Report of a Post-primary Inspection - Aughnacloy College
DE Ref No 521-0153
March 2026
1. Introduction
A. Background information
Aughnacloy College is a controlled, co-educational, 11-16 school situated on the outskirts of the town of Aughnacloy. Almost all the pupils come from the town and the surrounding rural areas. The school’s enrolment has increased by just over one-fifth over the past three years and is 236 currently. Fifty-one pupils are on the special educational needs (SEN) register, 16 of whom have a statement of SEN. The proportion of pupils with free school meals entitlement (FSME) has decreased since 2022-23 from 18.3% to just over 10% in 2025-26.
The school is a member of the Dungannon and Cookstown Area Learning Community (ALC), of which the principal was the chair in 2023-24. Thirty-two pupils in key stage (KS) 4 attend South West College to study one vocational qualification and the school is exploring the potential of a shared education partnership with a neighbouring school.
B. Views of pupils, parents and staff
The Education and Training Inspectorate (ETI) issued online confidential questionnaires to the pupils, parents and staff in advance of the inspection.
The responses to the questionnaires are referenced, where relevant, within the main body of the report. A high-level summary of the questionnaire responses, including any concerns raised, was shared with the principal and four representatives of the board of governors.
C. The process of inspection
The ETI worked alongside Aughnacloy College to consider how well the school:
- has identified and articulates its vision;
- prioritises actions to achieve the vision;
- overcomes the main challenges it faces;
- monitors and reviews progression to identify, celebrate and embed success; and
- grows and develops an inclusive community of learning.
2. Main report
A. Setting the vision
The school's new vision "To equip our young people with the skills, ethical values and qualities to help them build fulfilling futures" was developed in collaboration with staff, parents and pupils to reflect the ethos and context of the school. Almost all the parents and staff who responded to our confidential questionnaire know the vision. The vision is complemented well by the motto “Building the future, together”; this sense of togetherness is reflected in the consistently positive relationships we observed between pupils, and between pupils and staff, across the school.
The new three-year school development plan (SDP) is informed by consultation with pupils, parents and staff. The baseline is an honest evaluation of the successes achieved and the targets that were not met in the previous interim one-year plans. The current priorities include the development of provision for pupils with SEN, learner participation and the curriculum. The inspection has endorsed these priorities and identified also the need to prioritise learning and teaching on the SDP and include whole-school target-setting to effect improvement. Currently, subject departments set targets for the achievement of grades A* to C at GCSE, but these are not used to set whole-school targets for the achievement of five GCSEs at grades A* to C. The effective standardised approach to departmental self-evaluation should extend to whole-school target-setting. Strategic oversight of the key priorities remains underdeveloped due to a lack of clarity around roles, responsibilities, and the allocation of time and resources. An area for action for the school is to clarify the roles and responsibilities of the senior leadership team in order to monitor and evaluate more effectively the outworkings of the school’s priorities.
The board of governors is very involved in the life and work of the school. They know the challenges of staffing, timetabling and curriculum delivery in a small rural school and are proud of how the enrolment has grown and the positive reputation the school has in the local community.
B. Implementing and improving to achieve the vision
When the pupils’ learning was most successful, the lessons were well planned, paced and structured with clear learning intentions which built on previous learning and progressed well the pupils’ knowledge, skills and understanding. The pupils were encouraged to take risks in their learning, challenge diverse views and perspectives and think critically to find solutions and different ways of working. Effective oral and written feedback and questioning by the teachers enabled the pupils to extend their thinking and responses and to reflect on and improve their work.
Where the learning was less successful, over-direction by the teacher limited opportunities for pupils to develop independence. In a small number of subjects at KS 4 the planning was based on the specification only and focused on the completion of activities rather than on the intended learning, with not enough account taken of the pupils’ needs and abilities. It will be important to disseminate the more effective practice across the school, to ensure consistently high-quality learning experiences for all the pupils.
Pupils at KS 3 access a curriculum that is broad, well-planned and enables progression. The school acknowledges the importance of ensuring that all KS 3 pupils have access to the full physical education curriculum by including appropriate swimming provision. Drama at KS 3 is delivered through English and not as a discrete subject, which is a requirement. In discussions with the pupils, they told us how much they enjoyed participating in the school show and that they would like to have more opportunities to develop the specific skills offered by the study of drama.
The curriculum at KS 4 is flexible, broad and balanced and meets the requirements of the Entitlement Framework. Curriculum planning is informed by consultation with pupils and parents, including option choices and parental questionnaires, and reflects well the context of a small but growing school.
