.3

b. During the inspection visit Inspectionvisitsareconductedbyoneormoreinspectors.Theinspectiontypedeterminesthelengthoftimetheinspectiontakesandtheactivitiesundertakeninthecourseoftheevaluation.Typically,thecoreinspectionactivitytakesplacebetweenoneandthreedaysandwillconsistofclassroomvisits,meetings,theadministrationofquestionnaires,thereviewofdocumentsandtheprovisionoffeedback.Thereportinginspectorpreparesanoveralltimetablefortheevaluation.Anychangestothetimetablewillbediscussedwiththeschoolprincipalinadvance,wherepossible.

QuestionnairesWheretheyareused,studentquestionnairesareadministeredbytheinspectortoasampleofstudentseitheronthefirstdayoftheinspectionorinthecaseofaWhole-SchoolEvaluationsoraWhole-SchoolEvaluation-Management,LeadershipandLearning,onadayshortlybeforethein-school inspectionperiod.

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Meetings and interviews Meetingsandinterviewsarearrangedbytheinspectorinconsultationwiththeprincipal.Dependingontheinspectionmodel,meetingsmaybeheldwithrepresentativesoftheboardofmanagementandpatron,withrepresentativesoftheparents,withtheteachingstaff,withmembersofthein-schoolmanagementteam,withthespecialeducationalneedsteamandspecialneedsassistantsandwithotherrelevantstaffandwithgroupsofstudents.Whereappropriate,theinspectorwillalsomeetwithafocusgroupofstudents.Inthecaseofwhole-schoolinspections(WSE)someofthesemeetingsareheldinadvanceofthein-schoolinspectionperiod.

Classroom visitsDuringtheinspectionvisit,inspectorsvisitclassroomsandotherlearningsettingstoobserveteachingandlearning,tointeractwithstudentsandtoreviewtheirwork.

Teachingandlearninginanylearningsettingintheschoolmaybeobservedoverthecourseoftheevaluation.Thismayincludetheworkoftemporarystaffandpost-graduatestudentsofeducationwhoareworkingintheschoolatthetimeoftheinspectionvisit.Itmayalsoincludetheworkofexternalpersonnelwhoareemployedbytheboardofmanagementtoprovideadditionaltuition/supporttostudentsduringschooltime.

Theinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowstudentsaremanagedandorganisedduringlearningactivities.

Theinspectorevaluatestheleveltowhichstudents’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebystudentsarealsoexamined.Theinspectormayalsointeractwithstudentsandreviewsamplesoftheirwork.

Oralfeedbackisprovidedtoindividualteachersattheendoflessons,oratanothertimeduringthein-schoolevaluation.Thefeedbackrelatestotheoverallqualityofteachingandlearningandthequalityof students’ experiences in the lesson.Observedgoodpractice is acknowledgedandaffirmedandrecommendationsforimprovementaremadewhereappropriate.

DocumentsThefocusoftheinspectiondeterminesthesmallnumberofdocumentswhichareexaminedinthecourseofanevaluation.TheseareoutlinedforeachofourinspectionmodelsinAppendix2ofthisguide.Aninspectormayalsorequestadditionaldocumentsorschoolrecordsrelatingtospecificissuesthatmightariseinthecourseoftheevaluation.

Assessmentpracticesandtheprogressmadebystudentsarealsoexamined.Achievementincertificateexaminations,inthecontextoftheschool,arealsoconsidered.However,nostatisticalinformationispresentedinwrittenreports.

Evaluating professional practiceWhileinspectionsclearlyinvolveanevaluationoftheprofessionalpracticeofteachersandthequalityoflearningfacilitatedintheclassroom,theinspectionprocessisnotaprofessionalcompetenceinspection.Proceduresare inplaceunder section24of theEducationAct1998tofacilitateschools indealingwithissuesrelatingtoprofessionalcompetenceandtheinspectionarrangementsthatarepartofthesection24proceduresareentirelyseparatefromtheinspection.However,whereaninspectorhasseriousconcernsaboutthequalityofteachingandlearninginanindividuallessonobservedand/orconcernsregardingthewellbeingandsafetyofstudents,thoseconcernswillbesharedwiththeprincipalandtheteacheraspartofthefeedbackprovided.Whereconcernsrelatetomanagementand/orleadershipintheschool,theyaresharedwiththeprincipalandthechairpersonoftheboardofmanagementoftheschoolaspartofthefeedbackprovided(or,inthecaseofschoolsundertheauspicesofanETB,withtheprincipal,chairpersonoftheboardandtheChiefExecutiveoftheETB).

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Compliance with Child Protection ProceduresInSeptember2011,theDepartmentofEducationandSkillsissuedCircular0065/2011and Child Protection Procedures for Primary and Post-Primary Schools (2011). As part of whole-school inspections, theinspector(s)willenquireintoaschool’sgeneralcompliancewiththerequirementsoftheseprocedures.Priortotheinspectionvisit,schoolmanagementisrequiredtocompleteaChildProtectionSchoolSelf-ReportFormand,duringtheinspectionvisit,theinspector(s)seeksadditionalconfirmatoryevidenceoftheschool’scompliancewiththeChild Protection Procedures for Primary and Post-Primary Schools (2011).TheInspectorateiscommittedtofollowinguponinstancesofnon-compliancewithschoolauthorities.

c. Following the inspection visitFeedback meetingsFeedbackmeetingsaretypicallyheldimmediatelyorshortlyafterthecompletionoftheinspection.Theyareanimportantpartoftheevaluationprocess.

Duringthemeetingstheinspector(s)seekto:

• provideanevaluationoftheworkoftheschool

• acknowledgegoodpracticeintheschool

• provideopportunitiesfortheclarificationofanyinformation

• gatheranyadditionalrelevantinformation

• identifyareasfordevelopment

• discusshowtheschoolcandevelopthroughtheimplementationofthemainrecommendationsoftheevaluation

The evaluation reportAdraftinspectionreportisfinalisedfollowingthecompletionofthefeedbackmeetingsexceptinthecaseof incidental inspectionwherenoreport is issuedtotheschool.Thereportpresentsthemainfindingsandrecommendationsoftheevaluation.ItisprocessedthroughthenormalqualityassuranceproceduresoftheInspectorateandisissuedtotheschoolforfactualverificationandlaterforschoolresponseasprescribedinPublication of School Inspection Reports: Guidelines (DepartmentofEducationandSkills,2015).

Whenissuedforfactualverification,theprincipalandchairpersonoftheboardhavetheopportunitytopointouttotheInspectoratewhattheybelievetobeanyerrorsoffactinthedraftreport.Subsequently,thereport,amendedifnecessary,isissuedtotheschoolforschoolresponse.Theboardoftheschoolhasanopportunitytosubmitawrittenresponsetothereport,outliningwhatitwilldotoaddresstherecommendationsforimprovementinthereport.Thereportandnormallytheschoolresponsearethenpublished.

3. PUBLICATION OF THE INSPECTION REPORTThefinalisedreportandtheschoolresponsearepublishedonthewebsiteoftheDepartmentofEducationandSkills(www.education.ie).Thedetailedarrangementsforthepublicationofinspectionreportsaredescribedinaseparatedocument,Publication of School Inspection Reports: Guidelines(DepartmentofEducationandSkills,2015).

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4. ACTING ON THE INSPECTION REPORT Theboardofmanagement,aspartofitsagendaforschoolimprovement,shoulddiscussthefindingsandrecommendationsofthereportandshould,alongwiththeschoolprincipal,planforandoverseetheimplementationoftheactionsneededtoaddressthereport’srecommendations.Thereportalongwithothertypesofevidencegatheredbytheschoolshouldalsobeusedbytheschooltoinformitsself-evaluationprocessesanditsplanningforimprovementanddevelopment.InthecaseofanETBschoolitissuggestedthattheChiefExecutiveoftheETBorhis/herdeputedofficershouldbeapartytosuchdiscussions.

Whileresponsibilityforoverseeingtheimplementationoftherecommendationsandimprovementsinaninspectionreportrestsmainlywiththeboardandprincipal(orwiththeboardandprincipalandtheChiefExecutiveoftheEducationandTrainingBoard(ETB)inthecaseofanETBschool),thepatronortrusteesoftheschoolalsohavearesponsibilitytoensurethateffectivefollow-upactionistaken.Insomecases,schoolsmaywishtoaccesstheassistanceavailablefromschoolsupportservicesandothersourcesofadvicewhenplanningandimplementingimprovements.

