Search

Since 1995, the Belfast Education and Library Board has developed the concept of outreach youth workers and currently deploys outreach youth workers on fixed term contracts within each area project. 

The summary evaluation report of the Big Deal Programme highlights the main strengths and areas for improvement in: leadership and management; quality of provision; and achievements and standards.

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 cross-departmental action measures and key targets for the reduction in the number of deaths and serious injuries caused on Northern Ireland’s roads. 

In September 2013 the Minister for Health and Social Services and Public Safety (DHSSPS) announced the commissioning of an independent expert-led inquiry into child sexual exploitation (CSE) in Northern Ireland. 

The survey report on Transition Arrangements from Special Schools and Mainstream Learning Support Centres to Post- School Provision provides an evaluation of the process of transition from Special schools to post-school placement. The report highlights the good practices which ensure the smooth and effective transition for the majority of the pupils and, in contrast, the poor options and choices for those pupils at post-19 stage, for whom health and social services have responsibility. The report makes recommendations for improvement. 

This report, based on the findings from a targeted sample of 34 primary and post-primary schools, outlines the characteristics that determine effective provision in Literacy and Numeracy. The characteristics for primary and post-primary are presented separately for ease of use.

This commentary elaborates on, and provides examples of, the characteristics of effective teaching which are outlined in Better Mathematics: Evaluations and prompts for self-evaluation and improvement in post-primary school.

This report summaries the quality of monitoring and evaluation of mathematics gathered during visits to 18 post-primary schools. The survey was a follow-up exercise designed to build on the findings on departmental management in Better Mathematics: evaluations and prompts for self-evaluation and improvement in post-primary schools.

This evaluation sets out the main findings of a survey of the work of Full Service Extended Schools (FSES) and Full Service Community Network (FSCN). 

The Chief Inspector’s Report 2008/2010 identified the need to develop links between special and mainstream schools as an area for improvement and development. The Review of Special Educational Needs and Inclusion (Review) also recognised the need to facilitate ‘a continuum of provision for a diversity of need’ across special and mainstream school sectors. This report was initiated by ETI, building on collaborative inspection work already undertaken with the special school sector.

This report was commissioned by the Department of Education. The report aims to provide an extensive evidence base about the impact of challenging behaviour in special schools and to inform future policy developments. 

This report summarizes the evaluations of 55 post-primary mathematics departments inspected between 2001 and 2006. Characteristics of effective practice are provided alongside the evaluations. In addition, the report includes prompts which departments, and teachers individually, can use to aid their self-evaluation.

This summary sets out the main findings of a survey of the work of special schools within Area Learning Communities (ALCs) across the Education and Library Boards. The report is based on evidence from an evaluation of 16 special schools’ participation in ALCs, scrutiny of relevant ALC documentation and an analysis of the information from a short questionnaire issued to all special schools seeking their views on ALCs. The Education and Training Inspectorate (ETI) carried out the survey in November 2012. 

This report summarizes the evaluations of post-primary science departments inspected between 2001 and 2006, and outlines the characteristics that determine effective provision.

This report summarises the findings of an evaluation, of Relationships and Sexuality Education in post-primary schools in Northern Ireland (NI) by the Education and Training Inspectorate.

This report provides information, advice and guidance for all teachers of English based on first hand evidence from Inspection activity over the period 2008-2010.

The Education and Training Inspectorate (the Inspectorate) undertook an evaluation of the provision for and uptake of modern languages at key stage (KS) 4 in a range of non selective post-primary schools, with a particular focus on year 10. In addition, the main findings from scheduled modern language inspections during 2009-2010 are included in the report.

This report is the third and final summary report about specialist schools produced by the Education and Training Inspectorate, which draws, mainly, on the evaluations of the Cohort 1 schools conducted in December 2009 and January 2010.

The purpose of this report is to share the main findings relating to Planning for Learning, Teaching and Learning, and Leadership and Management, and report on the progress towards addressing the three key areas for improvement identified in Better Mathematics (2007). It is based on evidence gathered during 129 visits to post-primary mathematics departments between September 2006 and June 2010.

Inspection Type: General Inspection