Charlie McConalogue (Donegal North East, Fianna Fail)
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Last Monday the chief inspector's report for the period 2010 to 2012 was published. As Fianna Fáil's spokesperson on education, I was happy to see that the report was predominantly positive. I compliment the chief inspector, Mr. Harold Hislop, on the report which contains significant detail and is based on the findings of announced and unannounced inspections. I also compliment the inspectorate on increasing the frequency of inspections in recent years.

The report includes assessments after announced and unannounced inspections by staff from the Department of Education and Skills. It found that standards of teaching and learning were satisfactory or better in the majority of lessons; parental surveys showed high levels of satisfaction - 97% - with primary schools; and standards of teaching and learning were satisfactory or better in the majority of lessons inspected. Some 86% of lessons inspected in unannounced inspections were satisfactory or better in primary schools.

In complimenting the inspectorate on this report it is clear the findings mean that we must also compliment those who work at the coalface in schools and teaching staff and I am happy to do so. However - I suppose there is always a "however" - the report points to unsatisfactory quality standards in the teaching of Irish and maths in schools. In regard to the teaching of Irish in primary schools, the findings are significantly less positive than those for the teaching of English or mathematics. During the years 2010 to 2012 inspectors reported that the quality of Irish teaching was problematic in one fifth of the lessons inspected during incidental inspections and that the quality of pupils' learning of the language was problematic in approximately one quarter of lessons.

While many inspectors involved in whole-school evaluations commended the commitment and efforts of teachers to teach Irish, they also found that learning outcomes were disappointing. Inspectors judged that the teaching of Irish was satisfactory or better in 80% of lessons observed during incidental inspections. They also reported that the quality of pupils' learning outcomes was satisfactory in 76% of the lessons evaluated. Inspectors noted that assessment practices were not satisfactory in more than one third of Irish lessons evaluated between 2010 and 2012. These findings point to the need for critical numbers of primary schools to make planned, systematic provision for assessing pupils' learning of the main Irish language skills. At post-primary level, things were less satisfactory, with approximately one third of Irish lessons ranked as unsatisfactory.

With regard to the teaching of maths, findings from 124 subject inspection reports in secondary schools between 2010 and 2012 indicated that while schools generally strove to engender a positive attitude towards mathematics among their students, in a considerable number of schools there were problems with the teaching, learning,

assessment of and planning for maths classes. In a significant minority of schools, 20%, deficiencies in planning and preparation in the teaching of mathematics were evident, particularly with regard to planning for the use of resources in lessons and planning for the assessment of students' learning. Inspectors found that student learning was inadequate in more than one quarter of the lessons they had observed during subject inspections.

While there is much that is positive in the inspector's report and much to be commended, weaknesses were highlighted in these two specific areas, Irish at primary and post-primary level and mathematics at post-primary level. What actions does the Minister intend to take to deal with the shortcomings identified in the report?

Ciarán Cannon (Galway East, Fine Gael)
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I too welcome the publication of the chief inspector's report for the years 2010 to 2012 and thank the Deputy for giving me the opportunity to discuss its publication. The report gives an objective, honest account of the quality of education in primary schools, second-level schools and centres for education. It found that the standards of teaching and learning were satisfactory or better in the majority of lessons inspected. The chief inspector noted there was room for improvement in a significant minority of lessons.

For the first time, the report includes surveys from parents and students which show high levels of satisfaction with primary and post-primary schools. Some 97% of primary parents were very satisfied with schools, while 87% of post-primary parents expressed the same view. The report acknowledges all the good practice that takes place on a daily basis in schools in terms of quality leadership, management, teaching and learning. It also reveals some weaknesses and points schools firmly in the direction of improvement.

The Minister for Education and Skills has made it a priority to strive for a top-class education system. The Deputy is fully aware of the many reforms introduced since the Minister took office, including his support for the reform of school inspections, follow-up inspections and a remodelling of whole-school evaluation. All of these changes have a common purpose, to improve the life chances of all young people through improving fundamentally the education we provide for them. In these challenging times no country can afford to rest on its laurels or bask in past glories. For years we heard that we had one of the best education systems in the world and tended to accept that accolade uncritically. We are now developing a more nuanced and realistic picture of the education system, which is welcome.

This is not to say that we have a bad system. It has many strengths, thanks in large measure to the efforts of so many dedicated teachers and school leaders, but there has been a marked reluctance to acknowledge its failings and tackle its shortcomings. Quality assurance is a core element in guaranteeing the sort of educational experience we want. It is only through reflection on the strengths and weaknesses in our system and in our individual schools and centres for education that we can truly improve.

