Report of a Post-primary Inspection - Foyle College
DE Ref No 242-0229
October 2025
1. Introduction
A. Background information
Foyle College is a co-educational, 11–18 voluntary grammar school located on Limavady Road, in the Waterside area of Derry/Londonderry. The school draws pupils from a wide catchment across the city and surrounding area and is regularly oversubscribed, with enrolment rising to 894 in 2025, above the approved number of 850. Around 12% of pupils have free school meals entitlement. Six percent of pupils have a statement of special educational need (SEN), 51 of whom have a statement of SEN. A small number of newcomer pupils attend the school.
The school moved to a modern, purpose-built campus in 2017 that provides high‑quality facilities for learning. Following a restructuring of the senior leadership team, the current principal, who previously served as vice-principal, was appointed in March 2024 and an internal member of staff was appointed as vice-principal in 2025.
Foyle College is an active member of the Foyle Learning Community (FLC), partnering with other post-primary schools to enhance curricular provision and promote shared education. In 2024-25, 11 pupils from Years 13 and 14 accessed post-16 courses through collaboration with four local schools, while eight pupils from other schools accessed courses at Foyle College.
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 Foyle 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
Foyle College has a clear and aspirational vision underpinned by its inclusive Foyle Family ethos and the mission “Fostering Opportunities for Young Learners to Excel.”
The vision is being realised well through the core values of respect, integrity, determination, commitment, and responsibility, which guide behaviour, shape relationships and inspire both staff and pupils to aim high and support one another.
Following extensive consultation with a wide range of stakeholders, key priorities of communication, consistency, and shared understanding were identified. Staff, pupil and parent responses from the ETI inspection questionnaires indicate that this work is beginning to address the areas identified for improvement, particularly around communication and consistency and the inspection findings endorse this.
Most (76%) of the pupils who responded to the ETI questionnaire report a strong sense of pride and belonging to the school. In discussions with ETI, the pupils spoke of their pride in attending the school, the supportive relationships with their teachers and the breadth of opportunities available. Almost all (97%) of the staff are clear about the vision, and most staff (89%) feel they contribute meaningfully to it. The senior and middle leadership engage in effective self-evaluation processes so that the Foyle Family ethos continues to foster opportunities for pupils to excel within an inclusive, supportive, and high-achieving environment. There is clear evidence that awareness and understanding of the vision are developing well across the school community, with growing coherence between leadership actions, curriculum planning and the lived experience of pupils and staff.
The governors are well informed through regular, detailed reports from a range of post-holders. They engage effectively with pupil outcomes, and self-evaluation across the school, providing both challenge and strategic support to leaders. Their oversight promotes pupils’ holistic development across academic, artistic, athletic and technological achievement. Governors contribute meaningfully to curriculum, policy and pastoral matters and demonstrate strong commitment through active community engagement and alignment with the inclusive Foyle Family ethos.
B. Implementing and improving to achieve the vision
Planning, teaching and assessment are key strengths of the school’s provision. A new lesson-planning framework has been introduced recently to strengthen structure and consistency across the school. Where the learning was most effective, teachers use interactive whiteboards and visualisers to model clearly, stimulating pupils’ thinking and securing deep engagement in learning. The teachers demonstrate secure subject expertise and design well-paced, challenging activities that deepen understanding, with smooth transitions and timely guidance sustaining strong progress. The pupil responses to the ETI questionnaire confirm positive attitudes to school life and learning: most pupils find lessons engaging and challenging and report that teachers listen to and act on their ideas, reflecting an effective culture of pupil voice that staff use to adapt lessons and enrichment activities. Inspection evidence also indicates that these strengths are becoming increasingly consistent across classrooms, reflecting the impact of leaders’ work in aligning expectations and promoting high-quality practice. Cross-departmental planning, peer observation and shared resources have improved consistency in learning, teaching and pupil engagement. Analysis of departmental self-evaluations confirms that shared practice is improving consistency, reflected in increasingly aligned approaches observed across subjects. Most (89%) of the teachers report in the ETI questionnaire that pupil views inform planning and that assessment and feedback systems are effective and manageable. These collaborative approaches are helping to embed a culture of professional reflection and shared responsibility for improving learning and teaching.
In the more effective departmental planning, schemes are detailed, differentiated and resource-rich, however a minority of schemes remain over-reliant on examination‑board materials. The school have identified this inconsistency and staff continue to share effective practice and ensure planning is consistent within and across departments. Departmental self-evaluation and staff feedback continue to inform improvement planning, with findings shared with staff and governors, reinforcing transparency, trust and a culture of reflection. While the action planning processes across the school are comprehensive and well aligned to the school’s vision, staff recognise that they can include a large number of actions. They are now refining and prioritising the targets in the action plans to ensure that monitoring and evaluation remain clearly focused on impact on the learning and outcomes for the pupils. This refining of priorities demonstrates growing strategic clarity and an increasing focus on the actions to secure improved outcomes for learners.
