Towards a Better Future

Chapter Eight: The Changing Role of the Inspectorate
Inspectorate issued over sixty publications as well as a range of information leaflets and newsletters.
This contrasts strongly with the previous paucity of published data and reflects an attitude of greater
transparency, accountability, partnership and professionalism, to the benefit of schools and teachers,
to policy makers and to the interested public.
THE CONTEMPORARY CONTEXT
Planning for the Future
As with the education system generally, the Inspectorate also suffered from the economic cutbacks
of the recessionary era. A significant indicator of this was the decline in inspectoral staff from a total
of 168 in 2008 to 118 in early 2016. The general inspectorate staff increased to 124 by the end of
2016. Furthermore, the appointment of a ten-person special inspectorate core for early childhood
education has raised the overall personnel to 134. Despite the serious loss in numbers, what is very
notable in the contemporary period is that the momentum for continuing reform and development
has been sustained. The Chief Inspectors’ Report 2010-12, published in 2013, acknowledges an era of
‘change and challenge,’ but committed the Inspectorate to address the concerns being posed.
Among significant educational policy changes for the school system, to which the Inspectorate
contributed, were The National Strategy for Literacy and Numeracy 2011-2020 (DES, 2011a), and the
reform of the curriculum and assessment of the Junior Cycle in post-primary schools. Over recent
years, the Inspectorate has issued a range of documents reflective of a very vibrant, reflective and
mission-oriented agency. Among these, it developed Strategic Plans for 2011-2013, and for 2014-16.
In the case of both plans, it also established an Implementation Tracking process. A new Code of Practice
for the Inspectorate was published in 2015 (DES, 2015c). A Guide to Early Years Education – Focused
Inspection (EYEI) was published in 2016. The Inspectorate has also been paying special attention to
the induction and continuing professional development of inspectors as is evidenced in documents
The Induction and Initial Professional Development of Inspectors and Learning Strategy for the Inspectorate
2016-2020.
Modes of Inspection
Among key changes in this mode of school inspection has been the use of a new form of Whole-
School Evaluation, entitled Whole-School Evaluation – Management, Leadership and Learning (WSE –
MLL), for schools. Following a trial period, Schools Self-Evaluation (SSE) became mandatory for
schools in 2012. The focus for the first four years of this cycle has been very much on teaching and
learning, as was indicated in the SSE Guidelines issued to schools, and was to be based on relevant
assessment data. Schools embarking on SSE also benefit from advisory visits by the Inspectorate. By
2016, almost all schools have engaged in SSE processes. As well as the WSE, and SSE-oriented
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