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The Inspectorate of Education of

Ireland

1. A summary profile of the Inspectorate


In Ireland, the Inspectorate is a Division of the Department of Education and Science, and the
Department is responsible for the funding of the Inspectorate and its services. The Irish
Inspectorate is one of the oldest inspectorates of education: it was founded in 1831 when a
comprehensive publicly-funded system of elementary education was established.
Subsequently, inspectorates of vocational/technical education and secondary education were
founded in the early twentieth century. All three branches primary, secondary and
vocational were united in the 1990s.
For many years the inspectors for secondary education had an important task in the
examinations for secondary schools: designing, sitting, scoring, and evaluation. This is over
now, since in 2003 the State Education Commission has been formed as a separate
organisation. Since then also for post primary a form of Whole School Evaluation (WSE)
has been developed, as was the case for the primary sector since 1998 with other forms of full
inspection of primary schools preceding.
The Inspectorate was placed on a statutory basis in the Education Act (1998). This legislation
also defines the main functions of the Inspectorate, which may be categorised broadly as the
evaluation of the educational system (particularly at primary and second level), done in a from
of WSE. The Act also defines the provision of advice to teachers, school management, policy
makers and the Minister for Education and Science. The Chief Inspector is a member of the
senior management team of the Department of Education and Science. The Inspectorate is a
part of the Ministry and has to work within a proportion of the total budget of the \Ministry,
That proportion is set from time to time.
Different from other inspectorates is that the Irish inspectorate has a task in inspecting
primary teachers in their probationary period. They also do an inspection of teachers in
schools, if this is asked by the board of such a school, because that board has tried
unsuccessfully to solve problems with that teacher and now asks the judgement of the
inspectors about the teacher. This can also be done with heads of schools.( see 6.4.) This is a
very recent development. I mention it because such inspections are not done by other
inspectorates.
The inspectorate is not reluctant with giving advice to teachers, heads, boards and
policymakers; by formal and informal talks, meetings, feedback and by letters, publications
and presentations. Inspectors also play their part in contacts with other agencies for example
the council for curriculum development and many others. The Irish inspectorate also does
thematic inspections, sometimes on the request of the Minister of Education. All reports are
public, with the exception of reports about teachers, reports about complaints, and reports
about incidental, unannounced inspections.
( Johan van Bruggen, September 2009)

2. The Education System.


2.1.

Structure, tables, numbers (data for pre-school, primary and special education refer to
2008/2009; data for other sectors refer to 2007/2008; all data refer to state-aided
institutions only).

ISCED
level
0

Sector

Name of subdivision Age range


in your country
of pupils

Number Number of
of pupils teachers/
employees

Pre-school education

3-4

40

1,597

56

Primary education

4-12

3175

492,261

31,349

12-18

731

305,156

27,236

194
(also incl. in
second level)
32

29,967

N/A

139,137

N/A

9625

N/A

128

6,653

N/A

Pre-school
(nursery education)
Primary education

2-3

Second level education Post-primary education

Post-secondary nontertiary education

Post-Leaving Certificate 18-19


education

Third level

Third level education

18-23

1-5

Adult education

Adult education

n.a.

Special education

Special needs education 6-18


(refers to pupils in
special schools only)

2.1.

Number of
schools/
institutions

Description.

Pre-school education
Pre-school provision in Ireland is provided mainly by a combination of private crches and
pre-schools and publicly funded schools.
At present, children younger than 4 years may attend private crches and pre-schools.
Parents pay fees for this provision, but receive an income tax allowance to cover part of the
cost. In addition, there are approximately forty publicly funded centres for pre-school children
between the ages of 3 and 4 in designated disadvantaged areas: these are funded by the
Department of Education and Science and are provided under the Early Start Pre-school
Programme which has been established to offset the effects of social and educational
disadvantage in the selected areas. Private pre-schools and crches are not inspected by the
Inspectorate of the Department of Education and Science, but the publicly funded Early Start
Pre-schools are inspected by the Inspectorate.
In 2009, the Government announced that it would provide one free year of pre-school
education for all 3 to 4 year olds using a combination of private and public pre-schools. This
will come into effect in January 2010. The Inspectorate will not be responsible for inspection
of this provision.
All 4-year old children are entitled to be enrolled in primary schools. Most children are
enrolled in primary schools from the age of 4 and complete two years of informal infants
education within primary schools. This provision is inspected by the Inspectorate.

Primary education
Some 98% of pupils attend state-aided primary schools (the vast majority of which are
managed by boards of management established by religious denominations). In these schools
education is provided for free. The rest are private schools which receive no state funding. All
of the state-aided schools are inspected by the Inspectorate of the Department of Education
and Science.
The typical primary school divides pupils by age into eight year-groups or standards. These
include: two year groups equating to pre-school education (called Junior Infants and Senior
Infants) and six year groups covering from age 6 to 12 (called First Class, Second Class, etc).
Compulsory education begins at six years of age, but almost all children also attend primary
school from the age of four/five years. Over forty percent of the primary schools have five or
fewer teachers.
The curriculum encompasses the content, structure and processes of teaching and learning,
which the school provides in accordance with its educational objectives and values. The
curriculum in schools is concerned, not only with the subjects taught, but also with how and
why they are taught and with the outcomes of this activity for the learner. The Primary School
Curriculum is child-centred rather than subject-centred. The various aspects of the current
curriculum include Language (Irish and English); Mathematics; Social, Environmental and
Scientific Education (History, Geography and Science); Arts Education (Music, Drama and
Visual Arts) and Physical Education. Religious Education is provided for, but the curricular
content is determined by church and managerial authorities. A revised curriculum was
introduced to schools on a phased basis, beginning in 1999 and completed in the school year
2006/2007. Major developments include the realignment of some curricular aspects under
generic headings, the accommodation of new areas of learning and a greater focus on learning
processes.
There is no formal examination and no formal certification at the end of primary education.
Primary school teachers carry out their own assessment of pupils performance. Schools are
now also obliged to carry out standardised tests at two stages in the primary education cycle.
A formal report card is completed by each teacher about each pupil at the end of primary
education. This card is sent to the pupils parents and to the post-primary school to which the
child transfers.
Post-primary education
Pupils transfer to post-primary schools on completion of the full primary course, usually at
age 12. The post-primary, or second-level, sector comprises Voluntary Secondary schools,
Community and Comprehensive schools, and Vocational schools. These school types are
differentiated primarily by ownership and management. Traditionally, Vocational schools
provided a more practically oriented programme but currently all schools offer a broadly
similar curriculum that combines academic and vocational subjects to both junior and senior
cycle pupils. All of these schools are inspected by the Inspectorate of the Department of
Education and Science.
Voluntary Secondary schools, educating 54% of the second-level pupils, are privately owned
and managed but part-financed by the Department of Education and Science.
Community and Comprehensive schools, educating 16% of the pupils, are state-operated and
financed.

Vocational schools, educating 30% of the pupils, are administered by local vocational
education committees (VECs) and financed by the Department of Education and Science.
Education is free of charge in all Vocational schools, Community and Comprehensive
schools, and also in the majority of Voluntary Secondary schools. Approximately 5% of
Voluntary Secondary schools charge fees.
Post-primary education consists of a 3-year Junior and a 2- or 3-year Senior Cycle, each of
which has a terminal examination. Both cycles are provided by virtually all schools.
The Junior Cycle (12-15 years) offers a unified comprehensive programme (the Junior
Certificate Programme) leading to a common state examination, the Junior Certificate. This
programme provides a broad set of subjects and levels suitable for a wide range of abilities.
Recognised schools must conform to state requirements in regard to educational standards and
the general structure of the curriculum. Nonetheless, schools may exercise considerable
curricular freedom by availing themselves of the choice that exists within the range of
subjects accepted for the state examinations. As a rule, pupils in Junior Cycle study from 8 to
10 subjects for the Junior Certificate examination. Pupils in Voluntary Secondary schools
have to take a number of core subjects (Irish, English, Mathematics, History, Geography,
Social, Personal and Health Education (SPHE) and Civic, Social and Political Education
(CSPE)) and at least two other subjects from a list that includes languages, science, home
economics, business studies, music, art, craft and design, technology and technical graphics.
The curricula offered in Vocational schools and Community and Comprehensive schools tend
to approximate those in Voluntary Secondary schools though with differences in emphasis.
Community and Comprehensive schools provide comprehensive curricula combining
academic and practical subjects. Vocational schools by tradition emphasise the practical
subjects. There is a Junior Certificate School Programme to cater for a small number of pupils
whose learning needs are not adequately met by the Junior Certificate. This programme
emphasises the essential skills of numeracy and literacy as well as personal and social needs.
In Senior Cycle there is an optional 1-year Transition Year Programme followed by a choice
of three Leaving Certificate Programmes (each of two years duration). The Transition Year
programme provides a non-examination, interdisciplinary and pupil-centred learning
environment. The curricular content of the Transition Year is a responsibility of the school
within broad parameters laid down by the Department of Education and Science, but
educational activities undertaken should enable pupils to have a valid and worthwhile learning
experience with emphasis given to developing study skills and self-directed learning. Another
feature of this programme is work experience. The programme is provided by about 70% of
schools and is taken by just under 50% of pupils.
At the end of compulsory schooling pupils may follow one of the Leaving Certificate
Programmes leading to the final second-level certification examination, called the Leaving
Certificate. Pupils following the established Leaving Certificate Programme must study at
least five subjects (including Irish) from a wider list than in Junior Cycle. The list is divided
into five groups (language, science, business studies, applied science, and social studies).
The Leaving Certificate is used for a variety of purposes, e.g. as an entry qualification for a
range of third-level institutions (including universities) and as a selection test for many kinds
of employment.
As an alternative to the established Leaving Certificate programme a number of schools
provide the Leaving Certificate Vocational Programme (LCVP). The LCVP is the established
Leaving Certificate Programme with a concentration on technical subjects and with a specific
vocational content. The LCVP is taken by approximately 30% of the pupil cohort. It is a
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pupil-centred programme involving a cross-curricular approach consisting of a number of


modules and an emphasis on work experience.
The Leaving Certificate Applied (LCA) differs from the other Leaving Certificate
programmes in that the certification is not a qualification for direct entry to most third-level
courses. However, pupils who successfully complete the programme are able to proceed to
most Post-Leaving Certificate courses. The LCA is taken by approximately 6% of the pupil
cohort. The LCA is a single award made on the basis of credits accumulated over four
sessions (two years) and in final examinations.
Further Education
This sector makes provision for post-second-level students not participating in traditional
third-level education and those who have not completed the full second-level cycle. It broadly
covers a wide range of vocational education and training courses in preparation for
employment and for other education and training opportunities, apprenticeship training
schemes, education and work-experience programmes for young people leaving school with
no formal qualifications, literacy/numeracy tuition for those at risk due to poor educational
attainment and for young Travellers (people from a nomadic community) caught in a cycle of
illiteracy and social deprivation. This sector also includes support for some youth work
programmes. Some elements of this sector are subject to inspection by the Inspectorate of the
Department of Education and Science.
Vocational education and training

Post-Leaving-Certificate courses are aimed at those who have completed senior cycle
education. There is a variety of vocational, professional, and technical courses of one
or two years duration. The objective of these courses is to provide skills to meet the
needs of the economy, to equip young people with the vocational and technological
skills necessary for employment and progression to further education and training, and
to foster innovation and adaptability in participants. Increasingly, these courses
include national forms of accreditation under the Further Education and Training
Awards Council (FETAC). This council has developed a comprehensive certification
system for the growing range of vocational education and training programmes.
Qualifications awarded by FETAC are part of the National Framework of
Qualifications and are internationally recognised by academic, professional, trade and
craft bodies.

Apprenticeship operates primarily in a number of designated trades, e.g. engineering,


construction, motor, electrical, printing and furniture. Standards to be achieved in each
trade are measured through on-the-job competence testing, together with modular
assessment and formal examinations for off-the-job elements.

Youthreach. The purpose of this programme is to provide two years of education,


training and work experience or work placement for young people who leave school
without any formal educational qualification.

The Community Training Workshops programme is run for the training of young
people in the 16-25 year old age group who are at risk due to poor educational
attainment, literacy or numeracy difficulties and low self-esteem. These people cannot
avail themselves of the more mainstream training and employment programmes.

Training courses provided include basic training, work activation and vocational
training.

Travellers Training Workshops are located around the country and cater for the
remedial education and training needs of young unemployed Travellers.

Youth Work
The Department of Education and Science supports a range of national youth organisations
offering young people opportunities to develop their skills in a process of learning by doing.
These organisations provide out-of-school programmes catering for the needs of young people
who are disadvantaged (due to unemployment, social isolation, drug abuse, etc.) An objective
of youth work is to facilitate the return of these young people to the formal education or
training systems.
Thirdlevel education (including teacher education)
This sector comprises Universities, Institutes of Technology offering certificate, diploma and
degree courses and Colleges of Education (for general primary teacher education and for
specialist teaching education). Also included in this sector are a number of independent
private colleges, offering a range of mainly business-related courses conferring professional
qualifications and, in some instances, recognised diplomas and degrees.
Universities
The main entry requirement is the Leaving Certificate. However, there tend to be more
applicants than places for most courses. Places are allocated in order of merit on the basis of
qualifications in the Leaving Certificate examination. The universities offer degree
programmes in the humanities, in the scientific, technological and social sciences, and in the
medical area. The duration of study for the first degree, the Bachelors degree, is three to six
years, depending on the course followed. The first post-graduate degree, the Masters degree,
requires another one to three years. A further two years at least are normally required for the
degree of Doctor of Philosophy (PhD), and four years for a higher Doctorate, such as Doctor
of Science (DSc) or Doctor of Literature (DLitt).
A range of under-graduate and post-graduate diplomas are also offered and all the universities
have continuing and some distance education programmes.
Institutes of Technology
Originally established to provide education and training, both full-time and part-time, for
trade and industry over a broad spectrum of occupations and levels, in the areas of Science
and Technology, Engineering and Business Studies at sub-degree level the institutes now
provide a wide range of courses across all disciplines and levels up to PhD level. A Leaving
Certificate is an entry requirement. The Higher Education and Training Awards Council
(HETAC) accredits qualifications in the non-university sector but it can devolve this authority
to individual institutes of technology. Through it, a transfer network operates whereby
students can move from Higher Certificate (two-year programme) to Ordinary Degree (threeyear programme) to Honours Degree level (four-year programme) depending on examination
performance. Qualifications awarded by HETAC are part of the National Framework of
Qualifications and are internationally recognised by academic and professional bodies.
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Colleges of Education/Teacher Education


The system of teacher education differs between primary and post-primary school teachers.
There are two routes of entry to primary teaching. Most primary school teachers complete a
three-year programme, leading to a Bachelor of Education degree, at one of the colleges
providing courses in teacher education. Places on these courses are allocated in order of merit
on the basis of performance in the Leaving Certificate examination. Another entry criterion
for entry to teacher education for primary school teaching is a good proficiency in the Irish
language. Alternatively, persons who hold a primary degree in specific subject(s) can attain
qualified teacher status by participating in an eighteen-month long post-graduate diploma
course in primary level education. This post-graduate diploma course may be completed in a
college of education or by means of an on-line diploma course offered by an independent
private college.
Post-primary teachers complete a primary degree in a specific subject or subjects at university
and then follow up with a post-graduate diploma in education. This is a one-year course and is
known variously as the Higher Diploma in Education, the Post-Graduate Diploma in
Education, or the Graduate Diploma in Education depending on the university offering the
course. The entrance qualifications vary according to college and teacher qualification
required (a quota system is in place). An alternative route into post-primary teaching is via a
four-year concurrent degree programme. In these programmes students take modules in
academic subjects and in education-related subjects as well as undertaking teaching practice
in schools.
Some colleges or institutions outside of the university sector engage in the education of
teachers for specific subject disciplines in second-level schools (e.g. Art & Design, Home
Economics, Religious Education). These institutions are associated with universities for their
degree awards.
One college offers a one-year Diploma in Special Education to a limited number of teachers.
This diploma is recognised for teaching in special schools or classes.
Independent Business and Professional Training Colleges
Many of the programmes offered by these independent private training institutions are
validated by HETAC. Some of these colleges have liaisons with universities and/or
professional associations, either in Ireland or abroad, through which the courses on offer are
validated.
Adult and Continuing Education and Training
Adult education is characterised by the voluntary nature of participation and the variety of
opportunities available from a wide range of sources. Courses may be focused on leisure
activities, on specific training areas as well as on compensatory education, languages, and
courses to enable adults to have access to the many forms of higher education in colleges and
universities. Provision, at present, includes general adult and continuing education and
training and initial and second-chance adult education and training programmes, including the
Vocational Training Opportunities Scheme (VTOS) and the Adult Literacy Community
Education Scheme (ALCES), in addition to those involving the Area Based Partnerships.

