Structure of the Whole School Evaluation Report
Typically the WSE report contains the following headings and sub-headings:
Introduction
1 Quality of school management
1.1 Board of management
1.2 In-school management
1.3 Management of resources
2 Quality of school planning
2.1 The school planning process and the content of the school plan
2. 2 Implementation and impact of the school plan
3 Quality of learning and teaching in curriculum areas
3.1 Language
• Irish
• English
3.2 Mathematics
3.3 Social, environmental and scientific education
• Geography
• History
• Science
3.4 Arts education
• Visual arts
• Music
• Drama
3.5 Physical education
3.6 Social, personal and health education
3.7 Assessment and achievement
4 Quality of support for pupils
4.1 Policy and provision for pupils with special educational needs
4.2 Policy and provision for pupils from disadvantaged backgrounds
4.3 Policy and provision for pupils from minority groups
4.4 Home-school partnership
5 Post-evaluation meetings
6 Summary of findings and recommendations for further development
Professional Code of Practice for the Inspectorate
The Professional Code of Practice on Evaluation and Reporting for the Inspectorate
(2002), developed in accordance with the provisions of section 13 (8)
of the Education Act, 1998, sets out general principles and guidelines
under which members of the Inspectorate engage in the process of
evaluation and reporting. The code lays down the professional standards
to which the Inspectorate works.
Among the general principles of the code of practice, the Inspectorate is committed to:
- fostering mutual respect, trust, positive professional relations and partnership between the Inspectorate and the school community;
- the consistent application of evaluation criteria and objectivity, reliability and reliance on first-hand evidence based on observation;
- consistency and fairness, taking due account of school context factors and taking cognisance of school self-review;
- engaging in dialogue with members of school staffs and the education partners and ensuring confidentiality, while having due regard to statutory provisions;
- courtesy, respect and sensitivity towards both individual teachers and the school and clarity in the manner in which findings are communicated;
- acknowledging that the pupils are the ultimate beneficiaries of the evaluation process.
The WSE team evaluates and reports on the operation of the school under the following headings or areas of inquiry:
- the quality of school management
- the quality of school planning
- the quality of learning and teaching
- the quality of support for pupils.
Area 1: The Quality of School Management
Board of Management and In-school Management
The WSE team examines the role of the patron and the composition,
role and functioning of the board of management. This area of the WSE
also examines the operation of the board of management and its policies
and procedures.
In-school Management
The WSE team examines the in-school management of the school,
including the management of pupils and the management of relationships
with parents and the community. It also looks at the level of
self-evaluation being implemented in the school. The evaluation team
examines the allocation of members of the teaching staff and compliance
with requirements of the Department of Education and Science relating
to material and staff resources. The quality of accommodation in the
school, including specialist areas and the integration of ICT and
teaching resources, is also considered.
The Management of Resources
During the meetings with the school management and during the
evaluation phase, the WSE team evaluates the effectiveness of the
management and allocation of members of the school staff, the policy
and support for professional development, including the induction
period, and the management of external personnel, such as visiting
teachers and tutors. The evaluation team also reviews the management of
material resources and the use of DES grants and will evaluate the
pupils' and teachers' access to resources in the various areas of the
curriculum.
Area 2: School planning
School Plan
The WSE team examines the school plan and the action plans devised
and reviews the role and responsibilities of members of the staff
within the school development planning process.
Implementation of the School Plan
Within this theme, the team evaluates the implementation, dissemination and impact of the school plan.
Area 3: Learning and Teaching in Curriculum Areas
The WSE team evaluates aspects of learning in the Primary School
Curriculum (1999): Language, Mathematics, Social, Environmental and
Scientific Education (SESE), Arts education, Physical education, and
Social, Personal and Health Education (SPHE).
Planning and Preparation
The WSE team evaluates the level of planning for the teaching of
individual curriculum areas and subjects. They look for evidence of
collaborative curricular planning and the monitoring, review and
evaluation of these plans.
Quality of Teaching and Learning
The WSE team evaluates methodology, classroom management, classroom atmosphere and learning within the lessons observed.
Assessment and Achievement
The WSE team considers the range of assessment modes,
record-keeping and reporting on pupils' achievement. Through engagement
with the pupils, the inspectors evaluate the level of pupils'
understanding, achievement and enthusiasm for the various curriculum
areas and subjects. The team reviews the results of standardised tests
and in-school evaluations.
Curriculum Planning and Organisation
The WSE team examines curriculum provision in the school, with an
emphasis on the planning process, breadth and balance in curriculum
provision, and how the needs of all pupils are being met. The WSE also
examines the school timetable and the allocation of staff.
The Quality of Supports for Pupils
Policy and Provision for Pupils With Special Educational Needs
The WSE team examines school policy on the admission, enrolment and
participation of pupils with general and specific educational needs.
This aspect of the evaluation considers the numbers involved and the
provision for both classroom inclusion and individual support. The team
examines the communication and dissemination of information concerning
these pupils and the provision of supplementary teaching support.
Policy and Provision for Pupils from Disadvantaged Backgrounds
The WSE team examines the school policy on the access, admission
and participation of pupils from disadvantaged backgrounds. The team
evaluates the allocation of resources to meet the needs of these
pupils. They also explore the participation of the parents of these
pupils in the school and any collaboration with other community
agencies supporting pupils from disadvantaged backgrounds.
Policy and Provision for Pupils from Minority Groups
The WSE team considers school policy on the access, admission and
participation of pupils from minority groups. The team evaluates the
allocation of resources to meet the needs of these pupils. They also
explore the participation of the parents of these pupils in the school
and any collaboration with other community agencies supporting pupils
from minority groups.
Home-school partnership
The WSE team considers the level of care for pupils in the school
and the provision for cooperation between school, home, and the
community. The involvement of pupils in the organisation of school
activities is examined.