Press release
Department of Education Inspectorate publishes Inspectorate Report (2021-2023) and Thematic Review
Published on
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Published on
Last updated on
The Inspectorate of the Department of Education has today published the Department of Education Inspectorate Report (2021-2023) and Thematic Review, presenting many positive findings regarding educational provision in schools, early learning and care settings and other educational settings in Ireland.
The report provides a comprehensive analysis of the quality of education provision in such settings between January 2021 and December 2023 and a thematic review of a number of aspects of education provision in Ireland.
Across the continuum of education provision for children aged from birth to eighteen years, inspectors found that children and young people generally experienced high-quality education. The report indicates that school and setting leaders, teachers and educators contributed significantly to maintaining stability in the quality of education provision both during the COVID-19 period and since then.
The report also identifies areas that require development and improvement to strengthen the education system in the coming years.
School attendance: The report notes how the Irish education system has been proactive in addressing school attendance issues that have come to the fore since COVID. It also notes that challenges remain in relation to ensuring that school attendance rates continue to improve to pre-pandemic levels. It highlights that strategies to address attendance should be underpinned by an awareness of the critical link between high-quality responsive teaching and consistently good attendance.
Assessment: One element of the provision of high-quality teaching identified as requiring improvement, to varying degrees, is that of assessment. The report identifies scope for improvement in assessment policies and approaches in a significant proportion of schools. In those schools, the capacity to gather and use assessment information and data to develop student learning plans was found to be underdeveloped. This finding is related to an identified need for better differentiation in teaching strategies and learning tasks in these schools to ensure that appropriate and adaptive teaching can facilitate student-centred learning.
Inclusive education: The inspection programme in primary schools, special schools and post-primary schools during the period 2023-2024 placed a focus on inclusion – with particular reference to the inclusion of children and young people with special educational needs. The inspection findings during that period show that the Irish education system has made significant progress towards inclusive provision. However, the findings also indicate that there are still areas that need improvement to ensure that all children have access to high-quality learning experiences and that they feel valued, respected and included in their school community.
Publishing the report, Chief Inspector Yvonne Keating said:
“Our inspections show that there are significant strengths across the Irish education system, spanning early years, primary, and post-primary levels. Important drivers of these achievements are the professionalism, skills, and commitment of those involved in teaching, in leading our schools and early learning and care settings, and in supporting the learning and wellbeing of children and young people. This strong foundation positions us well to make further progress towards educational excellence for all learners.”
Minister for Education Norma Foley welcomed the publication of the report by the Inspectorate:
“I am delighted to welcome this comprehensive and positive report, which draws upon extensive inspection findings and research taken from across our education sectors. The findings paint a picture of a stable and thriving education system; one that has demonstrated remarkable resilience and adaptability, particularly in the face of recent challenges.
“It acknowledges the significant strides made in creating active and stimulating learning environments, implementing child-centred curricula and striving to foster a sense of belonging among our young learners. These achievements are a testament to the unwavering commitment of our school leaders, teachers, staff members, students, families, and voluntary board members.
“While we should celebrate these successes, we should also recognise the areas identified for further development. The report provides valuable insights into where we can enhance our practices, particularly in the areas of assessment and inclusive education.
“Together, we will build upon this strong foundation to ensure that every child in Ireland has access to the highest quality education, nurturing their potential and preparing them for the challenges and opportunities of the future."
For further information please email inspectorate@education.gov.ie
The report concludes that the early years education sector is making significant strides in providing high-quality early learning experiences for our youngest learners. Early Learning and Care (ELC) settings demonstrate strengths in fostering children’s sense of belonging, creating stimulating learning environments, and implementing child-centred, play-based curricula.
However, the report also identifies some areas for continued growth and development. These include the need for greater investment by settings in cultural and community connections, enhanced support for early language learning, and further development of leadership capacity.