VTOS is designed to provide education and training opportunities for the long-term
unemployed. The courses provided under the scheme are full-time (30 hours/week). They
have a predominantly vocational training content but also include appropriate related subjects
such as Mathematics and English.
ALCES is focused on those whose basic literacy skills are inadequate, to enable them to
function in their day to day lives.
Area-Based Partnerships are organisations, each of which has an education sub-committee
(including a representative of the Inspectorate) dedicated to carrying out Government policy
on integrated local development of mainly designated disadvantaged areas. These partnerships
operate a programme managed centrally by an EU-recognised company set up by the
Government to disburse funds (partly European Social Funds, partly government funding) for
the purposes of the programme.
Some postgraduate activities at third-level, including management degree programmes and
distance education programmes (e.g., organised by the National Distance Education Centre),
are also part of adult education provision.
Special education
Educational provision for pupils with special needs is made in ordinary classes in primary or
post-primary schools. Specialist teachers serve the pupils in these classes. Visiting teachers
help and advise parents and teachers of visually- and hearing-impaired pupils and some
children with Down Syndrome as well as children of Traveller (nomadic) families.
Pupils with varying types of disability and language disorder attend special classes in primary
or post-primary schools. Additional teachers have been appointed to primary and postprimary schools to cater for pupils with physical, hearing or visual impairment.
There are some 128 Special primary schools catering for pupils from age 4 to age 18. At
present some 0.8% of pupils of primary and post-primary age receive their education in
special schools. There are special schools for pupils with a mental handicap (mild, moderate,
severe and profound), a physical impairment, a severe or profound hearing impairment,
multiple disabilities, learning difficulties, emotional disturbance and deviant behaviour. There
are also special schools catering for young offenders, children at risk, and children from
Traveller families.
A small scheme for home tuition provides education for pupils whose medical condition or
disability prevents them from attending school (regularly).
The Department of Health and Children provides substantial pre-school services for children
with disabilities before they reach the compulsory school-going age.
(See page 34 for a diagrammatic representation of the Irish education system.)

3. The Tasks, Responsibilities and Roles of the Inspectorate general statements.


3.1.

Legal basis; description in official documents.

The Inspectorate in Ireland has its origins in the inspection of publicly-funded schools early in
the 19th century. Publicly funded inspectors were employed from as early as 1814, and
8

became a key element of the national elementary school system in 1831. Post-primary
inspectors were appointed from the early 20th century.
The role of the Inspectorate can be categorised broadly as to:
Operate an inspection and evaluation programme, including school, teacher and
subject inspection, thematic evaluation, and whole-school evaluation
Assess and advise on the implementation of legislation and Department of Education
and Science regulations, including undertaking inquiries, reviewing complaints as
requested by the primary and post-primary administrative divisions of the
Department, and reporting on compliance issues generally
Advise schools, teachers and parents on all aspects of education provision within the
Inspectorates remit
Contribute to and support policy development through provision of policy advice,
participation in the work of internal and external committees, the preparation of
ministerial and other briefings, and representation on national, local and international
bodies and agencies
The main role of the Inspectorate at primary level the external evaluation of schools and
teachers has remained unchanged, although the methods used have altered over time. In
addition, the role of the service in supplying advice to the Department (Ministry) and the
Minister has remained unchanged. Several other duties (such as curriculum development, the
provision of teacher in-service courses, the sanctioning of approved textbooks) are no longer
carried out by the Inspectorate.
Significant changes have taken place at post-primary level. Prior to 2003 the Inspectorate had
responsibility for the operation of the state examinations at post-primary level. In March 2003
an independent commission the State Examinations Commission (SEC) was set up to
undertake this task. As a result the evaluative role of the Inspectorate at post-primary level has
been greatly enhanced.
The other major change has been the introduction of Whole-School Evaluation (WSE) at postprimary level in 2004. A form of whole school inspection had been in place at primary level
for many years but that has now also been formalised as WSE. Prior to 2004 no form of whole
school inspection took place at post-primary level. In fact, prior to 2003, the extent of any
form of inspection at post-primary level was limited due to commitments required of
inspectors in the implementation of the state examinations.
3.2.

Mission statement.

In a broad sense, the aim of the Inspectorate is to provide a quality assurance mechanism for
schools and to effect a continual improvement in the educational experience of pupils
attending first and second level schools in Ireland.
The Inspectorates objectives, which are set out in primary legislation, may be summarised as:

To operate a programme of inspection in schools and centres for education


To monitor and evaluate particular aspects of educational provision
To assess and advise on the implementation of legislation and Departmental
regulations
9

To contribute to and support policy development and review in a number of areas


including the following: teacher education, curriculum and assessment, the Irish
language, special education, and gender equality
To advise on and participate in international education activities (e.g. OECD,
European Schools), and in some North/South projects within Ireland
To maintain and enhance the skills, competencies and capacities of the Inspectorate

These core functions of the Inspectorate have not changed significantly in the past 10 years
but have been placed on a statutory basis in the Education Act (1998). The major change in
the core functions of the Inspectorate is that post-primary inspectors are no longer responsible
for implementing the state examinations.
3.3.

Which organizations and practices are inspected?

The Inspectorate is responsible for the inspection of:

All recognised, state-funded primary schools


All recognised, state-funded or state-aided post-primary schools
All designated centres for education
All recognised special schools
The quality of teaching practice of students in colleges of education providing
professional preparation courses for primary school teachers and teachers of home
economics

Recognised schools and centres for education are subject to external evaluation by the
Inspectorate. The Education Act requires schools to cooperate with this external inspection.
Following an inspection, it is the responsibility of a school to implement any
recommendations made in the inspection report.
All state-funded or partially funded schools have the same obligations. However, some
private fee-paying schools outside the state sector are not subject to inspection by the
Inspectorate.

4. Full Inspection of Schools as a Task of the Inspectorate.


4.1.

General description.

Full school inspections are known as Whole-School Evaluations (WSEs). WSEs are carried
out in fulfilment of the Inspectorate role as defined in Section 13 of the 1998 Education Act
and as outlined above. The primary aim of a WSE is the evaluation of a school with a view to
advising and supporting the teachers and school management in their work and to improve the
educational experience of the pupils. Since February 2006 WSE reports are published on the
website of the Department of Education and Science. Except in the most extreme cases the
outcome of an evaluation does not have consequences for budgetary allocations to schools.
As noted earlier, the role of the Inspectorate is confined primarily to ISCED levels 1 - 3,
including special education, the exception being student teachers in colleges providing
professional preparation courses for primary teachers and teachers of home economics. The
model of full school inspection is not applicable in the case of these colleges.
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4.2.

The main aspects of quality to be inspected.

At primary level, Whole-School Evaluation reports on:


The quality of the school management
The quality of school planning
The quality of teaching and learning
The quality of support for pupils
At post-primary level, Whole-School Evaluation reports on:
The quality of the school management
The quality of school planning
The quality of curriculum provision
The quality of teaching and learning
The quality of support for pupils
Further details of the criteria are published in Looking at Our School: An aid to selfevaluation in primary schools and Looking at Our School: An aid to self-evaluation in
second-level schools.
The purpose of WSE is to evaluate the work of the school as a unit and to foster and promote
the development of school activities as a whole. The WSE is also intended to inform the school
community and the wider public about the quality of the schools work and the WSE report is
published on the website of the Department of Education and Science.
4.3.

The inspection process.

Detailed information on the whole-school evaluation process is available in A Guide to


Whole-School Evaluation in Primary Schools and A Guide to Whole-School Evaluation in
Post-primary Schools.
A post-primary school is notified of a whole-school evaluation at least three weeks before the
in-school evaluation phase. (A longer notification period exists at present at primary level but
this is currently under review.) A letter issues to the school principal, chairperson of the board
of management, and trustees of the school or chief executive officer of the vocational
education committee (as appropriate). This letter outlines the dates and time scale for the
WSE and gives details of the individual subjects to be evaluated during the process.
Following the official notification of the WSE, the reporting inspector contacts the principal
to outline the format of the evaluation, to arrange meetings and evaluation visits, and to
clarify any specific issues.
The school principal is requested to complete a school information form. This form requests
information and documentation from the school on enrolments, curriculum provision,
planning, policies, etc., to be forwarded to the reporting inspector in advance of the school
visit. Subject-specific information is also gathered at the pre-evaluation stage, using
information request forms. Principals are also asked to forward any relevant documentation,
e.g., school plans, policy documents, minutes of meetings, etc.
In post-primary schools the reporting inspector also requests details of results in state
examinations in all curricular programmes, normally over the previous four years, from the
State Examinations Commission (SEC). While the inspectors may discuss examination results
11

or issues arising from them with the school management and teaching staff, marks or grades
achieved in examinations are not presented in the WSE report.
Information is also obtained from the relevant sections within the Department of Education
and Science and, where appropriate from the VEC, concerning the schedule of teaching and
other posts allocated to the school. Information relating to the allocation of resources for
pupils with special educational needs is also obtained, as is information relating to building
programmes and plans for the improvement or upgrading of facilities.
In advance of the in-school evaluation the reporting inspector convenes initial meetings with:

