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INSPECTORATE
A GUIDE TOINSPECTION IN PRIMARY SCHOOLS
INSPECTORATE
A GUIDE TOInspection in Primary Schools
2
A GUIDE TOInspection in Primary Schools
The Inspectorate wishes to thank Kilcolgan Educate Together N.S., Kilcolgan, Co. Galway for permission to use the cover photographs.
© 2016 Department of Education and Skills
Published byThe InspectorateDepartment of Education and SkillsMarlborough StreetDublin 1D01 RC96
This guide and others in the series may be accessed at www.education.ie
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A GUIDE TOInspection in Primary Schools
CONTENTS
1. INTRODUCTION 4a. Inspections and this guide 4b. Evaluation in primary schools 4 School self-evaluation 4 External inspection of schools 5c. Our inspection models 5d. Key principles that inform inspection 6
2. HOW ARE INSPECTIONS CARRIED OUT? 8a. Before the inspection visit 8 Notice 8 Documents 8 Questionnaires 8 Meetings 9b. During the inspection visit 9 Questionnaires 9 Meetings and interviews 9 Classroom visits 10 Documents 10 Evaluating professional practice 10 Compliance with Child Protection Procedures 10c. Following the inspection visit 11 Feedback meetings 11 The evaluation report 11
3. PUBLICATION OF THE INSPECTION REPORT 11
4. ACTING ON THE INSPECTION REPORT 12
5. THE QUALITY FRAMEWORK FOR SCHOOLS 12
6. THE QUALITY CONTINUUM 14
7. REVIEW OF INSPECTIONS 15
8. PUBLICATION AND REVISION OF THIS GUIDE 15
Appendix 1 Summary of inspection models 16 • IncidentalInspection • CurriculumEvaluation• EvaluationofProvisionforPupilswithSpecialEducationalNeeds• EvaluationofActionPlanningforImprovementinDEISSchools• Whole-SchoolEvaluation-Management,LeadershipandLearning• Whole-SchoolEvaluation• Follow-throughInspection
Appendix 2 Documentation requested 31Appendix 3 School Information Forms 32
A GUIDE TOInspection in Primary Schools
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1. INTRODUCTION
a. Inspections and this guideThe Inspectorateof theDepartmentofEducationandSkills (DES)works to improve thequalityoflearningforchildrenandyoungpeopleinIrishschools,centresforeducationandotherlearningsettings.AsampleofallschoolsandcentresforeducationisselectedforinspectionaspartoftheInspectorate’sannualprogrammeofinspection.Thesampleincludesschoolsatalllevelsonthequalitycontinuum,fromschoolswithsignificantstrengthstoschoolsinwhichtherearesignificantweaknesses.Ourevaluationworkinschoolsisdesignedtoevaluatekeyaspectsoftheworkoftheschoolandtopromoteschoolimprovement.
Thisguidesetsouthowweconductinspectionsinprimaryschoolsandiseffectivefrom01September2016.Itreplacespreviousguideswhichdescribedeachinspectionmodelindividually.Thisguidewasdevelopedinthelightofourexperienceinschoolsandinconsultationwiththeeducationpartners.
Ourinspectionsarecarriedoutinaccordancewithsection7(2)(b)andsection13(3)(a)(i)oftheEducationAct1998andwiththeCode of Practice for the Inspectorate (DepartmentofEducationandSkills2015)whichisavailableatwww.education.ie.Duringaninspection,aschool’sboardofmanagementanditsstaffareobligedtoaccordtheinspectors“everyreasonablefacilityandco-operation”intheperformanceoftheirduties(section13(7),EducationAct1998).
b. Evaluation in primary schools Responsibilityforschoolimprovementrestsprimarilywiththeboardofmanagement,principalandstaffofindividualschools.Effectiveschoolsareconstantlyreviewingtheirownpracticeandseekingtofindwaystoensureschoolimprovement.Schoolmanagementandteachersreflectonthequalityofteaching,learningandpupilachievementintheirschools.Theyalsoconsiderhowwelltheschoolisrunandhowthiscanbeimproved.
School self-evaluationTeachers,principalsandboardsofmanagementcanimprovetheworkoftheirschoolssignificantlythroughschoolself-evaluation(SSE).Therequirementtoengageinschoolself-evaluation,introducedin2012,isrelativelynewbutalreadymanyschoolsareusingSSEtomonitorandimproveaspectsoftheir teachingand learning.Circular0039/2016 reaffirms the requirementonschools toengage inschoolself-evaluationofteachingandlearningandtodevelopschoolimprovementplanswhichfocusonimprovingoutcomesforpupils.Tofacilitateself-evaluationasacentralcomponentoftheworkofaschooltheInspectoratehaspublishedSchool Self-Evaluation Guidelines 2016-2020: Primary (DepartmentofEducationandSkills2016).Thispublicationprovidesaframeworkandstructureforschoolstouseinevaluatingteachingandlearning.Schoolsshouldalsofamiliarisethemselveswiththerequirementssetoutinthecurrentschoolself-evaluationcircular.
School self-evaluation and external evaluation are complementary processes, both focusing onimprovement.Theschoolself-evaluationprocessgivesschoolsameansofidentifyingandaddressingpriorities,andofensuringawhole-schoolfocusonimprovingspecificaspectsofteachingandlearning.Externalevaluationstakenoteofschools’identifiedprioritiesandassesstheirteachingandlearningpractices.Giventhiscommonfocuson improvement, the Inspectoratewill takeaccountofschools’engagementwith,andtheoutcomesof,self-evaluationinthecourseofitsevaluationswhileremainingsensitivetotheindividualcontextfactorsofschoolsatvaryingstagesofSSEdevelopment.
A GUIDE TOInspection in Primary Schools
5
External inspection of schoolsExternal inspections also facilitate improvement and change in schools. They provide an externalperspectiveontheworkoftheschool.Inspectionreportsprovidejudgementsonthequalityofprovisioninaschool,affirmtheaspectsofpracticethatareworkingwellandassistinconfirmingtheschool’sjudgementaboutitsstrengthsandprioritiesforimprovement.Inthisway,theyhelptoinformandcomplementschools’self-evaluation.Recommendationsininspectionreportsprovideimportantdirectionfortheschoolcommunityasitseekstobringaboutongoingschoolimprovement.
Allofourinspectionmodelsfocusonthequalityofteaching,learningandpupilachievement.Dependingonthefocusoftheevaluation,theymayalsofocusonthequalityofsupportforpupils,thequalityofactionplanningforschoolimprovementandthequalityofleadershipandmanagement.
Inaverysmallnumberofcases,inspectionsmayalsohaveanyorallofthefollowingpurposes:
• Toassesstheimplementationofguidelines,circularletters,regulationsandotherdirectionsmadebytheMinister
• Tocollectinformationonfactorsthatcanbeusedtoidentifyschoolsthatwouldbenefitfromfurtherinspection
• Tomonitortheprogressmadebyaschool in implementingtherecommendationsofearlierinspections
• To collect information on the operation and effectiveness of schools for research or otherpurposes,includingtheprovisionofinformationtoothersectionsoftheDepartment
Inspectionssupportco-professionalengagementbetweenteachersandtheinspector.Themajorityoftheinspector’stimeduringinspectionisgiventodirectobservationofteachingandlearningatclassroomlevelwithaviewtoassessingthequalityofprovision,affirmingtheworkofteachersandpupilsandsupportingimprovement.Theinspector’sfeedbacktotheteacherandtotheschoolshouldenhanceprofessionalreflectionandself-evaluationandultimatelyimproveoutcomesforpupils.
Inspectionsaimtosupporttheeducationalleadershiproleoftheprincipalbyprovidingtheopportunityforprofessionaldialoguewithinspectorsonmattersofparticularinteresttotheschool.
Inspections,with theexceptionof incidental inspections, result in the issuingorpublicationofaninspectionreport.Thisreportand,inthecaseofincidentalinspectionstheoralfeedbackprovided,canassistschoolstoidentifystrengthsineducationalprovisionandfacilitateprofessionalreflectiononaspectsrequiringfurtherdevelopment.
The Inspectorateacknowledges that learners and theirparents arekey stakeholders in the schoolcommunity.Theirparticipation in school inspections,whereappropriate, isanecessary componentof a valid, authentic school evaluation process. It enhances the quality of the evaluation and therecommendationsforschoolimprovementthatemerge.Listeningtothevoicesofpupilsandparents,andtheiropinionsontheperformanceandoperationofschools,isanimportantandintegralpartoftheworkoftheInspectorateinschools.
c. Our inspection modelsWeusea rangeof inspectionmodels toevaluate schoolsandother learningsettings.These rangefromone-day,unannouncedincidental inspections,tomoreintensivewhole-schoolevaluationsandinspectionsthatfollow-throughonhowschoolshaveimplementedrecommendationsmadeinpreviousinspectionreports.
A GUIDE TOInspection in Primary Schools
6
Thisguideprovidesageneraloverviewofourapproachtoinspectioninprimaryschools.Weuseanumberofmodelstogatherinformationonthequalityofeducationprovisioninschools.InAppendix1ofthisguideyouwillfindanoutlineofeachoftheseveninspectionmodelsusedinprimaryschools:
• IncidentalInspection
• CurriculumEvaluation
• EvaluationofProvisionforPupilswithSpecialEducationalNeeds
• EvaluationofActionPlanningforImprovementinDEISSchools
• Whole-SchoolEvaluation-Management,LeadershipandLearning
• Whole-SchoolEvaluation
• Follow-throughInspection
Wehavedevelopedthisrangeofmodelssothatwecantargetourinspectionworkmoreeffectivelywhereitislikelytohavethegreatestimpact.Thishelpsustoachieveouraimsofencouragingimprovementforpupilsandprovidinganassuranceofqualityforparents,thepublicandtheeducationsystem.
