Report of a Post-primary Inspection - Newtownhamilton High School
DE Ref No 521-0025
September 2025
1. Introduction
A. Background information
Newtownhamilton High School is a controlled, co-educational, all ability 11-16 school situated in the village of Newtownhamilton in County Armagh. The school attracts pupils from the village and surrounding rural area. The total pupil enrolment in the school has risen slightly over the last four years, from 197 to 216.
Around 13% (28) of the pupils have free school meals entitlement; a similar proportion of the pupils have been identified as having special educational needs (SEN), 20 of whom have a statement of SEN. A small number of newcomer pupils attend the school.
The school has a longstanding shared education partnership with St Paul’s High School, Bessbrook, St Joseph’s High School, Crossmaglen and Newry High School, and is an active member of the Newry and Mourne Area Learning Community (ALC).
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 Newtownhamilton High 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 vision of Every Child an Important Child, underpinned by a strong Christian ethos and shared values, is being implemented effectively and is reflected very well in the actions of the school community, the focus on the holistic development of the pupils, and the high level of care provided for them.
Significant work has been undertaken by the senior leaders, staff, pupils and governors to evaluate the school’s provision. The analysis of an extensive range of evidence including lesson observations across the school, consultations and performance data, has led to the identification of key priorities for improvement laid out within the school’s current draft development plan and associated action plans. The aspects of provision being developed, including effective questioning to support the pupils’ learning and the further development of the support for pupils with SEN, are linked closely to the school’s vision and values.
The governors are highly committed to the school’s vision and its Christian ethos. They are child-centred, have a comprehensive understanding of: the quality of education being provided for the pupils and the standards they attain; and the importance of the school in the local and wider community. The governors ensure that strategic decisions are made in the best interests of the pupils. They are very supportive of the staff and lead, guide and challenge as appropriate.
B. Implementing and improving to achieve the vision
The pupils are very happy in school. They are courteous, well-disposed to learning and, during the inspection, their behaviour was exemplary. The pupils are polite and considerate to their peers, staff and visitors. They listen respectfully and focus well on tasks. When working collaboratively, the pupils display high levels of maturity and very effective team working skills.
Planning, teaching and assessment are key strengths of the school’s provision. The most successful lessons were characterised by a clear structure which: assessed and strengthened previous learning; introduced new knowledge and concepts; and consolidated these through effective plenaries. These lessons were characterised by: skilful questioning which challenged the pupils’ thinking and extended their oral responses; and varied and well-paced activities. Consequently, there were high levels of pupil engagement, enjoyment and learning.
The school has plans to focus on improving further the quality and consistency of classroom practice, including through effective questioning. A coherent staff professional learning programme is underway and will support the school in taking forward this appropriate area for action.
The curriculum is flexible, responsive and meets well the needs, abilities and interests of the pupils. The curriculum at key stage (KS) 4 is kept under appropriate review. The pupils have access to a range of academic and vocational subjects, and they told us that they are happy with the courses available to them. The curriculum is enhanced by a range of enrichment and extra-curricular opportunities, all of which enable the pupils to progress and achieve well.
The staff use a range of assessment data to monitor the progress of the pupils, inform any necessary interventions and the next stage of each pupil’s education. The pupils told us that they are well-informed when making subject choices for KS 4.
The pupils across the school have access to a well-planned programme for Careers Education, Information, Advice and Guidance. Almost all of the responses to the ETI questionnaire from the pupils in years 10 to 12 indicated that they get useful careers advice. The pupils in year 11 use an artificial intelligence powered platform to help them identify personal skills and attributes which are then matched to more customised potential future jobs. The pupils attend local careers fairs and access information from key transition partners, including other schools and further education colleges. Consequently, the pupils have a good awareness of their own strengths and aptitudes and the range of career opportunities available to them. In 2025, almost three-quarters of the pupils in year 12 transferred to a level 3 course in a post-primary school or a further education (FE) college, and the remainder to training or a level 2 course in FE.
The staff are committed to promoting the health and well-being of the pupils; the responses to the questionnaires indicated that the pastoral support for the pupils is much appreciated by parents/carers and the pupils themselves. The pupils reported that the staff are sensitive to their needs, caring and approachable. The school counsellor welcomes self-referrals via a QR code to increase accessibility to support if needed.
A high priority is given to physical exercise and pupils across the school embrace opportunities to participate fully in sports through curricular and extra-curricular activities. The responsive and flexible preventative curriculum is enhanced by extensive input from professional organisations and allied health professionals from the local Health and Social Care Trust, who bring valuable specialist knowledge and advice. The progressive programme for relationships and sexuality education (RSE) includes relevant and contemporary issues and, across the key stages, a majority (69%) of the pupils who responded to the online questionnaire said that they found the RSE curriculum useful. The school will continue to review the provision for RSE, in consultation with pupils and in line with its Christian ethos and shared values.
C. Building equity
In line with the school’s vision of the importance of every child inclusion in the classroom is evident in the ease with which all of the pupils engage respectfully in paired and group discussions and in their active listening. The staff know the pupils well and value their contributions in lessons. The pupils who met with inspectors spoke about the positive relationships they enjoy with staff, who understand well their strengths and their learning and other needs.
