Report of a Post-primary Inspection - Fort Hill Integrated College

DE Ref No 425-0072

September 2025

1. Introduction

A. Background information

Fort Hill Integrated College is an all-ability, integrated, 11-18 school which is situated in Lisburn and draws its pupils from the city and wider area. Over the past three years, enrolment in the school has decreased from 909 to 836. Just over one-fifth (20.3%) of the pupils have been identified as having special educational needs (SEN); 12.5% of whom have a statement of SEN. Just over one-third (34%) of the pupils have free school meals entitlement (FSME).

The school has four well-established learning support classes which have been redesignated by the Education Authority (EA) as specialist provision classes for social communication/autism, for pupils in both key stage (KS) 3 and KS 4. There is limited accommodation for these classes. Currently, these pupils spend almost all of their time in mainstream classes.

The senior leadership team was re-structured in 2024 with the appointment of three additional senior teachers and a subsequent review of roles and responsibilities.

The school is an active member of the Lisburn Area Learning Community (LALC). As a result, 16 pupils accessed a range of post-16 courses through collaboration with four local post-primary schools and the South Eastern Regional College. Similarly, 16 pupils from other local post-primary schools accessed post-16 courses in the school, and there are collaborative approaches through the LALC to aspects of staff professional learning (SPL).

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 two representatives of the board of governors.

C. The process of inspection

The ETI worked alongside Fort Hill Integrated 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 commitment to achieving its recently renewed vision of “to EDUCATE, INTEGRATE and INSPIRE pupils to ACHIEVE their full potential in a supportive, safe and inclusive community” is evident through the meaningful engagement with all Fourstakeholders; as a result, the vision is understood well by pupils, parents, staff, governors and the wider school community.

The senior leaders have used self-evaluation processes to identify appropriately six key priority areas for development, and associated SPL aligns closely to these priorities and the school’s vision. The three-year school development plan and associated action plans have clear baselines which are informed by a wide range of appropriate qualitative and quantitative information. There is a consistent approach to action planning across the school, however, the quality of these action plans is variable. In the more effective action plans, there are concise, measurable targets, supported well by regular monitoring and evaluation processes which are informed by meaningful consultation with the pupils. The sharing of this effective practice should help bring consistency to the action planning processes.

The governors are involved actively in the life and work of the school and recognise the current challenges with funding, resources and the school estate. They are kept well-informed through regular updates; they use their skills to support and challenge constructively the senior leadership team. The governors would benefit from engaging with first-hand evidence from a wider range of post-holders and the pupils, enabling them to exercise their challenge function more effectively.

B. Implementing and improving to achieve the vision

The pupils are respectful, listen well to one another and interact politely with their peers and adults. When given the opportunity, the pupils enjoy working together in pairs or small groups; this is helping them to develop well their thinking skills and personal capabilities.

To embed the school’s core values of “respect, responsible and ready to learn”, the staff have introduced successfully the four-phase lesson plan to provide a coherent structure to the lessons. The teachers plan meaningful tasks at the start of lessons which promote the pupils’ retrieval of prior learning and build a readiness to learn. While there is consistency in the structure of lessons, there is inconsistency in how lessons are adapted to meet the needs and abilities of all of the pupils.

In the lessons where learning was most effective, scaffolding and modelling strategies are used well by staff to support and encourage the pupils to succeed. When effective questioning strategies are used well by the staff, the pupils’ thinking skills and their oracy are developed appropriately. In the questionnaires, 82% of the pupils reported that their teachers and other adults help them when they find it difficult to learn.

When the learning was less effective there was: an over-reliance by the staff on workbooks which limited the learning; too few opportunities for connected learning to provide the pupils with deeper learning experiences; and importantly a lack of adaptive teaching strategies to meet the learning needs of the pupils within the class, including for those pupils who require ‘stretch and challenge’.

The staff share effective practice at departmental meetings and staff professional learning days. They have identified appropriately the need to re-engage with peer lesson observations to measure the impact of this development work on the learning and teaching and to improve the quality of the planning, teaching and assessment, an area which is endorsed by this inspection.

The emotional health and well-being (EHWB) of staff and pupils is afforded a high priority in the school, including through the school’s participation in the EA’s “Being Well, Doing Well” programme which supports a whole school approach to EHWB. The school’s focus on respectful relationships between the staff and pupils, aligned with the promotion of positive behaviour, creates a supportive learning environment for all. The well-informed, strategic whole school focus on relationship building and restorative practice is supporting effectively the EHWB of the pupils across the school. The staff and peer mentors use well responsive conversations to resolve disagreements between pupils, and to promote responsible decision making and foster empathy amongst the pupils. This work enables the pupils to live out the school’s core values, “respect, responsible and ready to learn” in a safe environment.

The pupils benefit from the opportunities provided in the school to participate in a range of extra-curricular sports helping them to be more physically active and supporting their well-being. The staff have also implemented effective strategies to increase pupil attendance, which has improved from 82% in 2022-23 to 83.8% in 2023-24, but remains below the Northern Ireland average.