Somemodels,suchastheincidentalinspectionsandcurriculumevaluations,arequiteshortinspectionsthatenableustoevaluatetheworkoftheschoolandprovidefeedbackforimprovementtoteachersandschoolleadersrelativelyquickly.Theycanbecarriedoutwithminimumdisruptiontotheworkoftheschool.Theyarealsoveryusefulinmonitoringtheoverallqualityofeducationalprovision.Othermoreintensiveinspections,suchaswhole-schoolevaluationsandDEISevaluations,takemoretimeandinvolvemoredetailedexaminationsoftheleadershipandmanagementoftheschoolsaswellasevaluationsofteachingandlearning.
Usingthisrangeofinspectionmodels,varyingfromveryshortincidentalinspectionstomoredetailedinspections,wecanplanourinspectionsmoreeffectively.Forexample,ifshortinspectionstellusthattheworkofaschoolisprogressingwell,itmaynotbenecessarytoplananintensiveinspectionintheschoolinthenearfuture.Instead,wecanfocusinspectionsinotherschoolswheretheneedforimprovementislikelytobegreater.Havingfollow-throughinspectionswhichevaluatehowschoolshaveimplementedrecommendationsmadeinpreviousinspectionreportsalsohelpstoincreasetheimpactofinspectionforimprovement.
Eachofourinspectionmodelstakeintoaccounttheparticularcircumstanceoftheschool,centreforeducationoreducationsetting.Factorssuchassize,location,socio-economiccircumstanceofthepupilsandcommunity,pupils’specialneedsandthesupporttheyrequire,andotherfactorsimpactontheworkoftheschool.Werecognisethatschoolsworkwithinaveryspecificcontextandwetakethesecontextfactorsintoconsiderationwhenweevaluate.
d. Key principles that inform our inspectionsAsanInspectoratewearefocusedonensuringthatthelearnersinschools,centresforeducationandothersettingsreceivethebestpossibleeducationinthelightoftheirpotentialandtheirlearningneeds.Wepromotehighstandardsinteachingandinthelearningoutcomesandexperiencesoflearnersinschools,centresforeducationandothersettings.Westrivetoenablethoselearningorganisationstoimprovethequalityoftheeducationtheyprovide.
A GUIDE TOInspection in Primary Schools
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Ourworkisunderpinnedbyfourkeyprinciples:
1.Afocusonlearners
2.Developmentandimprovement
3.Respectfulengagement
4.Responsibilityandaccountability
Thefourkeyprinciples,describedindetailinourCode of Practice for the Inspectorate(availableonthewebsiteoftheDepartmentofEducationandSkills,www.education.ie),providethestandardsthatinform,guideandgovernourwork.Theseprinciplesgovernthefullrangeofinspectors’evaluationandadvisoryworkinallsettings,includingschools,centresforeducationandarangeofothersettings.
Wearecommittedtocarryingoutourinspectionsinwaysthatproviderealopportunitiestoaffirmgoodpracticeandtoprovidepracticaladviceto individual teachers, toprincipalsandtoboardsofmanagementwiththeultimateaimofimprovinglearningexperiencesandoutcomesforpupils.
This means that:
1. Weareopenandtransparentaboutthewaywecollectandcollateevidenceforourevaluative judgements:
• Weadheretoourpublishedguidelinesastheyrelatetoinspectionactivity
• Weapplyevaluationcriteriaconsistently,drawingonthe qualityframeworkinLooking at Our School 2016
2. Ourevaluativejudgementsarebasedonthecollectionofobjective,dependable,highqualitydatahavingtakenthecontextoftheschoolintoconsideration:
• Aspartofourevidence-gathering,weengageindialoguewithpupils,teachers,andschoolleadersinmostofourinspectionsandwithotherrelevantstaff,parentsandboardsofmanagementinsomeinspections
• Weusetheevidencewegathertosupportourfindingsandrecommendationsinamannerwhichisfairtoallconcerned
• Werelyonarangeofevidencefromanumberofdifferentsources
• Weconductpost-evaluationmeetingstoclarify,informandconfirmourfindings
• Weprovidetheschoolstaffwithanopportunitytorespondtotherelevantmainfindingsattheschoolpost-evaluationmeetingandwenotethecommentsmade
3. Werespecttherightofindividualstoprivacyasfaraspossibleandconsistentwithourdutytoreport onqualityandstandards:
• Wearesensitivetowardsboththeindividualpersonswithwhomweengageandtheschoolandwearecommittedtocourtesy,respectandfairnessinallinteractionswithindividualsandgroups
• Everyeffortismadetopreservethepositiverelationshipswhichexistbetweenthoseinvolvedinmanagingandleadingtheschool,teachers,parentsandpupils
• Information collected from pupils, teachers and parents on questionnaires is only used inaggregatedformatandeachquestionnaireisentirelyconfidential
• Incertaincircumstances,wemayreceiveotherinformationinamannerinwhichthepersonproviding that information has a reasonable expectation that the information is given in
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A GUIDE TOInspection in Primary Schools
1 Theperiodofnoticeandthepersonscontactedpriortoaninspectionvarydependingonthemodelofevaluation.Pleaseseethemodel-specificinformationinAppendix1ofthisguide.
confidence.Whilewewillrespectconfidences,wecannotguaranteetheabsoluteconfidentialityoftheinformationprovided,ortheanonymityoftheindividualpersonorpersonsprovidingtheinformation.However,havingdueregardtostatutoryprovisions,wewillseektoprotecttheanonymityofthepersonifwebelievethatheorshebelieveditwasbeinggiveninaconfidentialmanner and that to release the information to others would prejudice the receipt of suchinformationinthefuture
4. Wereportobjectivelyandfairlyonthequalityofeducationprovision:
• Wesetoutclearlyandunambiguouslythemainfindingsandrecommendationsoftheinspectionsoastoenhancethemotivationandoverallcapacityoftheschoolcommunitytoachieveitsgoalsandtobringaboutimprovementinoutcomesforpupils
• Ourreportsarefairandbalanced,particularlywhereconflictingevidenceispresented
• Werecogniseandacknowledgeeffectivework,progressandachievement
• Weprovideadviceinasupportiveandconstructivemannerandwemakerecommendations
2. HOW ARE INSPECTIONS CARRIED OUT?a. Before the inspection visitNoticeWrittennoticeofawhole-schoolinspectionisgenerallyprovidedtotheprincipal,thechairpersonoftheboard,thechairpersonoftheparents’associationandthepatroninadvanceofthefirstin-schoolday1. Forotherevaluations,asidefromthosewhichareunannounced,theprincipalisnotifiedviaemailandrequestedtoforwardthenotificationtothechairpersonoftheboardofmanagementandthepatron.Theprincipalmayalsobecontactedbythereportinginspectortooutlinetheformatoftheevaluation,toarrangemeetings,toarrangefordistributionandcompletionofparentandteacherquestionnairesandtoclarifyanyspecificissues.
Nonoticeisgiventoaschoolofanincidentalinspection.
InthecaseofanEducationandTrainingBoard(ETB)school,acopyofthewrittennotificationissenttotheChiefExecutiveoftheETB.
DocumentsExternalinspectionfocusesprincipallyontheworkoftheschoolasittransactsdaily,andthereisalimitedemphasisondocumentation.Inspectorswillrequesttoseeandexamineashortlistofdocumentsrelevanttothefocusoftheparticularevaluationmodelandwhichschoolscanreasonablybeexpectedtohaveavailable.Theparticulardocumentswhichschoolsareaskedtoprovide,inelectronicformatpreferably,aresetoutforeachinspectionmodelinAppendix2ofthisguide.
Questionnaires ParentsandpupilsareimportantstakeholdersinschoolsandtheInspectoratevaluestheirviewsonthequalityofprovision.Weadministerquestionnairestoasampleofparentsandpupilsduringsomeofourevaluations,tocapturetheirperspectivesontheworkoftheschool.
TeacherquestionnairesareavailableforcompletiononlineinthecourseofWhole-SchoolEvaluationsandWhole-SchoolEvaluation-Management,LeadershipandLearninginlargerschools(eightormoremainstreamteachers).
A GUIDE TOInspection in Primary Schools
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2 OurpracticeinthisregardisinformedbySection26oftheEducationAct1998whichprovidesasfollows:(1)Theparentsofstudentsofarecognisedschoolmayestablish,andmaintainfromamongtheirnumber,aparents’associationforthatschool
andmembershipofthatassociationshallbeopentoallparentsofstudentsofthatschool(2)Aparents’associationshallpromotetheinterestsofthestudentsinaschoolinco-operationwiththeboard,Principal,teachersandstudents
ofaschool…(3)Theboardshallpromotecontactbetweentheschool,parentsofstudentsinthatschoolandthecommunityandshallfacilitateandgiveall
reasonableassistancetoparentswhowishtoestablishaparents’associationandtoaparents’associationwhenitisestablished.(4)(a)Aparents’associationshall,followingconsultationwithitsmembers,makerulesgoverningitsmeetingsandthebusinessandconductof
itsaffairs.(b)Whereaparents’associationisaffiliatedtoanationalassociationofparents,therulesreferredtoinparagraph(a)shallbeinaccordance
withguidelinesissuedbythatnationalassociationofparentswiththeconcurrenceoftheMinister.”
Followingnotificationofanevaluation,wherequestionnairesaretobeused,theinspectorwillarrangewiththeprincipalforthedistributionoftheparentquestionnairesinadvanceoftheevaluation.