The Inspectorate and other divisions of the Department of Education and Skills will monitor theimplementationofrecommendationsinselectedschoolsandinthesystemgenerally.ThedegreetowhichprogresshasbeenmadeontheimplementationofrecommendationsinaninspectionreportmaybeevaluatedatalaterdatebytheInspectorate.

5. THE QUALITY FRAMEWORK FOR SCHOOLSLooking at Our School 2016: A Quality Framework for Post-Primary Schoolsprovidesaunifiedandcoherentsetofstandardsforthetwodimensionsoftheworkofschools:

• teachingandlearning

• leadershipandmanagement

Itisdesignedforteachersandforschoolleaderstouseinimplementingthemosteffectiveandengagingteachingandlearningapproachesandinenhancingthequalityofleadershipintheirschools.Throughtheprovisionofasetofstandardsdescribing‘effectivepractice’and‘highlyeffectivepractice’,theframeworkwillhelpschoolstoidentifytheirstrengthsandareasfordevelopmentandwillenablethemtotakeownershipoftheirowndevelopmentandimprovement.Inthisway,theQuality Framework for Schools seekstoembedself-evaluation,reflectivepracticeandresponsivenesstotheneedsoflearnersinclassrooms,schoolsandothersettings.

TheQuality Frameworkwillbeusedtoinformtheworkofinspectorsastheymonitorandreportonqualityinschools.Evaluationmodelswilldrawontheelementsoftheframeworkthataremostrelevanttothefocusofthemodel.Inthisway,whiletheframeworkwillbeusedflexibly,itwillensureconsistencyinInspectorateevaluations.

MakingLooking at Our School 2016: A Quality Framework for Post-Primary Schools publiclyavailablewillhelpparentsandotherstounderstandtheevaluativejudgementsininspectionreports.Thecommonlanguageprovidedbytheframeworkwillfacilitatemeaningfuldialoguebetweenteachers,educationalprofessionals,parents,students,schoolcommunitiesandthewidercommunityaboutqualityinourschools.

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Table 1: Quality Framework for Post-Primary Schools – Overview

LEA

DER

SHIP

AN

D M

AN

AG

EMEN

T

DOMAINS STANDARDS

Leadinglearningandteaching

Schoolleaders:promoteacultureofimprovement,collaboration,innovationandcreativityinlearning,teachingandassessmentfosteracommitmenttoinclusion,equalityofopportunityandtheholisticdevelopmentofeachstudentmanagetheplanningandimplementationoftheschoolcurriculumfosterteacherprofessionaldevelopmentthatenrichesteachers’andstudents’learning

Managingtheorganisation

Schoolleaders:establishanorderly,secureandhealthylearningenvironment,andmaintainitthrougheffectivecommunicationmanagetheschool’shuman,physicalandfinancialresourcessoastocreateandmaintainalearningorganisationmanagechallengingandcomplexsituationsinamannerthatdemonstratesequality,fairnessandjusticedevelopandimplementasystemtopromoteprofessionalresponsibilityandaccountability

Leadingschooldevelopment

Schoolleaders:communicatetheguidingvisionfortheschoolandleaditsrealisationleadtheschool’sengagementinacontinuousprocessofself-evaluationbuildandmaintainrelationshipswithparents,withotherschools,andwiththewidercommunitymanage,leadandmediatechangetorespondtotheevolvingneedsoftheschoolandtochangesineducation

Developingleadershipcapacity

Schoolleaders:critiquetheirpracticeasleadersanddeveloptheirunderstandingofeffectiveandsustainableleadershipempowerstafftotakeonandcarryoutleadershiprolespromoteandfacilitatethedevelopmentofstudentvoice,studentparticipation,andstudentleadershipbuildprofessionalnetworkswithotherschoolleaders

TEA

CH

ING

AN

D L

EARN

ING

DOMAINS STANDARDS

Learneroutcomes

Students:

enjoytheirlearning,aremotivatedtolearn,andexpecttoachieveaslearners

havethenecessaryknowledgeandskillstounderstandthemselvesandtheirrelationships

demonstratetheknowledge,skillsandunderstandingrequiredbythepost-primarycurriculum

attainthestatedlearningoutcomesforeachsubject,courseandprogramme

Learnerexperiences

Students:

engagepurposefullyinmeaningfullearningactivities

growaslearnersthroughrespectfulinteractionsandexperiencesthatarechallengingandsupportive

reflectontheirprogressaslearnersanddevelopasenseofownershipofandresponsibilityfortheirlearning

experienceopportunitiestodeveloptheskillsandattitudesnecessaryforlifelonglearning

Teachers’individualpractice

Theteacher:

hastherequisitesubjectknowledge,pedagogicalknowledgeandclassroommanagementskills

selectsandusesplanning,preparationandassessmentpracticesthatprogressstudents’learning

selectsandusesteachingapproachesappropriatetothelearningintentionandthestudents’learningneeds

respondstoindividuallearningneedsanddifferentiatesteachingandlearningactivitiesasnecessary

Teachers’collective/collaborativepractice

Teachers:

valueandengageinprofessionaldevelopmentandprofessionalcollaboration

worktogethertodeviselearningopportunitiesforstudentsacrossandbeyondthecurriculum

collectivelydevelopandimplementconsistentanddependableformativeandsummativeassessmentpractices

contributetobuildingwhole-staffcapacitybysharingtheirexpertise

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6. THE QUALITY CONTINUUMInspectionsexamine the quality of different aspects of the work of the school at the time of theinspection.Naturally,thequalityofeachaspectoftheschool’sworkcanvary.Forexample,inspectorscouldcometotheviewthatthequalityofteachingandlearninginaschoolisataveryhighlevel,whilethequalityoftheschool’ssupportforstudentsisinneedofimprovement.

Inspectorsusethequalitycontinuumbelowwhendescribingeachoftheaspectsoftheschool’sworkduring an inspection. The continuum is designed to assist evaluators to arrive at evidence-basedevaluativejudgementsandtoaccuratelydescribethequalityofaschool’sprovisionoraspectsofthatprovision.IthasbeenusedbytheInspectorateforanumberofyearstohelpinspectorsarriveatrealisticjudgementsaboutthequalityofaspectsofaschool’sprovision.

Aqualitycontinuumwasfirstintroducedtoschoolsforthepurposesofself-evaluationinLooking at Our School (2003)andwaspresentedagainin2012in School Self-Evaluation – Guidelines for Schools.Aspartoftheprocessofself-evaluation,schoolswereencouragedtousethecontinuumtojudgethequalityoftheirprovisionandtoplacetheirpracticeonacontinuum.

The continuum reflects the fact that school quality is constantly evolving and developing andacknowledgestheuniquecontextofeachschool.Itrecognisesthatmostschoolsareatdifferentstagesoftheschoolimprovementjourneyfordifferentaspectsoftheirprovision.

Table 2: QUALITY CONTINUUM

LEVEL DESCRIPTION EXAMPLE OF DESCRIPTIVE TERMS

Very Good

Very goodapplieswherethequalityoftheareasevaluatedisofaveryhighstandard.Theveryfewareasforimprovementthatexistdonotsignificantlyimpactontheoverallqualityofprovision.Forsomeschoolsinthiscategorythequalityofwhatisevaluatedisoutstandingandprovidesanexampleforotherschoolsofexceptionallyhighstandardsofprovision.

Verygood;ofaveryhighquality;veryeffectivepractice;highlycommendable;verysuccessful;fewareasforimprovement;notable;ofaveryhighstandard.Excellent;outstanding;exceptionallyhighstandard,withverysignificantstrengths;exemplary

Good

Goodapplieswherethestrengthsintheareasevaluatedclearlyoutweightheareasinneedofimprovement.Theareasrequiringimprovementimpactonthequalityofstudents’learning.Theschoolneedstobuildonitsstrengthsandtakeactiontoaddresstheareasidentifiedasrequiringimprovementinordertoachieveaverygoodstandard.

Good;goodquality;valuable;effectivepractice;competent;useful;commendable;goodstandard;someareasforimprovement

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7. REVIEW OF INSPECTIONSAteacheroraboardofmanagementaffectedbyaninspectionmayseekareviewoftheinspectionusingtheproceduresoutlinedinProcedures for Review of Inspections on Schools and Teachers under Section 13(9) of the Education Act (1998), (2015).(www.education.ie).

8. PUBLICATION AND REVISION OF THIS GUIDEThisGuidehasbeenpreparedfollowingconsultationwiththeeducationpartnersasrequiredunderSection13(8)oftheEducationAct,1998.