The curriculum has been reviewed appropriately to align fully with the school’s vision and meet Entitlement Framework requirements across all key stages (KS); as a result, the curriculum is broad, balanced and responsive to the needs, interests and aspirations of the pupils. It is enhanced by rigorous target-setting and continuous review, ensuring that learning is challenging, progress is sustained, and pupils are well prepared for successful transition to the next stage of education or employment. Pupils experience a broad and balanced programme with pathways reflecting interests and aspirations. The coherence now evident across pathways reflect well the school's improving strategic planning and its commitment to ensuring high quality progression for all pupils.
In 2025, 117 pupils (86.7%) progressed from year 12 to year 13 in the school. Of the remainder, most enrolled at the North West Regional College (NWRC) for level 3 courses, while a small number transferred to other schools, entered employment, or followed a bespoke pathway. Over the same period, almost all pupils (98.2%) progressed from year 13 to year 14, with the remainder enrolling at NWRC for level 3 programmes. In 2025, almost all pupils (96.3%) progressed to higher education, including higher-level apprenticeships, while a small number took a gap year, entered employment, or continued in further education.
Through a rigorous review of the preventative curriculum, the pupils benefit from interactive, engaging, up-to-date and well-resourced learning that equips them to manage risk and keep themselves safe beyond school and online. The Relationships and Sexuality Education (RSE) policy is reviewed regularly, and the school is enhancing consultation with parents/carers and pupils to raise awareness and ensure proactive, informed participation.
The school’s provision for Careers Education, Information, Advice and Guidance (CEIAG) is characterised by sound self-evaluation and clear strategic direction. The school has established a dedicated Careers Hub, strengthened links with local industry and alumni, and created opportunities for past pupils to mentor current pupils. The use of an online platform supports pupils’ independent research skills, enables staff to monitor pupil progress and facilitates collaboration between staff and pupils to identify suitable next steps. These developments are enhancing visibility, communication, and inclusion across post-16 pathways. These developments illustrate the school’s growing capacity to align CEIAG provision with pupils’ aspirations and the evolving needs of the local and wider economy.
A broad extra-curricular programme, involving a majority (70%) of pupils, enhances learning and personal development. Participation in activities such as the Duke of Edinburgh’s Award, rugby and hockey develop teamwork, leadership, and perseverance, strengthening confidence and well-being. Almost all (97%) parents agree that opportunities beyond the classroom are available and valued. The high engagement and enrichment activities further reflects the school’s success in promoting a holistic learning experience that develops pupils’ confidence interests and a sense of belonging.
C. Building equity
In line with the school's vision to be an inclusive and supportive learning environment, the provision is made equitable and accessible through well-targeted individualised support, enabling pupils to overcome personal barriers to achieve their goals. A strong ethos of belonging and inclusion is evident in relationships, classroom practice and the wider culture across the school. Almost all staff agree that the college provides an inclusive and respectful environment where everyone is understood and valued, including individuals of all genders, backgrounds, abilities, identities, religions, and nationalities. This demonstrates a strong and consistent perception of inclusion and fairness across both the learning and pastoral systems.
Pastoral care remains a core strength; staff know their pupils well. Most pupils who responded to the ETI questionnaire feel confident in seeking help from staff, and agree that they are treated fairly and with respect; these views reflect the positive relationships and supportive culture observed across the school during the inspection.
The school has strong and purposeful links with primary schools and families which enable the early identification of pupils with additional learning needs, ensuring that timely and tailored support in planned effectively. Those pupils joining year 8 benefit from a well-planned, pupil-centred three-day induction event that helps them become familiar with the curriculum and school facilities before the start of the term: almost all pupils (93.8%) in the questionnaire responses indicated that teachers and other adults helped them settle in when they started.
Personal learning plans (PLPs) for pupils with SEN are used effectively to guide individual support, reflecting each pupil’s interests, strengths and areas for development. The PLPs include clear, achievable targets and specific strategies and adaptations to meet pupils’ needs, reviewed regularly to ensure that support remains appropriate and responsive. Learning-support assistants play a key role in implementing these plans through close collaboration with teaching staff and the SEN team. Targeted interventions, nurturing approaches, and collaboration with external agencies enhance further the provision for pupils. The school’s Home Room offers a safe, supportive space for pupils who need some time and space out of class and has helped sustain both pupil attendance and engagement.
Departments analyse the pupils’ progress and attainment rigorously, identify trends early and implement targeted interventions. This responsive practice has resulted in rising levels of pupil attainment at both KS4 and post-16, and reduced variation between key groups, such as gender, reflecting an effective focus on consistency and accountability.
Attendance, safeguarding, and well-being of the pupils are all monitored rigorously by staff to ensure a swift, effective response, and parents who met inspectors spoke highly of the prompt action, clear communication, and effective support provided by staff, emphasising the school’s inclusive and responsive approach.
