Report of a Post-primary Inspection - Cross and Passion College, Ballycastle
DE Ref No 323-0227
September 2025
1. Introduction
A. Background information
Cross and Passion College is a maintained, co-educational, all ability 11-18 school situated in the town of Ballycastle, County Antrim. The college attracts pupils from a wide catchment area, with around one-half coming from the town and the remainder from the wider rural surroundings. The college’s enrolment has increased notably in recent years from 803 pupils in 2022 to 878 pupils currently, including 161 pupils in the sixth form.
Around 17.4% of the pupils have free school meals entitlement and just under 30% of the pupils have been identified as having special educational needs (SEN), with a minority of these pupils having a statement of SEN.
The college has a long-standing shared education partnership with Ballycastle High School that includes shared lessons at key stage (KS) 4 and post-16. Just over 85% of pupils in years 11 to 14 from Ballycastle High School currently attend timetabled classes in Cross and Passion. The college is an active member of the Coleraine Area Learning Partnership (CALP).
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 Cross and Passion 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 college’s vision is to create the conditions where everyone feels safe, happy and is supported to achieve their full potential. Their focus is on, ‘creating opportunities, promoting talent and caring for the community’. The vision is underpinned by the values of respect, integrity, justice, compassion and community. The vision and values are well understood and are lived out with integrity across the college community. From those responding to our questionnaires, all staff know and contribute to the vision, while almost all (94%) parents indicated that they know about the college vision. Considerable care and effort have gone into ensuring that vision and values are well-embedded and inspectors found the values lived out with consistency by pupils and staff alike.
The college has very well-developed and highly effective processes for self‑evaluation leading to improvement. There is a high-quality, three-year school development plan (SDP), which is comprehensive, ambitious and inextricably linked to the college vision and values. The SDP is informed by extensive and robust consultation and self-evaluation processes, which set a clear and strategic direction for the college to fulfil its ambitions. The associated action plans are focused appropriately on improving learning experiences and outcomes for pupils, providing high quality care for all and promoting excellence in staff professional learning (SPL).
The governors are highly committed to the college’s vision and values. They bring a wealth of expertise, appropriate skills to their role and they presented with pride and passion. The governing body organises itself appropriately in sub-groups to gain better oversight, improve scrutiny and fulfil regulatory demands, such as safeguarding. Consequently, they have a very good understanding of the life and work of the college, are integral to decision making and they provide challenge and support appropriately.
B. Implementing and improving to achieve the vision
The pupils are positively disposed to their learning and engage enthusiastically in a wide range of purposeful learning tasks. They are confident, friendly and cheerful young people, who are also serious about their studies. Nearly all of those responding to the questionnaire told us they enjoy school to varying degrees and they are treated with care and respect.
Inspectors observed learning and teaching that was consistent and mostly effective. In the questionnaires, the majority of the pupil responses told us they find lessons interesting and challenging and they value the way their teachers consult them about the best ways they can learn. When the learning was most effective, the lessons were impactful because of the research-informed, whole-school approach which: builds on prior learning; integrates modelled and guided teacher instruction; incorporates challenging independent work; and concludes with purposeful plenaries that make the pupils conscious of what they are learning. These lessons were well‑paced and provided optimum support and challenge for all, while enabling the pupils to become more confident and independent in their learning. Teachers were secure in their subject knowledge and working relationships were excellent. The college’s ‘learning to learn’ pupil initiative was visible in most of the lessons observed. A small number of lessons would have benefitted from having some additional pupils challenge.
Short-term planning was consistent and effective, while the quality of the medium‑term planning was variable. Assessment for, and of, learning are well‑embedded. Teachers share and revisit learning intentions, use a range of methods to monitor progress in real time and they provide effective oral feedback to encourage the pupils. There was some variability in the quality of the teacher’s written feedback to the pupils. At a whole-school level, the gathering of assessment data and the systematic monitoring of the pupils’ progress is extensive and used expertly, providing the necessary information to identify needs and guide interventions appropriately.