The report highlights many strengths in the work of primary and special schools. It is evident that the great majority of schools are delivering a high-quality education for their pupils and that the quality of school leadership and management in the schools is a key enabler of this success. It is clear that teachers, special needs assistants and school leaders in primary and special schools are hugely committed to their professional work and mission; and they are eager to share their expertise with others, within their own school, and as members of teacher professional networks.
As the Primary Curriculum Framework is enacted, there will be a need for ongoing effective and inspiring leadership in schools to ensure that children and young people are equipped with the necessary knowledge, skills and dispositions to engage successfully with the world around them, and to support them in the creative and ethical use of digital technologies. Such leadership will also be key to promoting school environments where the wellbeing of every child and young person is promoted, where all are included, and where all feel that they belong.
The report highlights the positive aspects of many constituents of the post-primary sector, with many of the schools demonstrating commitment to promoting young people’s wellbeing, providing high-quality teaching and learning experiences, and demonstrating effective leadership and management. These strengths collectively reflect a generally well-rounded and stable post-primary sector in terms of the quality of education provision.
Notwithstanding these strengths, post-primary education stands at a critical juncture, facing challenges and opportunities that will shape its future path. The report underscores the importance of continuous development in teaching methodologies and assessment strategies to enhance the quality of post-primary education in Ireland, particularly in the context of Junior Cycle and Senior Cycle redevelopment.
Looking forward, a strategic approach is essential: one that integrates the essential elements of strong leadership, innovative curriculum development, student wellbeing and belonging, and the creative and ethical use of digital technologies. By focusing on these key areas, the post-primary system can create an educational environment that addresses young people’s current needs while also preparing them for the challenges and opportunities of tomorrow.
The report highlights the strong foundation for effective practices in Irish-medium ELC settings, with inspectors commending progress in fostering early Irish language acquisition across both Gaeltacht and non-Gaeltacht areas. The findings portray a vibrant and committed sector that is continuously growing in its ability to support young children’s linguistic and holistic development.
Educators are demonstrating commitment and dedication to nurturing children’s love for Irish, although achieving greater consistency in quality remains a sector-wide challenge. By addressing the initial and continuing professional development of educators, and by investing in resource development, engagement with families and planning for transitions, these settings can continue to flourish, ensuring that the future of Irish-language immersion education in ELC settings is of high quality.
The report emphasises the importance of enhancing assessment practices to support progression in children's learning in mathematics. This highlights the need for more effective methods of evaluating pupils' mathematical understanding and skills. The report suggests that improved assessment techniques could better inform teaching practices and help track pupils' progress more accurately, ultimately leading to more tailored and effective mathematics instruction.
According to inspection reports, the broadening of assessment approaches in post-primary schools offers significant potential for enhancing student assessment.
The report states that a high level of assessment literacy among teachers and school leaders is crucial, encompassing a deep understanding of various assessment methods, the ability to design and implement appropriate tasks, and the skills to interpret and use assessment data effectively. The report highlights the importance of reflecting on lessons learned from the implementation of the junior cycle, in order to avoid developing cultures of over-assessment, and to maintain a delicate balance between formative and summative approaches.
The inspection findings referred to in the report note that the ongoing redevelopment of curriculum specifications and assessment arrangements at senior cycle presents a timely opportunity to embed these principles.
The report emphasises the importance of fostering a sense of belonging in schools, recognising that inclusive environments contribute to positive educational experiences and outcomes. The need for equitable use of resources is also highlighted, ensuring that all students have access to the supports they require. Regular attendance is linked to improved educational outcomes, underscoring its significance in inclusive education.
The report stresses the crucial role of teacher education and professional development in maintaining inclusive practices and responsive learning environments. In terms of areas for development, the report highlights the need to reassure parents of children with special educational needs about the benefits of inclusive settings, fostering greater confidence in these approaches.
Building the capacity of teachers and school leaders is identified as essential to strengthening inclusive practices. Finally, the effective allocation of additional resources is emphasised, with a focus on prioritising students with the greatest needs.
The findings in the Department of Education Inspectorate Report (2021-2023) and Thematic Review are based on information collected during a wide range of inspections and research, including: