Report of a Post-primary Inspection - Mount Lourdes Grammar School
DE Ref No 242-0041
November 2025
1. Introduction
A. Background information
Mount Lourdes Grammar School, situated in the heart of Enniskillen town, County Fermanagh, is a Catholic school for girls aged 11-18. The school was founded in 1909 by the Sisters of Mercy.
The school draws its pupils from the town and the wider county area. Over the past four years, enrolment has remained steady and stands currently at 750 pupils. In the same period, the proportion of pupils with free school meal entitlement has decreased from 11% to 7%. Just under one-tenth of the pupils have been identified as having special educational needs (SEN), 18 of whom have a statement of SEN.
The school is an active member of the Fermanagh Area Learning Community (ALC). Currently, 33 pupils from years 13 and 14 access eight post-16 courses through collaboration with two local post-primary schools and the local college of further education. Similarly, 15 pupils from two local post-primary schools access three post‑16 courses offered by Mount Lourdes Grammar School. There are also joint approaches to aspects of staff professional learning (SPL).
The opportunities for the pupils to participate in shared education with other schools are limited.
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
ETI worked alongside Mount Lourdes Grammar School 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 recently refined vision, which is centred on nurturing and fostering the holistic development of each pupil, provides a clear, coherent, and meaningful framework that guides all aspects of school life. Rooted in the Sisters of Mercy tradition, the vision is underpinned by the values of respect, dignity, kindness and equality and is consistently evident in the quality of relationships throughout the school. Pupils benefit from calm, purposeful learning environments and a culture that nurtures confidence, resilience, and achievement. The strong alignment between the school’s vision and the pupils’ lived experience ensures that the pupils are equipped to access a broad range of opportunities and are prepared well for lifelong success. There is a shared understanding of the school vision which is clearly reflected in the views of the school community. Among those responding to our questionnaires, almost all parents/carers (92%) indicated that they know about the school’s vision, and all staff indicated that they know and contribute to the vision.
The school demonstrates highly effective self-evaluation processes that are systematic and well structured. Priorities for improvement, as laid out in the three‑year school development plan (SDP), have been identified through rigorous and honest reflection, supported by meaningful consultation, coherent action planning and regular review. The leadership demonstrates the commitment to strengthen improvement, ensuring that progress is monitored, actions are implemented effectively, and improvement is evident and ongoing. The accuracy of the school’s evaluations is reflected in the close alignment between its own identified priorities and the inspection findings, confirming the robustness of its reflective practice.
The governors are fully committed to the school’s vision and values. They bring relevant experience and skills to their roles and understand very well the strategies and conditions that support the school’s growth and continued improvement. Governance is structured effectively, including focused sub-committees, which enables robust oversight and scrutiny of the pupils’ outcomes and the strategic direction of the school. This approach ensures governors are central to strategic decision-making, providing challenge and support in a balanced and constructive way.
B. Implementing and improving to achieve the vision
The pupils are kind, courteous and exemplify fully the school’s values; their behaviour is exemplary. They interact well with one another and are keen and ready to learn. Throughout the inspection, the pupils were good humoured, well engaged both in and out of class, and demonstrated a genuine sense of enjoyment of school. Almost all (97.9%) of the pupils responding to the questionnaire indicated that they enjoy school to varying degrees with almost three-quarters responding that they enjoy school always or most of the time.
During the inspection, the planning, teaching and assessment for successful learning across the school was mostly effective. When the learning was most successful, the planning provided contextualised learning opportunities, the thinking skills and personal capabilities being developed were explicit, and prior learning was reinforced and strengthened through a variety of retrieval practices. The teacher facilitated well the learning process, enabling pupils to participate actively in the lesson and review their learning through effective plenaries. In lessons when learning was less successful, there was insufficient planning to stretch and challenge the pupils, and the teacher’s questioning strategies were not used well enough to extend the pupils’ thinking and understanding. The leadership team has completed lesson observations throughout this term, and identified relevant next steps, such as the development of peer observations. The school’s current strategic priorities appropriately include a focus on strengthening classroom practice and improving the pupil learning experience, which will support the school to take ‘planning for successful learning’ forward as an area for action. Most (80.3%) pupils reported in the questionnaire that they found lessons interesting and challenging. The school has also recognised the need to embed digital skills more systematically across the curriculum, for coherent progression and meaningful application within subjects and through qualifications and accredited courses; the inspection endorses this as appropriate.