TheInspectorateiscommittedtoimprovingthewaysinwhichitcarriesoutitsevaluationandadvisoryworkinschoolsandtheprovisionsofthisGuidewillbereviewedperiodically.

LEVEL DESCRIPTION EXAMPLE OF DESCRIPTIVE TERMS

Satisfactory

Satisfactory applieswherethequalityofprovisionisadequate.Thestrengthsinwhatisbeingevaluatedjustoutweightheshortcomings.Whiletheshortcomingsdonothaveasignificantnegativeimpacttheyconstrainthequalityofthelearningexperiencesandshouldbeaddressedinordertoachieveabetterstandard.

Satisfactory;adequate;appropriateprovisionalthoughsomepossibilitiesforimprovementexist;acceptablelevelofquality;improvementneededinsomeareas

Fair

Fairapplieswhere,althoughtherearesomestrengthsintheareasevaluated,deficienciesorshortcomingsthatoutweighthosestrengthsalsoexist.Theschoolwillhavetoaddresscertaindeficiencieswithoutdelayinordertoensurethatprovisionissatisfactoryorbetter.

Fair;evidentweaknessesthatareimpactingonstudents’learning;lessthansatisfactory;experiencingdifficulty;mustimproveinspecifiedareas;actionrequiredtoimprove

Weak

Weakapplieswherethereareseriousdeficienciesintheareasevaluated.Immediateandcoordinatedwhole-schoolactionisrequiredtoaddresstheareasofconcern.Insomecases,theinterventionofotheragenciesmayberequiredtosupportimprovements.

Weak;unsatisfactory;insufficient;ineffective;poor;requiringsignificantchange,developmentorimprovement;experiencingsignificantdifficulties

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APPENDIX 1Thisappendixsetsoutabriefsummaryofeachofthefollowinginspectionmodels:

Model page

1.1 IncidentalInspection 17

1.2 SubjectInspection 19

1.3 ProgrammeEvaluation 21

1.4 EvaluationofActionPlanningforImprovementinDEISSchools 23

1.5 EvaluationofCentresforEducation 25

1.6 Whole-SchoolEvaluation-Management,LeadershipandLearning 27

1.7 Whole-SchoolEvaluation 30

1.8 Follow-throughInspection 35

Thesummariesareintendedtoprovideabriefreferenceguidetotheevaluationfocusforeachofthemodelsandtosetouttheinspectionactivitiesconductedateachstageoftheinspectionprocess.

Compliance with Child Protection ProceduresAspartofallwhole-schoolevaluations,inspectorswillenquireintoaschool’sgeneralcompliancewiththerequirementsof Child Protection Procedures for Primary and Post-Primary Schools (2011).

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1.1. Incidental Inspection

INTRODUCTIONAkeyfocusofincidentalinspectionisthequalityoftheeducationalprovisionexperiencedbystudentsinevery-dayschoolsituations.Theevaluationtakesplaceagainstthebackgroundoftheschool’snormalwork,takingaccountofschoolcontextfactors,includingtheschool’sownmissionstatement.

Theincidentalinspectionmodelisdesignedtobeflexiblesothatitcanprovideinformationonanumberofdifferentaspectsoftheworkofaschool.Inaverysmallnumberofcases,incidentalinspectionsmayalsohaveanyorallofthefollowingpurposes:

• Toassesstheimplementationofguidelines,circularletters,regulationsandotherdirectionsmadebytheMinister

• Tocollectinformationonfactorsthatcanbeusedtoidentifyschoolswhichwouldbenefitfromfurtherinspection

• Tomonitortheprogressmadebyaschool in implementingtherecommendationsofearlierinspections

• TocollectinformationontheoperationandeffectivenessofschoolsforresearchorotherpurposesincludingtheprovisionofinformationtoothersectionsoftheDepartment.

Theinspectorinformstheprincipalaboutthepurposeofhis/hervisitatthebeginningofanincidentalinspection.

Incidentalinspectionsareevaluationsofaspectsoftheworkofaschoolunderthenormalconditionsofaregularschoolday.Typically,theyfocusonaspectsofteaching,learning,students’achievementandsupportforstudents.Incidentalinspectionsupportsco-professionalengagementbetweenteachersandtheinspector.Theinspector’stimeisgiventodirectobservationofteachingandlearningattheclassroomlevelwithaviewtoassessingthequalityofprovision,affirmingtheworkofteachersandstudentsandsupportingimprovement.Incidentalinspectionsprovideopportunitiesfortheteachertodiscussissuesrelevanttothelessonandtoseekadvicefromtheinspector.

Incidental inspections support the educational leadership role of the principal by providing theopportunityforprofessionaldialoguewithinspectorsonmattersofparticularinteresttotheschool.Theinspector’soralfeedbackcanbeusedtoassistschoolstoidentifystrengthsineducationalprovisionandfacilitateprofessionalreflectiononaspectsrequiringfurtherdevelopment.Inthisway,incidentalinspectionscomplementtheschool’sownself-evaluationprocesses.The inspector’sfeedbacktotheteacherandtotheschoolshouldenhanceprofessionalreflectionandself-evaluationandconsequentlyimproveoutcomesforstudents.

EVALUATION FOCUS

Thefocusofthemajorityofincidentalinspectionsisonteachingandlearning.Theinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowstudentsaremanagedandorganisedduringlearningactivities.

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Theinspectorevaluatestheleveltowhichstudents’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebystudentsarealsoexamined.Theinspectormayalsointeractwithstudentsandreviewsamplesoftheirwork.

Theextenttowhichwhole-schoolimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.

OVERVIEW OF INSPECTION ACTIVITIES: INCIDENTAL INSPECTION

DU

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INSP

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Inspectorateactivity

Typicallyoneschoolday

Noadvancenoticegiven

Meetingwithprincipal

Obtaincopyofschooltimetable

Draftscheduleofclassroomvisits–thisissharedwiththeprincipalbeforevisitscommence

Observationofteachingandlearning

Interactionwithstudentsandreviewofstudents’work

Feedbacktoindividualteacherswhosepracticewasobserved

Feedbackmeetingwithprincipaland/ordeputyprincipal

Nowrittenreportissuestotheschool

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1.2. Subject Inspection

INTRODUCTIONSubject inspectionisaveryimportantelementoftheevaluativeandadvisoryworkofpost-primaryinspectors.Theprocessfocusesonindividualcurriculumareaswithinaschoolwithaviewtoaffirminggoodpracticeandmakingrecommendations,whereappropriate,toaidthefurtherdevelopmentofthearea.Asubjectinspectionmaybeconductedonastand-alonebasisoraspartofawhole-schoolevaluation.

EVALUATION FOCUSTheinspectorevaluatesandreportsonteachingandlearninginthesubjectunderthefollowingheadingsorareasofenquiry:

• Teaching,learningandassessment

• Subjectprovisionandwhole-schoolsupport

• Planningandpreparation

Learning, teaching and assessmentTheinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowstudentsaremanagedandorganisedduringlearningactivities.

Theinspectorevaluatestheleveltowhichstudents’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebystudentsarealsoexamined.Achievementincertificateexaminationsinthecontextoftheschoolisalsoconsidered.

Theinclusionofopportunitiesforstudents’developmentoftheunderlyingprinciplesofaprogramme(e.g.literacy,numeracy,interpersonalskillsinthecaseoftheLCA)areexamined.Theextenttowhichwhole-schoolimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.

Subject provision and whole-school supportTheinspectorexaminesthearrangementsintheschooltofacilitatestudents’accesstoandparticipationinthesubject,includingassignmenttoclassgroupsandtheallocationforthesubjectontheschooltimetable.Theavailabilityofappropriatefacilitiesandresourcesforteachingandlearninginthesubjectaswellasthesupportprovidedintheschoolforteachers’continuingprofessionaldevelopmentanddisseminationofgoodpracticearealsoconsidered.

Planning and preparationThesubjectdepartmentstructuresandarrangementsintheschooltofacilitatecollaborativeplanningareexamined.Thesubjectdepartmentplanandteachers’individualplanningdocumentationforthelessonsobservedarealsoreviewed,toevaluatewhethertheyareinlinewithcurricularrequirementsandtheneedsandinterestsofthestudents.Theinspectoralsoexamineshowthesubjectdepartmentmonitorsandreviewsitsownsubjectplanningprocessandplanandtheextenttowhichself-evaluationinformsteachers’practiceintheclassroom.