The school has adopted a staggered approach to the implementation of Personal Learning Plans (PLPs) for the pupils with a statement of SEN as they move away from individual education plans to PLPs. The plans in place last year for pupils in years 8 and 9 are sufficiently detailed to give a clear picture of the strengths and individual needs of each pupil. The plans are well-informed by the views of the pupils and their parents and by baseline data from standardised assessments. Progress against the expected learning outcomes is monitored and reviewed regularly by staff; most of the pupils with SEN make good progress. The next stage of the phased implementation should ensure consistency in the teachers’ awareness of the individual targets set for the pupils in the PLPs.
The classroom assistants work closely with the teachers and play a vital role in helping pupils overcome barriers to learning. The pupils at risk of underachieving are identified early and pupils can access appropriate in-class support and withdrawal support for literacy and/or numeracy. The school’s internal data shows that almost all of the pupils who received this targeted support improved their outcomes.
D. Embedding success
The staff value their partnership with parents/carers and families, which they recognise as being crucial in enabling pupils to achieve success. There are a range of strategies in place to recognise success including the House system, which builds team spirit. The pupils are motivated by the daily merit for attendance, and this contributes to the high level of attendance which, at 93% for 2024-25, is above average for similar schools. The school’s Prize Night, which recognises a wide range of pupil achievements, is an annual highlight and a whole community, celebratory event.
The staff create vibrant displays of pupils’ successes in classrooms and corridors, and pupil aspirations are raised through the information illustrating the careers of past pupils. The Music in May concert 2025, certificates for achievement in Ulster‑Scots music and the recent piping event at Stormont are further opportunities to demonstrate musical success in the wider community for the enjoyment of all.
Pupils develop business skills and wider skills and dispositions through engagement in the Young Enterprise programme. They have achieved recognition for successes including the Excellence in Young Enterprise School Award 2024 and the Best Quickstart programme winner in 2024 and runner up in 2025.
The pupils attain high standards in public examinations. In 2025, almost all of the pupils (91%) in year 12 attained 5 or more GCSE (or equivalent) qualifications at grades A* to C and when English and mathematics are included, most (85%) pupils achieved at this level and in line with, or above, the school’s expectation. The pupils’ outcomes in GCSE English and in GCSE mathematics are particularly strong, with almost all of the pupils achieving in line with, or above, expectation in these subjects.
E. Growing a community of learning
The school values highly its role in the local community and the pupils, parents, staff and governors share a very strong sense of identity with, and loyalty to, the school. This strong community support is reflected in, for example, the questionnaire responses from the parents, almost all of whom reported that they would recommend the school to others. The school is a focus for the village and local community, and its facilities are utilised well by a range of different groups.
A wide range of effective partnerships exist between the school, the local feeder primary schools and other organisations, all of which support the pupils’ learning and their development. The year 8 induction programme is very successful in enabling pupils to make a smooth and confident transition from primary to post-primary school. Almost all (95%) of the year 8 and 9 pupils told us through the online questionnaire that their teachers and other adults helped them to settle in. The pupils in year 8 have adjusted quickly to their new environment and are enjoying their learning experiences. The local churches are integral to supporting the school’s Christian ethos. The curriculum is enhanced by the collaboration with the Southern Regional College and the valuable partnerships with local businesses and industry.
The school is an active member of the local ALC. The teachers benefit from the sharing of effective practice and resources across different subject areas. The staff attend cluster meetings, and the sharing of effective practice and resources is supporting well, for example, the school's implementation of the PLPs. The pupils attend large-scale careers events, enabling them to engage directly with an extensive range of employers, training providers and support external agencies; this is enhancing their awareness of available career progression pathways.
A longstanding and well-embedded shared education programme is valued highly by the wider school community, including the pupils who told us that they would like more shared education opportunities to support their learning and their understanding of others.
There are effective processes in place to consider the pupils’ views. The student council demonstrates well the pupils’ commitment to the school’s values of integrity, caring and community by generating creative ideas to raise funds to support others. This fundraising has contributed significantly to the work of local and national charities. Working with staff, the student council has instigated initiatives that contribute to the merit system, by which pupils are supporting the learning of their peers.
The extensive collaboration across the immediate school community and beyond, has created a culture of mutual respect and support which is resulting in collective growth.
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. In discussions with inspectors, the pupils reported that they feel safe, secure and happy in school. They know what to do and who to speak to if they have any concerns about their safety or well-being.
3. Next steps
The school’s vision of Every Child an Important Child is reflected very well in the actions of the school community, the focus on the holistic development of the pupils and the high level of care provided for them. As set out in the school’s current draft school development plan, the next step for Newtownhamilton High School is to take forward the area for action: the further improvement of the quality of learning and teaching, through, in part, staff professional learning and the sharing of effective practice. The District Inspector will monitor the school’s progress in addressing the area for action, as part of ETI’s normal monitoring processes.
The inspection identified an aspect of highly effective practice from which others may learn. The aspect of practice which should be shared more widely is:
- the extensive collaboration across the school community and beyond, which has created a strong culture of mutual support and collective growth.
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
The school requires installation of an access control system and intercom as per Section 4, Part 4, 4.20 of the Department of Education’s Building Handbook.
Appendix 3: 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, governors and the staff plan for, and manage, issues related to the sustainability of the school’s provision and budget, in order to address the current and future needs of the pupils and the staff.