The pupils at key stage (KS) 3 access a suitably broad curriculum designed to enable them to progress and achieve well. In response to consultation, the school’s current action plan for an inclusive curriculum includes revising how modern languages and drama are delivered at KS 3 to extend choice and prepare pupils better for the next stage of their education. The school acknowledges the need to ensure that pupils have full access to swimming as part of the KS 3 physical education curriculum. This is currently restricted as the local swimming facility is closed for redevelopment.
Over the past two years, the curriculum at KS 4 has been improved to offer a wider choice of pathways and subjects; further development is required at this level to meet all pupils’ needs, interests and career aspirations.
The curriculum offer for pupils at post-16 level is extensive and meets the requirements of the Entitlement Framework. While most subjects are delivered in‑house, collaboration with other schools and the local further education college increases the pupils’ choice of subjects and qualifications. Last year, almost all (96.3%) pupils progressed to higher education, with the remaining moving into further education to study at the appropriate level. Last year, all of the small number (7.3%) of pupils who left school at the end of year 12 and the very few at the end of year 13, progressed to further education at the appropriate level.
The careers education, information, advice and guidance (CEIAG) programme is informed well by the pupils’ interests, abilities, and aspirations, and is structured coherently across all year groups. The pupils demonstrate a strong awareness of career pathways and progression opportunities. They report that they enjoy the various pupil-led committees, feel well prepared for the next stage of their learning at key transition points, and value the opportunities provided through work-related learning experience. Questionnaire responses indicate that most (86%) of the pupils in years 13 and 14 believe they receive lessons that equip them with relevant life skills and most (84%) of the pupils in years 11 to 14 feel supported in progressing to the next stage of education, training, or employment. The school’s motto, Fide et Labore (Faith and Work) and its founding purpose of enabling girls and young women to access a full range of employment, remain as relevant today to the work of the school as they did over one hundred years ago.
A highly proactive and holistic approach to pupil and staff health and well-being is at the heart of the school’s ethos, building upon the pupils’ resilience, confidence, and fostering a culture where pupils thrive and feel safe. The preventative curriculum is responsive and relevant, and delivers well on contemporary issues, such as catfishing and ending violence against women and girls. The school’s Relationships and Sexuality Education (RSE) policy and programme meet the statutory requirements.
There is an extensive range of health, well-being and keeping safe programmes, many of which are planned and delivered by the pupils. There is a staff health and well-being group which has facilitated well-received initiatives such as financial management seminars and well-being days. The centrality of staff well-being sessions in the SPL programme contributes to the positive school culture and a professional growth mindset where change is embraced. Almost all teachers (97.6%) reported in the ETI questionnaire that staff well-being was promoted effectively in the school.
The well-considered induction programme for year 8 pupils provides them with a range of opportunities to build relationships with one another and with the staff. The daily games and social lunchtime club provides a welcoming space for the younger pupils in the school to relax, chat, read, draw, play games and build friendships. The small number of year 8 pupils and their parents who met with inspectors told us that they value and appreciate the personal welcome cards and advice from the pupils in year 9, which helps them feel supported by their older peers as they settle into their new school. Almost all (98.5%) of the pupils who responded to the questionnaire were positive about how the teachers and other adults helped them settle in. Pupil well-being is further supported by a group of older pupils who are trained in restorative practice and use these strategies successfully as anti-bullying ambassadors and mentors to support younger pupils’ emotional and behavioural development.
The extensive range of extra-curricular provision in the school is informed by the needs and interests of pupils, and includes choir, orchestra, rugby, netball, Gaelic football and board games. Recently, the school launched a unique partnership with Fermanagh Gaelic Athletics Association and Ladies Gaelic Football Association to develop Gaelic games further in the school, including outside of competitive games and to promote pupil physical and mental health and well-being. The pupils with whom the inspectors met appreciated the variety of enjoyable extra-curricular activities that the school offers.
C. Building equity
The staff build strong relationships with the pupils and have a clear understanding of the pupils’ aspirations and needs. The teachers and classroom assistants work closely together to identify and support pupils with barriers to learning, and to promote equity of access to the curriculum and develop real-life skills. As a result, the pupils have high expectations of themselves, are enabled to participate meaningfully and work hard to achieve their best.
A wide range of bespoke intervention programmes and strategies are used early and effectively and are impacting positively on the pupils’ learning experiences and outcomes. These include the well-embedded peer literacy and numeracy support programme for KS 3 pupils, which was extended last year to include science and modern languages. In addition, building upon the success of the Department of Education’s Engage programme, the school is funding its own impactful intervention programme, Excel. This programme is boosting academic achievement and engagement in learning by building self-confidence and personal growth. Last year, almost 70 pupils across all year groups benefited from this individualised support; the school’s evaluation of the programme demonstrates that there was noticeable improvement in focus, independence, and overall engagement with school life for all of the participants. The staff monitor the impact of targeted support for the pupils and use a range of qualitative and quantitative information to ensure interventions are having the intended impact and are adapted where necessary.
The school’s inclusive ethos is further evidenced through a pupil-led collaboration project with the Aman Association which provides opportunities for the pupils to explore the values, beliefs and practices of the Muslim faith. The pupils told us that this has helped them develop a greater awareness of the importance of understanding the religions and backgrounds of fellow pupils, so that all pupils feel accepted and their voices heard.
The school gives high priority to listening to the views of the pupils with SEN in setting goals and making decisions alongside their parents, teachers and classroom assistants. The well-informed personal learning plans outline meaningful strategies for learning to meet the individual needs of the pupils. The pupils with SEN attain very well in public examinations. During the inspection, a small group of parents told us that the collaborative approach to supporting their child with SEN is discreet and sensitive and is leading to improved self-esteem, enabling their child to interact more positively with their learning and to achieve their targets.
D. Embedding success
The school has a clear and inclusive understanding of success, which encompasses academic achievement, personal development, and active participation in the wider life of the school. The success of the pupils begins in the classroom where they demonstrate a readiness to learn. They are articulate, engaging, confident and enjoy an excellent rapport with their teachers. The pupils benefit from effective feedback which includes verbal affirmation as well as written feedback and effective marking for improvement. In some classrooms, teachers provide question boxes to enable pupils to ask for further explanations and provide suggestions, which promotes meaningful pupil participation and supports successful learning.
In 2025, the outcomes attained by the pupils in public examinations are a key strength. Almost all (96.9%) of the pupils in year 12 attained at least seven or more GCSE (or equivalent) qualifications at grades A* to C, including English and mathematics, with most (81%) attaining seven or more at grades A* to B, including English and mathematics. Most of the pupils in year 14 (82.9%) attained three or more GCE A level (or equivalent) qualifications at grades A* to C. These examination outcomes reflect the high expectations of both the pupils and the staff. The school’s internal assessment arrangements have been reviewed appropriately to make the assessment series more manageable for everyone, and a new cycle has been introduced with a view to improving ‘consistency, credibility and comparability’ across all subject areas. The staff have identified rightly their next steps should include individualising the target setting process to monitor better, and report more effectively on, pupil progress. More rigorous target setting will enable pupils to take greater ownership of their learning; almost one-fifth of those pupils who responded to the questionnaire reported that they do not know if they are making progress in their learning.
The school employs a wide range of approaches to acknowledge and celebrate pupil achievement, including annual prize-giving events, sports awards ceremonies, assemblies, and prominent noticeboard displays. Pupils’ successes are also recognised through timely and personalised communication, such as positive telephone calls home. In addition, the school promotes and shares effectively the achievements of pupils externally via its website, social media platforms, and local press. These strategies contribute to a culture where success is valued and the achievements of pupils are made visible, and where almost all of the pupils (98.6%) told us in our online questionnaire that their achievements and talents are recognised and celebrated.
E. Growing a community of learning
The school’s community of learning is firmly rooted in the classroom. Strong internal collaboration across the staff supports commitment to the school vision, consistent expectations and the sharing of effective practice. Building on this secure internal learning culture, the school engages constructively with a wide range of external partners, including parents, local employers and community organisations. These partnerships broaden pupils’ experiences, enhance their skills and aspirations, and provide meaningful opportunities to apply their learning beyond the classroom. Highly effective collaboration has grown a strong community of learning which enriches the pupils’ experiences, promotes their well-being and prepares them well for life.
