Jerry Buttimer (Cork South Central, Fine Gael)
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311. To ask the Minister for Education and Skills regarding the recently published chief inspector's report for 2010 to 2012, which found significant shortcomings in assessment practices in almost one quarter of English lessons, in 29% of mathematics lessons and in 35% of Irish lessons evaluated through incidental inspection in primary schools during the period 2010 to 2012, the measures being taken to improve assessment practices in the schools concerned; and if he will make a statement on the matter. [13143/14]

Jerry Buttimer (Cork South Central, Fine Gael)
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312. To ask the Minister for Education and Skills regarding the recently published chief inspector's report for 2010 to 2012, which found that evidence available from subject inspections at post-primary level showed that assessment practices were less than satisfactory in 23% of schools; the measures being taken to improve assessment practices in the schools concerned; and if he will make a statement on the matter. [13144/14]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 311 and 312 together.

Firstly I would like to acknowledge that the majority of schools have assessment practices that are of good quality. However for the significant minority of schools, it is important to note that there are a range of measures in place to improve assessment practices in primary and post-primary schools in tandem with the implementation of the National Literacy and Numeracy Strategy and Junior Cycle reform. The Teaching Council has taken steps to ensure that assessment is a core component of Initial Teacher Education programmes for student teachers at both primary and post-primary level.

At primary level, schools are advised to use a variety of assessment methods to support assessment of pupils' progress and achievement, and to extend and enrich their learning. Guidelines on assessment published by the National Council for Curriculum and Assessment (NCCA) support schools in this regard, particularly in their understanding and use of Assessment for Learning approaches. A range of materials on Assessment for Learning is also available on the website of the NCCA and the Professional Development Service for Teachers as a support for primary and post-primary teachers.

Primary schools are required to administer standardised tests in English reading and Mathematics, and in the case of Irish medium schools standardised tests in Irish, to their pupils at three points in the primary cycle (2nd, 4th and Sixth classes) and report the results to the Board of Management of the school and to the Department of Education and Skills. School principals in all primary schools have had opportunities to attend seminars on school self evaluation which included guidance on the analysis of standardised test data among other assessment data and its use to inform improvements in the teaching and learning of literacy and numeracy. At post-primary level, the move to school based assessment will radically change and improve assessment practices at Junior Cycle. The introduction of school-based components in all subjects where teachers assess the work of their students will bring assessment activity closer to the point where teaching and learning occurs and provide more opportunity to improve the learning experiences and achievements of students. It will also provide opportunity for the development of students' skills and competences in areas of learning that are inevitably minimised in a terminal, external examination. Teachers' engagement in moderation processes with other teachers to review the marking of students' work will enhance their understanding of standards and their capacity to judge the quality of students' work.

As part of the roll out of the new Junior Cycle, teachers of each subject will receive a minimum of four days continuing professional development which will include a significant focus on the use of assessment for both formative and summative purposes. In addition, the Junior Cycle Assessment and Moderation Toolkit on the NCCA's website will support and assist teachers in their work on assessment. The Toolkit will include the range of assessment supports, advice, guidelines and exemplification that will enable schools and teachers to engage with all aspects of the new assessment system at Junior Cycle. The State Examinations Commission for the majority of subjects will set the terminal examination papers and provide teachers with detailed marking schemes. In addition, for the interim, the SEC will continue to administer the terminal examinations in Irish, English and mathematics when the new specifications are introduced.

Jerry Buttimer (Cork South Central, Fine Gael)
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313. To ask the Minister for Education and Skills regarding the recently published chief inspector's report for 2010 to 2012, which found that there are weaknesses in the teaching and learning of Irish in a significant proportion of schools; the measures being taken to address these weaknesses and to the teaching and learning of Irish; and if he will make a statement on the matter. [13145/14]

Ruairi Quinn (Dublin South East, Labour)
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The Chief Inspector's report highlights the fact that primary inspectors judged that the teaching of Irish was satisfactory or better in 80% of lessons observed during incidental inspections and that the quality of pupils' learning outcomes was satisfactory or better in 76% of the lessons observed.

At second level, inspectors judged the quality of teaching to be satisfactory in 72% of the lessons observed and the quality of learning to be satisfactory or better in 68% of the lessons observed. However, the report does highlight a number of areas in relation to the teaching of Irish where improvement is required. My Department has already put a range of support measures in place, particularly in relation to curriculum, assessment and teacher education, as part of its ongoing implementation of the 20 Year Strategy for Irish.

At initial teacher education stage, measures to enhance the development of Irish teaching skills are key parts of the reconfiguration of primary and relevant post-primary programmes. Both programmes have been extended by one year. The Teaching Council has been asked to work with teacher education institutions to raise standards among Irish teachers. All teachers have a professional responsibility to ensure that they keep their knowledge and skills up to date by evaluating their practice on an ongoing basis and engaging in appropriate continuing professional development (CPD). My Department supports teachers in this endeavour by providing a wide range of CPD opportunities.

In Irish in particular there has been significant investment in CPD in recent years, such as: - CPD in relation to the national literacy and numeracy strategy for primary teachers and post-primary teachers, including specific provision for teachers in Irish medium schools and a commitment to offering 20 hours of CPD over the course of 5 years to certain teachers. - CPD for post primary teachers of Irish from 2007 - 2012 provided by the Seirbhís Tacaíochta Dara Leibhéal don Ghaeilge. This team has now been integrated with the Professional Development Service for Teachers and continues to provide CPD for teachers of Irish as part of the literacy strategy - CPD provided by the Tús Maith team at primary level from 2006 - CPD for post-primary teachers of Irish in the context of the new junior cycle Irish specification will begin in the school year 2015/2016.

Work has commenced on the development of a new specification for Irish at primary level relating to the integrated languages (Irish and English). The NCCA is about to consult on a Primary Language curriculum (Stages 1 and 2 - junior infant classes through to second class). In addition the NCCA has just completed its consultation of a background paper on Irish for the Junior Cycle. Based on the findings of the consultation, the new specification will be developed for implementation in schools for first years from September 2016. This specification will clarify the learning outcomes to be achieved by students and place an increased emphasis on the development of oral language skills. Consideration is also being given to the introduction of a short course in Irish in Junior Cycle particularly for Irish students in the Gaeltacht, or students in Gaelcholaistí who would like the opportunity to study additional Irish.

Since June 2012, the weighting for oral Irish proficiency in the Leaving Certificate was increased from 25% to 40%. The impact of this change is being reviewed and the findings will be available in 2014. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) has been co-located with the National Council for Curriculum and Assessment (NCCA) so that the development of curricula and support materials for Irish (this is a key part of the remit of COGG) can take place in a closely co-ordinated way. My Department is providing 0.5 million euro over the next three years to allow for the digitisation of the Séadain Sí.

Jerry Buttimer (Cork South Central, Fine Gael)
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314. To ask the Minister for Education and Skills regarding the recently published chief inspector's report for 2010 to 2012, which found that there are weaknesses in the teaching and learning of mathematics in a significant proportion of schools, the measures being taken to address these weaknesses and to the teaching and learning of mathematics; and if he will make a statement on the matter. [13146/14]

Ruairi Quinn (Dublin South East, Labour)
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The Chief Inspector's Report (2010-2012) highlights satisfactory or better teaching approaches of Mathematics in 83% of lessons observed during unannounced inspections at primary level. Primary inspectors also judged that pupils' learning was appropriately consolidated in 86% of Maths lessons.

At second level, inspectors judged the quality of teaching in Maths to be satisfactory or better in 77% of Maths lessons and they judged the quality of learning to be satisfactory or better in 74% of lessons. However, the report does highlight a number of areas in relation to the teaching of Mathematics, particularly at second level, where improvement is required.

