Foreword

Welcome

This Inspectorate Report (2024) and Thematic Review provides details of the inspection programme carried out by the Department of Education and Youth Inspectorate in the period January 2024 - December 2024. It presents summary analyses of inspection findings from early learning and care (ELC) settings, primary schools, special schools and post-primary schools. It also presents thematic reflections on aspects of education provision in Ireland today, drawing on the research, inspections and advisory engagements carried out by inspectors during 2024 and the first half of 2025.

This is the Inspectorate’s first annual report. Previously, the Inspectorate published reports that covered longer periods, the most recent being the Inspectorate Report (2021-2023) and Thematic Review which was published in December 2024. It is intended to publish an annual report from now on.

2024 was a year in which curriculum redevelopment and enactment continued. Special class and special school provision grew and there was an ongoing focus on preventing and addressing bullying behaviour in schools.

As with the 2021-2023 period, there are many positive findings to report about the quality of education provision in Ireland during 2024. These are set out in this report. During 2024, inspectors observed, at first hand, many children and young people actively engaging in a range of appropriate learning activities. They also witnessed the dedication and professionalism of teachers, educators, principals, setting leaders, management teams, special needs assistants, and support staff - all of whom play a vital role in supporting children and young people to achieve their full potential.

There are also some important areas where improvement and development are required. The advice and recommendations provided in individual inspection reports are intended to foster ongoing improvement at the level of the individual school or setting. Collation and analysis of inspection findings around particular themes, such as curriculum enactment, inclusion and perspectives on bullying behaviour, also provide some system-level direction as to how education provision can be improved.

Insights from inspections are relevant to individual schools, settings, centres for education, teachers, principals and other setting leaders and boards of management. They also have relevance for curriculum makers, teacher educators, student teachers, professional support services, management organisations, parents’ councils at local and national levels, education support centres, administrators, and policy makers. It is hoped that this report and thematic review will help all of these groups as they continue to support and improve the learning, wellbeing and inclusion of children and young people, so that they continue to grow and flourish.

In conclusion, I would like to acknowledge the remarkable children and young people we, as inspectors, meet in our day-to-day work in schools and settings. Their insights, creativity and ideas are vital to the inspection process and, ultimately, to improving schools and educational environments. The contributions of children and young people consistently inspire and energise the work we do.

Yvonne Keating

Chief Inspector

November 2025