Inschoolswhereteacherquestionnairesareadministered,theprincipalisaskedtoprovideinformationtotheschoolstaffregardingtheonlinequestionnaireforteachersinadvanceofthein-schoolphase.
Informationgainedfromtheanalysisofquestionnairesmaybereferredtointheinspectionreportbutdetailedstatistical information isnot included.Asummaryof theaggregateddatafromthesequestionnairesisprovidedtotheschool.CompletedindividualquestionnairesareconfidentialtotheInspectorate.
MeetingsWhole-SchoolEvaluation(WSE)istheonlyinspectionmodelwheremeetingsareheldpriortothefirstin-schooldayoftheinspection.Thereportinginspector,inconsultationwiththeprincipal,arrangestoholdmeetingswithrepresentativesoftheboardofmanagementandpatronandwiththeteachingstaff.Inspectorsalsomeetwithrepresentativesoftheparents’associationwheretheassociationisaffiliatedtotheNationalParents’CouncilPrimaryorisintheprocessofaffiliatingtotheNationalParents’CouncilPrimary.Wheretheschooldoesnothaveaparents’association,ortheassociationisnotaffiliatedtotheNationalParentsCouncilPrimary,theinspectorswillmeetwiththeparents’representativesontheboardofmanagement.2
b. During the inspection visit Inspectionvisitsareconductedbyoneormoreinspectors.Theinspectiontypedeterminesthelengthoftimetheinspectiontakesandtheactivitiesundertakeninthecourseoftheevaluation.Typically,thecoreinspectionactivitytakesplacebetweenoneandfivedaysandwillconsistofclassroomvisits,meetings,theadministrationofquestionnaires,thereviewofdocumentsandtheprovisionoffeedback.Thereportinginspectorpreparesanoveralltimetablefortheevaluation.Anychangestothetimetablewillbediscussedwiththeschoolprincipalinadvance,wherepossible.
QuestionnairesWheretheyareused,pupilquestionnairesareadministeredbytheinspectortoasampleofpupilsonthefirstdayoftheinspection.
Meetings and interviews Meetingsandinterviewsarearrangedbytheinspectorinconsultationwiththeprincipal.Dependingontheinspectionmodel,meetingsmaybeheldwithrepresentativesoftheboardofmanagementandpatron,withrepresentativesoftheparents,withtheteachingstaff,withmembersofthein-schoolmanagementteam,withthespecialeducationalneedsteamandspecialneedsassistantsandwithotherrelevantstaff.Whereappropriate,theinspectorwillalsomeetwithafocusgroupofpupils.Inthecaseofwhole-schoolinspections(WSE)someofthesemeetingsareheldinadvanceofthein-schoolinspectionperiod.
A GUIDE TOInspection in Primary Schools
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Classroom visitsDuringtheinspectionvisit,theinspectorvisitsclassroomsandotherlearningsettingstoobserveteachingandlearning,tointeractwithpupilsandtoreviewtheirwork.
Teachingandlearninginanylearningsettingintheschoolmaybeobservedoverthecourseoftheevaluation.Thismayincludetheworkoftemporarystaffandsupportteachersbasedinotherschoolswhoareworkingintheschoolatthetimeoftheinspectionvisit. Inlargerschools,thiscaninvolveinspectionvisitstoasampleofteachers.Itmayalsoincludetheworkofexternalpersonnelwhoareemployedbytheboardofmanagementtoprovideadditionaltuition/supporttopupilsduringschooltime.
Theinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised, theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.
Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebypupilsarealsoexamined.Theinspector(s)mayalsointeractwithpupilsandreviewsamplesoftheirwork.
Oralfeedbackisprovidedtoindividualteachersattheendoflessons,oratanothertimeduringthein-schoolevaluation.The feedback relates to theoverallqualityof teachingand learningand thequalityofpupils’experiencesinthelesson.Observedgoodpracticeisacknowledgedandaffirmedandrecommendationsforimprovementaremadewhereappropriate.
DocumentsTheinspectionmodeldeterminesthedocumentsthatareexaminedinthecourseofanevaluation.TheseareoutlinedinAppendix2ofthisguide.Aninspectormayalsorequestadditionaldocumentsorschoolrecordsrelatingtospecificissuesthatmightariseinthecourseoftheevaluation.
The inspectorwill considerandmaydiscuss the resultsof standardised testsandotherassessmentinformationwiththeschoolduringthecourseoftheevaluation.However,thisstatisticalinformationisnotpresentedinwrittenreports.
Evaluating professional practiceWhileinspectionsclearlyinvolveanevaluationoftheprofessionalpracticeofteachersandthequalityoflearningfacilitatedintheclassroom,theinspectionprocessisnotaprofessionalcompetenceinspection.Proceduresare inplaceunder section24of theEducationAct1998tofacilitateschools indealingwithissuesrelatingtoprofessionalcompetenceandtheinspectionarrangementsthatarepartofthesection24proceduresareentirelyseparatefromtheinspection.However,whereaninspectorhasseriousconcernsaboutthequalityofteachingandlearninginanindividuallessonobservedand/orconcernsregardingthewellbeingandsafetyofpupils,thoseconcernswillbesharedwiththeprincipalandtheteacheraspartofthefeedbackprovided.Whereconcernsrelatetomanagementand/orleadershipintheschool,theyaresharedwiththeprincipalandthechairpersonoftheboardofmanagementoftheschoolaspartofthefeedbackprovided(or,inthecaseofschoolsundertheauspicesofanETB,withtheprincipal,chairpersonoftheboardandtheChiefExecutiveoftheETB).
Compliance with Child Protection ProceduresInSeptember2011,theDepartmentofEducationandSkillsissuedCircular0065/2011and Child Protection Procedures for Primary and Post-Primary Schools (2011). As part of whole-school inspections, theinspector(s)willenquireintoaschool’sgeneralcompliancewiththerequirementsoftheseprocedures.Priortotheinspectionvisit,schoolmanagementisrequiredtocompleteaChildProtectionSchoolSelf-
A GUIDE TOInspection in Primary Schools
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ReportFormand,duringtheinspectionvisit,theinspector(s)seeksadditionalconfirmatoryevidenceoftheschool’scompliancewiththeChild Protection Procedures for Primary and Post-Primary Schools (2011).TheInspectorateiscommittedtofollowinguponinstancesofnon-compliancewithschoolauthorities.
c. Following the inspection visitFeedback meetingsFeedbackmeetingsaretypicallyheldimmediatelyorshortlyafterthecompletionoftheinspection.Theyareanimportantpartoftheevaluationprocess.
Duringthemeetingstheinspector(s)seekto:
• provideanevaluationoftheworkoftheschool
• acknowledgegoodpracticeintheschool
• provideopportunitiesfortheclarificationofanyinformation
• gatheranyadditionalrelevantinformation
• identifyareasfordevelopment
• discusshowtheschoolcandevelopthroughtheimplementationofthemainrecommendationsoftheevaluation
The evaluation reportAdraftinspectionreportisfinalisedfollowingthecompletionofthefeedbackmeetingsexceptinthecaseof incidental inspectionwherenoreport is issuedtotheschool.Thereportpresentsthemainfindingsandrecommendationsoftheevaluation.ItisprocessedthroughthenormalqualityassuranceproceduresoftheInspectorateandisissuedtotheschoolforfactualverificationandlaterforschoolresponseasprescribedinPublication of School Inspection Reports: Guidelines(DepartmentofEducationandSkills,2015).
Whenissuedforfactualverification,theprincipalandchairpersonoftheboardhavetheopportunitytopointouttotheInspectoratewhattheybelievetobeanyerrorsoffactinthedraftreport.Subsequently,thereport,amendedifnecessary,isissuedtotheschoolforschoolresponse.Theboardoftheschoolhasanopportunitytosubmitawrittenresponsetothereport,outliningwhatitwilldotoaddresstherecommendationsforimprovementinthereport.Thereportandnormallytheschoolresponsearethenpublished.
3. PUBLICATION OF THE INSPECTION REPORTThefinalisedreportandtheschoolresponsearepublishedonthewebsiteoftheDepartmentofEducationandSkills(www.education.ie).Thedetailedarrangementsforthepublicationofinspectionreportsaredescribedinaseparatedocument,Publication of School Inspection Reports: Guidelines(DepartmentofEducationandSkills,2015).
A GUIDE TOInspection in Primary Schools
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4. ACTING ON THE INSPECTION REPORT Theboardofmanagement,aspartofitsagendaforschoolimprovement,shoulddiscussthefindingsandrecommendationsofthereportandshould,alongwiththeschoolprincipal,planforandoverseetheimplementationoftheactionsneededtoaddressthereport’srecommendations.Thereportalongwithothertypesofevidencegatheredbytheschoolshouldalsobeusedbytheschooltoinformitsself-evaluationprocessesanditsplanningforimprovementanddevelopment.InthecaseofanETBschoolitissuggestedthattheChiefExecutiveoftheETBorhis/herdeputedofficershouldbeapartytosuchdiscussions.
Whileresponsibilityforoverseeingtheimplementationoftherecommendationsandimprovementsinaninspectionreportrestsmainlywiththeboardandprincipal(orwiththeboardandprincipalandtheChiefExecutiveoftheEducationandTrainingBoard(ETB)inthecaseofanETBschool),thepatronortrusteesoftheschoolalsohavearesponsibilitytoensurethateffectivefollow-upactionistaken.Insomecases,schoolsmaywishtoaccesstheassistanceavailablefromschoolsupportservicesandothersourcesofadvicewhenplanningandimplementingimprovements.
The Inspectorate and other divisions of the Department of Education and Skills will monitor theimplementationofrecommendationsinselectedschoolsandinthesystemgenerally.ThedegreetowhichprogresshasbeenmadeontheimplementationofrecommendationsinaninspectionreportmaybeevaluatedatalaterdatebytheInspectorate.
