Primary schools:The 17 primary schools which were the subject of school inspections all receive glowing reviews from the inspectors.
The reports are overwhelmingly positive, with plenty of biographical colour, back-slapping and minimal criticism. Schools were lauded for their "breathtaking views", "tasteful landscaping" and "collegiate atmosphere".
The reports were peopled by polite, confident pupils and supportive, progressive staff.
Easy to read and thoughtfully written, the reports may provide parents with some interesting information on school history and local demographics, but there is hardly any detail of practical use for parents. Most of the criticisms levelled at schools concern issues of reporting conventions and the more technical aspects of school documentation.
Teachers in many cases were easy to identify, since several of the schools contained less than five members of staff. However, the teachers in question had little to fear - their reports were glowing.
The reports are reverential in tone, taking every opportunity to applaud schools and individuals. There is liberal use of adjectives such as "commendable", "praiseworthy", "conscientious" and "diligent".
Irish primary teachers been protected from the glare of publicity as all commentary on their teaching has been published in Irish alone.
Great emphasis is placed on "soft" considerations such as school atmosphere, student self- esteem, peer communication and ethos. All reference to assessment is confined to description of the models used in each school and an overview of the school's assessment policy.
Each report begins with a description of the school, followed by an appraisal of its management structures. Resources and school planning are described separately. The quality of teaching and learning is explored subject by subject. It is here that individual teachers are at risk of identification; however, the descriptions are at all times positive and approving with any reservations couched in gentle, encouraging language.
"Commendable emphasis is placed on the study of local history and pupils can describe local sites of historical interest clearly," teachers at Bohola National School in Claremorris are told. "In assessing pupils' progress in History, and in SESE in general, it is recommended that text-based tests be avoided in future, especially where pupils are experiencing difficulty in reading."
The reports go on to document the structures in place for students with special needs and those from disadvantaged backgrounds. There is also a section on inclusivity, although most of the schools whose reports were published yesterday are almost entirely monocultural, with few concerns relating to disadvantage or social exclusion.
The only school that is acknowledged to face challenges, St Finian's National School in Finglas, is portrayed as a spirited survivor in the face of considerable odds. "In the past, despite relentless vandalism involving the breaking of school windows over a period of years, the school's senior management steadfastly refused to install grills on the classroom windows," the report says.
Each report closes with a summary of findings and recommendations for further development. These sections continue in a benign tone with no hard criticism in evidence.