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OVERVIEW OF INSPECTION ACTIVITIES: SUBJECT INSPECTION

BEF

ORE

TH

E IN

SPEC

TIO

N V

ISIT

InspectorateactivityFivedays’notificationtoschool/board/patron/ETBbyphoneandemail

Reportinginspectorliaiseswithschooltooutlineinspectionapproachandconfirmtimetableinformation

Schoolactivity

Principalcompletesschoolinformationform(ifthishasnotbeendonepriortonotification)

Principal/Subjectteacherscompletesubjectinformationform

Subject-specificplanningdocumentsandteachertimetables (ifrequired)forwardedtoreportinginspector

Recordsofassessment,attendancerecordsshouldbeavailableinschool

DU

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VIS

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Inspectorateactivity

Typicallyone/two in-schooldays

Meetingwithprincipal

Observationofteachingandlearning

Interactionwithstudents

Reviewofstudents’work

Feedbacktoindividualteachersandtotheprincipal

Meetingwithsubjectteam/coordinator(wherepossible)

MeetingwithSENcoordinator(ifrequired)

Reviewofdocuments–itisexpectedthatteacherswillbeabletoindicatetoinspectorsabroadwrittenplanoftheirworkonatermlyandyearlybasis.Teachersarenot requiredtoprepareindividualwrittenlessonplansforthepurposeofsubjectinspection

Inspectorateactivity

Post-evaluationmeetingwithprincipal

Post-evaluationmeetingwithsubjectteam(ifpossible)

Draftreportpreparedbyinspector(s)

AFT

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INSP

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VIS

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SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite

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1.3 Programme Evaluation

INTRODUCTIONProgramme evaluations focus on specific curriculum programmes offered by schools with a viewto affirming good practice and making recommendations, where appropriate, to aid the furtherdevelopmentoftheprogramme.Aprogrammeevaluationmaybeconductedonastand-alonebasisoraspartofawhole-schoolevaluation.

Theprogrammeevaluationmodelofinspectionisusedtoevaluatethequalityandeffectivenessofthefollowingprogrammesandtoprovideadviceandsupporttoteachers,principalsandschoolmanagementinpost-primaryschoolsandcentresforeducation(whereapplicable):

• JuniorCertificateSchoolProgramme(JCSP)

• TransitionYear(TY)programme

• LeavingCertificateApplied(LCA)programme

• LeavingCertificateVocationalProgramme(LCVP)

The Junior Certificate School Programme is targeted particularly at junior-cycle (lower secondary)studentswhoareidentifiedasbeingatriskofearlyschoolleaving,perhapswithoutcompletingtheJuniorCertificate.Atsenior-cyclelevel,aschoolmayprovideanoptionalTransitionYear,whichfollowsimmediatelyafterthejuniorcycle.TransitionYearprovidesanopportunityforstudentstoexperienceawiderangeofeducationalinputs,includingworkexperience.Duringthefinaltwoyearsofseniorcyclestudentstakeoneofthreeprogrammes,eachleadingtoastateexamination:theLeavingCertificate,theLeavingCertificateVocationalProgrammeortheLeavingCertificateApplied.

Programmeevaluationsareintendedtopromotecontinuingimprovementthroughtheprovisionofevidence-basedfeedbackandadvicewhichshouldenhancetheprogrammeteam’sprofessionalreflectionandself-evaluation.

EVALUATION FOCUSProgrammeevaluationsprovideanopportunityfor teachersandschoolmanagementtoreflectontherationaleforincludingtheprogrammeintheschool’scurriculumandonthequalityofthreekeydimensionsofeducationalprovisioninthespecifiedprogramme.Thesethreedimensionsare:

1. Teachingandlearning

2. Programmeprovisionandwhole-schoolsupport

3. Programmeplanning,co-ordinationandevaluation

Teaching, learning and assessmentTheinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowstudentsaremanagedandorganisedduringlearningactivities.

Theinspectorevaluatestheleveltowhichstudents’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebystudentsarealsoexamined.Achievementincertificateexaminationsinthecontextoftheschoolisalsoconsidered.

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Theinclusionofopportunitiesforstudents’developmentoftheunderlyingprinciplesofaprogramme(forexample,literacy,numeracy,interpersonalskillsinthecaseoftheLCA)areexamined.Theextenttowhichwhole-schoolimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.

Programme provision and whole-school supportTheinspectorexaminesthearrangementsintheschooltofacilitatestudents’accesstoandparticipationinthesubject,includingassignmenttoclassgroupsandtheallocationforthesubjectontheschooltimetable.Theavailabilityofappropriatefacilitiesandresourcesforlearningandteachinginthesubjectaswellasthesupportprovidedintheschoolforteachers’continuingprofessionaldevelopmentanddisseminationofgoodpracticearealsoconsidered.

Programme planning, co-ordination and evaluationThe programme coordinating structures and arrangements to facilitate collaborativeplanning areexamined. The programme plan and teachers’ individual planning documentation for the lessonsobservedarealsoreviewed,toevaluatewhethertheyareinlinewithprogrammerequirementsandtheneedsandinterestsofthestudents.Theinspectoralsoexamineshowtheprogrammeteammonitorsandreviewsitsownplanningprocessandtheextenttowhichoutcomesofprogrammeevaluationhaveimpactedpositivelyonstudents’learningexperiencewithintheprogramme.

OVERVIEW OF INSPECTION ACTIVITIES: PROGRAMME EVALUATION

BEFO

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INSP

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VIS

IT

Inspectorateactivity

Fivedays’notificationtoschoolbyphoneandemail

Reportinginspectorliaiseswithschooltooutlineinspectionapproachandconfirmtimetableinformation

Schoolactivity

Principal/Programmeteacherscompleteprogrammeinformationform

Programme-specificplanningdocumentsandteachertimetables(ifrequired)forwardedtoreportinginspector

DU

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VIS

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Inspectorateactivity

Typicallytwoin-schooldays

Meetingwithprincipaland/orprogrammecoordinator

Observationofteachingandlearning

Interactionwithstudentsandreviewofstudents’work

Feedbacktoindividualteachersandtotheprincipal

Meetingwithprogrammeteamand/orsmallgroupofkeystaff

Studentfocusgroupmeeting

Reviewofdocuments-itisexpectedthatteacherswillbeabletoindicatetoinspectorsabroadwrittenplanoftheirworkonatermlyandyearlybasis.Teachersarenot required toprepareindividualwrittenlessonplansforthepurposeofinspection

Post-evaluationmeetingwiththeprincipaland/orthedeputyprincipalandtheprogrammecoordinator

Draftreportpreparedbyinspector(s)

AFT

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SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite

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1.4 Evaluation of Action Planning for Improvement in DEIS Schools

INTRODUCTION In2005theDepartmentpublishedDEIS (Delivering Equality of Opportunity in Schools): An Action Plan for Educational Inclusion.TheaimoftheDEISactionplanistoensurethattheeducationalneedsofchildrenandyoungpeoplefromdisadvantagedcommunitiesaremet.Post-PrimaryschoolsparticipatinginDEISreceiveadditionalsupportsandresources, includingadditionalstaffing,throughtheSchoolSupportProgramme,toassisttheminachievingtheaimsoftheactionplan.DEISschoolsalsoreceivesupportfromahome-school-communityliaisoncoordinator(HSCL)andfromtheSchoolCompletionProgramme(SCP).

SchoolsthatreceiveadditionalsupportandresourcesthroughparticipationinDEISareexpectedtosupporttheDEISactionplanthroughasystematicplanningandmonitoringprocessatindividualschoollevelandatschoolcluster/communitylevel.Theinvolvementofstudents,parents,localcommunitiesandagenciesoperatingatlocallevelisanimportantdimensionoftheDEISplanningandmonitoringprocess.

Schoolsareexpectedtodevelopactionplansforimprovementinthefollowingareas(referredtoasthe DEIS themes): attendance; retention; educational progression; literacy; numeracy; educationalattainment, partnership with parents; partnership with other schools and educational providers,andwithexternalagencies.Principals,boardsofmanagementandin-schoolmanagementteamsareexpectedtosupporttheimplementationoftheDEISactionplansbypreparingthree-yearimprovementplans.Theschoolshouldregularlymonitoritsprogressinimplementingtheseplansandmakenecessaryadjustmentsinlightofexperience.

