Towards a Better Future

Towards a Better Future: A Review of the Irish School System
inspections, a wide range of inspection models is now in operation. Models include short,
unannounced, one-day inspections, subject-focussed inspections, curriculum evaluations, programme
evaluations and specialised inspections as, for instance, in disadvantaged schools or special needs
provision. A key value of the range of models of inspection is that a particular inspection can be
tailored more closely to needs. A major new development has been the introduction of ‘follow
through’ inspections whereby, after a period of time, inspectors return to check on and discuss
progress made by the school community in light of the earlier inspections and recommendations.
Progress is recorded as ‘very good’, ‘good’, ‘partial’ or ‘no progress’. Where schools are found to have
serious weaknesses, a co-ordinated approach is adopted within the Department to effect remediation,
with continued inspectoral involvement. A further innovative practice has been the issuing of
confidential appraisal questionnaires to parents and students on their experiences and perceptions
of the work of schools. Teachers’ views on the running of schools are accessed through interviews
or questionnaires. Post-inspection surveys of primary and post-primary teachers and principals, as
well as of chairpersons of boards of management and parent associations on WSE evaluations in the
most recent period – September 2015 to January 2016, are very positive, particularly from the
primary personnel (Hislop, 2016).
Overall, one detects a comprehensive, professional approach to inspection in contemporary practice.
An extensive process of consultation is engaged in before forms and processes of inspection are
finalised. A good development from previous practice is greater advance preparation by inspectors
in gathering data on the school’s circumstances and context. This reduces the workload for school
personnel in preparing documentation or data, but it also helps equip the Inspectorate to carry out
its declared intention of bearing issues pertaining to the school’s context very much in mind when
evaluating practice. The fact that guidelines and criteria of inspection are available to school personnel
in advance also facilitates communication and dialogue. The feedback from questionnaires is carefully
noted and feeds into refining strategy and approaches. Following inspection, schools are given oral
feedback and they are allowed to respond and proffer factual corrections before reports are finalised
for publication. There is also provision for schools to submit appeals on evaluations.
The declared core approach of the Inspectorate is ‘inspection for improvement.’ The Inspectorate
in Ireland does not favour league-table-type grading of schools, realising that this is a very blunt
approach and ignores many relevant contextual issues in school appraisal. The Inspectorate aims to
operate a co-professional approach with teachers, urging collaboration and collegiality, based on
mutual respect of roles. This co-professional approach is a recognition of the quality of the teaching
force, many of whose members possess post-graduate qualifications. This co-professional approach
is also in alignment with the Teaching Council’s rationale for teacher education in its policy on
teacher education as a continuum. The sense of openness and transparency is aimed at fostering a
positive approach by school communities, with the work of the Inspectorate being viewed as an aid
to school improvement, and a sense of ownership cultivated in the process. A key objective in the
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