Mr. Brendan Doody:

It is fair to say, from an inspectorate perspective, that our conceptualisation of transitions has developed considerably over the years. The committee may be aware that we have an inspection model of DEIS provision in schools.

One of the DEIS themes is transitions and so on. One of the common experiences perhaps ten or 15 years ago was to ask schools about how many of their pupils had progressed to post-primary level, for example. Typically, the primary school principal would say that they had all transferred and progressed. One would not just tick the box, but it would be at that level.

We now have a far more nuanced understanding of transitions and we are very keen to push the notions of schools building on learning as an essential element of an effective transition. In the past, where one had the primary school being supported in the transition phase to go up to look at the science labs and whatever in the post-primary school, we are now pushing schools towards the concept of where that was fine, necessary and important, but it is more about how would one support, for example, the English or maths subject teachers to build on the learning that has occurred for primary school students.

In some of our programmes, the school excellence fund-DEIS programme, for instance, we have good examples of cross-sectoral learning becoming embedded in schools. I can think of one example where a primary and a post-primary school have developed a cross-sectoral approach to the development of mathematical skills. This should, in turn, support more effective transitions.

With specific reference to Traveller and Roma students, I highlight the fact that we held a transitions seminar for teachers earlier on this year. Ms Cregg might agree with me on this. It was the most positively received continuous professional development training engagement I have come across in my time in the Department and there were 700 teachers in attendance. The overwhelming response to the seminar was very positive, partly because we had Traveller and Roma students telling their stories around engagement with learning and the critical importance of the one good person. This is not to say that the rest of those in the schools were not good people, but this referred to the one good person who latched onto and identified their ability, supported them and so on as they made those transitions. It is pretty important that we have that more nuanced understanding.

Very briefly on bullying, Ms Cregg referred to the fact that the inspectorate is focusing on the issue of bullying between September and Christmas as we conduct a series of incidental inspections. It is also important to note that the chief inspector has been very keen - this will happen from January onwards - on whole-school-type evaluations. These involve whole-school evaluations, DEIS inspections, etc. There will be a clear statement as to a school's work in supporting anti-bullying measures in the school. We have questions on existing surveys of parents and of students themselves around bullying in the schools.