TheDEISmodelofevaluationisafocusedevaluationwhichexaminestheschool’sactionplanningforimprovementacrosstheDEISthemes.Theevaluationisfocusedonsupportingschool improvementandonquality-assuringtheworkundertakeninschoolstodeliverequalityofeducationalopportunitytotheirstudents.Italsoenablesinspectorstoevaluatetheeffectivenessofschools’implementationofspecificinterventionsandinitiatives,andtoprovideup-to-dateinformationtothesystem.

DEIS evaluations seek to identify and affirm good practice in the school while providing clearrecommendationsforfurtherdevelopmentandimprovement.AsuccinctinspectionreportisprovidedtotheschoolandtothepublicattheendoftheDEISevaluationprocess.

EVALUATION FOCUSTheDEISevaluationmodelevaluatesandreportsontheschool’sactionplanningforimprovement.Itexamineshowschoolsdevise,implementandmonitoractionplansforimprovementfortheDEISthemes:attendance;retention;educationalprogression;literacy;numeracy;educationalattainment;partnershipwithparentsandothers.

Inspectorsconsiderthefollowingaspectsofplanningwhenevaluatingtheschool’sactionplanningforimprovement:dataanalysisandtarget-settingthatinformstheselectionofstrategiesandinterventions;theimplementationofstrategiesandinterventions,andthemonitoringandmeasurementofimpactandprogressmade.

DEISevaluationsalsoconsiderthequalityandeffectivenessoftheleadershipoftheDEISplanningprocesswithinschools,andtheextenttowhichtheschooltakesawhole-schoolapproachtoimprovement.

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Effectiveco-ordinationofstrategiesandinterventionsandeffectiveuseoftheadditionalresourcesavailabletoDEISschoolsarekeyindicatorswhenevaluatingthequalityofleadership.Inspectorsconsidertheimpactofschoolself-evaluationonplanningforimprovedoutcomesforstudents.

Inspectorsreviewarrangementsforandapproachestoteachingandlearningandthequalityofstudents’learningexperiencesandoutcomes.Theimpactofactionplanningforimprovementonarrangementsforandapproachestoteachingandlearningandthequalityofstudents’ learningexperiencesandoutcomesarekeyindicatorswhenevaluatingimplementationandimpact.

OVERVIEW OF INSPECTION ACTIVITIES: DEIS

BEFO

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VIS

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Inspectorateactivity

Tendays’writtennotificationtoschool/board/patron/ETB(whererelevant)

Reportinginspectorliaiseswithprincipaltooutlineevaluationapproachandtomakerelevantarrangements

Parentquestionnairesissuedtotheschool

SchoolactivityTheprincipalcompletesschoolinformationform

Parentquestionnairesaredistributedandreturnedtoschool

DU

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VIS

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Inspectorateactivity

Typicallythree in-schooldays

Meetingwithschoolprincipal/seniormanagement

Examinationofschool’scurrentactionplansforimprovement

Administrationofstudentquestionnaires

Collectionofparentquestionnaires

MeetingswithteachingandotherstaffinvolvedinDEIS-relatedactivitiesandinterventions

Meetingwithfocusgroupofparents

Meetingwithfocusgroupofstudents(asappropriate)

Observationofteachingandlearning

ObservationofDEIS-relatedactivitiesandinterventions

Interactionwithstudentsandreviewofstudents’workandassessmentdata

Feedbacktoindividualteachers,otherrelevantstaffandprincipal

AFT

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INSP

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Inspectorateactivity

Post-evaluationmeetingwithprincipal/chairpersonoftheboardofmanagement/seniormanagementteamandotherrelevantstaff

Preparationofdraftreport

Communicationofcollatedparent/studentquestionnairereports

SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagement/ETB(whererelevant)forfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite

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1.5 Evaluation of Centres for Education

INTRODUCTION Evaluationsofcentresforeducationaddressthequalityandeffectivenessofaspectsoftheeducationprovided incentresforeducationandtheyprovideadviceandsupporttoteachingstaffs, resourcepersons,centrecoordinatorsandcentremanagement.

Thecentralpurposesoftheevaluationare:

1. Tomonitorthequalityofteachingandlearningandthelearners’overallexperienceinthecentre

2. Toidentifyandaffirmgoodpracticeinthecentre

3. Toprovideadvicetocentremanagement,coordinatorsandteachingstaffaboutthequalityoftheeducationprovidedinthecentreandhowthiscanwithbeimprovedanddevelopedinaccordancelearners’needs

4. ToreportontheeffectivenessoftheorganisationandmanagementofthecentreandtheInternalCentreEvaluation(ICE)processeswithinthecentre

EVALUATION FOCUSTheinspectorsevaluatelearningandteachingunderthefollowingheadingsorareasofenquiry:

• Thelearners’experience

• Centreorganisationandmanagement

The learners’ experienceTheinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowstudentsaremanagedandorganisedduringlearningactivities.

Theinspectorevaluatestheleveltowhichstudents’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebystudentsarealsoexamined.Theinspectormayalsointeractwithstudentsandreviewsamplesoftheirwork.

Theextenttowhichwhole-centreimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.

Informationissoughtaboutthesupportstrategiesinplaceinthecentretomeettheneedsofallstudentsinrelatingtothedevelopmentoftheirliteracyandnumeracyskills.Theinspectorsconsiderthegenerallevelofsupportandguidanceavailabletothestudents.Theyconsiderthequalityofthelinksbetweenthecentreandthoseschoolsfromwhichstudentstransfer.Theprovisionthatthecentreismakingforthedevelopmentofstudents’lifeskillsandthecarestructuresinthecentresarealsoconsidered.

Centre organisation and managementTheinspectorsconsidertheengagementoftheEducationTrainingBoard(ETB)inthedevelopmentofpoliciesandprocedurestoguidetheoperationofthecentre; its involvementwiththecentreintheQualityFrameworkInitiativeprocessesandthedegreetowhichitsupportsqualityassurancebyorganisingstafftrainingandpolicydevelopment.Thephysicalresourcesandfacilitiesavailableinthecentretosupportlearningandteachingarealsoexamined.

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Thequalityofin-centremanagementisalsoevaluated.Theinspectorslookatcommunicationstructuresandthelevelofcooperationandcollaborationwithinthecentreasalearningcommunity.Thereportingmechanismbywhichthecentre’sboard(ifapplicable)orcoordinatorreportstotheETBisexamined.

Theeffectivenessofthecentre’sself-evaluationprocesses,andhowwelltheyarebeingusedtoimproveengagementandoutcomesforstudents,teaching,leadershipandmanagementisevaluated.

Thecentre’sproceduresformonitoringstudentattendance,transitions,retentionandprogressionareexamined.

OVERVIEW OF INSPECTION ACTIVITIES: CENTRE FOR EDUCATION

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Inspectorateactivity

Fivedays’writtennotificationtocentre/board/patron/ETB

Reportinginspectorliaiseswithcentrecoordinatortooutlineinspectionapproachandseektimetableinformation

Parentquestionnairesissuedtothecentre

Schoolactivity

Centrecoordinatorcompletescentreinformationform

Parentquestionnairesaredistributedandreturnedtocentre

Arrangementsmadeforcompletionofteacherquestionnaires

Centretimetableforwardedtoreportinginspector

Relevantdocumentationforwardedtoreportinginspector

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Typicallythree in-centredays

Meetingwithcentreseniormanagement(includingChiefExecutiveand/orEducationOfficerofETBandthecentrecoordinator)

Observationofteachingandlearning

Interactionwithlearnersandreviewoflearners’work

Feedbacktoindividualresourcepersons/teachersandtothecoordinator

Meetingwithcentreresourcepersons/teachingstaff

Meetingwithfocusgroupofparents

Meetingwithfocusgroupoflearners

Administrationoflearnerquestionnaires

Collectionofparentquestionnaires

Reviewofdocuments–itisexpectedthatteacherswillbeabletoindicatetoinspectorsabroadwrittenplanoftheirworkonatermlyandyearlybasis.Teachersarenot requiredtoprepareindividualwrittenlessonplansforthepurposeofinspection

Post-evaluationmeetingwithcentrestaff

Post-evaluationmeetingwithcentrecoordinator/ETB/representativeofboard

Communicationofcollatedparent/learner/teacherquestionnairereportsPreparationofdraftreport

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SchoolactivityDraftreportisissuedtothecoordinator/chairpersonoftheboardofmanagement/ETBforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite

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1.6 Whole-School Evaluation-Management, Leadership and Learning

INTRODUCTIONTheWhole-SchoolEvaluation-Management,LeadershipandLearning (WSE-MLL)process inapost-primaryschoolisdesignedtoevaluatekeyaspectsoftheworkoftheschoolandtopromoteschoolimprovement. TheWSE-MLLevaluation is intended to complement the school’sowndevelopmentplanningandprovidestheschoolwithopportunitiestodemonstrateitsownself-evaluationprocesses.