The college provides a highly effective and well-planned curriculum across all key stages, underpinned by a clear vision for progression. Curriculum design is ambitious and focused on enabling pupils to achieve, prepare for future pathways, and develop wider skills and dispositions. Pupil voice is embedded meaningfully in curriculum development to ensure needs, interests and aspirations are met.
At KS 4 and post-16, the curriculum offer meets the Entitlement Framework. The staff review the curriculum regularly, for example, reviews are ongoing regarding the appropriateness and relevance of a skills-based programme for a large number of pupils at KS 4. The curriculum provision is shaped by well‑informed design principles, meaningful use of pupil voice, and a clear focus on the holistic development of every pupil. Collaboration with Ballycastle High School has significantly enhanced subject choice and flexibility for the pupils in both schools, providing them with greater opportunities to pursue their preferred subject combinations. The options process is co-ordinated very well across both schools, incorporating careers guidance, parental engagement and pupil input.
The quality of the preventative curriculum is a key strength and warrants dissemination. The pupils benefit from a dynamic, evolving preventative curriculum that empowers them to explore relevant issues and make informed decisions that allow them to keep safe and stay healthy and well. A robust audit has guided the innovative planning arrangements. This ensures the pupils experience interactive learning using discussions, case studies, scenarios, dramas, news stories, views from external speakers and self-reflection. The pupils told us how they value learning to manage conflict, recognise coercive relationships and are encouraged to treat others with respect, including how to promote healthy friendships and relationships. Importantly, they shared with us appropriate strategies on how to avoid, challenge or quickly remove themselves from unsafe situations.
The college has effective links with the Education Authority’s Education Welfare Team in Schools, which focuses on early intervention to promote emotional well‑being, better attendance and reduce barriers to learning. The targeted promotion of attendance has contributed to a marked improvement, rising from 89% in 2021-22 to 93.7% in 2024-25. In addition, period dignity products are available in the college so no pupil has to miss school or class.
The pupils benefit from well-planned careers education, information, advice and guidance (CEIAG). The taught careers programme across the college provides effective opportunities to research progression pathways matched to their interests and capabilities. The college has well-established strategic links with local employers. By year 14, the pupils display a very good understanding of the world of work and the education and employment opportunities that are available to them. The college is developing further its careers provision across the curriculum to enable the pupils at all key stages to make more meaningful connections between their learning and future pathways and careers.
The development of the pupils’ digital skills is more effective at KS 4 and post-16, where there are good opportunities within qualifications to develop important skills and create software products. The college does the best it can with its facilities for developing digital skills at KS 3, but there is work to be done on providing more meaningful opportunities for these pupils to acquire and develop their digital skills. The college has identified this as an area for improvement in its school development plan and the inspection endorses this.
C. Building equity
Equality, inclusion and diversity are promoted effectively throughout the college and lived out by pupils and staff. To help facilitate the pupils’ excellent transition into year 8, staff work closely with the local feeder primary schools to gather and collate assessment data and pastoral information. This process is enhanced through the college’s own assessments at entry to year 8 and all of this information is used effectively to provide each pupil with the most suitable curriculum and to identify the needs of pupils who face barriers to their learning. This allows the right support to be provided and this is communicated clearly to their parents.
Well-planned adjustments to the curriculum include additional lessons in English and mathematics, delivered by subject specialists, for pupils who require support in literacy and numeracy. The flexible deployment of classroom assistants with small groups of pupils, agreed with parents, has enabled the college to provide further support which is having a highly positive impact on both the pupils’ attainment and confidence in these important areas of the curriculum.
Personal learning plans (PLPs) have been piloted successfully for pupils at stages 2 and 3 of the code of practice for SEN. The impact of the pilot PLPs has been evaluated robustly and they have been adjusted accordingly. PLPs are now being drawn up for pupils at stage 1 of the code of practice.