The preventative curriculum provided by the school is responsive to relevant and contemporary issues. It equips the pupils appropriately with the knowledge, skills and attitudes to support their health and well-being and to keep themselves safe from harm. In our discussion with the pupils, they told us that they are supported well by the welcoming and caring staff to make informed choices on how to keep safe in school and online. The pupils also reported that they know how to access support if they have any concerns about their well-being or safety. It is appropriate that the school is reviewing the provision for Relationships and Sexuality Education (RSE) across all the key stages to meet more effectively the needs of all pupils, with the views of the pupils and parents/carers informing this review.

The pupils in KS 3 access a suitably broad curriculum designed to enable them to progress and achieve well. The school acknowledges the need to ensure that pupils in KS 3 have full access to swimming as part of the physical education curriculum. The staff use baseline diagnostic testing to assess the pupils’ levels of ability on entry to year 8, inform pupil target-setting and monitor regularly their progress through analysis of internal assessments. Further baseline testing in year 10 is used to inform the GCSE options process which is supplemented by a ‘taster’ day for the pupils to experience subjects they have not studied previously.

At KS 4 the curriculum offer meets the requirements of the Entitlement Framework. In 2025, most (77%) year 12 pupils achieved five or more GCSE (or equivalent) qualifications at grades A* to C, and for a majority (50%) this included GCSE English and mathematics. While most of the pupils attain well, given the low outcomes achieved by a minority of the pupils at KS 4 and the increasing number of year 12 pupils deemed ineligible for inclusion in the Summary of Annual Examination Results (SAER) returns to the Department of Education, a minority of the pupils would benefit from a curriculum which is better matched to their abilities, needs and interests.

The post-16 curriculum offer meets the requirements of the Entitlement Framework through collaboration with four other post-primary schools and the South Eastern Regional College in the LALC. The school has identified an increasing gap in attainment between those achieving two A level (or equivalent) qualifications at grades A* to C (100%) compared to those attaining three A level (or equivalent) qualifications at grades A* to C (43.8%). The senior leaders have identified the need to review the curriculum provision at all levels, with the school focusing appropriately on reviewing the curriculum offer at post-16 to: continue to increase the number of pupils who stay on from year 13 to year 14; secure better outcomes across all three subjects and subsequent pupil progression; and meet better the pupils’ career aspirations and abilities. As part of the curriculum review, there is also a need to review the timetable arrangements for the hours of attendance by pupils in post-16 on Fridays in line with the Department of Education’s circular 2013/09. This curriculum review will support the school in taking forward the areas for action identified in this report.

An online platform is being used effectively across the school for submission and assessment of pupil work; most of the pupils can engage effectively in online research. The development of digital skills at KS 4 and post-16 is meeting well the needs of the pupils, enabling them to learn and thrive in an increasingly digital age. Currently the development of digital skills at KS 3 is being supplemented well for small groups of pupils through their participation in lunchtime clubs, such as the coding club and the animation club.

C. Building equity

The integration of all pupils is central to the school’s vision and is reinforced by the shared value of respect and the school’s recently devised equality, diversity and inclusion policy. A calendar of celebrations is shared with all staff so that the pupils’ cultures and traditions can be recognised and celebrated across the school.

A detailed audit on integration opportunities and experiences has been completed with staff, pupils and parents, which has affirmed strengths in the provision and identified appropriate areas to develop further, such as curriculum delivery. Consequently, almost all of the staff have completed a three-year review of their planning to identify opportunities to teach and explore their integrated ethos, for example, resulting in the inclusion of Gaelic games in physical education. Further review is required of Learning for Life and Work, particularly the strand of Local and Global Citizenship, and its contribution to the development of the pupils’ critical thinking skills, for example, through the pupils’ active participation in debates and discussion.

Newcomer pupils are assessed using the Common European Framework of Reference for Languages (CEFR) and are receiving an effective programme of support. A Newcomer Club has been established which assists the pupils well in developing social friendships.

The school has developed a coherent overview of the diversity of the pupils with SEN within the school, which is shared appropriately with all teachers. Priority actions are in place to develop further the provision for pupils with SEN, such as additional support for pupils with dyslexia. Many of the identified actions are at an early stage of implementation and further ongoing monitoring and review are required, particularly to ascertain the progress and wider outcomes of pupils within their individual education plans. The school is liaising with the EA Specialist Provision Service to clarify the purpose and rationale of the specialist provision classes.

D. Embedding success

The success of the pupils is recognised and celebrated well through, for example, assemblies, social media and in creative ways including: ‘praise postcards’ which are a personal and highly valued form of recognition and encouragement; and a ‘Some of Our Best Homework’ noticeboard which is a more public way of acknowledging achievement while setting high standards for others.

The pupils’ progress is also celebrated after each assessment point through, for example: calls home to parents/carers; certificates; and through achieving the school’s own ‘Spirit of Integration’ award. The school is the recipient of numerous Carson Awards and bursaries which celebrate creativity in integrated schools, including joint first prize at KS 3 in 2025 for their art and design project entitled ‘Birds of a Feather’.