WSE-MLL focuses on whole-school issues relating to management, leadership, planning, learning,teachingandassessment,alongwithschools’progressin,andcapacityfor,self-evaluation.TheprocessalsolooksattherecommendationsofpreviousexternalevaluationsconductedbytheInspectorate,forexamplesubject inspectionsandprogrammeevaluations. It facilitatescloseexaminationof thedevelopmentandimprovementinwhichtheschoolhasengagedfollowingtheseevaluations.WSE-MLLidentifiesandaffirmsgoodpracticeintheschoolwhileprovidingclearrecommendationsforfurtherdevelopmentandimprovement.AninspectionreportisprovidedtotheschoolandtothepublicattheendoftheWSE-MLLprocess.

TheWSE-MLLmodelofinspectionmayincorporatetheevaluationofaspecificthemeorissuefromtimetotime;forexample,thecollectionofspecificdataforanationalthematicreportwhichmaybepublishedbytheInspectorate.

EVALUATION FOCUSInthecourseofaWSE-MLLtheinspectorevaluatesandreportsunderthefollowingheadingsorareasofenquiry:

• Qualityofschoolleadershipandmanagement

• Qualityofteachingandlearning

• Implementationofrecommendationsfrompreviousevaluations

• Theschool’sself-evaluationprocessandcapacityforschoolimprovement

Quality of school management and leadershipTheinspectionteamexaminesthecompositionandfunctioningoftheboardofmanagementandhowitfulfilsitsstatutoryobligations.Itevaluatestheoperationoftheboard,thelevelofconsultationwithmembersoftheschoolcommunityanditsroleinpolicydevelopmentandreview.Inspectorsevaluatetheschool’sengagementwiththeself-evaluationprocessandtheestablishmentofprioritiesforthedevelopmentoftheschool.

The extent to which the school is a learning community is examined. The role of the in-schoolmanagementoftheschool, includingtheroleoftheprincipal,deputyprincipal(s),andthemiddlemanagementteaminleadinglearningisconsidered.Staffengagementinschooldevelopmentplanning,schoolself-evaluation,professionaldevelopmentopportunities,communicationstructuresandthelevelofcooperationandcollaborationamongtheschoolcommunityareconsidered.

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Theschool’sproceduresforadmissions,transitions,inclusion,studentmanagementandtheoperationofthestudentcouncilareevaluated.Strategiestocelebratestudentachievement,promotetheattendanceandretentionofstudentsandthegeneral levelof supportandguidanceavailabletostudentsarereviewed.The school’s curriculumand timetablewithanemphasison thebreadthandbalance incurriculumprovision,thearrangementsforstudents’subjectchoicesandhowtheneedsofallstudentsarebeingmetareexamined.

Quality of teaching and learningTheWSE-MLLteamevaluatesthequalityofteachingandlearninginthelessonsobservedasanindicatoroftheoverallqualityofteachingandlearningintheschool.Whenevaluatingteachingandlearning,theevaluationteamlooksatmethodologies,classroommanagement,classroomatmosphere,assessmentpractices,students’engagementinlessonsandthequalityoflearningandstudents’achievement.Theteamalsoevaluatesevidenceofplanningforteachingandlearningandtakesaccountofself-evaluationrelatingtoworkinclassrooms.Theinspectormayalsointeractwithstudentsandreviewsamplesofstudents’work.

Thequalityofplanningandpreparationatindividualteacher,subjectdepartmentandwhole-schoollevelsisalsoreviewedaswellasthein-schoolassessmentproceduresthatareinplace.Aspartofthereviewofself-evaluationintheschool,theanalysisandplanningbasedonstudentachievement,bothbyindividualteachersandatwhole-schoollevel,areevaluated.

Implementation of recommendations from previous evaluationsTheWSE-MLLteamexamineshowsuccessfultheschoolhasbeeninimplementingtherecommendationsofprevioussubject,programmeandwhole-schoolevaluationreportsandinspectionvisitswithregardtothemanagementoftheschoolandtoteachingandlearning.Theschool’slevelofengagementwiththemainrecommendationsregardingthemanagementoftheschool,staff,studentsandfacilitiesandtheimpactoftheimplementationoftheserecommendationsisevaluated.Theteamalsoreviewshowtherecommendedgoodpracticeinspecificareashasbeendisseminatedtootherareasoftheschool.

The school’s self-evaluation process and capacity for school improvementTheWSE-MLLteamassessestheself-evaluationprocessescurrentlytakingplaceintheschool,thelevelofengagementintheseprocessesbytheschool’sstakeholdersandhowtheprocesseshaveimpactedontheworkoftheschoolandthequalityoflearning.TheWSE-MLLteamevaluateshowtargetsforimprovementaresetandmonitoredwithintheschoolandtheoveralleffectivenessoftheschool’sstrategiesfortheassessmentandmonitoringofstudentachievement.

TheWSE-MLLteamcommentsontheschool’scapacityforchangeandimprovementanditscapacitytoimplementtherecommendationsoftheWSE-MLLreportwithinanappropriatetimeframe,basedonthedevelopmentoftheschoolinrecentyears.Thisincludesobservationsontheleadershipoftheschooldevelopmentplanningandreviewprocessandthecultureoftheschoolinplanningforandrespondingtotheevolvingneedsofitsstudentcohort.

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Inspectorateactivity

Tendays’writtennotificationtoschool/board/patron/ETB

Reportinginspectorliaiseswithschoolandschedulesmeetings

Parent/Teacherquestionnaireissuedtotheschool

Schoolactivity

Parentquestionnairesaredistributedandreturnedtoschool

Arrangementsputinplaceforcompletionofteacherquestionnaires

Theprincipalisrequestedtocompleteaschoolinformationform(ifthishasnotbeendonepriortonotification).Thisformshouldbeforwardedelectronicallyalongwiththefollowingdocumentstothereportinginspector;•Theminutesofthefivemostrecentmeetingsoftheboardof

management•Thefullschooltimetableandindividualteachertimetablestogetherwith

anexplanationofcodes•Theschoolenrolmentandadmissionspolicy/procedures,copiesof

applicationformsandrelatedmaterial•Theschool’scodeofbehaviourandschool’santi-bullyingpolicy.•Theschoolcalendarforthecurrentyearandtheprevioustwoyearswith

detailsofopeningdatesandclosuresandthescheduleofmeetings,staffdaysandmajorschoolevents

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Inspectorateactivity

Onein-schoolday

Administrationofstudentquestionnaires

Collectionofreturnedparentquestionnaires

Meetingwithmembersoftheboardofmanagement

Meetingwithparents

Reviewdocumentation

DU

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Inspectorateactivity

Typicallythree/fourin-schooldays

Communicationofdailytimetable

Meetingwithprincipal

Meetingsandinterviewswithseniormanagementandteachers

Meetingwithfocusgroupofstudents

Meetingwithothergroupsofteachersifappropriate(SEN/ISM)

Observationofteachingandlearning

Interactionwithstudentsandreviewofstudents’work

Reviewofdocuments-itisexpectedthatteacherswillbeabletoindicatetoinspectorsabroadwrittenplanoftheirworkonatermlyandyearlybasis.Teachersarenot requiredtoprepareindividualwrittenlessonplansforthepurposeofinspection

Feedbacktoindividualteachersandtotheprincipal

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Inspectorateactivity

Post-evaluationmeetingwiththeschool’sseniormanagement(principalanddeputyprincipal(s))

Post-evaluationmeetingwiththeteachingstaff

Post-evaluationmeetingwiththemembersoftheboardofmanagement

Communicationofcollatedparent/student/teacherquestionnairereports

Preparationofdraftreport

SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite

OVERVIEW OF INSPECTION ACTIVITIES: WSE-MLL

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1.7 Whole-School Evaluation

INTRODUCTION Whole-schoolevaluationisacollaborativeprocessinvolvingtheteachingstaff,themanagementoftheschool,parents,andstudents.AtvariousstagesduringtheWSEprocess,membersoftheschoolcommunityhavetheopportunitytointeractwiththeevaluationteamtodiscusstheirwork,theirrole,andtheirvisionfortheschool.Theseinteractionsprovidetheevaluationteamwithaninsightintothestructureanddynamicsoftheschool.Duringawhole-schoolevaluationthemanagementandplanning,teachingandlearningandsupportsforstudentsareevaluated.Thisenablestheevaluationteamtoidentifyandaffirmthestrengthswithintheschoolandtomakeclearrecommendationsonareasfordevelopmentandimprovement.

