Primary insights

Chapter 3 - Primary insights (PDF)

Primary curriculum redevelopment and enactment continued during 2024. Following an introductory and familiarisation year, implementation of the Primary Mathematics Curriculum[1] began in September 2024. The National Council for Curriculum and Assessment (NCCA) continued its work in relation to the development of the five new primary curriculum specifications: Science, Technology, Engineering and Mathematics (STEM), Languages (including Modern Foreign Languages), Social and Environmental Education (SEE), Arts Education, and Wellbeing.

The increasing number of special classes and special schools that opened during 2024 presented both opportunities and challenges for the system. For special schools, the introduction of the Senior Cycle level one and two modules further supported teachers in providing personalised learning programmes tailored to the individual learning needs of children of students.

Teacher supply issues in primary schools continued during 2024, with challenges experienced particularly in urban settings. Pressures were reported to be especially acute for some Irish-medium and special schools.

In June 2024, the department published new procedures for schools, the Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools.[2] The procedures are effective from September 2025.

This chapter presents data from inspections conducted in primary and special schools during 2024, main inspection findings in relation to teaching, learning and assessment, as well as some themes emerging from an analysis of curriculum evaluations of Physical Education (PE) and Music.

[1] Available at: https://curriculumonline.ie/primary/curriculum-areas/mathematics/

[2] https://www.gov.ie/en/department-of-education/policy-information/b%C3%AD-cine%C3%A1lta-procedures-to-prevent-and-address-bullying-behaviour-for-primary-and-post-primary-schools/

The Inspectorate uses a range of inspection types to evaluate the quality of education provision in primary and special schools. Almost all inspection types have a short notice period. This is designed to facilitate the gathering of information through the administration of surveys, meetings with children and young people, parents, teachers, school leaders and the board of management. Announced inspections, i.e. inspections with a short notice period, include the following types:

All announced inspections result in oral feedback to the school about strengths in education provision in the school and, as relevant, aspects of provision that need to be improved. In addition, a written inspection report containing the inspection findings from the announced inspection is published on https://www.gov.ie/DEInspectorate

The Inspectorate also conducts one-day, unannounced inspections known as incidental inspections. These inspections allow inspectors to observe and evaluate the quality of teaching, learning and assessment practices in everyday school situations. Unannounced inspections also result in oral feedback to school leaders and staff about strengths in education provision in the school and, as relevant, aspects of provision that need to be improved. A proportion of unannounced inspections have a thematic focus. The findings of these inspections are collated to provide thematic reports on aspects of educational provision.

In both announced and unannounced inspections of primary and special schools, inspectors visit classrooms and other learning environments and engage with children and young people, teachers and school leaders. Certain types of announced inspections, such as whole-school evaluations, also involve meetings between inspectors and the school’s board of management and between inspectors and parents. Both announced and unannounced inspections are designed to encourage professional reflection, support school self-evaluation and contribute to improving educational outcomes for children and young people.

During 2024, inspectors carried out 1,042 evaluations in primary and special schools, with 838 announced and 204 unannounced inspections. Of the schools inspected, 204 were either special schools or mainstream schools with special classes. Inspectors observed a total of 5,079 lessons during the 1,042 evaluations carried out in primary and special schools.

The quality of teaching was found to be good or better in 93.9% of the lessons observed during announced inspections. Children and young people’s learning was found to be good or better in 94.8% of the lessons. Assessment was found to be good or better in 90.0% of lessons.

The quality of teaching was good or better in 87.6% of the lessons observed during unannounced inspections. The quality of learning was found to be good or better in 89.4% of the lessons. Findings in relation to assessment practices were not as positive as those for overall teaching and learning. Assessment was found to be good or better in 79.8% of the lessons inspected through unannounced inspections in primary and special schools.

Curriculum evaluation is an evaluation model used to assess the quality of education provision in a subject or curriculum area in primary and special schools. The process involves inspectors conducting activities such as classroom observations, document reviews and meetings with children and young people, principals, teachers, and—where relevant—groups of parents. Each curriculum evaluation results in a published report that highlights strengths in provision for the subject or curriculum area inspected, identifies areas for improvement and offers specific recommendations to enhance provision.

During Covid, the learning experiences of children and young people in aspects of the curriculum, most notably Physical Education (PE) and Music, were restricted for health and safety reasons. As part of its 2024 inspection programme, the Inspectorate evaluated provision in PE and Music in a sample of primary schools through the curriculum evaluation model. The findings are presented below.

Physical Education (PE)

A total of 160 PE lessons across nineteen primary schools were inspected in curriculum evaluations during 2024.

The overall findings in relation to provision for PE in the schools inspected were positive. Teachers generally prepared well for the lessons and used appropriate methodologies to support the development of children’s skills. Among the strengths in PE teaching noted were the effective modelling by teachers of movement and skills, the use of appropriate equipment to support children’s learning and inclusion of an appropriate balance between individual and group activities. In a small number of schools, inspectors identified a need for greater collaboration, at school level, in teachers’ planning for delivery of the PE curriculum. In some schools, the strands of gymnastics and dance were found to be under-developed.

Children’s learning in PE was found to be good or very good across many of the PE lessons inspected. Children demonstrated enjoyment, confidence and good skill development in the lessons. In a small number of schools, teachers were advised to place a greater emphasis on subject-specific language during PE lessons. Some schools were advised to integrate digital technologies into PE lessons, particularly in relation to supporting the assessment and tracking of children’s learning in the subject. While assessment practices in relation to teaching and supporting children’s learning in PE were generally of a good standard, advice on developing assessment approaches further to optimise their value in informing the next steps in children’s learning was a theme in several PE curriculum evaluation reports.

Music

A total of 113 music lessons across fourteen primary schools were inspected in curriculum evaluations during 2024.

These evaluations point to a number of strengths in provision for Music in primary schools. Inspectors found that children were generally provided with engaging music learning experiences, particularly in the performing strand of the curriculum. These experiences included opportunities to play and perform using a range of musical instruments. Inspectors noted that, in several schools, musical performance was a celebrated part of school life.

While the strand of performing was generally strong, there was, in some schools, a need for better development of the strand of composing. For example, inspectors advised of the need for teachers to provide children with more opportunities to improvise and to create and perform their own music.

The strand of listening and responding also required development in a number of schools. In some lessons, the purpose of listening tasks was unclear. Inspectors also identified a need for some schools to have a more structured and incremental approach to the teaching of musical literacy. Advice regarding the progressive development of children’s understanding of standard music notation and rhythmic notation as they moved through the school featured in inspectors’ recommendations.

In summary, the curriculum evaluations from 2024 point to some positive aspects of music provision in Irish primary schools, particularly in relation to the strand of performing. They also highlight the need for all schools to ensure that the strands of listening and responding, and composing are adequately provided for, and that there is appropriate challenge, continuity and progression in children’s learning across all three music strands as they move from infants to sixth cla­­­­­ss.