D. Embedding success
Success is becoming securely embedded through data-informed improvement and a culture of high aspiration. The school defines success broadly, recognising academic, artistic, athletic, and technological achievement alongside the active demonstration of its values. The house system, colour system, and annual prize‑giving event promotes aspiration and belonging, while local partnerships and community links provide additional opportunities to celebrate the pupils’ achievements across sport, music, drama, and leadership alongside academic success. This inclusive, values-driven approach builds confidence, strengthens expectations, and sustains a culture where success is celebrated and used to drive improvement.
Most (86%) parents agree in the ETI questionnaire that the school helps their child achieve their potential, indicating confidence in the school’s high expectations and support. Most (90%) parents also agree that their child is making good progress and that they receive helpful information about that progress, reinforcing trust in the school’s communication and monitoring systems and the quality of teaching and learning.
Sustained improvement in the school is underpinned by systematic monitoring, rigorous target-setting, and responsive planning that give every pupil a clear pathway to success. The performance of pupils at both KS 4 and post-16 has improved steadily over the last three years as a result of the school’s sustained focus on raising attainment. In 2025, all of the year 12 pupils attained seven GCSE (or equivalent) qualifications, including English and mathematics, at grades A* to C in line with the school targets. The school has successfully narrowed the gender gap between girls and boys at KS 4 by ten percent, at GCSE grades A* to B. In 2025, most (79.3%) of the year 14 pupils attained three A Level (or equivalent) qualifications at grades A* to C. The school is appropriately extending the monitoring and intervention strategies into KS 3 to ensure that success is developed progressively from the earliest stages of learning.
E. Growing a community of learning
The school continues to build a cohesive community of learning characterised by trust, collaboration, and shared improvement. Respectful relationships create the conditions for consistently high-quality teaching and learning. Pupils, and all staff articulate clearly a developing sense of belonging and shared purpose that is shaping an increasingly confident community of learning within the school; inspection evidence endorses this.
The Learning and Teaching Committee and the Assessment and Reporting Group provide effective mechanisms for staff to review their practice, while the school’s staff professional learning (SPL) programme fosters collaboration, reflection, and the sharing of effective pedagogy. The school is committed to collaborative strategic planning for, and promotion of, SPL using evidence-informed research which has led to a staff community that is confident, engaged and increasingly reflective. As a consequence, there is a consistently high quality of teaching that enriches the pupils’ learning experiences. Almost all (91%) staff report in the questionnaire that recent professional development has enhanced their skills and practice. Staff benefit from external SPL initiatives such as InnerDrive and internal peer-support networks that encourage collaboration, well-being and professional dialogue. Effective collaboration with the FLC and the Education Authority (EA) further enhances staff development through joint training, mentoring and shared professional learning. The school’s induction and Early Professional Development (EPD) programme has been recognised by the EA as a model of good practice, supporting consistency and capacity building across the region.
The School Council provides a forum for pupil voice and meets regularly to share ideas from across the year groups. Its role and influence are continuing to develop as pupils gain confidence in contributing to discussion and decision-making. Increasingly, pupils on the School Council share feedback with staff and pupils through surveys, focus groups and class discussions, helping to shape aspects of learning and school life. It will now be important for staff to ensure that the pupils elect their own representatives and that the School Council, along with focus groups of pupils, contribute to the continued review and development of school improvement. Mentoring and peer support by senior pupils further strengthen relationships and help younger pupils to settle and gain confidence.
Parents engage constructively in supporting the school’s priorities and wider learning culture. A majority (71%) of parents confirm that their views are sought, informing development in communication and curriculum. The school continues to build these partnerships to strengthen transparency and shared accountability.
The school’s participation in the Shared Education for Positive Innovation Programme (SEPI) funded under PEACEPLUS, further strengthens cross‑community collaboration and partnership. Through this initiative, the school works within a cluster of ten post-primary schools*, including schools from Northern Ireland and the Republic of Ireland, engaging in a north-south civic exchange that brings young people from diverse backgrounds together to learn on a regular and sustained basis. This shared learning promotes mutual understanding, respect and inclusion, supports peacebuilding, and extends pupils’ and staff’s skills for life and work.
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
Foyle College, through its inclusive ‘Foyle Family’ ethos and pupil-centred approach, is realising well its vision and core values of respect, integrity, determination, commitment, and responsibility to ensure success for all pupils. As set out in the school development plan, the next step for Foyle College is to take forward the area for action: to continue to build upon the school's internal and external consultation processes and strengthen communication at all levels across the school community.
The District Inspector will monitor the school’s progress in addressing the area for action, as part of ETI’s normal monitoring processes.
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: Notes
Page 6
cluster of ten post-primary schools*
Cluster schools include: North Coast Integrated College; Scoil Mhuire, Buncrana; Crana College; St Eunan's College; Coláiste Iascaigh; St Joseph’s Boys’ School; Foyle College; St Patrick’s College, Maghera; Cross and Passion College; Abbey Vocational School – Donegal ETB; Pobalscoil na Rosann; St Columba’s Comprehensive, Glenties.