At primary level, the National Council for Curriculum and Assessment is to commence the development of a revised mathematics curriculum for primary schools that will link with the structure of the junior cycle maths syllabus. At second level new Junior Certificate and Leaving Certificate Mathematics syllabuses were introduced to address issues with teaching and learning mathematics, to move away from rote learning and to deepen students' understanding of the subject by: Changing the mathematics syllabi for both junior and senior cycle; Changing the focus of certificate examinations in mathematics; Providing a comprehensive in-service programmes for all mathematics teachers; Providing comprehensive classroom resources (both hard copy and on-line).

The introduction of Project Maths was supported by the introduction of a Professional Diploma in Mathematics for Teaching to upskill 'out-of-field' teachers of Mathematics which was launched in September 2012. The course is jointly accredited by the University of Limerick and NUI Galway and some 600 teachers are participating in this Diploma. The Professional Diploma represents an investment of €3.267 million to date.

There have been concerns that students are not confident enough to study for higher level mathematics in the Leaving Certificate. To encourage more students to study and to then present for certification at the higher level, the third level institutions have allocated 25 bonus points to students who achieve a grade D or above in higher level mathematics. This has resulted in an increase in participation. In 2011 some 15.8% of the Leaving Certificate candidates sat the higher level paper. This had risen to 25.6% in 2013. In all, this was a rise of 58% over 3 years. The number of students who have indicated that they wish to sit the higher level examination this summer has also risen. Some 17,181 students have indicated their intention to take higher level – up 70% on this time in 2011. Of course some students may reverse this decision but students' confidence in their ability to take higher level mathematics is rising.

Jerry Buttimer (Cork South Central, Fine Gael)
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315. To ask the Minister for Education and Skills regarding the recently published chief inspector's report for 2010 to 2012, which highlighted that definite shortcomings in approaches to planning and preparation for students learning exist in both the primary and post-primary sectors, the measures being taken to redress these shortcomings to ensure that improvements in the way schools assess and monitor the learning experiences and performances of their learners and in the way they use the resulting information to plan for future teaching are delivered in the interests of pupils, parents and teachers; and if he will make a statement on the matter. [13147/14]

Ruairi Quinn (Dublin South East, Labour)
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It is important to point out to the Deputy that the Chief Inspector's Report 2010-2012 states that inspectors found that school planning processes were satisfactory or better in 74% of the primary schools inspected as part of whole school evaluations and that teachers had made satisfactory preparations for the lessons in 82% of lessons evaluating in unannounced inspections. At second level, inspectors judged that teachers' preparation for teaching was satisfactory or better in the vast majority of lessons: an efficient lesson sequence was evident in 90% of lesson and teachers selected appropriate resources to support teaching and learning in 85% of lessons.

My Department has made a significant investment over the last decade in supporting schools to engage in school development planning and school self-review. The Professional Development Service for Teachers (PDST) continues to provide high quality continuous professional development and support for teachers, at primary and post-primary levels.

The National Induction Programme for Teachers (NIPT) provides newly qualified primary and post-primary teachers with comprehensive advice and planning guidelines that are of significant support to teachers in both mainstream and special education settings. Department Good Practice Guides, such as Effective literacy and numeracy practices in DEIS schools (2009), highlight the centrality of effective, strategic, collaborative planning.

The Programme for Government, 2011, sets out specific targets in relation to self-evaluation and school improvement. Similarly, the National Strategy to improve Literacy and Numeracy, Literacy and Numeracy for Learning and Life, requires all schools to engage in robust self-evaluation. School Self-Evaluation Guidelines were prepared by the Inspectorate, with the assistance of schools and the education partners, to provide practical support, to assist schools in affirming good practice and to have a clear focus on the specific areas that need to be targeted for improvement or development.

A dedicated SSE website () contains resources, evaluation tools, video materials from schools that have engaged in SSE and completed examples of school self-evaluation reports and school improvement plans. By June 2014 schools are required to have their first SSE report completed and a school improvement plan (SIP) in place. To support schools as they engage in the data gathering analysis and improvement planning process within SSE, during 2012 and 2013 Department inspectors have visited and provided advice to 3710 schools or approximately 94% of all primary and post-primary schools. Such advice included advice about all aspects of teaching and learning, including planning and preparation is a normal part of all evaluation activities by the Inspectorate.