Since 2021, the school has a strategic and impactful partnership with a local major manufacturing company which has enhanced significantly pupils’ understanding of environmental sustainability, the economy and aspects of social responsibility. This collaboration has embedded real-world learning experiences across the curriculum, particularly promoting female participation in Science, Technology, Engineering and Mathematics (STEM) related careers. Notably, over one-half of the pupils in year 14 go on to study STEM-related subjects. This company has invested in the school’s digital infrastructure, including providing smartboards, to support learning and teaching.
The school promotes effective pupil participation through well-established structures and a culture of inclusion and collaboration. The pupils told inspectors that their views are valued and that they have regular opportunities to express them through a democratically elected student council. Decisions are communicated in a timely manner to the wider pupil body by the student councillors and through a council newssheet. The student council has contributed to meaningful whole-school improvements, including: an initiative to enhance road safety; the establishment of more manageable pupil assessment timeframes; and advice on a menu for the school canteen. Student council discussions around aspects of learning and teaching are a regular feature, helping to influence further the pupils’ classroom experience. Most (84.3%) pupils who responded to the questionnaire reported that the student council works well to improve aspects of school life. However, when asked whether pupils are listened to and responded to when the school is making policies and decisions, over one-quarter (26.4%) of respondents answered that they didn’t know.
By the end of KS 3, all pupils have the opportunity to serve as class prefects, a role they understand can help with the development of their leadership and communication skills. The pupils in post-16 can apply for prefect roles that include leading committees such as health and well-being and the school’s social media, along with supporting staff with aspects of the day-to-day running of the school such as supervision. The pupils undertake these roles of responsibility enthusiastically.
The core Sisters of Mercy values of service, compassion and social justice underpin the school’s promotion of active citizenship. Through many opportunities to fundraise and volunteer, the pupils develop a strong awareness of how, through their support of those less privileged locally and globally, their actions directly impact the well-being of others. Volunteering is advocated at post-16 with approximately ten percent of pupils successfully achieving the Volunteer Now Impact Award in recognition of the number of hours voluntary work they have completed.
SPL is aligned well to the SDP and is focused appropriately on the dissemination of effective practice within and across departments. All of the teachers and classroom assistants benefit from regular staff development opportunities which are improving their classroom practice and developing well the pupils’ self-management and organisation skills.
The school is an active participant in the Fermanagh ALC through which they demonstrate their collaborative commitment to the extension of the curriculum for the pupils and to SPL. This term, building on the conference provided to classroom assistants, the school hosted the ALC’s post-primary teacher conference themed EmpowerED: Strategies, Support, and Success in the Classroom which created an opportunity to discuss pedagogy and reflect on relevant educational research. Through the ALC, there are regular forum meetings on, for example, learning and teaching, curriculum, and learning support which enable the staff to share effective practice and learn from one another. The school’s middle leadership are also engaging appropriately in a series of workshops such as vision and accountability, to support them to monitor and evaluate better the impact of the actions on whole school improvement.
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. In discussions with the pupils, they told us that they feel safe in school and online and know who to talk to should they have any worries or concerns.
3. Next steps
The staff of Mount Lourdes Grammar School are realising effectively the school’s vision of nurturing and fostering the holistic development of each pupil. The legacy of the founding Sisters of Mercy continues to permeate all aspects of the life and work of the school, enriching the pupils’ experiences, promoting their well-being, and preparing them well for life. As identified through the school’s self-evaluation process, the next steps for Mount Lourdes Grammar School include the following area for action: to plan for learning that challenges pupils more consistently, develops further their thinking skills and personal capabilities, and builds their digital competence.
The District Inspector will monitor the school’s progress in addressing the area for action, as part of ETI’s normal monitoring processes.
Inspectors also identified aspects of highly effective practice from which others may learn. The aspects of practice which should be shared more widely are:
- the school’s approaches to overcoming barriers to learning and enabling pupils to thrive and achieve; and
- the school’s impactful partnership with local industry which enhances significantly the pupils’ understanding of environmental sustainability, economic awareness, and aspects of social responsibility.
4. Appendix
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%