5. THE QUALITY FRAMEWORK FOR SCHOOLSLooking at Our School 2016: A Quality Framework for Primary Schoolsprovidesaunifiedandcoherentsetofstandardsforthetwodimensionsoftheworkofschools:
• teachingandlearning
• leadershipandmanagement
Itisdesignedforteachersandforschoolleaderstouseinimplementingthemosteffectiveandengagingteachingandlearningapproachesandinenhancingthequalityofleadershipintheirschools.Throughtheprovisionofasetofstandardsdescribing‘effectivepractice’and‘highlyeffectivepractice’,theframeworkwillhelpschoolstoidentifytheirstrengthsandareasfordevelopmentandwillenablethemtotakeownershipoftheirowndevelopmentandimprovement.Inthisway,theQuality Framework for Schools seekstoembedself-evaluation,reflectivepracticeandresponsivenesstotheneedsoflearnersinclassrooms,schoolsandothersettings.
TheQuality Frameworkwillbeusedtoinformtheworkofinspectorsastheymonitorandreportonqualityinschools.Evaluationmodelswilldrawontheelementsoftheframeworkthataremostrelevanttothefocusofthemodel.Inthisway,whiletheframeworkwillbeusedflexibly,itwillensureconsistencyinInspectorateevaluations.
Making Looking at Our School 2016: A Quality Framework for Primary Schoolspubliclyavailableavailablewillhelpparentsandotherstounderstandtheevaluativejudgementsininspectionreports.Thecommonlanguageprovidedbytheframeworkwillfacilitatemeaningfuldialoguebetweenteachers,educationalprofessionals,parents,pupils,schoolcommunitiesandthewidercommunityaboutqualityinourschools.
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Table 1: Quality Framework for Primary Schools – Overview
LEA
DER
SHIP
AN
D M
AN
AG
EMEN
T
DOMAINS STANDARDS
Leadinglearningandteaching
Schoolleaders:promoteacultureofimprovement,collaboration,innovationandcreativityinlearning,teachingandassessmentfosteracommitmenttoinclusion,equalityofopportunityandtheholisticdevelopmentofeachpupilmanagetheplanningandimplementationofthecurriculumfosterteacherprofessionaldevelopmentthatenrichesteachers’andpupils’learning
Managingtheorganisation
Schoolleaders:establishanorderly,secureandhealthylearningenvironment,andmaintainitthrougheffectivecommunicationmanagetheschool’shuman,physicalandfinancialresourcessoastocreateandmaintainalearningorganisationmanagechallengingandcomplexsituationsinamannerthatdemonstratesequality,fairnessandjusticedevelopandimplementasystemtopromoteprofessionalresponsibilityandaccountability
Leadingschooldevelopment
Schoolleaders:communicatetheguidingvisionfortheschoolandleaditsrealisationleadtheschool’sengagementinacontinuousprocessofself-evaluationbuildandmaintainrelationshipswithparents,withotherschools,andwiththewidercommunitymanage,leadandmediatechangetorespondtotheevolvingneedsoftheschoolandtochangesineducation
Developingleadershipcapacity
Schoolleaders:critiquetheirpracticeasleadersanddeveloptheirunderstandingofeffectiveandsustainableleadershipempowerstafftotakeonandcarryoutleadershiprolespromoteandfacilitatethedevelopmentofpupilvoice,pupilparticipation,andpupilleadershipbuildprofessionalnetworkswithotherschoolleaders
TEA
CH
ING
AN
D L
EARN
ING
DOMAINS STANDARDS
Learneroutcomes
Pupils:
enjoytheirlearning,aremotivatedtolearn,andexpecttoachieveaslearners
havethenecessaryknowledgeandskillstounderstandthemselvesandtheirrelationships
demonstratetheknowledge,skillsandunderstandingrequiredbytheprimarycurriculum
achievethestatedlearningobjectivesforthetermandyear
Learnerexperiences
Pupils:
engagepurposefullyinmeaningfullearningactivities
growaslearnersthroughrespectfulinteractionsandexperiencesthatarechallengingandsupportive
reflectontheirprogressaslearnersanddevelopasenseofownershipofandresponsibilityfortheirlearning
experienceopportunitiestodeveloptheskillsandattitudesnecessaryforlifelonglearning
Teachers’individualpractice
Theteacher:
hastherequisitesubjectknowledge,pedagogicalknowledgeandclassroommanagementskills
selectsandusesplanning,preparationandassessmentpracticesthatprogresspupils’learning
selectsandusesteachingapproachesappropriatetothelearningobjectivesandtopupils’learningneeds
respondstoindividuallearningneedsanddifferentiatesteachingandlearningactivitiesasnecessary
Teachers’collective/collaborativepractice
Teachers:
valueandengageinprofessionaldevelopmentandprofessionalcollaboration
worktogethertodeviselearningopportunitiesforpupilsacrossandbeyondthecurriculum
collectivelydevelopandimplementconsistentanddependableformativeandsummativeassessmentpractices
contributetobuildingwhole-staffcapacitybysharingtheirexpertise
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6. THE QUALITY CONTINUUMInspectionsexamine the quality of different aspects of the work of the school at the time of theinspection.Naturally,thequalityofeachaspectoftheschool’sworkcanvary.Forexample,inspectorscouldcometotheviewthatthequalityofteachingandlearninginaschoolisataveryhighlevel,whilethequalityoftheschool’ssupportforpupilsisinneedofimprovement.
Inspectorsusethequalitycontinuumbelowwhendescribingeachoftheaspectsoftheschool’sworkduring an inspection. The continuum is designed to assist evaluators to arrive at evidence-basedevaluativejudgementsandtoaccuratelydescribethequalityofaschool’sprovisionoraspectsofthatprovision.IthasbeenusedbytheInspectorateforanumberofyearstohelpinspectorsarriveatrealisticjudgementsaboutthequalityofaspectsofaschool’sprovision.
Aqualitycontinuumwasfirstintroducedtoschoolsforthepurposesofself-evaluationinLooking at Our School (2003)andwaspresentedagainin2012inSchool Self-Evaluation – Guidelines for Schools.Aspartoftheprocessofself-evaluation,schoolswereencouragedtousethecontinuumtojudgethequalityoftheirprovisionandtoplacetheirpracticeonacontinuum.
The continuum reflects the fact that school quality is constantly evolving and developing andacknowledgestheuniquecontextofeachschool.Itrecognisesthatmostschoolsareatdifferentstagesoftheschoolimprovementjourneyfordifferentaspectsoftheirprovision.
Table 2: QUALITY CONTINUUM
LEVEL DESCRIPTION EXAMPLE OF DESCRIPTIVE TERMS
Very Good
Very goodapplieswherethequalityoftheareasevaluatedisofaveryhighstandard.Theveryfewareasforimprovementthatexistdonotsignificantlyimpactontheoverallqualityofprovision.Forsomeschoolsinthiscategorythequalityofwhatisevaluatedisoutstandingandprovidesanexampleforotherschoolsofexceptionallyhighstandardsofprovision.
Verygood;ofaveryhighquality;veryeffectivepractice;highlycommendable;verysuccessful;fewareasforimprovement;notable;ofaveryhighstandard.Excellent;outstanding;exceptionallyhighstandard,withverysignificantstrengths;exemplary
Good
Goodapplieswherethestrengthsintheareasevaluatedclearlyoutweightheareasinneedofimprovement.Theareasrequiringimprovementimpactonthequalityofstudents’learning.Theschoolneedstobuildonitsstrengthsandtakeactiontoaddresstheareasidentifiedasrequiringimprovementinordertoachieveaverygoodstandard.
Good;goodquality;valuable;effectivepractice;competent;useful;commendable;goodstandard;someareasforimprovement
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7. REVIEW OF INSPECTIONSAteacheroraboardofmanagementaffectedbyaninspectionmayseekareviewoftheinspectionusingtheproceduresoutlinedinProcedures for Review of Inspections on Schools and Teachers under Section 13(9) of the Education Act (1998), (2015).(www.education.ie).
8. PUBLICATION AND REVISION OF THIS GUIDEThisGuidehasbeenpreparedfollowingconsultationwiththeeducationpartnersasrequiredunderSection13(8)oftheEducationAct,1998.
TheInspectorateiscommittedtoimprovingthewaysinwhichitcarriesoutitsevaluationandadvisoryworkinschoolsandtheprovisionsofthisGuidewillbereviewedperiodically.
LEVEL DESCRIPTION EXAMPLE OF DESCRIPTIVE TERMS
Satisfactory
Satisfactory applieswherethequalityofprovisionisadequate.Thestrengthsinwhatisbeingevaluatedjustoutweightheshortcomings.Whiletheshortcomingsdonothaveasignificantnegativeimpacttheyconstrainthequalityofthelearningexperiencesandshouldbeaddressedinordertoachieveabetterstandard.
Satisfactory;adequate;appropriateprovisionalthoughsomepossibilitiesforimprovementexist;acceptablelevelofquality;improvementneededinsomeareas
Fair
Fairapplieswhere,althoughtherearesomestrengthsintheareasevaluated,deficienciesorshortcomingsthatoutweighthosestrengthsalsoexist.Theschoolwillhavetoaddresscertaindeficiencieswithoutdelayinordertoensurethatprovisionissatisfactoryorbetter.
Fair;evidentweaknessesthatareimpactingonstudents’learning;lessthansatisfactory;experiencingdifficulty;mustimproveinspecifiedareas;actionrequiredtoimprove
Weak
Weakapplieswherethereareseriousdeficienciesintheareasevaluated.Immediateandcoordinatedwhole-schoolactionisrequiredtoaddresstheareasofconcern.Insomecases,theinterventionofotheragenciesmayberequiredtosupportimprovements.