The chief executive officer of the vocational education committee (if it is a VEC
school)
The trustee (or trustees) if a meeting is requested by them
The board of management
The principal and deputy principal(s)
Representatives of the parents
All members of the teaching staff
Normally these meetings are held in the week preceding the in-school evaluation.
Concerning methods used in the inspection process much may be clear from the general
description above. Some issues are mentioned specifically below.
Questionnaires:
Questionnaires are administered to principals and teachers who coordinate subject
departments in order to gather information on the operation of the school, e.g., programmes
provided, participation rates in optional subjects, etc. At present, questionnaires are not given
to parents or pupils in general whole-school evaluations, but this is under review. However,
questionnaires have been used with parents and pupils in a number of thematic evaluations,
for example, an evaluation of English as an additional language.
Interviews:
Interviews take place with the in-school management team to gather information on curricular
provision, arrangements for pupil access, deployment of staff resources, and provision of
resources, school planning, teaching and learning, overall pupil achievement, and assessment
issues. Teachers are interviewed on curricular provision, availability of resources, planning,
teaching methodologies, classroom management, and pupil achievement. Interviews are held
with the Board of Management about management, planning, curricular provision, teaching
and learning, and support for pupils. Parents are interviewed about the ethos of the school,
involvement in school activities, and teaching and learning. Interviews are also held with
focus groups of students.
Observations:
Teachers are observed in the classroom context. Inspectors look at methodology, classroom
management, classroom atmosphere, and pupil learning.
Tests and examinations:
Inspectors draw on data from a range of tests/examinations, including:

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State examinations, almost exclusively externally set and marked by the State
Examinations Commission, for all subjects in the Junior Certificate and Leaving
Certificate examinations (post-primary only)
Ongoing testing used by teachers in all subjects for both formative and summative
purposes
Standardized tests for English and Mathematics, developed by an external research
agency and purchased and administered by teachers in the school (primary only)
Analysis of documents:
Inspectors analyse many documents prior to the school inspection or during that inspection:
The full school timetable and the timetables of all teachers
The school prospectus, leaflets, and newsletters
The names and teaching responsibilities of all members of the teaching staff, including
support teachers
A list of external tutors teaching aspects of the curriculum during the school day
Minutes of the last three meetings of the board of management
Copies of the schools report to parents on the operation of the school
The school plan, including the schools admissions policy, code of behaviour, and
mission statement
Curriculum-related documents, including details of optional subjects for junior and
senior cycle (post-primary only)
A list of extracurricular activities, including clubs and sporting activities in the school
The schools homework policy and a copy of the pupil journal
The schools procedures for the reporting and management of child protection
concerns
The schools health and safety statement
The schools guidance plan (post-primary only)
The schools ICT policy
The schools handbook for pupils and for staff
The schools calendar, including scheduled meetings and events
Induction programme for new staff members, if available
Summary information in relation to the cohort of pupils attending learning support or
resource teaching and other supplementary teaching
Records of meetings of the school development planning, guidance, pupil support and
pastoral care teams
Copies of the minutes of the last three staff meetings
The schools policy and practice in relation to pupil assessment and any relevant
records of pupils achievement
Information about the schools pupil attendance strategy and summary information in
relation to attendance
National benchmarking data:
At post-primary level pupils performance in state examinations is compared to national
norms. Inspectors may also review pupil participation rates in optional subjects, and the levels
at which they participate, in the context of national norms. The results of these analyses may
be discussed with school principals and/or teachers and help to inform the inspectors
13

judgements regarding the quality of teaching and learning, but statistical data are not included
in the inspectors reports.
At primary level, inspectors compare the achievements of pupils in standardised tests in
English and Mathematics with national norms. The results of these analyses may be discussed
with school principals and/or teachers and help to inform the inspectors judgements
regarding the quality of teaching and learning, but statistical data are not included in the
inspectors reports.

4.4.

Practical organization.

The WSE team examines all relevant school-related documents, including the documents
associated with the school planning process, curriculum plans, and documents associated with
particular curricular programmes. Samples of documents used to communicate with parents,
pupils and the school community are also reviewed (see the list above).
The in-school phase normally takes one week at post-primary level. At primary level the inschool phase takes between two and five days depending on the size of the school.
During the in-school evaluation phase, meetings and interviews are typically held with inschool management teams, subject teachers as a group for the subjects being evaluated, and
the school planning, education support and pastoral care teams. A meeting is also held with
pupil council representatives.
In post-primary schools, subject inspectors observe teaching and learning in a range of lessons
in the subjects included within the WSE. The subject inspectors examine teaching methods,
classroom management, classroom atmosphere, and learning. The subject inspector also
evaluates evidence of planning for teaching and learning within the lessons observed.
Feedback is provided to individual teachers and to the principal during the evaluation.
The inspectors interact with pupils in classrooms and learning areas. This interaction involves
engagement with the class as a whole and may involve targeted or open questioning, the
provision of appropriate tasks, or the evaluation of skills. In classes where pupils are engaged
in practical tasks or in group work the inspector may also engage with groups or individuals
as the lesson progresses.
The inspectors review samples of pupils work in notebooks, folders, workbooks, portfolios,
and displays of project work. These samples of pupils work give the inspector an insight into
the teaching processes in the classroom, the pattern and quality of homework, and the quality
of pupils learning.
Members of the evaluation team may also visit other school- and subject-related facilities, as
appropriate.
Frequency:
At present, at primary level inspections are carried out approximately once every nine to ten
years on average; shorter intervals may pertain where particular issues are identified. At postprimary level schools may expect a Whole-School Evaluation with a similar frequency.
However, the selection of schools for whole-school evaluation is made on the basis of a
number of factors, including data from other forms of shorter inspections which occur more
frequently.
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Team:
At primary level and in special schools a team normally consists of one to four inspectors
depending on the size of the school. One is designated the reporting inspector and is
responsible for organising the inspection and for writing the report.
At post-primary level a team normally consists of five or six inspectors. Again, one is
designated the reporting inspector and is responsible for organising the inspection, providing
feedback to the school after the inspection and for writing the report. Except in smaller
schools a second inspector is designated the supporting inspector with the role of assisting the
reporting inspector in organising the inspection and providing feedback to the school after the
inspection. The remaining members of the team carry out individual subject inspections,
normally in four subject areas.

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Guidelines:
Published guidelines are available for the main types of inspection setting out how the
inspection is to be undertaken. Guidelines describing the process for the publication of reports
are also available. The Inspectorate also has a published Code of Practice and an appeal
(review) mechanism.

4.5.

Reporting with a judgment about the schools quality and the possible
consequences.

The consequences of judgements of a WSE are reflected in a series of recommendations for


future action by the school management or by subject teachers if the recommendation refers
specifically to the teaching of a particular subject. It is the responsibility of the school
management and/or the teacher(s) to progress the recommendations. A single overall rating is
not applied to the evaluation at present.
When a draft report is prepared, the reporting inspector arranges the times and dates for the
post-evaluation meetings with the school principal. This is done 3-4 weeks after in-school
work. During the post-evaluation phase, meetings are held with:
The principal and deputy principal(s) and other members of the teaching staff
The board of management
At these meetings the reporting inspector and members of the evaluation team present the
draft findings and recommendations of the WSE.
A draft copy of the WSE report is sent to the school principal and to the chairperson of the
school's board of management and the CEO of the VEC if a Vocational school. A factual
verification form accompanies the draft report. Using this form, the principal and the
chairperson are invited to draw the attention of the Inspectorate to any errors of fact in the
draft. The factual verification form is to be returned to the Inspectorate within 10 school days
of the date of issue of the report. If any errors of fact have been drawn to the attention of the
Inspectorate, the draft report is amended, as necessary. The evaluation report is then issued to
the school, the chairperson and the CEO where relevant. The school then has 20 school days
from the date of issue of the report in which to submit a school response.
A schools board of management has a number of options when it receives an evaluation
report for a school response: it may accept the report without comment; it may respond
formally to the findings and recommendations of the report; it, or any individual teacher
affected by the inspection, may request a formal review of the inspection.
When the 20-day response period has elapsed and no request for a formal review has been
received the report is issued to the school principal, the chairperson of the school's board of
management, the parents and the school patron. In the case of a school managed by a
vocational education committee, the report is also issued to the CEO of the VEC. The report
is also published on the web. If a school response has been received it normally is published
as an appendix to the WSE report.

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The board of management or any teacher affected by a WSE report has the right to appeal any
aspect of the report. The appeal (or review) process has informal and formal stages. The
formal review stage is conducted by an inspector unconnected with the original inspection and
an independent external reviewer. Publication of the report will not then take place until the
review is completed.
Boards of management, principals and teachers are expected to act on the weaknesses
identified in inspection reports. Most schools are capable of implementing necessary
improvements and change as part of their ongoing school development planning process. In a
very small number of cases, however, inspectors come across instances in which a school may
have very serious weaknesses. In such cases inspectors make clear through oral feedback to
the principal, teachers and the board that improvement must take place. A coordination group
of senior inspectors and officials within the Department of Education and Science follows up
to ensure improvement happens. This group facilitates the sharing of information and
expertise between relevant officials and inspectors. It coordinates the Departments action in
following up on the recommendations from inspections and on other concerns regarding the
operation of schools. The actions coordinated by this group are tailored to the specific needs
of the school and are intended to ensure that the schools patron, management and staff work
to improve the quality of provision for students. The possible actions include assistance to the
school from various school support services, engagement with the management authorities of
the school, further monitoring and inspection and other actions.
4.6.

