Search

The Education and Training Inspectorate (ETI) aims for the inspection process to demonstrate partnership working and collaborative responsibility, having a positive impact on improvement beyond the inspection itself. ETI seeks to build capacity by promoting processes of evaluation, including through professional dialogue on inspection and district visits; by identifying and disseminating examples of sector leading practice from which others can learn; and by involving Associate Assessors in our work.

Download the ETI presentations to the conference on 14 September 2015 in Titanic Belfast.

The Education and Training Inspectorate (ETI) ask the organisation to identify a senior member of staff to represent the organisation before, during and after the inspection.  The representative will manage the inspection process within the organisation and will normally hold a senior management position within the organisation. The role of the representative is offered on a voluntary basis and organisations may decide not to nominate a representative.

During the initial contact at the pre-inspection stage of a programmed inspection or when making arrangements for a district or specialist visit the district (DI), specialist (SI) or reporting inspector (RI) will discuss with the leader the opportunity for joint lesson/session/activity observation.

This Inspectorate evaluation report follows-up on the fourteen recommendations in the inspectorate’s 2008 report on the implementation of the revised curriculum and assesses the progress made since January 2009. The evidence base, collected during 2009, includes performance levels from 106 lessons visited by district inspectors in September 2009 and performance levels from 2721 lessons in the 2009 inspection programme in 94 primary, 19 post-primary and 8 special schools.

In recent years, the Education and Training Inspectorate and the Department of Education and Skills Inspectorate have researched and reported on good practice in literacy and numeracy in schools, to help other schools identify good practice and highlight the key features of successful teaching and learning in literacy and numeracy. This report indicates the key characteristics of good practice in these areas.

A report by the Education and Training Inspectorate on the alternative education provision for pupils attending the Altnagelvin Hospital School and Tuition Service, and the Laurel Centre who have medical, social, emotional or behavioural difficulties and are unable to have their needs met in mainstream schools. The Inspection focused on the achievements and standards achieved by the pupils, the quality of the provision for learning, the leadership and management of the provision and the arrangements for child protection and pastoral care.

A report by the Education and Training Inspectorate (ETI) on the findings of an evaluation of the quality of learning guidance provided for pupils in a sample of post-primary schools. The evaluation was undertaken in June 2009. During this period the ETI visited 16 post-primary schools.

The focus of this baseline evaluation falls within the three strategic priorities identified in the most recent report by the chief inspector, namely that: those with the responsibility for an individual’s education need to build more effectively on the skills, knowledge and attributes which the learner has developed in the preceding phase; those with the responsibility for an individual’s education need to help learners understand better the connections in their individual programmes of learning, and how that learning connects to opportunities for them and for their communities; and educational leaders need to be confident that they are including all learners and are working together to help them achieve their full potential. 

This report details the findings of an evaluation by the education and training inspectorate (inspectorate), carried out in February 2010, of the quality of the provision in units for pupils with moderate learning difficulties (MLD) in a random sample of primary and post-primary schools.

Self-evaluation is a process through which an individual teacher, groups of staff, the staff as a whole and senior management, including the management committee or governors: reflect on their current practice; identify and celebrate the strengths of the private and voluntary pre-school setting, school, nursery unit or nursery school; identify and address areas for improvement in their work; engage in personal and shared professional development; and focus on improving the quality of learning and teaching, and the standards of achievement in the organisation. Self-evaluation is a systematic process involving the staff and the management group or governors and, where necessary other members of the organisation's community, such as, parents and pupils.

Better numeracy in primary schools has two main purposes: to identify the characteristics of the very good practice in numeracy which exists within primary schools in Northern Ireland; and, to assist teachers, co-ordinators and senior managers in their ongoing work to promote improvement in the interest of their children.

This report details the findings of an evaluation carried out by the education and training inspectorate on the GAA and the IFA provision within the Curriculum Sports Programme.

This report sets out the inspection findings on the pilot certificate in teaching programme provided at the school of education, university of ulster, jordanstown which was inspected between may to november 2009.

The evaluation by the Education and Training Inspectorate of the Science, Technology, Engineering and Mathematics (STEM) Careers Education, Information, Advice and Guidance (CEIAG) Programme was undertaken to inform the Department and the Education and Library Board Strategic and Operational STEM CEIAG groups of the effectiveness of the programme. The findings also have important implications for Departmental policy and strategy to support the effective delivery of support for STEM in schools in the future.

This evaluation report examines the promotion of children’s language and communication skills in pre-schools, and the resulting outcomes for the children. 

In January 2011, the Inspectorate evaluated three strands of the Innovation Fund: Employer Support Programme, Carbon Zero Northern Ireland (NI); the Innotech Centre, and the Open Source Solution Centre.

In 2011, the Department of the Environment (DOE) launched a new road safety strategy for Northern Ireland, ‘Northern Ireland’s Road Safety Strategy to 2020’ with 199 cross-departmental action measures and four key targets for the reduction in the number of deaths and serious injuries caused on Northern Ireland’s roads.