Followingthein-schoolevaluationphaseoftheWSE,theevaluationteamdiscussesthefindingsandrecommendationsoftheWSEwiththeboardofmanagement,principalanddeputyprincipal(ordeputyprincipals),andallmembersoftheteachingstaff.Duringthesemeetingstheworkoftheschool isdiscussedandthefindingsoftheevaluationareoutlined.Strengthsandareasforfurtherdevelopmentarepresented.TheWSEreportdealswiththeworkoftheschoolasawhole.Itaffirmspositiveaspectsoftheschool’sworkandsuggestsareasfordevelopment.TheWSEreportprovidesanexternalviewontheworkoftheschoolanditisintendedthatthereport’sfindingsandrecommendationsfacilitatefurtherschoolself-evaluationanddevelopmentplanning.

EVALUATION FOCUSTheWSEteamevaluatesandreportsontheoperationoftheschoolunderthefollowingheadingsorareasofinquiry:

a) thequalityoftheschoolmanagement

b) thequalityofschoolplanning

c) thequalityofcurriculumprovision

d) thequalityofteachingandlearning

e) thequalityofsupportforstudents

a) The quality of the school management:

The characteristic spirit of the schoolTheWSEteamexaminesthecharacteristicspiritoftheschoolandtheawarenessofthatcharacteristicspiritwithintheschoolcommunity.Theteamexploresitsexpressionandthepoliciesthatreflectthatspirit. Theyalsoobservehow the characteristic spirit is reflected inactivities, communicationsandrelationshipswithintheschool.

School ownership and managementTheWSEteamexaminesthecomposition,roleandfunctioningoftheboardofmanagement.ThisareaoftheWSEalsoexaminestheoperationoftheboardofmanagementanditspoliciesandprocedures.

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In-school managementTheWSEteamexaminesthein-schoolmanagementoftheschool,includingtheroleoftheprincipal,thedeputyprincipal(ordeputyprincipals),andthemiddlemanagementteam.Itlooksatthemanagementofstudentsandthemanagementofrelationshipswithparentsandthecommunity.Italsolooksatthelevelofself-evaluationthatiscarriedoutwithintheschool.TheevaluationteamexaminestheallocationofmembersoftheteachingstaffandcompliancewithDESrequirementsrelatingtomaterialandstaffresources.Thequalityofaccommodationintheschool,includingspecialistareasandteachingresources,isalsoconsidered.

The management of resourcesTheWSEteamevaluatestheeffectivenessofthemanagementandallocationofmembersoftheteachingstaff,thepolicyandsupportforprofessionaldevelopment,andthemanagementofexternalpersonnel,suchasvisitingteachersandtutors.TheevaluationteamalsoreviewsthemanagementofmaterialresourcesandtheuseofDESgrantsandevaluatesstudents’andteachers’accesstoresourcesinthevariousareasofthecurriculum.

b) The quality of school planning:TheWSEteamexaminestheschoolplanandtheschoolplanningprocess,includingthemonitoringand reviewof theprocess. It alsoexamines theactionplans setoutand staffmembers’ rolesandresponsibilitieswithintheprocess.Theteamalsoevaluates the implementation,disseminationandimpactoftheschoolplan.

c) The quality of curriculum provision:

Curriculum planning and organisationTheWSEteamexaminescurriculumplanningandprovisionintheschool,withanemphasisonthebreadthandbalanceincurriculumprovisionandhowtheneedsofallstudentsarebeingmet.Theteamalsoexaminestheschooltimetableandtheallocationofstaffmembers.

Arrangements for students’ choiceTheWSEteamexaminesthesubjectandcurriculumoptionsavailabletoallstudentsintheschool.Itexaminessubjectchoiceandtheprovisionofguidance,supportandadvicewithinthisprocess.Thisareaofinquiryalsoexaminestheinvolvementofstaffmembers,parentsandstudentsinthesubjectchoiceprocess.

Co-curricular and extracurricular provisionTheteamseeks informationrelatingtoco-curricularactivities(activitiesthatenhanceteachingandlearning).Equally,therangeofextracurricularactivitiesisconsidered,asistheextenttowhichalltheseactivitiesareinclusiveofthewholeschoolcommunity.

d) The quality of teaching and learning

Planning and preparationThesubjectinspectorsevaluatethelevelofplanningfortheteachingofindividualsubjects.Theylookforevidenceofcollaborativecurricularplanningwithinsubjectsandplanningbyindividualteachers.

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Quality of teaching and learning The subject inspectors evaluate methodology, classroom management, classroom atmosphere andlearningwithinthelessonsobserved.

Assessment and achievementThe subject inspectors consider the rangeof assessmentmodes, record-keeping, and reportingonstudents’achievement.Throughengagementwiththestudents,thesubjectinspectorsevaluatethelevelofstudents’understanding,achievementandenthusiasmforthesubject.

e) The quality of support for students

TheWSEteamexaminestheschoolpolicyontheenrolmentandparticipationofstudentswithgeneralandspecificeducationalneeds(SEN).ThisaspectoftheevaluationconsidersthenumberofstudentswithSENandtheprovisionforbothclassroominclusionandindividualsupport.Theteamexaminesthecommunicationanddisseminationofinformationconcerningthesestudentsandtheprovisionoflearningsupportandresourceteaching.

Other supports for students (disadvantaged, minority and other groups)Theevaluationteamexaminesthesupportstrategiesthatacknowledgethediversityof theschoolcommunityandtheinclusionofallstudentsintheactivitiesoftheschool.Theteamexaminesspecialinitiativestomeettheneedsofthesestudents.Italsoexplorestheparticipationoftheparentsofthesestudentsintheschoolandanycollaborationwithothercommunityagenciessupportingthesestudents.

GuidanceTheevaluationteamassessestheprovisionofindividualandgroupguidanceandcounsellingsupportintheschool.Theteamexaminespersonalsupportsforstudentsandliaisonwithparentsandsupportbodies.

Pastoral careTheevaluationteamexaminesthepastoralcarestructureandtheoperationofthecareteaminthewholeschool.Itassessesthelevelsofcommunicationwithinthisstructureandtheinvolvementofparents.Inthisareatheteamalsoexaminesthecodeofstudentbehaviourandtherolesofthechaplaincyandthestudents’council.

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OVERVIEW OF INSPECTION ACTIVITIES: WSE

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Inspectorateactivity

Tendays’writtennotificationtoschool/board/patron/ETB

Reportinginspectorliaiseswithschoolandschedulesmeetings

Parent/Teacherquestionnaireissuedtotheschool

Schoolactivity

Parentquestionnairesaredistributedandreturnedtoschool

Arrangementsputinplaceforcompletionofteacherquestionnaires

Subjectcoordinatorsorsubjectteacherscompleteinformationformsonsubjectstobeevaluated

Theprincipalisrequestedtocompleteaschoolinformationform(ifthishasnotbeendonepriortonotification).Thisformshouldbeforwardedelectronicallyalongwiththefollowingdocumentstothereportinginspector;•Theminutesofthefivemostrecentmeetingsoftheboardof

management•Thefullschooltimetableandindividualteachertimetablestogetherwith

anexplanationofcodes•Theschoolenrolmentandadmissionspolicy/procedures,copiesof

applicationformsandrelatedmaterial.•Theschool’scodeofbehaviourandschool’santi-bullyingpolicy.•Theschoolcalendarforthecurrentyearandtheprevioustwoyearswith

detailsofopeningdatesandclosuresandthescheduleofmeetings,staffdaysandmajorschoolevents

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Inspectorateactivity

Onein-schoolday

Administrationofstudentquestionnaires

Collectionofreturnedparentquestionnaires

Meetingwithmembersoftheboardofmanagementandpatron’srepresentative

Meetingwithboardofmanagement

Meetingwithteachers

Meetingwithprincipalanddeputyprincipal(s)

Meetingwithparents

Reviewdocumentation

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Inspectorateactivity

Typicallythree/fourin-schooldays

Communicationofdailytimetable

Meetingwithprincipal

Meetingsandinterviewswithin-schoolmanagementteam

Meetingwithsubjectteachers

Meetingwithschoolplanning,educationsupportandpastoralcareteams

Meetingwithothergroupsofteachersifappropriate(SEN)

Observationofteachingandlearning

Interactionwithstudentsandreviewofstudents’work

Reviewofdocuments–itisexpectedthatteacherswillbeabletoindicatetoinspectorsabroadwrittenplanoftheirworkonatermlyandyearlybasis.Teachersarenot required toprepareindividualwrittenlessonplansforthepurposeofinspection

Feedbacktoindividualteachersandtotheprincipal

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A GUIDE TOInspection in Post-Primary Schools

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Inspectorateactivity

Post-evaluationmeetingwiththeteachingstaff

Post-evaluationmeetingwiththemembersoftheboardofmanagement,arepresentativeofthepatron/trustee(s)andarepresentativeoftheparents’association

Communicationofcollatedparent/student/teacherquestionnairereportPreparationofdraftreport

SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite

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1.8 Follow-through Inspection

INTRODUCTION Thepurposeofafollow-throughinspectionistoevaluatetheprogressaschoolhasmadeonimplementingmainrecommendationsmadeinanearlierinspectionwhereawrittenreporthasbeenpublishedorissuedtotheschool.Thisisfacilitatedthroughaconsultative,co-professionalengagementbetweentheinspectorandrelevantschoolmanagementandstaff.Inspectorsalsoadvisetheschoolonstrategiesandactionstoenablethemtofullyaddressrecommendations.Anyinspectionmodelthatresultsinawrittenorpublishedreportissubjecttoafollow-throughinspection

Follow-throughinspectionsprovideanopportunityfortheschooltoshowtheprogressithasmadeinimprovingpracticeinareaswhererecommendationsweremadeinpreviousinspectionreports.Inspectorsdiscusstheimprovementswithindividualteachers,groupsofteachersandotherswhereappropriate.

At theconclusionofa follow-through inspection, inspectorsdiscuss theiroverallfindingswith theprincipaland/ordeputyprincipal,and,whererelevant,withthechairpersonoftheboardofmanagement.Theyacknowledgetheprogressmadeandprovideadviceonfurtheractionsrequiredtoensurethefullimplementationofeachrecommendation.Thefindingsfromafollow-throughinspectionaddtotheschool’sowninformationastheyengageinself-evaluationandschoolimprovement.

EVALUATION FOCUSFollow-throughinspectionsfocusonthelevelofprogressmadebyaschoolinimplementingthemainrecommendationsforimprovementoutlinedinapreviousinspectionreport,ratherthantheoveralleducationalprovisionthattheschoolmakes.

A GUIDE TOInspection in Post-Primary Schools

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Inspectorateactivity

TheinspectorcontactstheprincipaltwodaysinadvanceoftheinspectionArrangementsaremadeforanymeetingwhichmayberequiredandforanydocumentationwhichtheinspectormaywishtoview

Schoolactivity Principalpreparesanydocuments,arrangesmeetingsthatmayberequired

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Typicallyoneschoolday

Amongtheactivitiesthatmaytakeplaceinthecourseofafollow-throughinspectionare:•Meetingwithprincipaland/orseniormanagementteam•Meetingwithmembersofthein-schoolmanagementteamorsubject

coordinator•Meetingwithotherrelevantteachers/membersofstaff•Observationofteachingandlearningandotherrelevantactivities•Interactionwithstudents•Reviewofschooldocumentationandrecords,andstudents’work•Reviewofresourcesandfacilities•Communicationwiththechairpersonoftheboardofmanagement•Communicationwithparents

Post-evaluationmeetingwithprincipal

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SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)

Inspectorateactivity

PublicationofthefinalreportontheDepartmentwebsite

OVERVIEW OF INSPECTION ACTIVITIES: FOLLOW-THROUGH INSPECTION

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APPENDIX 2Documentation Requested Inspectorswillrequesttoseeandexaminedocumentsrelevanttothefocusoftheparticularevaluationmodel.Manyofthesearepreparedbyschoolsaspartoftheirnormalplanningandworkandshouldbereadilyavailableintheschool.Thetablebelowoutlinesthedocumentationtypicallyrequestedinthecourseofeachparticularinspectionmodel.Aninspectormayalsorequestadditionaldocumentsorschoolrecordsrelatingtospecificissuesthatmightariseinthecourseoftheevaluation.

DOCUMENT II SI PE DEIS CfE WSE- MLL

WSE

Enrolmentandadmissionspolicy √ √ √ √

Documentsrelatedtoenrolment-Schoolprospectus,leaflets,newsletters,materialsprovidedtoparents

√

Proceduresforenrolmentandadmissionstospecificprogrammes(JCSP,TY,LCA,LCVP)

√ √ √

Schoolattendancepolicy √ √ √ √

Theschool’scodeofbehaviourandanti-bullyingpolicy(includingevidenceoftheprincipal’sreporttotheboardofmanagementonincidentsofbullyingandevidenceofannualreviewofpolicy)

√ √ √

Theschool’schildprotectionpolicyincludingtheprincipal’sreporttotheboardofchildprotectionconcernsandevidenceofannualreviewofpolicyandChildProtectionSchoolSelf-Reportform

√ √ √ √

Thefullschooltimetableandindividualteachertimetablestogetherwithanexplanationofcodes

√ √ √

Theschoolcalendarforthecurrentyearandtheprevioustwoyearswithdetailsofopeningdatesandclosuresandthescheduleofmeetings,staffdaysandmajorschoolevents.

√ √

Theschoolplan–includingHealthandSafetystatementandotherpolicies(thismayincludedraftpolicies);guidanceplan;curriculumplansanddocumentsspecifictoparticularcurriculumprogrammes

√ √ √

Subjectdepartmentplans/Programmeplan(includingrecordsofsubjectdepartment/programmeteammeetings)

√ √ √ √

LiteracyandNumeracy √

Teachers’individualplanningdocuments–onatermlyandyearlybasisonly

√ √ √ √

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DOCUMENT II SI PE DEIS CfE WSE- MLL

WSE

PolicyrelatingtoSpecialEducationNeedsAssistants(SNA)

√ √

Policyonsupportforstudents(learningsupport/resourceteaching)

√ √ √

Assessmentpolicyandassessmentandexaminationresults

√ √ √

Recordsofstudentattainment √ √ √ √

Programmecoursework-relatedmaterials(asappropriate)•JSCP–StudentProfileFolders•TY–Portfolios•LCVP–LinksModuleCoursework•LCA–KeyAssignmentsandTasks

√

Recordsrelatingtoworkexperience(whererelevant)

√ √ √

Informationonlearnertransferandprogression √ √

Schoolself-evaluationreportsandschoolimprovementplansORDEISActionplanforschoolimprovementORInternalCentreEvaluation(ICE)(asrelevant)

√ √ √ √ √

Minutesofthreemostrecentstaffmeetings √ √

Minutesoffivemostrecentmeetingsoftheboardofmanagement

√ √

StaffDeploymentPolicy(ifavailable) √ √

VocationalServicesSupportUnit(VSSU)evaluationreports

√

Listofextra-curricularactivities,clubsandsportingactivities

√ √ √ √ √

Schoolhandbookforstaff √ √

Studentjournal √ √

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APPENDIX 3School Information FormsInordertoprepareforanevaluationtheInspectoratewillneedtocollectinformationfromyouaboutyourschool.Thisinformationwillhelpusbetterunderstandthecontextofyourschool,andmayalsohelpyouinpreparingfortheevaluation.TheinformationiscollectedthroughaSchoolInformationForm.This formcollectsgeneral informationabout the schooland includes specific sectionswhichareapplicabletomorefocusedevaluations,suchasSubjectInspections,ProgrammeEvaluations,andEvaluationsofCentresforEducationandforEvaluationsofActionPlanningforImprovementinDEISschools.TheformisavailableonthewebsiteoftheDepartmentofEducationandSkills(www.education.ie),togetherwithinstructionsonhowtocompletetheform.

SchoolscanaccessSchoolInformationFormsbyclickingonthehyperlinkbelow.

Schools,orspecificsubjectdepartmentswithinschools,mayaccesstheseformsatanystageandcompletethematatimethatisconvenientforthem.Alternatively,ifyourschoolisselectedforanevaluationthereportinginspectorwillforwardtoyou,viaemail,theinformationform.Youwillbeaskedtocompletethisformandreturnittothereportinginspectorpriortotheevaluationtakingplace.

PleasenotethattheinformationcollectedwillonlybeusedbytheDepartmenttoinforminspectionplanningandreporting.

http://www.education.ie/en/Publications/Inspection-Reports-Publications/

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