Full inspection of non-public schools.

As may be clear from the general description of the system, all schools are inspected, except
the very few totally private schools that have no state funding.

5.

Inspection of the Schools Self-Evaluation.


5.1.

Obligation of schools concerning quality assurance and improvement.

Formalised school self-evaluation is a relatively new in-school management process in


Ireland. Section 9(k) of the Education Act (1998) stipulates that a recognised school shall,
establish and maintain systems whereby the efficiency and effectiveness of its operations can
be assessed, including the quality and effectiveness of teaching in the school and the
attainment levels and academic standards of pupils. School self-evaluation is conceived
essentially as a process of evaluation in which schools are encouraged to identify existing
good practice as well as issues that need to be addressed in the five broad areas of school
management, school planning, curriculum provision, learning and teaching and support for
pupils.
School self-evaluation is promoted by a process of school development planning which is
supported by a dedicated support service of the Department of Education and Science which
provides support to schools in the form of grants, resources, advice and continuing
professional development. To date there is no required system of self-evaluation nor is there a
requirement to publish a report arising from self-evaluation. Under the terms of the current
national social partnership agreement between the Government and the social partners
Towards 2016: Ten-Year Framework Social Partnership Agreement 2006-2015 the social
partners have agreed that schools will undertake self-evaluation.
17

5.2.

Standpoint of the Inspectorate about the inspection of school self-evaluation.

To support schools in their self-evaluation the Inspectorate, in 2003, produced the two
publications referred to earlier: Looking at our School: An aid to self-evaluation in secondlevel schools and Looking at our School: An aid to self-evaluation in primary schools. The
status of school self-evaluation has been enhanced by the current social partnership agreement
which recognises the value of self-evaluation and notes that the parties have agreed that each
school will utilise the Department of Education publications [Looking at our Schools] to
conduct a self-evaluation of school performance.
Schools are expected to undertake their own self-evaluation. The Inspectorate is not involved
in the process except to the extent that inspectors, in the course of their work in schools, may
offer advice in relation to undertaking self-evaluation.
5.3.

Practice.

Practice in formal school self-evaluation is relatively under-developed in Irish schools, but


school development planning has been in place for many years and has been supported by a
team of advisers from the school support services. When engaging in a self-evaluation
exercise, a school may decide to focus on an area or aspect of its activity. The school then
gathers information in relation to the theme or themes. Having analysed this information the
school is then in a position to make a statement or statements indicating its own performance
in the relevant aspect or area of its activity. When considering how it is performing under any
theme, the school is encouraged to think of a quality continuum consisting of a number of
reference points representing stages of development in the improvement process. A
commonly used continuum, consisting of four levels significant strengths (uniformly
strong), strengths outweigh weaknesses (more strengths than weaknesses), weaknesses
outweigh strengths (more weaknesses than strengths), significant/major weaknesses
(uniformly weak) is suggested. Ascertaining its position on such a continuum in relation to a
number of themes assists the school in the process of identifying its strengths and those areas
of its operation where it considers further development and improvement is necessary. The
self-evaluation process contributes to the schools ongoing process of improvement and
development: it usually leads to an action plan and implementation and can be followed up by
a subsequent self-evaluation.
5.4.

Reporting on the schools self-evaluation and possible consequences.

Currently external inspections by the Inspectorate do not seek to evaluate the effectiveness of
schools self-evaluation.
The role of the Inspector in relation to school self-evaluation is currently confined to
encouraging the process as an integral part of school development planning. However, the
role of the Inspectorate in this regard is currently under review in the context of the Towards
2016 social partnership agreement referred to above.
6. Inspection of particular Themes of Quality.

6.1.

General position.

The Inspectorate uses a range of other evaluation models to monitor the work of schools and
to report on themes as questions in the educational system.
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Thematic evaluations take place at both primary and post-primary level. These thematic
evaluations are specialist evaluation projects with a research focus that examine the quality of
selected educational programmes, subjects or services in a sample of schools. They involve a
range of research methodologies that include first-hand observation of teaching and learning,
analysis of documents and work samples, and the use of structured interviews, focused
seminars and questionnaires. Thematic evaluations identify national trends in particular
aspects of educational provision that help to inform the development of national education
policy and promote improvement at the system level. Recent thematic evaluations have
included examinations of specific subjects in primary schools (Irish; English; Mathematics;
Arts Education; Social, Personal and Health Education); aspects of provision for pupils with
special educational needs (e.g., Autism units, special classes for children with specific
learning disabilities); and themes such as ICT in primary and post-primary schools.
Incidental inspections are short unannounced inspections of teaching and learning that take
place in primary schools. Feedback is provided to individual teachers and school principals.
Currently, the inspectorate is developing mechanisms to aggregate data from these inspections
to identify national trends and to inform planning of whole-school evaluations.
Subject inspections are used to evaluate the work of subject departments in post-primary
schools. The emphasis in these evaluations is on the quality of teaching and learning in the
subject department. A report is published following the inspection. In addition, data from a
number of such inspections is aggregated from time to time to produce national composite
reports. These reports provide advice to schools and policy makers on how improvements can
be made.
Programme evaluations are designed to evaluate specialised programmes in post-primary
schools. These include the Transition Year programme (which acts as a bridge year between
junior cycle and senior cycle) and a number of alternative programmes with a vocational or
practical element including the Leaving Certificate Applied programme, Leaving Certificate
Vocational Programme and the Junior Certificate School Programme. From time to time,
aggregated data from these evaluations is used to produce national composite reports. A
recent example is Building on Success: An Evaluation of the Junior Certificate School
Programme (2005).
Evaluations of centres for education are carried out in centres that provide alternative
education programmes, such as Youthreach centres that cater for early school leavers. As with
other evaluations, data from a number of these evaluations may be used to produce a national
report on quality, trends and policy issues. For example, a national evaluation of Yourthreach
will be published shortly.

6.2.

Examples of particular themes or topics.

See section 6.1 above.


6.3.

Processes and methods in thematic inspections.

In general, these thematic and other inspections (with the exception of incidental inspections)
are carried out in a similar way.

19

A comprehensive set of specific documentation has been developed for each of these
types of evaluation. The documents include school information forms (to be
completed by the school principal); questionnaire/interview schedules (to guide
interviews with school staff, board of management members and parents); observation
schedules (to guide the collection of data in classrooms and other settings); evaluation
criteria (that are used to guide the judgments of inspectors); reporting templates (to
guide inspectors in writing their reports); and documents to facilitate the return of data
from each inspection to the Inspectorates central Evaluation Support and Research
Unit. In addition, for some evaluations, questionnaires for parents and students are
also available.

A formal written notification is issued to the school (other than in unannounced


incidental inspections). The period of notice varies depending on the type of
inspection.

The school principal is asked to complete a school information form which seeks
school-based information on the subject or aspect of provision which is being
inspected.

The inspector or inspection team analyses data about the school that is available from
the Department of Education and Science and its associated bodies. This data can
include information on funding to the school, the authorized staffing of the school,
timetable information, pupil numbers, numbers of pupils who have high levels of
absences, applications that the school may have made for additional staffing or
building works and at post-primary level pupil results from the State Examinations
Commission.

The inspection team reviews any relevant earlier inspection reports completed on the
school.

During the in-school evaluation phase, the inspection team meets and interviews the
principal, relevant members of the middle management team and/or subject
department in the school and relevant members of the staff. Depending on the type of
inspection being carried out, they may also meet the board of management,
representatives of parents and groups of pupils.

The inspection team reviews relevant school documents, including school plans and
policies, teachers written preparation, assessment records and the records of relevant
school meetings.

The inspection team evaluates teaching and learning in the relevant area, subject or
programme during a series of visits to classrooms and other learning settings. During
these visits, inspectors observe teaching and learning activities, interact with pupils,
and examine pupils work and teachers records.

Short oral feedback is provided to individual teachers at the end of classroom


observations.

Inspectors prepare a draft inspection report. They provide oral feedback on the
outcomes of the inspection to the staff of the school. In many evaluations they also
provide oral feedback to the board of management of the school.

20

A formal written report is sent to the school for factual verification. The school has the
opportunity to point out errors of fact in the school report. If necessary, the report is
amended by the Inspectorate and re-issued for school response.

The school is given the opportunity to respond to the report in writing. Normally, the
inspection report and the schools response are published on the Departments
website.

The inspector completes a return of data to the Evaluation Support and Research Unit
of the Inspectorate, generally in electronic format.