The provision for careers education, information, advice and guidance (CEIAG) supports all pupils in making informed decisions about subject choices and progression pathways. The pupils at KS 4 benefit from a range of appropriate careers experiences, including guidance interviews, employer engagement, work experience and visits to local industry and post‑16 providers, supported by timetabled provision. In 2025, almost all (95%) of the year 12 pupils progressed appropriately into education, training or employment, with most (82%) moving into further education or training. The provision reflects well the context of a small and growing school and is responsive to pupil need.
The pupils’ digital skills are supported through structured information communication technology (ICT) provision, including three periods of discrete teaching at KS 3 and progression into accredited courses at KS 4. It is notable that, particularly to align with qualification requirements in the further education colleges, all pupils in KS 4 study a level 2 ICT-related qualification. At KS 3, the subject overview identifies opportunities to develop the pupils’ ability to handle and communicate information, create and present digital content, and engage in problem-solving through activities such as programming, multimedia and podcasting.
The health and wellbeing of pupils are a clear priority for the school. The pupils described the school to us as a “listening school” where they feel supported. Most (79.8%) of the pupils who responded to our questionnaire said that the teachers and other adults place high importance on their wellbeing, and almost all (92.4%) reported that they are helped to manage their emotions. Healthy lifestyles are promoted by the school through curricular provision, alongside efforts to improve healthy food choices in the canteen and the availability of water stations throughout the school. Weekly assemblies address key themes such as respectful relationships, dignity, cultural awareness, conflict resolution and appropriate behaviour when disagreeing with others.
The preventative curriculum is well planned and delivered across a range of subjects. The programme covers a wide range of age- and stage-appropriate topics, strengthened by meaningful input from external agencies. This includes, for example, sessions offering tips for exam success and how to manage anxiety. Appropriately, to reflect the needs of a mainly rural community, there are information sessions on farm safety and awareness raising of seasonal risks, for example, the dangers of slurry.
The school’s relationships and sexuality education (RSE) policy has been ratified following consultation with parents and is implemented through a structured three‑year programme delivered across a range of subjects by staff who are comfortable dealing with sensitive issues. The Period Dignity scheme promotes openness and inclusivity, and almost all (93%) of the 198 pupils who responded to our questionnaire reported that the RSE provided by the school is useful.
Online safety for all pupils is delivered primarily through ICT, and the pupils who spoke to inspectors in focus groups demonstrate a good awareness of online risks and how to keep themselves safe.
C. Building equity
Relational learning is core to the work of the school and supports inclusion well. We observed relationships between pupils and between pupils and staff that are positive, relaxed and respectful, which are actively enabling learning. The school maintains a strong focus on promoting positive behaviour, encouraging pupils to reflect on their actions and take responsibility for their conduct.
The teachers identify pupils’ needs early through appropriate baseline assessments and effective communication with feeder primary schools. Relevant information is shared with all staff at the beginning of the academic year and updated regularly so that support is timely and tailored to individual needs. The personal learning plans (PLPs) for the pupils with SEN are generally appropriate and informed well by pupil and parent views. A clearer focus on identifying specific challenges, strategies and measurable targets at individual pupil level will better support high‑quality planning and learning. The collegiate working between teachers and classroom assistants is supporting effectively the pupils with SEN in lessons; classroom assistants value the joint training provided and told us they are well-regarded in their roles.
The school has built successfully on the Department of Education’s Engage Programmes to provide targeted small group intervention in English and maths, initially for KS 4 pupils, with a particular focus on interpreting and understanding the language of examination questions. This intervention has impacted positively on the outcomes for the pupils; as a result, the whole cohort of year 12 is entered for GCSE English and maths, with a good success rate in both.
A key indicator of the pupils’ satisfaction with their school experiences is the attendance rate. At 92.1%, pupil attendance is high for 2024-25. Most (75%) of the pupils who responded to our questionnaire said that they enjoy school at least most of the time and almost all (93%) of the parents who responded said that their child is happy at school.
D. Embedding success
The successes of the pupils, big and small, within and out of school, are celebrated regularly in assembly, in class and on social media. The pupils are encouraged to see success in their personal milestones, not just academic achievement. Almost all (95%) of the pupils who responded to our questionnaire said that the achievements and talents of pupils are recognised most of the time. When we met with KS 3 pupils they told us how they appreciate the reward system and the end of year trips for involvement in extra-curricular activities, such as the choir. The governors told us also that prize-giving is a special occasion in the school calendar where the pupils “delight in the success of others.”
Given the school’s rural context, one of its most prized achievements is being named overall winners in 2024 in The Anglo Beef Processors (ABP) Angus Youth Challenge.
The pupils are friendly and welcoming and engage respectfully with adults and visitors. When given the opportunity, the pupils collaborate, negotiate, problem solve and reflect on how best to complete tasks successfully.