Weak;unsatisfactory;insufficient;ineffective;poor;requiringsignificantchange,developmentorimprovement;experiencingsignificantdifficulties
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APPENDIX 1Thisappendixsetsoutabriefsummaryofeachofthefollowinginspectionmodels:
Model page
1.1 IncidentalInspection 17
1.2 CurriculumEvaluation 19
1.3 EvaluationofProvisionforPupilswithSpecialEducationalNeeds 21
1.4 EvaluationofActionPlanningforImprovementinDEISSchools 23
1.5 Whole-SchoolEvaluation-Management,LeadershipandLearning 25
1.6 Whole-SchoolEvaluation 27
1.7 Follow-throughInspection 30
Thesummary is intendedtoprovideabrief referenceguidetotheevaluationframeworkforeachinspectionmodelandtosetouttheinspectionactivitiesconductedateachstageoftheinspectionprocess.
Compliance with Child Protection ProceduresAspartofallwhole-schoolevaluations,inspectorswillenquireintoaschool’sgeneralcompliancewiththerequirementsofChild Protection Procedures for Primary and Post-Primary Schools (2011).
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1.1. Incidental Inspection
INTRODUCTIONAkeyfocusofincidentalinspectionisthequalityoftheeducationalprovisionexperiencedbypupilsinevery-dayschoolsituations.Theevaluationtakesplaceagainstthebackgroundoftheschool’snormalwork,takingaccountofschoolcontextfactors,includingtheschool’sownmissionstatement.
Theincidentalinspectionmodelisdesignedtobeflexiblesothatitcanprovideinformationonanumberofdifferentaspectsoftheworkofaschool.Inaverysmallnumberofcases,incidentalinspectionsmayalsohaveanyorallofthefollowingpurposes:
• Toassesstheimplementationofguidelines,circularletters,regulationsandotherdirectionsmadebytheMinister
• Tocollectinformationonfactorsthatcanbeusedtoidentifyschoolswhichwouldbenefitfromfurtherinspection
• Tomonitortheprogressmadebyaschool in implementingtherecommendationsofearlierinspections
• TocollectinformationontheoperationandeffectivenessofschoolsforresearchorotherpurposesincludingtheprovisionofinformationtoothersectionsoftheDepartment
Theinspectorinformstheprincipalaboutthepurposeofhis/hervisitatthebeginningofanincidentalinspection.
Incidentalinspectionsareevaluationsofaspectsoftheworkofaschoolunderthenormalconditionsofaregularschoolday.Typically,theyfocusonaspectsofteaching,learning,pupils’achievementandsupportforpupils.Incidentalinspectionsupportsco-professionalengagementbetweenteachersandtheinspector.Theinspector’stimeisgiventodirectobservationofteachingandlearningattheclassroomlevelwithaviewtoassessingthequalityofprovision,affirmingtheworkofteachersandpupilsandsupportingimprovement.Incidentalinspectionsprovideopportunitiesfortheteachertodiscussissuesrelevanttothelessonandtoseekadvicefromtheinspector.
Incidental inspections support the educational leadership role of the principal by providing theopportunityforprofessionaldialoguewithinspectorsonmattersofparticularinteresttotheschool.Theinspector’soralfeedbackcanbeusedtoassistschoolstoidentifystrengthsineducationalprovisionandfacilitateprofessionalreflectiononaspectsrequiringfurtherdevelopment.Inthisway,incidentalinspectionscomplementtheschool’sownself-evaluationprocesses.The inspector’sfeedbacktotheteacherandtotheschoolshouldenhanceprofessionalreflectionandself-evaluationandconsequentlyimproveoutcomesforpupils.
EVALUATION FOCUSThefocusofthemajorityofincidentalinspectionsisonteachingandlearning.Theinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.
Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebypupilsarealsoexamined.Theinspectormayalsointeractwithpupilsandreviewsamplesoftheirwork.
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Theextenttowhichwhole-schoolimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.
OVERVIEW OF INSPECTION ACTIVITIES: INCIDENTAL INSPECTION
DU
RIN
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HE
INSP
ECTI
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VIS
IT
Inspectorateactivity
Typicallyoneschoolday
Noadvancenoticegiven
Meetingwithprincipal
Obtaincopyofschooltimetable
Draftscheduleofclassroomvisits–thisissharedwiththeprincipalbeforevisitscommence
Observationofteachingandlearning
Interactionwithpupilsandreviewofpupils’work
Feedbacktoindividualteacherswhosepracticewasobserved
Feedbackmeetingwithprincipaland/ordeputyprincipal
Nowrittenreportissuestotheschool
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1.2. Curriculum Evaluation
INTRODUCTIONTheCurriculumEvaluationmodelfocusesonspecificsubjectsofthePrimary School Curriculum(1999)andaddressesthreekeyquestionsaboutthequalityofteachingandlearninginaparticularsubject:
1. Whatisthequalityofthepupils’learninginthesubject?
2. Howisthepupils’learninginthesubjectsupportedintheschoolthrough;
o Thelearningexperiencesprovidedforthepupils
o Teachers’practice,includingassessment
3. Howeffectiveisschoolplanning,includingSSE,inprogressingpupils’learning?
The model places a particular emphasis on the quality of pupils’ learning in specific subjects andaccordinglymostofthetimeinspectorsspendinaschoolduringthisevaluationisspentinclassroomsandotherlearningsettings.
EVALUATION FOCUSTheinspectorevaluatesandreportsintheCurriculumEvaluationunderthefollowingheadingsorareasofenquiry:
• Qualityofpupils’learning
• Supportingpupils’learningthroughlearningexperiencesandteachers’practice
• Theeffectivenessofschoolplanning,includingSSE,inprogressingpupils’learning
The quality of pupils’ learning Theinspectorwillconsidertheextenttowhichpupilsenjoytheirlearningandaremotivatedtolearn.The inspectorwill enquire into thepupils’ knowledgeand understandingof the subject and howtheirskillsandattitudesinthatsubjectaredeveloping.Theextenttowhichlearninginthesubjectisprogressingaspupilsmovefromclassleveltoclasslevelisalsoconsidered.Inthisregard,inspectorswillconsideravailablerecordsofpupils’learninginthesubject;teachers’monthlyprogressrecords;schoolimprovementplansorDEISactionplan;andthePrimarySchoolCurriculumdevelopedbytheNCCAandissuedbytheMinisterforEducationandSkills.
Supporting pupils’ learning through learning experiences and teachers’ practice Theinspectorevaluatestheextenttowhichpupilsareengagedinlearning,theopportunitiestheyreceive touseandapply learningskillsandtheir involvement inmonitoringtheirownprogress inlearning.Theinspectorconsiders:
• Thepupils’engagementinlearning
o Whethertheyareactivelearners
o Iftheyarelearningindependentlyandcollaboratively
o Iftheyaregivenopportunitiestoreturntoparticularknowledgeandideasregularly
o Iftheyareappropriatelychallengedandappropriatelysupportedintheirlearning
• Theopportunitiesprovidedtopupilstouseandapplylearningskills
• Theinvolvementofpupilsinmonitoringtheirownprogressinlearning
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Theinspectorevaluatesteachers’preparationforthesubject,includingtheiridentificationoflearningobjectives,resourcesandassessmentstrategies,andtheirplanningoflearningactivities.Theinspectorconsidershowtheteachingapproachesusedalignwiththeapproachespromotedinguidelinesthataccompany the Primary School Curriculum developed by the NCCA and issued by the Minister forEducationandSkills.Theopportunitiesthatteachersprovidetopupilstobuildontheirpreviouslearninginthesubjectandtoreturntorelevanttopicsregularlyarealsoconsidered.Howteachersassesslearninginthesubjectandhowtheyuseandcommunicateassessmentinformationarealsoexamined.
The effectiveness of school planning, including SSE in progressing pupils’ learning Theinspectorexamineshowtheplanningprocessesatbothawhole-schoolandindividualteacher-levelfacilitategainful,curriculum-appropriate,learningactivities.Theextenttowhichthewhole-schoolplanforthesubjectprovidespupilswithadevelopmentallearningprogrammeinthesubjectandiscontextualisedtomeettheneedsoftheschoolwillalsobeconsidered.
OVERVIEW OF INSPECTION ACTIVITIES: CURRICULUM EVALUATION
BEF
ORE
TH
E IN
SPEC
TIO
N V
ISIT
Inspectorateactivity
Inspectoremailsnotificationtoschoolfiveworkingdaysinadvanceoftheevaluation
Reportinginspectorliaiseswithschoolandschedulesmeetings
SchoolactivityPrincipalcompletesschoolinformationform(ifthishasnotbeendonepriortonotification)
DU
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HE
INSP
ECTI
ON
VIS
IT
Inspectorateactivity
Typicallytwoschooldays
Meetingwithprincipaland/oranyteacherinvolvedinleadingteachingandlearninginthesubjectbeingevaluatedCommunicationoftimetable–providedonmorningofeachdayoftheevaluationandsetsoutthescheduleforthatdayonly
Pupilgroupinterviews
Reviewofdocuments
Observationofteachingandlearning
Interactionwithpupilsandreviewofpupils’work
Feedbacktoindividualteachers
Post-evaluationmeetingbetweentheinspector(s)andtheprincipaland,whereappropriate,staffmembersinvolvedinleadingprovisionforthesubjectbeingevaluated
AFT
ER T
HE
INSP
ECTI
ON
VIS
IT
SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)
Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite
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1.3 Evaluation of Provision for Pupils with Special Educational Needs
INTRODUCTIONTheEvaluationofProvisionforPupilswithSpecialEducationalNeedsisafocusedevaluationofprovisionforpupilswithspecialeducationalneedsinmainstreamprimaryschools.Itaddressestwokeyquestionsaboutthequalityofaschool’sprovisionforthesepupils:
• Howgoodaretheoutcomesforpupilswithspecialeducationalneeds?