This quality assurance has to have both internal and external elements. For this reason, the Minister has introduced school self-evaluation into our system. The inspectorate has led this development and continues to support schools in their engagement with this important process of self-improvement. The chief inspector's report documents the ambitious programme of reform of the inspection of schools that has taken place in the past three to four years. These changes have been informed by best national and international practice. We now have a range of new models of inspection at primary and post-primary level, including incidental inspections, follow-through inspections and a remodelling of whole-school evaluation. The inspectorate has also developed systems to gather the voices and opinions of parents and learners and these very important voices are reflected in the chief inspector's report. The report gives us the information we need to allow us to see the strengths and weaknesses in teaching and learning, educational provision and the management and leadership in our schools. However, it does not do this in a vacuum. It describes the complex demographic, financial and organisational challenges that all of us in the political and educational system have faced in the past three years. This is the context in which schools, inspectors and the Department of Education and Skills had to work in the 2010 to 2012 period.

The Deputy raised two issues in particular, one with regard to the teaching of Irish. As he pointed out, the inspectors found there were some concerns with Irish at primary and post-primary level. We are tackling the issues highlighted in the report. The Minister has asked the Teaching Council to work with teacher education institutions to raise standards generally among Irish teachers which will certainly help in this regard. He has also asked the NCCA to revise the Irish curriculum at primary and post-primary level and he has located COGG and the NCCA together so the development of materials to support the curriculum will take place at the same time as the development of the curriculum itself.

The Deputy also raised the weaknesses in maths, which confirm the real need for fundamental change in the curriculum and in the teaching of the subject. These changes are under way in project maths, as the Deputy is aware. The Minister has also made available postgraduate courses for teachers to enable them to upskill in their understanding of maths and its teaching in the future.

Charlie McConalogue (Donegal North East, Fianna Fail)
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I thank the Minister of State for his reply. The good points and the many positive aspects of the chief inspector's report must be welcome, particularly in light of the fact it has become more difficult for teachers in recent times. In smaller schools at primary level it has become more difficult with the Government's increase in the pupil-teacher ratio. At second level we have seen the withdrawal of career guidance posts, which have led to larger class sizes, a squeeze on subject choice and more pressure on teachers as a result.

Will the Minister of State comment on whether, following the findings of the chief inspector's report, he and the Minister for Education and Skills intend to increase the number of inspections and appraisals and widen their scope? Earlier this year the chief schools inspector raised the prospect of annual reviews of the performance of teachers and principals. Harold Hislop pointed out that, unlike some countries, Ireland has no system of regular evaluation of school staff. He also pointed out the purpose of regular performance reviews is not for hard accountability but to foster genuine improvement for the individual and the school. Mr. Hislop stated in Ireland, teachers on probation are subject to assessment and there is also a formal process for dealing with under-performing teachers, but otherwise there is no procedure under which the competence or standards of an individual teacher's work are regularly and systematically evaluated within the school. I ask the Minister of State to comment on whether the Government has any plans in this regard.

Ciarán Cannon (Galway East, Fine Gael)
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In the context of the significant financial pressures in which we have found ourselves over the lifetime of the Government, it is important to point out current expenditure on education has increased from €3.218 billion to €3.263 billion at primary level and from €3.07 billion to €3.147 billion at post-primary level. This means annual public expenditure per student in Ireland on early childhood, primary and post-primary education is above the average for OECD countries.

Teacher evaluation and inspection is a very complex and sometimes challenging subject and we need to be very careful in this regard. Recently I attended a conference which had a two day discussion on the subject. We must trust our teachers. They are highly trained professionals and in the vast majority of cases they are highly motivated individuals. Deputy McConalogue is correct to point out the model of inspection proposed by Harold Hislop would be very supportive and would identify weaknesses in teaching practices and assist individuals and whole schools to work to increase the quality of teaching.

The report Mr. Hislop has just published provides us with a very balanced and factual description of the challenging times we all face because of the current economic situation. It also provides us with an honest objective analysis of our education system. As the Deputy mentioned, it shows a well and properly functioning inspectorate is a key driver of educational change and school improvement and it highlights where there is good practice and where there is a need for improvement. It also indicates the very strong evidence the DEIS programme is tackling educational disadvantage very effectively. We have also seen evidence the literacy and numeracy strategy is working. There is also evidence in the report that the junior cycle reform recently introduced by the Minister, Deputy Quinn, is needed, and evidence of the need for a stronger voice for parents and students in school matters. This was determined by interacting with parents and students during the compiling of the report.

The report also provides us with data to show in the main parents and students are happy with their chosen school and the quality of teaching, learning and management within the schools. It also highlights, as I mentioned earlier, that we cannot be complacent. There is a need for continued reform in the education system, and the improvement of students' educational experiences in schools will be among the Minister's priorities in the coming years.