The pupils with leadership roles display maturity, responsibility and an eagerness to contribute to improving school life and charitable causes which are nominated by the pupils. Most (80%) of the pupils reported through the questionnaire responses that achievements and talents of pupils are recognised and celebrated well by the school. Pupils in post-16 have appropriate opportunities to participate in enrichment and well-being activities to support the development of their personal, social and employability skills.

The well-structured approach to assessing the pupils’ learning is enabling staff to identify those pupils who are at risk of underachieving and are guiding the implementation of interventions such as the ‘Magic 5’ programme for KS 4 pupils, a programme of subject-specific targeted individual and small group literacy support, and a well-planned timetabled revision programme for pupils in year 12. Internal analysis shows variation between whole-school targets and examination outcomes, as well as in performance, across a minority of subjects at both GCSE and A level and for identified groups, such as, pupils with FSME and differences in attainment by gender.

The school has prioritised appropriately the development of the pupils’ literacy skills through a whole school approach, focusing this year on reading, including a targeted reading intervention programme to support a small group of pupils in KS 3. The school has been successful in their application to the charity, Children’s Books Ireland, to secure a suite of books, audiobooks and other media for the library. Furthermore, the reading ambassadors and library committee across the school play an active role in planning and promoting a range of popular literacy events such as, World Book Day and Junior Juries for All Ireland Book Awards, and in developing further the book selection in the library.

Most of the curricular areas provide the pupils with relevant Careers Education, Information, Advice and Guidance (CEIAG), organise visits and guest speakers. In addition, the pupils in KS 3 have weekly classes for employability for one term and additional CEIAG input with, for example, Young Enterprise NI. The pupils in KS 4 have a discrete timetabled careers lesson. The school has recognised the need to develop further the provision of CEIAG at KS 3 and 4 which requires better coordination and monitoring to evaluate the impact of this provision. The provision of CEIAG is well embedded at post-16; in 2025, almost all year 12 leavers transferred to a range of level 2 and 3 courses in further education, work-based learning or employment.

E. Growing a community of learning

The school has an effective community of learning; there is active collaboration with a range of stakeholders which impacts positively on the holistic development of the pupils. In addition, the parent-teacher association plays an active role in raising funds by organising well-supported events in the local community which enhances the provision and benefits the pupils.

SPL is aligned strategically to the school’s focus on learning and teaching and is empowering staff to improve the provision for the pupils. The programme for staff professional learning is research-informed and delivered both internally and by external providers. There is a well-established Teaching and Learning Team that is empowering staff to share effective practice, discuss teaching methods and develop their understanding and skills in a range of effective strategies. The inspection affirms the good work this team has accomplished so far and the need to develop further the quality in the planning, teaching and assessment.

Senior pupils volunteer to be trained as peer mentors, being accredited with a level 2 qualification. In addition, a group of senior pupils completed training in restorative practice. They told us how this helped them support younger pupils by generating the opportunity to talk through the issues that have arisen and help them to develop strategies to resolve their problems. They spoke about how their leadership roles have helped improve their own interpersonal skills, acceptance of responsibilities and enhance their organisational skills.

The Student Voice group has been consulted with, and instigated changes to, the uniform policy and student planner. The pupils stated they would like to be able to reach more pupils to hear their opinions so these can be used to inform the work of the school. The school plans to increase opportunities for pupil participation to inform wider decision-making in the school.

F. Child protection

At the time of the inspection, the evidence provided by the school demonstrates that the arrangements for child and adult protection align to the current statutory guidance.

3. Next steps

Fort Hill Integrated College is fully committed to achieving its vision of “to EDUCATE, INTEGRATE and INSPIRE pupils to ACHIEVE their full potential in a supportive, safe and inclusive community”. The staff and peer mentors use responsive conversations well enabling them to live out the school’s core values, “respect, responsible and ready to learn” in a safe environment.

The inspection has highlighted a number of areas for action which will enable Fort Hill Integrated College to achieve its vision more fully, these are:

to improve the quality of the planning, teaching and assessment;
to review the effectiveness of the curriculum across the school to better meet the needs, abilities and aspirations of a minority of the pupils; and
to review the timetable arrangements for the hours of attendance of the Year 13 and Year 14 pupils on Fridays, in line with the Department of Education’s circular 2013/09.

ETI will monitor the progress of Fort Hill Integrated College in addressing the areas for action. There will be a progress inspection.

Inspectors identified an aspect of highly effective practice from which others may learn:

the well-informed strategic whole-school focus on relationship building and restorative practice to support the pupils’ learning, emotional health and well‑being.

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: Health And Safety/Accomodation

During the inspection there were a number of health and safety concerns raised which have been escalated to the EA:

the open site, including the front entrance needs to be secured more effectively to ensure pupil safety;
the single-glazed windows in some classrooms are not fit for purpose;
the ongoing issues with roofs leaking into the assembly hall and a number of classrooms;
there are a number of toilet blocks not working fully and which are therefore not available for use by the pupils, impacting negatively on pupils promptly attending class following key transition points in the school day;
the boiler is 50 years old and as a result in some parts of the school there is no heat and in others it is too warm; and
there is a significant lack of facilities for ICT which is limiting the pupil’s development of digital skills.