Background and methodology

Throughout this document, the term Gàidhlig Education refers to 3-18 education encompassing early learning and childcare, primary and secondary. The term Gàidhlig Education encompasses learning through Gàidhlig immersion and Gaelic (Learners)

This HMIE report analyses inspection findings for 3-18 Gàidhlig Medium and Learner Education for ages 3-18 in academic years 2022-23 and 2023-24. In total, fifty-eight sgoiltean were inspected for Gàidhlig and/or Gaelic (Learners). This includes sgoiltean-àraich (early learning and childcare), bun-sgoiltean (primary school) and àrd-sgoiltean (secondary schools) comprising:

• all Gàidhlig sgoiltean (All Gàidhlig schools only deliver Gàidhlig Medium Education through immersion)
• sgoiltean in which Gàidhlig Medium Education is offered alongside English Medium Education, usually under the leadership of the same headteacher
• newly established Gàidhlig Medium Education provisions
• island, rural and urban sgoiltean, some of which are designated Gàidhlig Medium provisions by a local authority
• early learning and childcare shared inspections, some of which were carried out with the Care Inspectorate.

HMIE inspect quality and improvement of education across Scotland’s early learning and childcare settings, and sgoiltean using the quality indicators and the six-point scale, as set out in ‘How good is our school?’ (fourth edition) and ‘Early learning and childcare quality indicators?’. The use of the Advice on Gaelic Education (2022) by HMIE ensures that inspections reflect the distinctive approaches within the Gàidhlig sector. HMIE possess a unique evidence base from inspections. This draws on HMIE observing learning and teaching first-hand across the country. To maximise the impact of this for learners of Gàidhlig, we deploy HMIE with expertise in Gàidhlig Education on our teams for inspections of the Gàidhlig sector. Professional dialogue with senior leaders, teachers and practitioners, based on establishments’ own self-evaluation, helps HMIE to get the right balance between accountability and support. This professional dialogue supports excellence and equity for all our learners of Gàidhlig.

HMIE conduct both full establishment and short model inspections to evaluate the standards and quality of Gàidhlig Education. This report draws on analysed inspection findings from the quality indicators below. The report is not intended to evaluate all aspects of the Gàidhlig sector.

• 1.3 Leadership of Change
• 2.1 Safeguarding
• 2.2 Curriculum theme: Learning Pathways
• 2.3 Learning, Teaching and Assessment
• 2.7 Partnerships
• 3.1 Ensuring Wellbeing, Equality and Inclusion
• 3.2 Raising Attainment and Achievement

This strategic report supports individual and collective approaches to leadership of Gàidhlig across sgoiltean, local and national government and other curriculum partners. It draws on the distinctive findings on Gàidhlig within particular quality indicators. The report sets out inspection findings in themes within each quality indicator we inspect. To facilitate educators’ use of the report for self-evaluation, each chapter presents an overview, followed by a closer look at findings and challenge questions. This format is intended to support leaders and managers of services for Gàidhlig Education focus on particular themes or the entire report, as they plan for continuous improvement and future priorities for Gàidhlig. Educators’ use of the report to self-evaluate particular trails and themes will identify strengths and next steps against national standards. In so doing, educators’ continued use of the Advice on Gaelic Education links Gàidhlig to whole-system improvement through self-evaluation.