The recent whole-school focus on developing the pupils’ understanding and use of subject-specific vocabulary and terminology is evident across the school. The whole-school focus on literacy, supported by the investment in the school library and the creation of an attractive reading space, is impacting positively on the pupils’ attitudes to, and aptitudes for, reading.
Over the past three years, KS 4 outcomes have remained strong overall. In 2023 and 2024, 92% of the pupils achieved five or more GCSE (or equivalent) qualifications at grades A* to C, including English and mathematics, with little variation by gender. The proportion of pupils attaining at this level in 2025 dropped to 67%, with a widening again of the attainment gap between boys and girls. The school had expected the decline and had put measures in place for a small number of targeted pupils. The school monitors effectively the progress of pupils at subject level, however the absence of whole-school targets, with associated early interventions, limited the potential of addressing fully the under-achievement.
E. Growing a community of learning
The pupils have a clear sense of belonging to Aughnacloy College and take pride in being part of its community. The excellent relationships and drive to contribute to family and local industries are a good foundation for learning. The synergy between the staff and pupils should be enhanced by more meaningful opportunities for the pupils to be part of decision-making in the school. The school council has been established recently and is intended to have a pivotal role in giving the pupils more impactful participation. The pupils who spoke to us were articulate about how they learn and expressed clear enjoyment of collaborative and active approaches. Overall, most (78%) of the pupils who responded to our questionnaire said that the teachers ask them about the types of activities that help them learn best about; this proportion was variable across the year groups. The views of the pupils should continue to inform planning for teaching and learning to grow further the community of learning.
The school has engaged in staff professional learning (SPL) provided by the ALC on deepening pedagogical knowledge. It recognises that it is now timely to create more inter-departmental links within the school to share the existing effective practice in learning and teaching and prepare better to meet the changing needs of the pupils.
The well-established external collaborative networks that extend meaningfully into the local and wider community are enriching the pupils’ learning experiences. Partnerships with local businesses, charities, sporting bodies and religious organisations enhance the curriculum and deepen pupils’ understanding of their role within the community. The governors and parents who met with us emphasised that Aughnacloy College is “a small school with a big heart”. We saw this in how the pupils and staff engage in fundraising activities which align with the school’s ethos and strengthen the pupils’ understanding of citizenship and social responsibility.
Sustained links within the agriculture and agri-food sectors provide pupils with meaningful insights into real‑world contexts. These are complemented by regular trips, including to the Balmoral Show, and the College of Agriculture Food & Rural Enterprise (CAFRE).
Transition for pupils in year 7 into the school is successful due to well-established relationships with local primary schools. Taster days, sporting tournaments, transition events, and reciprocal visits make good use of the school’s facilities, including the ICT suites, 3G pitch and assembly hall. In the responses to the questionnaires and in discussions, almost all (99%) of the year 8 and 9 pupils said the teachers and other adults helped them settle in when they started the school.
The Parent Teachers and Friends Association (PTFA) contributes positively to school life through parent-led groups, guest speaker events and fundraising activities, which enhance pupils’ experiences, particularly in ICT and wellbeing.
F. Child protection
At the time of the inspection, the evidence provided by the school demonstrates that the arrangements for child protection align to the current statutory guidance. The pupils who met with us in focus groups all said they feel safe in school and know who to speak to if they have a worry or concern.
3. Next steps
Aughnacloy College’s new vision is pupil-centred and reflects the context and ethos of the school and the commitment to preparing the pupils to be active, responsible citizens, contributing to the local economy and community, and beyond.
The inspection has highlighted two areas for action which will enable Aughnacloy College to realise its vision more fully, which are to:
- review the school development plan to prioritise learning and teaching and include whole-school target setting to effect improvement; and
- clarify the roles and responsibilities of the senior leadership team in order to monitor and evaluate more effectively the outworkings of the school’s priorities.
ETI will monitor the progress of Aughnacloy College in addressing the areas for action. There will be a progress inspection.
4. Appendices
Appendix 1: Quantitative Terms
In this report, proportions may be described as percentages, common fractions and in more general quantitative terms. Where more general terms are used, they should be interpreted as follows:
Almost/nearly all - more than 90%
Most - 75% - 90%
A majority - 50% - 74%
A significant minority - 30% - 49%
A minority - 10% - 29%
Very few/a small number - less than 10%
Appendix 2: Small Schools
In all post-primary schools where the enrolment number is below the minimum number of 500 in years 8 to 12, as set out in the Department of Education’s Sustainable Schools Policy, it will be important that the employing authority, school governors and the staff plan for, and manage, issues related to the sustainability of the school provision and school budget, in order to address the current and future needs of the pupils and the staff.