• Howwellistheschoolusingtheresourcesitreceivesforpupilswithspecialeducationalneedstoimproveoutcomesforpupilswithspecialeducationalneeds?
Inaddressingthesetwoquestions,inspectorswillusetwomainsourcesofevidence:
• Theschool’sownreportingofoutcomesanditsuseofresources
• Inspectors’evaluationofoutcomesandtheschool’suseofresources
Asthemodelplacesaparticularemphasisonthequalityoflearningoutcomesforpupilswithspecialeducationalneeds,mostofthetime inspectors spend inaschoolduringthisevaluation is spent inmainstreamclassesandsupportsettings.
EVALUATION FOCUSTheinspectorevaluatesandreportsintheSENevaluationunderthefollowingheadingsorareasofenquiry:
• Thequalityoflearningofpupilswithspecialeducationalneeds
• Thequalityofteachingofpupilswithspecialeducationalneeds
• Themanagementanduseofresourcesreceivedtosupportpupilswithspecialeducationalneeds
The quality of learning of pupils with special educational needsTheinspectorwillenquireintotheextenttowhichpupilswithspecialeducationalneedsaremeaningfullyincludedinschoolandclassroomlife.Inspectorswillalsoconsidertheextenttowhichpupilswithspecialeducationalneeds:
• Participateinpurposefulandappropriatelychallenginglearningactivities
• Activelyengageinindependentandcooperativelearningactivities
• Enjoytheirlearningandaremotivatedtolearn
• Attainthelearningtargetsestablishedthroughthelearningplanprocess
• Useandapplytheliteracy,numeracyandlifeskillsthatarenecessarytodeveloptheirlearning
The quality of teaching of pupils with special educational needs Theinspectorwillexamineteachers’preparationfortheirteaching;particularlytheextenttowhichtheyestablishspecific,realisticandchallenginglearningtargetsforpupilswithspecialeducationalneedswhicharebasedonappropriatebaselinedata.Inspectorsalsoconsidertheeffectivenessoftheteachingapproachesutilised, theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.Assessmentpractices,howassessmentinformationisusedandcommunicatedandtheextentofthecollaborationbetweenmainstreamandsupportteachersarealsoexamined.
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The management and use of resources received to support pupils with special educational needs Theinspectorwillenquireintotheextenttowhichschoolmanagementshowsaclearcommitmenttotheadmissionandinclusionofpupilswithspecialeducationalneeds.Thewayinwhichtheschoolplansfortheeffectivedeploymentoftheresourcesitreceivestosupportpupilswithspecialeducationalneedsisevaluated.Theschool’suseofresourcesanditsendeavourstoensurethatlearningenvironmentsareaccessible,suitableandcomfortableforalllearnerswillalsobeconsidered.Inspectorswillenquireintothestructuresinplacetofacilitatesharingofinformationonpupilswithspecialeducationalneedswithrelevantpre-schoolsandwithpost-primaryschools.Theywillalsoconsidertheextenttowhichthereismeaningfulengagementwithparentsandwithexternalagenciestosupportthelearningofpupilswithspecialeducationalneedsandtheprovisiontheschoolmakesfortheongoingprofessionaldevelopmentofstaffinspecialeducation.
OVERVIEW OF INSPECTION ACTIVITIES: SEN
BEFO
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HE
INSP
ECTI
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V
ISIT
Inspectorateactivity
Inspectoremailsnotificationtoschooltendaysinadvanceoftheinspection
Reportinginspectorliaiseswithschoolandschedulesmeetings
Parentquestionnairesforwarded
Selectionofpupilsforgroupinterview
Schoolactivity
Principalcompletesandforwardselectronicallytheschoolinformationform,(ifthishasnotbeendonepriortonotification);theschoolpolicyonspecialeducationalneeds,theassessmentpolicy,thelearningsupportandresourceteachercaseloadsandtimetables(templateprovided)
Principalsecuresparentalpermissionofpupilsselectedtoparticipateingroupinterview
DU
RIN
G T
HE
INSP
ECTI
ON
VIS
IT
Inspectorateactivity
Typicallyone-threeschooldays
Meetingwithprincipal
Communicationoftimetableofactivities–thisisprovidedonmorningofeachdayoftheevaluationandsetsoutthescheduleforthatdayonly
MeetingwithSENteam
MeetingwithSNAs
Pupilgroupinterview
Collectionofreturnedparentquestionnaires
Reviewofdocumentsandassessmentdata
Observationofteachingandlearning
Interactionwithpupilsandreviewofpupils’work
Feedbacktoindividualteachers
Post-evaluationmeetingbetweentheinspector(s)andtheprincipaland,whereappropriate,staffmembers
Post-evaluationmeetingwiththemembersoftheboardofmanagement
AFT
ER T
HE
INSP
ECTI
ON
VIS
IT
Schoolactivity
Draftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)
Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite
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1.4 Evaluation of Action Planning for Improvement in DEIS Schools
INTRODUCTION In2005theDepartmentpublishedDEIS (Delivering Equality of Opportunity in Schools): An Action Plan for Educational Inclusion. TheaimoftheDEISactionplanistoensurethattheeducationalneedsofchildrenandyoungpeoplefromdisadvantagedcommunitiesaremet.PrimaryschoolsparticipatinginDEISreceiveadditionalsupportsandresources,includingadditionalstaffing,throughtheSchoolSupportProgramme,toassisttheminachievingtheaimsoftheactionplan.DEISschoolsalsoreceivesupportfromahome-school-communityliaisoncoordinator(HSCL)andfromtheSchoolCompletionProgramme(SCP).
SchoolsthatreceiveadditionalsupportandresourcesthroughparticipationinDEISareexpectedtosupporttheDEISactionplanthroughasystematicplanningandmonitoringprocessatindividualschoollevelandatschoolcluster/communitylevel.Theinvolvementofpupils,parents,localcommunitiesandagenciesoperatingatlocallevelisanimportantdimensionoftheDEISplanningandmonitoringprocess.
Schoolsareexpectedtodevelopactionplansforimprovementinthefollowingareas(referredtoastheDEISthemes):attendance; retention;progression; literacy;numeracy;partnershipwithparents;partnershipwithotherschoolsandeducationalproviders,andwithexternalagencies.Principals,boardsofmanagementandin-schoolmanagementteamsareexpectedtosupporttheimplementationoftheDEISactionplansbypreparingthree-yearimprovementplans.Theschoolshouldregularlymonitoritsprogressinimplementingtheseplansandmakenecessaryadjustmentsinlightofexperience.
TheDEISmodelofevaluationisafocusedevaluationwhichexaminestheschool’sactionplanningforimprovementacrosstheDEISthemes.Theevaluationisfocusedonsupportingschoolimprovementandonquality-assuringtheworkundertakeninschoolstodeliverequalityofeducationalopportunitytotheirpupils.Italsoenablesinspectorstoevaluatetheeffectivenessofschools’implementationofspecificinterventionsandinitiatives,andtoprovideup-to-dateinformationtothesystem.
DEIS evaluations seek to identify and affirm good practice in the school while providing clearrecommendationsforfurtherdevelopmentandimprovement.AsuccinctinspectionreportisprovidedtotheschoolandtothepublicattheendoftheDEISevaluationprocess.
EVALUATION FOCUSTheDEISevaluationmodelevaluatesandreportsontheschool’sactionplanningforimprovement.Itexamineshowschoolsdevise,implementandmonitoractionplansforimprovementfortheDEISthemes:attendance;retention;progression;literacy;numeracy;partnershipwithparentsandothers.
Inspectorsconsiderthefollowingaspectsofplanningwhenevaluatingtheschool’sactionplanningforimprovement:dataanalysisandtarget-settingthatinformstheselectionofstrategiesandinterventions;theimplementationofstrategiesandinterventions,andthemonitoringandmeasurementofimpactandprogressmade.
DEISevaluationsalsoconsiderthequalityandeffectivenessoftheleadershipoftheDEISplanningprocesswithinschools,andtheextenttowhichtheschooltakesawhole-schoolapproachtoimprovement.Effectiveco-ordinationofstrategiesandinterventionsandeffectiveuseoftheadditionalresourcesavailabletoDEISschoolsarekeyindicatorswhenevaluatingthequalityofleadership.Inspectorsconsidertheimpactofschoolself-evaluationonplanningforimprovedoutcomesforlearners.
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Inspectorsreviewarrangementsforandapproachestoteachingandlearningandthequalityofpupils’learningexperiencesandoutcomes.Theimpactofactionplanningforimprovementonarrangementsforandapproachestoteachingandlearningandthequalityofpupils’learningexperiencesandoutcomesarekeyindicatorswhenevaluatingimplementationandimpact.
