Report of a Post-primary Inspection - Priory Integrated College
DE Ref No 425-0024
October 2025
1. Introduction
A. Background information
Priory Integrated College is an all-ability, integrated, 11-18 school located in Holywood and draws its pupils from almost 40 primary schools across North Down and greater Belfast areas. Over the past five years, whilst the year 8 intake has increased from 113 to 141 currently, total enrolment in the school has remained steady at 709 currently. One-third of pupils have a special educational need (SEN); 44% of whom have a statement of SEN. One-third of the pupils have free school meals entitlement, and a small number of newcomer pupils attend the school. The school has well-established specialist provision for 41 pupils with social communication/autism across key stages (KS) 3 and 4. Currently the pupils spend almost all of their time in mainstream classes.
There have been recent changes in the senior leadership of the school; a pastoral vice-principal and two assistant principals have taken up position in September 2025. The school was announced as one of the major capital investment projects to advance to planning under the original Fresh Start announcement in March 2016. Planning approval for the project was granted in July 2024.
Whilst the school is a member of the North Down Area Learning Community (ALC), it collaborates with two schools from the East Belfast ALC and South Eastern Regional College (SERC). In 2025, ten pupils accessed one post-16 subject through collaboration with one post-primary school. At GCSE level, 38 pupils travelled to SERC to study occupational courses. Three year 12 pupils from one special school travelled to Priory College to access a level 2 course in 2025.
The work of the pupils and staff has recently been recognised through a number of accreditations including: ‘Thinking School’ status from the University of Exeter’s School of Education; the Excellence in Integrated Education Award from the Northern Ireland Council for Integrated Education (NICIE) (January 2025); the UNICEF Rights Respecting Gold Award (2025 to 2028); and Apple Distinguished School status for 2025 to 2028.
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 Priory 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 vision of ‘Accomplishing More Together’ is rooted in the integrated ethos of the school and is underpinned by the four core values of Excellence, Empowerment, Respect, and Kindness all of which are implemented very effectively. The vision and values have been informed well through extensive consultation with the wider school community and are understood well across the school. They are lived out in the staff’s high expectations for each pupil and the uplifting way in which all members of the school community interact with one another with empathy, kindness and high regard. The pupils who met with inspectors told us that they enjoy being part of the ‘Priory community’ and describe the school as fun and welcoming. They place importance on developing friendships and subscribe fully to the core values of Excellence, Empowerment, Respect, and Kindness.
Through the staff’s well-developed processes for self-evaluation including the use first-hand evidence, appropriate key priorities for improvement in the new three-year school development plan (SDP) have been identified. The aspects being developed, such as improving whole school attendance, ‘making girls count’, and strengthening pupil oracy and critical thinking across the curriculum, are linked closely to the school’s vision. Subsequently, the work to implement the vision is highly effective.
The governors are highly committed to the school’s vision, values and integrated ethos. They bring a wide range of experience and skills to their role, complemented by their extensive knowledge of the school, its community and current challenges. They are very supportive of the staff and support and challenge as appropriate. The governors are focused on achieving the best learning experiences and outcomes for all of the pupils and they are immensely proud of their school community.
B. Implementing and improving to achieve the vision
The staff, complemented by the ongoing work of the learning and teaching ‘Drive Team’, have created a learning culture rooted in the science of how pupils learn best. Teachers plan for, and use, research-informed strategies effectively, such as thinking frames, retrieval practice, and scaffolded support. Pupils are taught to reflect on their thinking, and take ownership of their progress, empowering them to become independent learners who can explain their ideas, ask thoughtful questions, and improve their work. Inspectors observed a high level of consistently effective learning and teaching characterised across the school by high quality teacher questioning and well-planned opportunities for pupils to discuss their learning.
