(i) Following its first inspection a school needs to address urgently significant areas for improvement;
(ii) A school reported as having 'important areas for improvement' at its first inspection is subsequently found to 'need to address urgently significant areas for improvement' following its first follow-up inspection; or
(iii) A school reported as having 'important areas for improvement, at its first inspection remains at this performance level at its first and second follow-up inspection, i.e. the school has remained at this performance level for three consecutive inspections.
This support is provided through the Formal Intervention Process (FIP).
The FIP is one of a number of processes aimed at school improvement and the focus throughout is on ensuring that pupils receive the highest possible quality of teaching and learning so that they can fulfil their potential.
Through FIP schools receive tailored support from the Education Authority (EA) and where appropriate the Council for Catholic Maintained Schools (CCMS). The school commits to working with the EA and where appropriate the CCMS, to deliver an agreed action plan to address the areas for improvement identified in the inspection report.
Since its introduction the Department has monitored the effectiveness of the FIP and in 2013 consulted on revisions to the process (as set out in Annex C to the ESaGS – a Policy for School Improvement). The FIP and the revisions to the process are about ensuring that all children spend time in education experiencing the highest quality of teaching and learning available and that schools that are in need of support develop the capacity to provide this high quality provision.
The revisions to the FIP are effective from 1 September 2015.
The flow charts set out the process that will be followed, depending on the outcome of inspection.