Teachers' proficiency in Irish language a 'matter of significant concern', inspectors find

Fluency in Irish was particularly relevant in supporting the primary language curriculum, impacting on children's language learning, report found.

Teachers’ overall standards of Irish language fluency in English-medium schools are “not what they should be” to support the primary language curriculum, school inspectors have found.

The finding is included in the Inspectorate Report 2024, which consolidates the findings of almost 3,000 inspections of education settings that took place last year.

The variation in teachers’ Irish language proficiency in English-medium schools is a “matter of significant concern”, the report notes.

This fluency was particularly relevant in supporting the primary language curriculum, impacting on children's language learning.

While most teachers demonstrated a good standard of spoken Irish during inspections of Irish, "some teachers struggled to use Irish effectively", the report notes. 

There was an apparent lack of confidence among many teachers in using Irish in English-­medium schools.

"As a result, in several cases, feedback from inspectors to teachers about the quality of provision for Irish in their classrooms needed to be given in English or using a mix of both languages." 

Teachers demonstrated a high level of proficiency in spoken Irish in fewer than half of the Irish lessons observed during curriculum evaluations, inspectors found. 

In many cases, lessons in Irish were found to be overly focused on vocabulary acquisition alone, with “insufficient opportunities provided to use the language in meaningful contexts".

In some lessons, teachers tended to rely too heavily on textbooks and commercial programmes.

This limited the use of the communicative approach to language learning, inspectors found.

Last year, the inspectorate made 2,995 inspections or advisory visits. 

This included: 

• 546 inspections of early learning and care in State-funded settings; 
• 907 inspections in primary and special schools; 
• 728 inspections in post-primary schools and centres for education;
• 568 other inspections, advisory visits and evaluation activities. 

In primary and special schools, inspectors saw high levels of student participation, positive learning environments and strong classroom routines. 

In post-primary schools, teaching was good or better in 88% to 91% of lessons across announced and unannounced inspections.

In maths, teachers and school leaders shared their perception with inspectors that boys tend to have a greater belief in their own efficacy, "even when their assessed mathematical ability might not support such a belief".

They also observed boys demonstrated a greater willingness to "attempt answers even if they might be incorrect".

"Girls were perceived by teachers and school leaders to be more likely to double­ check their work for accuracy before answering." 

In post-primary schools, a notable proportion of students indicated bullying persisted, even when it was reported, or school responses were delayed or inadequate. 

Chief inspector Yvonne Keating said the inspectorate's "aspiration is for an education system where every child and young person feels valued and is actively supported and nurtured to reach their full potential".