A key part of the school’s well-embedded learning culture is the focus on practical behaviours that help pupils succeed in school and beyond, such as, persisting through a challenge, managing impulsivity, and striving for accuracy. Pupils are learning to recognise these behaviours in themselves, and are using them to solve problems, work with peers, and reflect on their work. The staff’s current focus on oracy strengthens this further, giving pupils the language and confidence to express their ideas clearly, listen respectfully, and engage in meaningful dialogue. The staff model solutions, help pupils build confidence through reflection and improvement, showing them where they are in their learning, what’s coming next, and how each step connects. The staff assess the pupils’ work regularly against thoughtful objectives and targets used to inform progression. Effective oral, digital and written feedback is shared, and progress is celebrated effectively through, for example, merits, certificates and praise. Almost all of the pupils (98.7%) who responded to the ETI questionnaires told us that teachers give helpful feedback on their work.
The use of digital technology is an integral part of learning and teaching underpinned by a highly effective whole-school digital strategy. The provision of a digital device for every pupil on entry to the school is having a very positive impact on the pupils’ engagement in the lessons and their ability to manage their own learning. The staff guide learning in seamless transitions between digital technologies and conventional paper resources, which enhance further the pupils learning and outcomes. The school’s digital strategy also includes a comprehensive programme of education in how to keep safe online which includes: cyberbullying, digital footprints, privacy and security. Consequently, the pupils apply well their digital skills across all areas of school life.
Health, well-being and keeping safe is a key priority for all staff. There is a shared deep commitment to providing the best for pupils both academically and pastorally. Staff know their pupils well. The school is rigorous in monitoring pupils’ safety and well-being including through surveys and detailed analysis of data; this information is used well to understand changing needs, provide support and inform teaching. The discrete ‘10% kinder email’ notification to staff when pupils experience difficulty, is a small but powerful strategy that keeps the well-being of the pupil at the forefront of everything that they do.
The highly effective preventative curriculum addresses current issues of relevance to contemporary life and provides opportunities for considered thinking and discussion. The provision for Relationships and Sexuality Education (RSE) meets the statutory requirements and is informed well by the school’s values, societal challenges and all stakeholders including the pupil voice. It is underpinned by an effective, regularly reviewed and updated policy. An engaging and purposeful pastoral programme for pupils in years 8 to 14 is mapped by the school to ensure progression of knowledge and understanding and to equip pupils well for adult life. Almost all (90.2%) of the pupils in post-16 who completed the ETI online questionnaire reported that they benefit from lessons which equip them with life skills. The registration classes which are well planned, establish positive behaviours for learning supporting the pastoral programme well.
Pupils across all year groups report feeling safe in school. They know who to approach for help if they have any concerns and there is a very effective digital platform dedicated to health and well-being which further increases access to support. The presence of well-being ambassadors and increased access to counselling are highly valued by the pupils.
The school's curriculum is broad and balanced at KS 3 meeting effectively the needs of all pupils. 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 KS 4 curriculum is well-designed, offering a broad and balanced blend of general and applied subjects. A rigorous planning process reflecting well the school's inclusive ethos, ensures that the GCSE subject offer is designed to meet pupils' individual career aspirations, interests, and needs. At KS 4 the staff and pupils value the long‑standing collaborations with Tor Bank School and SERC.
At post-16, the school meets the Entitlement Framework in terms of the number of subjects offered for study. There are currently 59 pupils in the sixth form and the school continues to keep under review the curriculum arrangements at post-16 to meet the needs, abilities and career aspirations of the learners including through collaborative arrangements with local schools in the East Belfast ALC, an area which is endorsed by this inspection. For example, additional subjects including creative media, and hospitality have been recently introduced. In 2025, the post-16 curriculum enables most (80%) of the 14 leavers to progress to employment, training or level 4 courses in further and higher education. The taught curriculum is augmented well with an enrichment programme that prepares the pupils well for their next stage beyond school.
