This document outlines the process and activities involved in a Management, Leadership and Learning (MLL) inspection conducted by the inspectorate in Irish schools. It discusses the purpose of MLL inspections in identifying good practices, areas for improvement, and facilitating school self-evaluation. The timeline and activities of the inspection process are then described, including pre-inspection documentation review, in-school activities like lesson observations and meetings over multiple days, and post-inspection feedback. Key areas examined by inspectors are then outlined, such as leadership, teaching and learning, student support structures, and engagement with parents and stakeholders.
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Purpose of MLL
Identify, acknowledge and affirm good practice in schools
Promote continuing improvement in schools
Identify and address weak provision
Advisory and supportive role
Facilitates SSE
Provide quality assurance and accountability
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Inspectorate Code of Practice
A focus on
learners
School
development
Respectful
engagement
Responsibility and
Accountability
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Models of Inspection
Unannounced 1 day inspection
Subject inspection
MLL
• SEN/EAL
Thematic evaluations
• DEIS
Specialist evaluations
Follow through inspections
Early Years inspections
Section 24 support
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MLL Timeline
Before MLL
• 10 days notice
• Questionnaire
s & Forms
issued
Advance Visit
• 1 Day
• Meetings with
BoM, PA &
review of Docs
Inspectorate Visit
• 3 – 4 days
• 2 Inspectors
<700
• 3 Inspectors
>700
Post Inspection
Feedback
• Meeting with
P/DP/Teachers
• Prep of draft
report
• Factual
verification 5
days
• School
response 10
days
Review of Inspection under
section 13(9) of the
Education Act (1998), (2015).
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MLL Activities
Pre Inspection
visit
• 2nd & 5th yr
questionnaire
• Planning
meeting with
P/DP
• Meet PA
• Meet BoM
• Child
protection
compliance
Day 1 In-school
• ISM
• Student focus
group
• SDPI/SSE
groups
• SEN Team
• Guidance and
Pastoral Care
• P & DP
Day 2 & 3 In-
school
• Observation
of L&T
• Feedback to
teachers
• Review of
subject plans
• 2 Maths and
2 English
classes per
day
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WSE/MLL Documents
School
information form
School calendar
for previous 2
years
School timetable
with explanation
of codes
Minutes of last
five staff
meetings
Minutes of last
five BoM
meetings
Admissions
policy
Code of
Behaviour
Anti-bullying
policy
SEN
documentation
Guidance Plan Subject Plans
SSE
Documentation
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• Attendance of CPD
• Presentations to BoM by task groups
Good capacity for monitoring school improvement
• Do they have a common vision
Partnership with Stakeholders
• Reviews students' achievement
• Review inspection reports
• Supports CPD
• Supports innovations in T&L
Tangible Leadership of Learning
Espoused and enacted school vision
as a learning community
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Student Council and Parents’
Association
• Democratically elected
• Involved in decision making
• Opportunities to take leadership roles
• Meet with BoM and Parents’ Association
Student Council Voice
• Involved in aspects of school life
• Effective two way communication with BoM and
School Senior Management and the wider parent
body
Parents’ Association
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Senior Management
Duties defined and assigned strategically
• BoM, Parents' Association, Students' Council
• Principal Networks
Good communication with stakeholders and other schools
• Six steps SSE planning process applied to a manageable number of
developmental priorities
• Realistic and monitored
• Effective whole school planning structures
Leads the development of strategic plan & SSE process
Addresses identified underperformance/Areas of
Improvement
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Learning
• Staff and Students
High expectations for Learning
Motivates and empowers staff
• Internal and External
Promote CPD
Embrace new educational initiatives
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Care and Support Structures
•SEN/GC/Chap/DP/P/Year Heads
Cohesive support team
Regular Care team meetings
•Discipline
•Academic monitoring
•Pastoral support
•Attendance monitoring
Year Head Role/Class Tutor
•Access to Guidance
Supporting Activities
•Clear, fair, redemptive and consistently implemented code of behaviour
Code of Behaviour
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Additional Educational Needs/SEN
•Professional responsibility of all staff
•Awareness & develop practices to support all students (differentiation)
Whole School Approach
•Parents and primary school
Communication
•CAT4/WRAT/Reading Age tests
Early identification and testing
•Qualified?
•CPD engagement
Core Team
•Team teaching/withdrawal/small class groups (6-7 students)
Varied models of Provision
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Quality Learning and Teaching
• Key driver of improvement
• Principal - Leadership and management of subject planning
Collaborative Subject Planning
• Learning intentions
• Learning tasks/activities
• Active learning methodologies
• Resources
• Differentiation strategies
• Questioning strategies – Varied/Blooms Taxonomy
• Positive Learning Environment – Respect/physical
environment/affirmation/trust
Preparation for Teaching and Learning
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Future considerations and
subsequent action
1
•School vision
•Values
•Ethos in practice
2
•School governance
•Legislative compliance
•Policies and procedures
3
•Communication protocols
•Agenda, minutes, actions
& people
4
•ISM
•Structure, review,
improved & fit for
purpose
5
•Care support team
•Guidance, year head, SEN
& chaplain
6
•School
Improvement/SSE/School
Development planning
7
•Stakeholder
empowerment