20 ABSTRACT OF THE CSI ANNUAL REPORT 2014/2015 | Draft translation Summary of Inspection Activity Positive Findings • The course of education was positively influenced by improving the personnel system, organi-zation management and more frequent checks performed by the management. • The quality in the training of the staff improved in comparison with the school year 2013/2014. The proportion of professionally qualified teachers (educators, free time pedagogues) rose in the reporting period. In the school year 2014/2015 - compared with the previous school year - the proportion of qualified educators in school centres and clubs increased from 81.8% to 92.4%. The share of qualified teaching staff in selected leisure centres increased from 68.3% in the school year 2013/2014 to 87.9% in 2014/2015. The reason is the influence of mentors in the system of training of internal staff and completion of qualifications of some teachers. Another factor is training of freelancers in the system of preparation, management and development of free-time and after school educators. Negative Findings • Given the demographic trends (high number of pupils in 1st and 2nd grades), the capacity of after school care centres is insufficient. Especially for pupils from the 4th and 5th grades who are thus excluded from this service. • Spatial conditions of after-school care centres and clubs did not undergo great change, the percentage of unsuitable premises remained basically preserved (a quarter f after-school care centres and clubs do not have separate spaces or variable classrooms). • There is still a lack of wheelchair access to the places where after school education takes place. It is only available in less than one quarter of the facilities.• After-school care centres and school clubs pay less attention to the development of giftedness, while at leisure/youth centres less attention is paid to planning and creating conditions for more spontaneous activities.Recommendations for After School and Leisure Education Facilities • School educational programs in after-school care centres and school clubs should be consistently connected with an educational program of that particular school. As far as leisure centres are concerned, their programmes should be synchronized with those of their partner schools. • The versatility of stem classes ought to be extended in order to include play and relaxation areas used by after school care centres and school clubs.