The classroom assistants make valuable contributions to both informal and formal reviews of the pupils’ progress against the targets set out in the PLPs. In discussions with inspectors and in responses to the online questionnaire, they were very positive about the effectiveness of their professional learning opportunities and they highlighted attending relevant training as a discrete group, alongside the teaching staff and through the CALP in, for example, supporting pupils with dyslexia, autism and behavioural difficulties. The school nurse plays a key role supporting pupils with medical needs and liaises effectively with parents to ensure they attend well. The rate of suspensions, which was already low, is falling further. To help all parents in times of financial challenges, affordability was a key consideration in the design of the new uniform.
The college’s internal data indicates that almost all of the KS 4 pupils with SEN are attaining in line with expectation. The college uses well all its progression data and has identified a small number of pupils at KS 4 for whom traditional academic courses are not appropriate and they enable them to take alternative qualifications, which support better their progression to the next stage of education or employment.
D. Embedding success
Success is defined and embedded within the college culture through a supportive and tailored approach to learning and teaching that allows pupils to succeed. The learning culture incorporates an ethos where participation in sport permeates the life and work of the college recognising the additional and significant benefits it brings.
The college knows its pupils well. The sensitivity of monitoring the pupils’ attainment in assessment levels at KS 3 and the robustness of systems at KS 4 and post-16 reflect an effective strategic commitment to ensuring that pupils have the right curriculum experiences to succeed and almost all learners make sustained progress from their individual starting points.
The college celebrates success through a multi-layered strategy that recognises academic achievement, but nurtures personal development and wider community participation. The pupils told us they value the reward system, which promotes excellence in their learning and encourages positive behaviours. Extra- and co‑curricular clubs at lunchtime and after school, such as, art, drama and debating, enhance pupil engagement and contribute meaningfully to the college’s ethos.
Supporting charitable societies allow pupils to live out Gospel values and contribute to a wide range of local and global communities, such as St Vincent de Paul and Ten Foundations. At post-16 level, the college offers extensive enrichment opportunities which help the pupils develop their wider interpersonal and social skills. This includes supporting younger pupils in their learning and a bespoke programme focused on essential life skills and independent living, developed in response to the pupil voice.
The pupils attain appropriately high levels of success in public examinations. In 2025, almost all (95%) of the year 12 pupils achieved five or more GCSE (or equivalent) qualifications at grades A* to C and 73% achieved five or more GCSE (or equivalent) qualifications at grades A* to C, including English and mathematics. In 2025, most of the year 14 pupils (80%) achieved three or more GCE A level (or equivalent) qualifications at grades A* to C. The college sets accurate and challenging targets, and its internal data shows that nearly all the pupils attain in public examinations in line with, or above, their expectations.
Sport is deeply embedded in the college’s ethos offering inclusive opportunities for pupils to develop skills in teamwork, discipline and problem solving. The college has a history of success at all-Ireland level in Gaelic sports. There is a wide range of sporting opportunities that pupils can also enjoy success in, apart from hurling, football, and camogie. Inspectors found that these sporting opportunities and successes impact positively on the pupils’ wider skills and dispositions, attendance and, consequently, contribute positively to the outcomes in public examinations. The provision and impact of sport in the college is a strength that warrants dissemination.
Almost all of the pupils who responded to the ETI questionnaire (99.2%) told us that their achievements and talents are recognised and celebrated. Social media is used strategically to showcase pupil achievements, promote key events, and reinforce the college’s values, while the weekly ‘parent note’ provides a consistent and accessible channel for sharing updates, celebrating milestones, and encouraging parental engagement. These mechanisms have raised significantly the visibility of aspirations and successes across the college community. The college’s communication strategy ensures that achievements, whether academic, sporting, or personal are recognised, shared, and used to inspire others. This showcasing of success underpins an ethos where success is visible, celebrated, and well embedded in the lived experience of pupils, staff, and families alike.
