An Explanation of the Types of Inspection
Inspection is designed to provide an evaluation of an organisation across the broad spectrum of its activities. The main emphasis of the inspection and of the report will be on the educational provision and outcomes, as seen in the quality of the learners’ achievements and of the teaching. There is also an emphasis on the leadership and management of the whole organisation and how this contributes to improvement.
| Phase(s)/Sector | What is Evaluated | |
|---|---|---|
| A Focused Inspection (FI) | Primary, Post-primary, Special Education, Vocational Training | A FI concentrates on particular aspects (or one aspect) of the organisation’s provision as well as leadership and management. The particular aspects being inspected include pastoral care and child protection and are, whenever possible, set within the broader context of the organisation as a whole. |
| Inspection | Pre-school | This inspection evaluates the quality of provision across the range of activities. The inspection reports on the quality of: • the children's development and learning; • the pre-school programme; • pastoral care and child protection; • teaching; and • leadership and management. |
| Standard Inspection (SI) | Post-primary | In a SI, a core team, normally including an Associate Assessor, inspect and report on leadership and management through a focus on aspects of the school development plan. In addition, specialist inspectors, normally four, report on the provision within a specialist area - pastoral care/child protection is always included as one of these specialist areas. |
| Short Inspection | Primary | The inspection evaluates the quality of the: • ethos of the school; • pastoral care and child protection; • learning and teaching; and • leadership and management. |
| Area Inspection | All phases | Evaluates the quality of provision in a geographical area, across a number of phases. |
| Longitudinal Inspection | Vocational Training | A Longitudinal Inspection evaluates on more than one aspect of provision. In particular, there is a focus on the overall leadership and management of the whole organisation. |
| A Focused Inspection in Further Education | Further Education | This inspection consists of two phases/ parts; one part focuses on whole-organisation issues including the organisation’s improvement work, while the other part includes an evaluation of the quality of provision within a sample of departments. The selected departments will be asked to complete self-evaluations. Senior Management will also be asked to complete a self-evaluation of leadership and management across the college. |
| An Unannounced Inspection | Pre-school, Primary, Post-primary, Special Education | An Unannounced Inspection is characterised by the fact that an organisation is given no prior notice. The inspection focuses on pastoral care and child protection as evidenced in the organisation’s arrangements and the work observed. A self-evaluative profile is completed by the organisation and is intended to provide the principal and staff with the opportunity to contribute to the evaluation process. |
| Registration Inspection | Independent Schools | The Inspectorate advises the DE by providing an evaluation of the organisation. This evaluation, by the Inspectorate, is based on whether or not the organisation is providing an adequate quality of education. DE then decides on registration or otherwise. |
| Focused Inspections (Joint working with Health and Social Services Registration Inspection Unit (H&SS RIU)) | Schools with Boarding Departments | These inspections have been developed jointly by inspectors from the Inspectorate and H&SS RIU. In these inspections, an aspect(s) of the organisation’s educational provision will be inspected by the Inspectorate. The H&SS RIU inspector will inspect the boarding department. The two inspections occur at the same time and a joint report is published. |