OVERVIEW OF INSPECTION ACTIVITIES: DEIS
BEFO
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HE
INSP
ECTI
ON
VIS
IT
Inspectorateactivity
Tendays’writtennotificationtoschool/board/patron/ETB(whererelevant)
Reportinginspectorliaiseswithprincipaltooutlineevaluationapproachandtomakerelevantarrangements
Parentquestionnairesissuedtotheschool
SchoolactivityTheprincipalcompletesschoolinformationform
Parentquestionnairesaredistributedandreturnedtoschool
DU
RIN
G T
HE
INSP
ECTI
ON
VIS
IT
Inspectorateactivity
Typicallythree in-schooldays
Meetingwithschoolprincipal/seniormanagement
Examinationofschool’scurrentactionplansforimprovement
Administrationofpupilquestionnaires
Collectionofparentquestionnaires
MeetingswithteachingandotherstaffinvolvedinDEIS-relatedactivitiesandinterventions
Meetingwithfocusgroupofparents
Meetingwithfocusgroupofpupils(asappropriate)
Observationofteachingandlearning
ObservationofDEIS-relatedactivitiesandinterventions
Interactionwithpupilsandreviewofpupils’workandassessmentdata
Feedbacktoindividualteachers,otherrelevantstaffandprincipal
AFT
RE T
HE
INSP
ECTI
ON
VIS
IT Inspectorateactivity
Post-evaluationmeetingwithprincipal/chairpersonoftheboardofmanagement/seniormanagementteamandotherrelevantstaff
Preparationofdraftreport
Communicationofcollatedparent/pupilquestionnairereports
SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagement/ETB(whererelevant)forfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)
Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite
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1.5 Whole-School Evaluation-Management, Leadership and Learning
INTRODUCTION Whole-SchoolEvaluation–Management,LeadershipandLearningasksfivekeyquestionsrelatingtothequalityofeducationprovisioninaschool.Theseare:
1. Howgoodarethelearningachievementsofpupils?
2. Howgoodistheteaching?
3. Howisthewellbeingofpupilssupported?
4. Howeffectiveareschoolleadershipandmanagement?
5. Howeffectiveisschoolself-evaluationandhowwellisitbeingusedtoimprovelearning,teaching,leadershipandmanagement?
WSE-MLLisstronglyfocusedonthequalityofteachingandlearningintheschoolasawhole.Accordingly,mostofthetimeinspectorsspendinaschoolduringthisevaluationisspentinclassroomsandotherlearningsettings.Theevaluationisnotconfinedtospecificcurriculumareas;learningandteachingmaybeevaluatedacrossarangeofcurriculumareas.
EVALUATION FOCUSWSE-MLL enquires into how pupils are managed, including how the school supports pupils fromdisadvantagedbackgroundsandfromminoritygroups.Itexamineshowallpupils(includingpupilswithspecialeducationalneeds)areincludedintheworkinclassroomsandotherlearningsettings.WSE-MLLalsofocusesonwhole-schoolissuesrelatingtoleadershipandmanagement,takingintoaccountcontextfactorssuchasschoolsizeandthenumberofin-schoolmanagementpersonnel.
TheevidencebaseofaWSE-MLLinaparticularschoolwillinclude,whereavailable,relevantevaluativedataontheworkoftheschoolgatheredthroughotherinspectionactivity.TheWSE-MLLmodeltakesaccountofaschool’sprogressinrespectofrecommendationsmadeinpreviousinspections.
InthecourseofaWSE-MLLtheinspector(s)evaluatesandreportsunderthefollowingheadingsorareasofenquiry:
• Teachingandlearning
• Supportforpupils’wellbeing
• Schoolleadershipandmanagement
Teaching and learning Theinspector(s)considersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised, theclassroomatmosphereandhowpupilsaremanagedandorganisedduringlearningactivities.
Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Assessmentpracticesandtheprogressmadebypupilsareexamined.Arrangementsconcerningrecordkeepingandreportingonpupilachievementarealsoexamined.Theteamreviewstheresultsofstandardisedtestsandin-schoolassessments.Theinspectormayalsointeractwithpupilsandreviewsamplesoftheirwork.
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Theextenttowhichwhole-schoolimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.
Support for pupils’ wellbeingThemannerinwhichtheschoolmanagesandaddressesthewellbeingofallitspupilsisevaluated.Thesupportthattheschoolprovidesfortheinclusionofpupilswithspecialeducationalneeds,pupils’fromdisadvantagedbackgroundsandthosefromminoritygroupsisexamined.Provisionforbothclassroominclusionandindividualsupportisassessed.Theinspectoralsoconsidertheprovisionthattheschoolismakingforcooperationbetweenschool,homeandcommunity.
School leadership and managementTheinspectorexaminestheroleofthepatronandthecomposition,roleandfunctioningoftheboardofmanagementincludingitscommunicationwithmembersoftheschoolcommunity,itsmanagementofresourcesanditsprioritiesforschooldevelopmentandimprovement.Theworkoftheprincipalandin-schoolmanagementteamisalsoevaluated.Theeffectivenessofleadershipintheschoolandtheleadershipoflearningareconsidered.Theschool’splanningandtheeffectivenessoftheschool’sengagementinself-evaluation,including,asrelevant,schoolself-evaluationprocesses,schoolimprovementplansandDEISactionplans,withdueregardtotheindividualcontextfactorsoftheschoolarealsoexamined.
OVERVIEW OF INSPECTION ACTIVITIES: WSE-MLL
BEFO
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HE
INSP
ECTI
ON
VIS
IT
Inspectorateactivity
Tendays’writtennotificationtoschool/board/patron/ETB(whererelevant)
Reportinginspectorliaiseswithschoolandschedulesmeetings
Parentquestionnaireissuedtotheschool
Informationforteachersonhowtocompleteanon-linequestionnaire
SchoolactivityTheprincipalcompletesschoolinformationform
Parentquestionnairesaredistributedandreturnedtoschool
DU
RIN
G T
HE
INSP
ECTI
ON
VIS
IT Inspectorateactivity
Typicallythree/fourin-schooldays
Communicationoftimetable–providedonmorningofeachdayoftheevaluationandsetsoutthescheduleforthatdayonly
Meetingwithprincipal
Meetingwithprincipalandstaff
Meetingwithprincipal,teachers,boardandparentrepresentatives
Meetingwithothergroupsofteachersifappropriate
Administrationofpupilquestionnaires
Collectionofparentquestionnaires
Observationofteachingandlearning
Interactionwithpupilsandreviewofpupils’work
Feedbacktoindividualteachersandtotheprincipal
Reviewofdocuments
AFT
ER T
HE
INSP
ECTI
ON
VIS
IT
Inspectorateactivity
Post-evaluationmeetingwithschoolstaff
Post-evaluationmeetingwithrepresentativeofboard/parents/patron
Communicationofcollatedparent/pupil/teacherquestionnairereports
Preparationofreportonmeetingwithparentrepresentatives
Preparationofdraftreport
SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)
Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite
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1.6 Whole-School Evaluation
INTRODUCTIONTheWhole-SchoolEvaluationmodelisusedtoprovidewhole-schoolevaluativeinformation,adviceandsupporttotheschool.Whole-schoolevaluationisacollaborativeprocessinvolvingtheevaluationteam,theteachingstaff,themanagementoftheschool,parentsandpupils.Thepatronortrusteesoftheschoolmayalsobeinvolvedintheprocess.
As one of a range of evaluation models employed by the Inspectorate, Whole-School Evaluationcomplementsotherevaluationmodels.TheevidencebaseofaWhole-SchoolEvaluationinaparticularschoolwillinclude,whereavailable,relevantevaluativedataontheworkoftheschoolgatheredthroughotherinspectionactivity.TheWhole-SchoolEvaluationmodeltakesaccountofaschool’sprogressinrespectofrecommendationsmadeinpreviousinspections.
Generally,theinspectorsexaminethequalityofteaching,learningandpupilachievementinfoursubjects,includingEnglish,Gaeilge,MathematicsandoneadditionalsubjectdeterminedbytheInspectorate.Theboardofmanagementofaschoolmayrequesttheinspectionteamtoevaluateafifthsubjectselectedbytheschool.Thenumberofsubjectsorcurricularareasevaluatedmayvaryfromtimetotimetofacilitatetheconductofwhole-schoolevaluationsthatfocusonaparticularthemeorthemes.WherenecessarytheInspectoratemayalsoconductaWhole-SchoolEvaluationinvolvingallcurricularareasandsubjects.
EVALUATION FOCUSTheinspectorevaluatesandreportsintheWhole-SchoolEvaluationunderthefollowingheadingsorareasofenquiry:
• Qualityofleadershipandmanagement
• Qualityofschoolplanningandschoolself-evaluation
• Qualityofteaching,learningandpupilachievement
• Qualityofsupportforpupils
Inevaluatingeachoftheseareas,theinspectoralsoconsidershowsuccessfultheschoolhasbeeninimplementingrelevantrecommendationsmade inprevious inspectionreportsand inspectionvisits,wherethisapplies.
Quality of leadership and management TheWSEteamexaminestheroleofpatron,thecomposition,roleandfunctioningoftheboardofmanagement,itsengagementinthedevelopmentofpoliciesandproceduresanditssupportforschooldevelopmentandimprovementinitiatives.Thephysicalresourcesandfacilitiesavailableintheschooltosupportteachingandlearning,themanagementofpupils,themanagementofrelationshipswithparentsandthecommunityarealsoexamined.
Thein-schoolmanagementoftheschool,includingtheroleoftheprincipal,thedeputyprincipal(s),andthemiddlemanagementteaminleadinglearningintheschool,isevaluated.Theeffectivenessofleadershipintheschoolandtheleadershipoflearningareconsidered.
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Quality of school planning and school self-evaluationTheWSEteamreviewsaspectsoftheschoolplanrelevanttotheevaluation.Theeffectivenessoftheschool’s self-evaluationprocesses, andhowwell theyarebeingused to improveengagementandoutcomesforpupils,teaching,leadershipandmanagementisexamined.