E. Growing a community of learning
The college builds an active community of learning through strong and inclusive partnerships internally and externally. Learning experiences for pupils and staff build on a range of highly effective collaborative networks and equip pupils with the skills, confidence and aspirations to thrive within and beyond school. The collaborative networks encompass church and faith links, community connections, business links and liaisons with Northern Ireland’s universities.
The pupils benefit from the formal and systematic collaboration between subject departments, cross-curricular teams, and year-group partnerships that regularly share effective practice, analyse pupil information, and develop collaborative solutions to support the pupils.
The pupils engage in liturgical work, as well as a range of social justice initiatives. They enjoy the development of their spiritual growth, while learning the skills of advocacy and contributing to good causes. They benefit also from their experiences within a broader education that is morally rooted and values-based within Gospel teachings. As part of the college’s commitment to building a community of learning, senior pupils actively engage with a local construction firm. This partnership provides pupils with valuable, real-life learning experiences beyond the classroom, enabling them to gain insight into future career pathways. This experience enhances pupils’ employability and reflects the college’s ethos of learning that is outward‑facing, purposeful, and connected to the world around them.
Community links include working very effectively with parents, community and health organisations and local government bodies, which all benefit pupils’ care, welfare and skills development. Nearly all of the parents who responded to the questionnaires, told us their child was happy in school, making good progress and that they would recommend the college to others.
The staff benefit from a highly effective research-informed programme of SPL. In the questionnaires, almost all (98%) of the teachers and all of the learning support staff who responded said they benefited from recent professional learning opportunities and confirmed their skills and knowledge are valued with opportunities to share their expertise with colleagues. Our lesson observations and discussions revealed clear links between SPL and classroom pedagogy. The evidence shows a clear correlation between the college’s significant investment in professional learning and in consistent and effective classroom experiences for the pupils. The college regularly has shared professional learning days with the staff at Ballycastle High School, which is an important aspect of their partnership work. Going forward, staff will benefit from continuing to engage in their own peer-support networks where they can share aspects of practice, co-plan lessons, and reflect together on the pupils’ work.
Cross and Passion College and Ballycastle High School have a highly regarded shared education partnership, which is a significant strength and worthy of dissemination. The pupils value deeply their long-standing, sector leading shared education partnership. They value how they have developed open mindsets and shared differing perspectives about interpretations of past historical events and are excited about the opportunities of a shared campus. Pupils and staff benefit from multiple opportunities for personal and professional shared learning. The college along with Ballycastle High School are research partners with Queen’s University Belfast and the shared education partnership work between the two schools has inspired educationalists from conflict regions internationally. The pupils inspired us with their understanding of the importance of being educated together for a better future and the importance of knowing that we have ‘more in common’.
F. Child protection
At the time of the inspection, the evidence provided by the college demonstrates that the arrangements for child and adult protection align to the current statutory guidance. The pupils who met with inspectors reported that they feel safe and well cared for and know what to do if they have any concerns about their well-being.
3. Next steps
Cross and Passion College Ballycastle is committed to ‘creating opportunities, promoting talent and caring for the community’, thereby living out its vision well. This is a welcoming and inclusive school that cares for its children and is very serious about optimising their learning experiences and outcomes through continuous improvement processes. As set out in the college’s current development plan, the next step for Cross and Passion College is to develop further the integration of digital skills across the KS3 curriculum, ensuring pupils enjoy progressive skills development within meaningful and relevant learning contexts. The District Inspector will monitor the school’s progress in addressing the area for action, as part of ETI’s normal monitoring processes.
Inspectors identified aspects of highly effective practice from which others may learn. The aspects of practice which should be shared more widely are:
- how the college provides a responsive and tailored preventative curriculum that is relevant and empowering;
- how the college has embedded a highly-regarded and internationally renowned shared education provision built on the concept of us all having ‘more in common’; and
- how the college has developed the significant value of sport as a driver for nurturing positive attitudes, dispositions and willingness to learn.
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%