Quantitative and qualitative data from the inspection returns from a number of schools
may then be analyzed by the Inspectorates Evaluation Support and Research Unit and
a composite national report may be compiled and published.

Typically, incidental inspections at primary level involve the following:

A comprehensive set of documents are provided to the inspector to support the


evaluation work.

An inspector makes an unannounced visit to a primary school.

The focus of the visit is on the observation of teaching and learning in a number of
classrooms. The inspector evaluates teaching and learning during a series of visits to
classrooms and other learning settings. During these visits, the inspector observes
teaching and learning activities, interacts with pupils, and examines pupils work and
teachers records.

Short oral feedback is provided to individual teachers at the end of classroom


observations. Feedback is also provided to the principal. Currently, a written report is
not provided to the school.

The inspector completes a return of data to the Evaluation Support and Research Unit
of the Inspectorate, generally in electronic format.

Quantitative and qualitative data from the inspection returns from a number of schools
may then be analyzed by the Inspectorates Evaluation Support and Research Unit and
a composite national report may be compiled and published.

6.4.

Inspection of staff.

Inspections of the work of individual teachers take place in two contexts only:
Inspections of probationary teachers are conducted in primary schools. These inspection
visits provide support to newly qualified teachers and in addition, the inspector must report on
the quality of the teachers work on two occasions during the first year of service. A
satisfactory report is required for successful completion of the probationary process and full

21

recognition as a primary teacher. Inspectors use a set of documents and procedures similar to
incidental inspections above.
Reports to boards of management on professional competence of teachers: The need for these
reports may arise under recently introduced procedures for dealing with cases of teacher
underperformance. These procedures provide that the principal and management of the school
are responsible for monitoring the quality of teachers work and ensuring any necessary
improvement in an individual teachers performance. The procedures also provide a
mechanism for the dismissal of teachers in certain circumstances. If a board of management
has concerns regarding the professional competence of a teacher, under these procedures it
will seek a report on the competence of the teacher from the Chief Inspector. The board must
request the report and state the concerns it has about the work of the teacher and the steps that
it has taken to support the teachers improvement. The report is sent to the board of
management to assist it in its deliberations and copied to the teacher. The report is not
determinative. A similar process may be used when the board of management of a school has
concerns regarding the professional competence of a principal.
6.5.

The judgment about themes, topics and staff and its possible consequences.

See section 4.5 above. Generally, school management and staffs are responsible for acting on
the recommendations in inspection reports and most do so. In cases where serious difficulties
emerge in schools, the Department may intervene directly with the management and/or patron
of the school to ensure that improvements are made.

7. Advisory Tasks of the Inspectorate.


7.1.

Areas and Tasks.

The Inspectorate has statutory responsibility to advise teachers, principals, the management of
schools and parents groups on issues such as teaching, curriculum provision, school
organization and management, and compliance with regulations. This advice is delivered
largely in the course of evaluation work, especially in oral feedback sessions and in published
reports, but it may also be delivered during incidental visits to schools. From time to time, the
Inspectorate also makes presentations to meetings of parents associations, teachers
professional networks and conferences in the education sector. Independent research has
confirmed that Inspectorate advice is highly regarded among teachers and school principals.
The inspectorate also has statutory responsibility to advise policy makers within the
Department of Education and Science and the Minister on matters relating to educational
policy and provision, including the curriculum taught in recognised schools, assessment and
teaching methods. The Inspectorate also provides support in the formulation of policy by the
Minister. Much of this advice to policy makers and the Minister is based on the outcomes of
evaluation work and research conducted by the Inspectorate.
7.2.

Practices.

See section 7.1 above.

8. Other Tasks of the Inspectorate.


22

8.1.

Curriculum development.

The Inspectorate is a partner in curriculum development activity. The body charged with
curriculum development in Ireland is the National Council for Curriculum and Assessment
(NCCA). The Inspectorate is represented at all levels of the NCCA structure from its
governing council to the committees that draw up syllabus documents. The Inspectorate also
liaises with other bodies that have a curriculum development role (e.g., curriculum
development units attached to vocational education committees, education centres, and third
level institutions).
Developing educational materials is not a planned function of the Inspectorate, except insofar
as individual Inspectors may advise on such development as part of a broader function (e.g.,
advising on in-service programmes for teachers, advising on the development of school
programmes on Substance Misuse, Relationships and Sexuality Education, working on
education sub-committees of local development partnerships, etc.
8.2.

Databases.

The Inspectorate has developed, and maintains, databases which record details of schools
inspected, teachers probated and of inspection reports issued. At primary level the results of
national tests are available to the Inspectorate at school level during the course of inspection.
At post-primary level national testing is not carried out and the results of international tests
such as PISA are not available to the Inspectorate at either pupil or school level. At postprimary level databases of examination results are maintained by the State Examinations
Commission and are accessed by the Inspectorate prior to carrying out inspections in schools
and otherwise as necessary. At primary level, as stated earlier, there are no state examinations.
8.3.

Examinations.

Since March 2003, when the State Examinations Commission was established, the
Inspectorate has had no responsibility for the implementation of the state examinations.
However, the Department of Education and Science retains responsibility for policy in
relation to the state examinations and the Inspectorate maintains liaison with the SEC and
provides advice where appropriate, particularly in the context of the introduction of new or
revised curricula. Data at school level is provided by the SEC to the Inspectorate for the
purposes of inspection work.
8.4.

Handling complaints.

Complaints from parents and students regarding the operation of schools are dealt with in the
first instance at local level and most are resolved at this level. In exceptional circumstances, if
a complainant feels that his/her complaint has not been properly dealt with at school level
he/she may ask the Department of Education and Science to review the manner in which the
complaint was processed. In a small number of cases, the Departments administrative
section may request the Inspectorate to investigate and report on particular cases. The process
at school level and the Departments and Inspectorates roles in reviewing such cases are
under review at present.
Parents also have the right to bring complaints about schools to the attention of the
Ombudsman for Children.

23

Complaints by teachers against school authorities are handled through a complaints procedure
agreed between teacher unions and management representative bodies.

8.5.

Financial or staff management of schools or districts.

Inspectors have no responsibility for the financial or staff management of schools or districts.

9. Risk based inspections.


The general idea of risk based inspection is to look for an alternative for the periodic full
inspection of all schools on a regular basis. In that system all schools are to be inspected on a
regular basis, which is expensive and perhaps not always necessary if inspectors know from
other sources that many schools are doing well. The alternative is the development of a riskbased selection of schools. In this type of evaluation, the inspectorate could rely on early
warning monitoring systems: only if there is such a warning schools are selected for a
quick scan if they provide low scores on the monitored quality standards. If the quick
scan confirms that something is not satisfactory, a full inspection may be done.
The Irish Inspectorate does not have or develop such an approach.
10. Reports of Inspectors.
10.1. Kinds of reports.
The areas covered in inspection reports are as follows:
Reports of Whole-School Evaluations cover:
o The schools context and background
o The quality of school management
o The quality of school planning
o The quality of curriculum provision (post-primary only)
o The quality of teaching and learning
o The quality of support for pupils
o Findings and recommendations
Subject inspection reports (post-primary only) cover:
o Subject provision and whole-school support
o Planning and preparation
o Teaching and learning
o Assessment
o Findings and recommendations
Programme evaluation reports cover:
o The quality of programme organisation
o The quality of programme planning and coordination
o The quality of teaching and learning
o Programme evaluation and outcomes
o Findings and recommendations
24

Evaluations of centres for education cover:


o Centre context and ethos
o The quality of centre management
o The quality of centre planning
o The quality of teaching and learning
o Findings and recommendations
Reports on probationary teachers cover:
o Planning, preparation and recording of progress
o Classroom management and organisation
o Overall teaching and learning
o Curriculum implementation
o Aspects for development, strengths identified
o Overall evaluation
o Recommendation

10.2. Target audiences.


In general, the audience for all reports includes:
o The management of the school and the schools patron, including where
appropriate the local vocational educational committee
o The principal and middle management
o The teachers
o The relevant administrative sections of the Department of Education and
Science
The audience for all published reports also includes:
o The parents of students in the school
o The wider public

Composite and national thematic reports, based on aggregated data are aimed at:
o Principals and school leaders
o Teachers of the subject, programme, etc.
o Teacher educators in colleges and university education departments
o Policy makers within the Department of Education and Science
o Commentators on education and the education press
o All such reports must be laid before the national parliament (Oireachtas)
10.3. Confidential or public

All reports are public and are published on the Department of Education and Science website,
except the reports arising from incidental inspections, reports about probationary teachers and
individual teachers, and complaints. These are confidential to the teachers involved and to the
Department of Education and Science. Individual teachers are not identified in published
reports, including reports of individual subject inspections.