Quality of teaching, learning and pupil achievementTheinspectorconsidersteachers’preparationforthelessonstaught,theeffectivenessoftheteachingapproachesutilised,theclassroomatmosphereandhowlearnersaremanagedandorganisedduringlearningactivities.Assessmentpracticesandtheprogressmadebypupilsareexamined.Arrangementsconcerningrecordkeepingandreportingonpupilachievementarealsoexamined.Theteamreviewstheresultsofstandardisedtestsandin-schoolevaluations.
Theinspectorevaluatestheleveltowhichpupils’knowledge,skillsandattitudesareprogressedandtheextenttowhichtheyareengagedappropriatelyintheirlearning.Theinspectormayalsointeractwithpupilsandreviewsamplesoftheirwork.
Theextenttowhichwhole-schoolimprovementtargetsareimpactingonclassroompracticeandonthequalityoflearningisevaluatedwhereappropriate.
Quality of support for pupilsThemannerinwhichtheschoolmanagesandaddressesthewellbeingofallofitspupilsisevaluated.Thesupportthattheschoolprovidesfortheinclusionofpupilswithspecialeducationalneeds,forpupilsfromdisadvantagedbackgroundsandthosefromminoritygroupsisexamined.Provisionforbothclassroominclusionandindividualsupportisassessed.Theinspectoralsoconsiderstheprovisionthattheschoolismakingforcooperationbetweenschool,homeandcommunity.
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BEFO
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HE
INSP
ECTI
ON
VIS
IT
Inspectorateactivity
Tendays’writtennotificationtoschool/board/patron/ETB(whererelevant)
Reportinginspectorliaiseswithschoolandschedulespre-evaluationmeetings
Timetableforinspectioniscommunicatedtotheschool
Parentquestionnairesissuedtotheschool
Detailsofteacherquestionnairescommunicatedtoschool
Pre-evaluationmeetingsareheldwithteachingstaff,theboardandparents
Schoolactivity
Principalcompletesschoolinformationform
Parentquestionnairesaredistributedandreturnedtoschool
Arrangementsmadeforcompletionofteacherquestionnaires
School’senrolment/admissions,schoolattendancepolicyandteachertimetablesforwardedtoreportinginspector
DU
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INSP
ECTI
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V
ISIT
Inspectorateactivity
Typicallythree/fourin-schooldays
Meetingwithprincipal
Meetingwithin-schoolmanagement(ifrequired)
MeetingwithSENteam(ifrequired)
Administrationofpupilquestionnaires
Collectionofparentquestionnaires
Observationofteachingandlearning
Interactionwithpupilsandreviewofpupils’work
Feedbacktoindividualteachersandtotheprincipal
Reviewofdocuments
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Inspectorateactivity
Post-evaluationmeetingwithschoolstaff
Post-evaluationmeetingwithrepresentativeofboard/parents/patron
Communicationofcollatedparent/pupil/teacherquestionnairereports
Preparationofreportonmeetingwithparentrepresentatives
Preparationofdraftreport
SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)
Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite
OVERVIEW OF INSPECTION ACTIVITIES : WSE
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1.7 Follow-through Inspection
INTRODUCTION Thepurposeofafollow-throughinspectionistoevaluatetheprogressaschoolhasmadeonimplementingmainrecommendationsmadeinanearlierinspectionwhereawrittenreporthasbeenpublishedorissuedtotheschool.Thisisfacilitatedthroughaconsultative,co-professionalengagementbetweentheinspectorandrelevantschoolmanagementandstaff.Inspectorsalsoadvisetheschoolonstrategiesandactionstoenablethemtofullyaddressrecommendations.Anyinspectionmodelthatresultsinawrittenorpublishedreportissubjecttoafollow-throughinspection.
Follow-throughinspectionsprovideanopportunityfortheschooltoshowtheprogressithasmadeinimprovingpracticeinareaswhererecommendationsweremadeinpreviousinspectionreports.Inspectorsdiscusstheimprovementswithindividualteachers,groupsofteachersandotherswhereappropriate.
Attheconclusionofafollow-throughinspection, inspectorsdiscusstheiroverallfindingswiththeprincipaland/ordeputyprincipal,and,whererelevant,withthechairpersonoftheboardofmanagement.Theyacknowledgetheprogressmadeandprovideadviceonfurtheractionsrequiredtoensurethefullimplementationofeachrecommendation.Thefindingsfromafollow-throughinspectionaddtotheschool’sowninformationastheyengageinself-evaluationandschoolimprovement.
EVALUATION FOCUSFollow-throughinspectionsfocusonthelevelofprogressmadebyaschoolinimplementingthemainrecommendationsforimprovementoutlinedinapreviousinspectionreport,ratherthantheoveralleducationalprovisionthattheschoolmakes.
BEFO
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INSP
ECTI
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ISIT
Inspectorateactivity
Theinspectorcontactstheprincipaltwodaysinadvanceoftheinspection
Arrangementsaremadeforanymeetingwhichmayberequiredandforanydocumentationwhichtheinspectormaywishtoview
SchoolactivityPrincipalpreparesanydocuments,arrangesmeetingsthatmayberequired
DU
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Inspectorateactivity
Typicallyoneschoolday
Amongtheactivitiesthatmaytakeplaceinthecourseofafollow-throughinspectionare:•Meetingwithprincipaland/orseniormanagementteam•Meetingwithmembersofthein-schoolmanagementteam•Meetingwithotherrelevantteachers/membersofstaff•Observationofteachingandlearningandotherrelevantactivities•Interactionwithpupils•Reviewofschooldocumentationandrecords,andpupils’work•Reviewofresourcesandfacilities•Communicationwiththechairpersonoftheboardofmanagement•Communicationwithparents
Post-evaluationmeetingwithprincipal
AFT
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INSP
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V
ISIT
SchoolactivityDraftreportisissuedtotheprincipal/chairpersonoftheboardofmanagementforfactualverification(fiveschooldays)andforschoolresponse(tenschooldays)
Inspectorateactivity PublicationofthefinalreportontheDepartmentwebsite
OVERVIEW OF INSPECTION ACTIVITIES: FOLLOW-THROUGH INSPECTION
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APPENDIX 2Documentation Requested Inspectorswillrequesttoseeandexaminedocumentsrelevanttothefocusoftheparticularevaluationmodel.Manyofthesearepreparedbyschoolsaspartoftheirnormalplanningandworkandshouldbereadilyavailableintheschool.Thetablebelowoutlinesthedocumentationtypicallyrequestedinthecourseofeachparticularinspectionmodel.Aninspectormayalsorequestadditionaldocumentsorschoolrecordsrelatingtospecificissuesthatmightariseinthecourseoftheevaluation.
TABLE 3: DOCUMENTS TYPICALLY REQUESTED IN THE COURSE OF AN INSPECTION:
DOCUMENT II CE SEN DEIS MLL WSESchoolregister(orelectronicversion) √ √ √
Enrolmentandadmissionspolicy √ √ √
Schoolattendancepolicy √ √
Theschool’scodeofbehaviourandanti-bullyingpolicy(includingevidenceoftheprincipal’sreporttotheboardofmanagementonincidentsofbullyingandevidenceofannualreviewofpolicy)
√ √
Theschool’schildprotectionpolicyincludingtheprincipal’sreporttotheboardofchildprotectionconcernsandevidenceofannualreviewofpolicyandChildProtectionSchoolSelf-Reportform
√ √ √
Individualteachertimetables(class/learningsettingandnumberofpupils)includingLearningSupport/Resourceteachertimetableandcaseload
√ √ √ √ √
PolicyrelatingtoSpecialEducationNeedsAssistants(SNA) √
Policyonsupportforpupils(learningsupport/resourceteaching)
√ √ √
Curriculumplansforsubject(s)beingevaluated √ √
Individualteachers’planning √ √ √ √ √ √
Teachers’monthlyprogressrecords(cuntaismhíosúla) √ √ √ √ √
Assessmentpolicyandpupilrecordsincludingindividualeducationplans(IEPs)
√ √ √ √ √
Resultsofstandardisedtestsadministeredanddiagnostictestsinthecaseofpupilsinreceiptofadditionalsupport
√ √ √ √ √ √
Schoolself-evaluationreportsandschoolimprovementplansORDEISActionplanforschoolimprovement(asrelevant)
√ √ √ √ √
Minutesofthreemostrecentstaffmeetings √ √
Minutesoffivemostrecentmeetingsoftheboardofmanagement
√ √
StaffDeploymentPolicy(Ifavailable) √
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APPENDIX 3School Information Forms InordertoprepareforanevaluationtheInspectoratewillneedtocollectinformationfromyouaboutyourschool.Thisinformationwillhelpusbetterunderstandthecontextofyourschool,andmayalsohelpyouinpreparingfortheevaluation.TheinformationiscollectedthroughashortSchoolInformationForm.ThisformcollectsgeneralinformationabouttheschoolandincludesaspecificsectionwhichisapplicabletothemorefocusedCurriculumEvaluation.AseparateSchoolInformationFormisprovidedforEvaluationofProvisionforPupilswithSpecialEducationalNeedsandEvaluationofActionPlanningfor Improvement in DEIS schools. These forms are availableon the website of the DepartmentofEducationandSkills(www.education.ie).
Theseformscanalsobeaccessedbyclickingonthehyperlinkbelow.
Schoolsmayaccesstheseformsatanystageandcompletethematatimethatisconvenientforthem.Alternatively,ifyourschoolisselectedforanevaluationthereportinginspectorwillforwardtoyou,viaemail,theinformationform.Youwillbeaskedtocompletethisformandreturnittothereportinginspectorpriortotheevaluationtakingplace.
PleasenotethattheinformationcollectedwillonlybeusedbytheDepartmenttoinforminspectionplanningandreporting.
http://www.education.ie/en/Publications/Inspection-Reports-Publications/