25

11. Structure, Position, Staff and Budget.


11.1. Structure.
Chief Inspector: Head of Division
The Inspectorate is headed by a Chief Inspector. The Chief Inspector, together with the heads
of other divisions and the Secretary General of the Department, form the Management
Advisory Committee of the Department the body that is responsible for the overall
management of the Department of Education and Science.
Deputy Chief Inspectors: Heads of Subdivisions
The Inspectorate is divided into two sub-divisions, each headed by a Deputy Chief Inspector.
The Regional Subdivision is responsible for the delivery and management of
inspection/evaluative services and related advisory activities in schools and centres for
education in four regional business units covering the country.
The Policy Support Subdivision is responsible for contributing to the development of
Departmental policy across a range of areas, for supporting inspection/evaluative activity
generally, and for operational services for the Inspectorate.
Assistant Chief Inspectors: Heads of Business Units
Each subdivision of the Inspectorate is divided into a number of business units, each managed
by an Assistant Chief Inspector and staffed by a number of recruitment grade inspectors and
inspectors at first promotion grade (referred to as either Divisional Inspectors or Senior
Inspectors). One further Assistant Chief Inspector is among the inspectors assigned to work in
the Directorate of Regional Services of the Department of Education and Science. The Chief
Inspector, Deputy Chief Inspectors and the Assistant Chief Inspectors form the Senior
Management Group of the Inspectorate (SMG).
Inspectors attached to regional Business Units are primarily involved in evaluation work in
schools. They also have a role in advising schools in relation to school management and
operation, curriculum planning and teaching methods; placement of/provision for pupils with
special needs; school accommodation; investigation of complaints; explaining/clarifying
education policies and procedures, etc.
At primary level each inspector is assigned a number of schools for which they have direct
responsibility. At post-primary level inspectors are not assigned to specific schools but
generally work within a defined region.
The Department of Education and Science is responsible for the funding of the Inspectorate
and its services.
The responsibilities and remit of the Inspectorate are defined by Section 13 of the Education
Act (1998). The main functions of the Inspectorate include:
(a) To support and advise recognised schools, centres for education and teachers on
matters relating to the provision of education

26

(b) To evaluate the quality and effectiveness of the provision of education in the State,
including comparison with relevant international practice and standards, and to report
thereon to the Minister
(c) To conduct research into education and to provide support in the formulation of policy
by the Minister
(d) To promote excellence in the management of, teaching in and use of support services
by, schools, and in the procedures for consultation and co-operation within and
between schools and centres for education
(e) To disseminate information relating to:
(i) the performance by the Inspectorate of the functions provided for in this section,
and
(ii) successful educational initiatives which have been implemented by schools and
centres for education
(f) To evaluate the effectiveness of the teaching, development, promotion and use of Irish
in schools and centres for education and to report to the Minister on those matters
(g) To advise the Minister on any matter relating to education policy and provision,
including the curriculum taught in recognised schools, assessment and teaching
methods
Inspectorate Division

Chief Inspector

Regional Subdivision

Policy Support Subdivision

Deputy Chief Inspector

BU 1

BU 2

North and Dublin North Region

Deputy Chief Inspector

BU 5

1 Assistant Chief Inspector

1 Assistant Chief Inspector

13 primary inspectors, 11.5 postprimary inspectors

3 primary inspectors, 3.7 postprimary inspectors

South-East and Dublin South


Region

BU 6

3 primary inspectors, 3.5 postprimary inspectors

14 primary inspectors, 11 postprimary inspectors


Mid-West and South Region
1 Assistant Chief Inspector
12 primary inspectors, 13.3 postprimary inspectors

Teacher Education and


Inspectorate Human Resources
1 Assistant Chief Inspector

1 Assistant Chief Inspector

BU 3

Evaluation Support and Research


Unit and European Schools

BU 7

Qualifications, Curriculum and


Assessment , and Inspectorate
International Linkages
1 Assistant Chief Inspector
2 primary inspectors, 2 postprimary inspectors

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BU 4

Midlands and West Region

BU 8

1 Assistant Chief Inspector


12 primary inspectors, 9.5 postprimary inspectors

Special Education and


Inspectorate Corporate Services
1 Assistant Chief Inspector
5 primary inspectors, 3.5 postprimary inspectors

Secretariat staff: 11,5

11.2. Position.
The Inspectorate is a division of the Department of Education and Science and as such is
answerable to the Minister. Inspectors are civil servants. The Inspectorate is independent in
respect of its programme of inspections within its allocated overall budget and the
Inspectorate has the right under legislation to select the schools and centres for education that
are to be inspected. The inspection priorities are set each year by the management of the
Inspectorate through a business planning process. However, the Minister may, from time to
time, request that a particular evaluation be carried out, for example a specific thematic
evaluation so as to assist him with policy decisions.
As a division of the Department of Education and Science the Inspectorate receives an agreed
proportion of the overall budget allocated to the Department by the Department of Finance.
The overall staffing levels of the Inspectorate are also decided within the parameters laid
down by the Department of Finance from time to time.
Inspectors are recruited through a rigorous interview and criterion-based selection process.
The Chief Inspector holds a statutory position and as such is appointed by the Top Level
Appointments Committee (TLAC), a subsection of the Pubic Appointments Service.
The Inspectorate liaises closely with a number of public bodies including the National
Council for Curriculum and Assessment (NCCA) which advises the Minister on curriculum
and assessment matters and the State Examinations Commission (SEC) which is responsible
for the implementation of the state examinations at post-primary level.
The Inspectorate acts in an advisory capacity and contact capacity with providers/ agencies/
projects/ programmes in the broad adult/ further/ continuing education area and in relation to
some aspects of third-level education (e.g., teacher education).
The Inspectorate liaises with bodies, representative of industry, on request, in the context of
educational / promotional activities that relate to the school curriculum. There is also liaison
in respect of apprentice education and training.
In the course of its evaluation work in schools the Inspectorate interacts with school boards of
management, advising on matters of educational policy and provision. In the course of
developing its evaluation methodologies in schools the Inspectorate meets and consults with
the educational partners, including teachers unions, parents representative bodies and school
management bodies.

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11.3. Staff and budget


There are 64 primary inspectors and 58 post-primary inspectors. In addition there are 12
inspectors in senior management positions. Of the total of 122 primary and post-primary
inspectors 96 are involved in evaluation and 26 are involved in policy support and inspection
development; six of those involved in evaluation work are inspectors for special education. A
further 20 inspectors are assigned to other divisions or sections within the Department, are
seconded to other bodies or are on career break. At present (September 2009) a moratorium
on recruitment is in place across the Irish civil and public service, so staff leaving through
retirements and resignations are not being replaced. These numbers are therefore subject to
change.
The Inspectorate is supported by 11,5 administrative; 5 of these are based in the four main
office of the Inspectorate outside Dublin with the remainder based in the Dublin office.
12. Recruitment and Training of Inspectors.
12.1. General remarks.
Inspectors are civil servants recruited from among qualified teachers with a number of years
experience of teaching at the appropriate level.

12.2. Recruitment conditions.


All candidates need to have a first or second class honours primary degree and a recognised
teaching qualification. At second level candidates must have a first or second class honours
degree in a subject on the post-primary curriculum. All candidates must have at least three
years teaching experience.
Recruitment of new inspectors is based on one or more interviews held by the Public
Appointments Service. Normally the Inspectorate is represented on the selection interviewing
board by a Deputy Chief Inspector and an Assistant Chief Inspector.
All candidates are required to have a level of competence in Irish and in English which is
sufficient to conduct the work through the medium of both languages. Candidates are also
required to have a comprehensive knowledge and understanding of the Irish education system
together with leadership qualities, and good communication and interpersonal skills.
From time to time, experience in specified aspects of education is identified as desirable, e.g.,
Special Educational Needs, Early Childhood Education, Information and Communication
Technology, Further Education, etc.

12.3. Training.
An induction programme lasting approximately four to six months is currently in place for
new inspectors. The aim of the induction programme is to develop the knowledge, skills and
reflective capacities necessary for newly appointed inspectors to fulfil their role in evaluating
schools and centres for education, providing advice and contributing to the formulation of
educational policy.
29

A variety of approaches are used during induction, including: presentations (from both
internal and external presenters); workshops (incorporating role play, case studies and
simulations); mentoring; fieldwork in schools with experienced colleagues; project work;
reflection. Emphasis is placed on skills development, self managed learning and on line
managers participation in the induction process. At least half of the induction period is spent
by new inspectors work-shadowing with experienced colleagues in schools.
12.4. Continuing professional development.
Continuing professional development (CPD) for inspectors falls under three broad headings:
centrally managed CPD, regionally managed CPD and self-managed CPD. The total time
allocated to CPD under all three headings is of the order of 20 days annually.
Centrally managed CPD is intended to emphasise the development of the individual's
professional competence and knowledge base. Evaluation, as the core Inspectorate function, is
the central theme for this programme. It is complemented by additional themes reflecting the
Inspectorate objectives of contributing to system development (e.g., developments in
education policy) and system support (e.g., support to teachers, school management, etc.).
Regionally managed CPD is designed to meet specific needs of inspectors as a group in a
region as identified by the regional manager (an Assistant Chief Inspector). It is also intended
to meet the identified needs of individual inspectors within a region, for example, in relation
to specific ICT applications.
Self-managed CPD is the responsibility of individual Inspectors. It is intended to facilitate
individuals who are engaged in personal development and/or other study. While this element
of CPD is, for the most part, informal, members of the Inspectorate are encouraged to
participate in external development programmes such as post-graduate courses.
13. Evaluation of the Inspectorate.
13.1. Internal.
There is, as part of normal management practice, regular internal review of policies,
procedures and practice with a view to ensuring the efficiency and effectiveness of the
Inspectorate in carrying out its remit and functions. The Deputy Chief Inspectors and the
Assistant Chief Inspectors are responsible for performance appraisal within the Inspectorate.
13.2. External.
There is no formal or regular external evaluation of the Inspectorate. From time to time, the
Department of Education and Science has commissioned studies of the Inspectorate to inform
strategic development. In addition, Government has commissioned overall studies of the work
of the Department of Education and Science of which the Inspectorate forms a part.
As with any other branch of the civil and public service, the organisation and management,
efficiency and effectiveness of the Inspectorate is open to evaluation and review by
appropriate government agencies.
In 2005 the Inspectorate commissioned a customer survey by an independent professional
survey company. In this survey the views of boards of management, principals, teachers and
parents on the work of the Inspectorate were sought. The survey found high levels of
satisfaction with the performance of the Inspectorate overall. In their Findings and
conclusions the authors note, The evidence of the survey suggest a high degree of
30

satisfaction with the way the Inspectorate is conducting evaluation activity in schools. On all
aspect of its service, the Inspectorate received a strong endorsement. There was a high level
of satisfaction with the Inspectorate among teachers, with 89% being satisfied or very
satisfied. The main issues raised by teachers related primarily to process issues, e.g., the
punctual provision of written reports. There was a similar high level of satisfaction among
principals, with 92% being satisfied or very satisfied.
13.3. Consequences.
The tasks and functions of the Inspectorate are defined by Section 13 of the Education Act
(1998) and any changes in these arising from subsequent amending legislation. For example,
the establishment of the State Examinations Commission in 2003 removed responsibility for
the implementation of the state examinations from the Inspectorate. Methods evolve with
experience and, where appropriate, in consultation with the education partners. For example,
the approach to whole-school evaluation has evolved over time and following consultation
with the education partners.

14. Developments, prospects.


14.1. Developments.
As a division of a government department the Inspectorate must respond to changes in
educational policy in so far as those changes are within the remit of the Inspectorate. For
example, recent years have seen a greatly increased emphasis on the needs of children with
special educational needs. The Inspectorate has responded by appointing inspectors with
specific qualifications in the area, by providing continuing professional development (CPD)
for all inspectors in relation to special educational needs and by including the evaluation of
special educational needs provision in all types of school inspection.
Other recent developments are:
The publication of inspection reports on the web which started in February 2006

The establishment of the State Examination Commission in 2003 which removed


responsibility for the implementation of the state examinations from the Inspectorate

The establishment of the National Educational Psychological Service in September


1999 which removed responsibility for psychological assessment of pupils from the
Inspectorate

The Education Act (1998) which formalised the responsibilities of the Inspectorate

The Freedom of Information Act (1997) has an impact on the work of the Inspectorate
as it does on all bodies that come within its remit
14.2. Prospects.

31

Forthcoming priorities for the Inspectorate include the development of a revised model of
inspection for post-primary schools and the greater use of parental and student questionnaires
in evaluations.
14.3. Other areas of inspection.
The Inspectorate is involved in national and international surveys of educational attainment,
for example, national surveys of mathematics and reading at primary level which take place
every four or five years and the OECD PISA study at second level.
Individual inspectors have responsibilities in relation to in-service programmes for teachers.
In particular, two inspectors are assigned on a full-time basis to the Departments Teacher
Education Section.
Inspectors serve on boards of management of Comprehensive schools. They also sit on
interview boards for appointments in these schools and for principal appointments only in the
larger Vocational schools and Community schools.
Under Section 29 of the 1998 Education Act the Inspectorate has a role in relation to pupils
who have been excluded or suspended from school. In the event of failure to resolve the issue
locally an appeals committee, which must have an inspector as a member, may be set up.
The Inspectorate is involved in school planning and building. A number of inspectors are
assigned full-time to the Planning and Building Unit of the Department and provide advice
and support in relation to the planning of new schools and colleges and extensions,
demographic and enrolment trends, area development planning, the viability of existing
schools, and rationalisation. The inspectors assist in briefing design teams, in preparing
building briefs, and in drawing up equipment specifications. They also contribute to
determining procedures and satisfactory standards in relation to the supply of facilities and
room layouts, including specialist spaces in order to ensure compliance with curricular needs
and health and safety standards.
The Inspectorate is represented on the board of the Departments Research and Development
(R&D) Committee, which has a remit in relation to identifying research priorities for the
Department, managing the Departments research programme and disseminating funds to
individuals and agencies for specific research projects.
A member of the Inspectorate edits the Departments academic journal, Oideas, and other
inspectors serve on the editorial board. The Inspectorate also publishes reports and guidelines
on a range of issues in Irish education.
The Inspectorate advises the Primary Administration Section of the Department in relation to
primary teachers qualifications, including applications from those who may have a teaching
qualification from another jurisdiction and who wish to be recognised as teachers in primary
or special schools in Ireland. Finally, the Inspectorate advises the National Qualifications
Authority of Ireland (NQAI) in relation to the qualifications of persons with foreign
qualifications wishing to obtain employment, an apprenticeship or proceed to further
education in Ireland. In particular, the Inspectorate advises the NQAI in relation to the
qualifications of persons wishing to join the Garda Sochna (Police).
The Inspectorate is involved at various levels in several international projects and activities.
These include: PISA; the European Schools; European Network on Teacher Education
Policies (ENTEP); Co-operative School Evaluation Project (CSEP); European Network of
Policy-Makers for the Evaluation of Educational Systems; Evaluation of Foreign Languages
in Upper Secondary Level Project (EFLUSL).
32

14.4. Other remarks.


15. Information: website, liaison - contact, links.
The address of the Department of Education and Science website is www.education.ie.
A section of this website is dedicated to the Inspectorate and may be accessed via a link on
the homepage of the website. Alternatively, the Inspectorate section may be accessed directly
at:
http://www.education.ie/home/home.jsp?maincat=32818&pcategory=32818&ecategory=32818&sectio
npage=27692&language=EN&link=&page=1

Contact for all matters related to this overview: Dr Harold HISLOP, Deputy Chief Inspector
Address: Department of Education and Science; Block 3; Marlborough Street; Dublin 1
Ireland
Phone:

(+353) 1 889 6708; Fax: (+353) 1 889 6524;

E-mail:

harold_hislop@education.gov.ie

Contact for SICI-related issues: Eamonn MURTAGH, Assistant Chief Inspector


Address: Department of Education and Science; Block 3; Marlborough Street; Dublin 1
Ireland
Phone:

(+353) 1 889 6488 Fax: (+353) 1 889 6524

E-mail:

eamonn_murtagh@education.gov.ie

16. References.
Department of Education and Science, Chief Inspectors Report 2001/2004. Dublin, The
Stationery Office, 1998, 59 pp.
Department of Education and Science, Customer Survey. Dublin, The Stationery Office,
2005, 44 pp.
Department of Education and Science, Procedures for Review of Inspections on Schools and
Teachers under Section 13 (9) of the Education Act (1998). Dublin, The Stationery Office,
2006, 18 pp.
Department of Education and Science, Learning to Teach. Dublin, Government Publications,
2006, 50 pp.
Department of Education and Science, A Guide to Subject Inspection at Second Level. Dublin,
The Inspectorate, 2004, 26 pp.
Department of Education and Science, Looking at our School: A Aid to Self-evaluation in
Second-level Schools. Dublin, The Inspectorate, 2003, 55 pp.
33

Department of Education and Science, Looking at our School: A Aid to Self-evaluation in


primary Schools. Dublin, The Inspectorate, 2003, 55 pp.
Department of Education and Science, A Guide to Whole-School Evaluation in primary
Schools. Dublin, The Stationery Office, 2006, 27 pp.
Department of Education and Science, A Guide to Whole-School Evaluation in post-primary
Schools. Dublin, The Stationery Office, 2006, 27 pp.
Department of Education and Science, Beginning to Teach: Newly Qualified Teachers in Irish
primary Schools. Dublin, The Stationery Office, 2005, 84 pp.
Government Of Ireland, Education Act, 1998, Dublin, The Stationery Office, 1998, 46 pp.

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