The well-planned careers education programme across the school prepares and guides the pupils well in making key subject choices for progression. The taught provision is enhanced with planned opportunities to explore and develop subject related careers learning and work experience opportunities for pupils in year 13. The school uses well links with local employers and past pupils to inform pupils about the careers options that are available to them. In going forward it will be important to avail of these links further to provide additional work-related opportunities for KS 4 pupils. The school monitors the destinations of its leavers robustly and uses the information appropriately to make informed choices about the suitability of courses and the blend of subjects offered to pupils at KS 4 and post-16. In 2025, nearly all (91%) of the pupils in year 12 who left the school progressed appropriately to employment, training or level 3 courses in other schools or further education colleges; most (80%) of the pupils in year 14 progressed to employment, training or level 4 courses in further and higher education.
C. Building equity
The school community provides a highly effective inclusive and accessible education for all the pupils. The staff’s commitment to inclusion is reflected very well in: the understanding of difference, and celebration of diversity by the pupils and the staff; the high levels of empathy and support shown to one another; and the significant work undertaken to meet the individual needs of the pupils and help them address any barriers they may face, for example, through the free breakfast club and the cost-effective and sustainable uniform.
The staff analyse well all available information on their pupils including: the views of the pupils and their parents/carers; information from the feeder primary schools; and standardised assessment data to help them understand their strengths and any needs. The detailed analysis of this information enables the staff to identify at an early stage, the pupils who require additional assistance and informs well a range of interventions. These interventions include: bespoke support provided by staff for individual pupils within lessons; tailored additional literacy and numeracy sessions for pupils; and the use of external providers is used to very good effect.
An important role is played by the classroom assistants, who are much valued by the teachers and the pupils, and the work of the classroom assistants contributes well to the planning for, and evaluation of, the pupils’ learning and progress. The interventions support well the pupils’ learning and development and prevent them from disengaging with their learning. The very positive impact of this work is evidenced by the pupils’ progress and achievements, which is reflected in the school’s internal data and in the pupils’ comments about the very positive impact that the staff and the provision are having on their learning and development.
D. Embedding success
The pupils are courteous and respectful, contributing to a calm and purposeful learning environment where they are ready to engage in lessons. This atmosphere is nurtured by strong, trusting relationships between staff and pupils, fostering positive dispositions that support both the personal growth and academic success of the pupils. The pupils benefit from the opportunities the school provides for them to develop skills in working with others, problem-solving, leadership, communication and critical thinking. In discussions with inspectors, they conversed confidently and told us that they value highly the integrated nature of the school, which they said was welcoming, friendly and inclusive. Priory Integrated College is a school where success is measured not only in grades, but in the way pupils think, behave, and believe in themselves, a place where everyone is ‘Accomplishing More Together’.
The school defines broadly, embeds effectively and celebrates extensively the pupils’ achievements and successes. The pupils flourish as well-rounded individuals, who contribute positively to school and wider community life. From the post-16 ‘Shout Out Board’ to phone calls home and the annual Prize Giving Afternoon Tea, they all share common features: through recognising success in the broadest sense, they raise self-esteem, increase self-worth and provide encouragement to succeed further. The pupils benefit from participating in a wide range of clubs and extra-curricular opportunities to promote their social and emotional well-being. The staff recognise the intrinsic connection between well‑being and achievement and as a result the variety of clubs on offer caters for the broad diversity of the pupils and include sport, faith, culture and mental health and well-being support clubs.
The pupils attain appropriately high levels of success in public examinations. In 2025, most (86.7%) year 12 pupils attained five or more GCSE (or equivalent) qualifications at grades A* to C, and for a majority (58%) this included GCSE English and mathematics. At post-16, a majority (68.2%) of pupils in year 14 attained 3 or more GCE A level (or equivalent) qualifications at grades A* to C. The school sets accurate targets for the pupils and its internal monitoring and evaluation shows that nearly all the pupils, including those with SEN, achieve in line with, or above, their abilities and expectations in public examinations.
E. Growing a community of learning
The school community, connected through the integrated ethos, collaborate at all levels to strive for excellence in every aspect of school life which is empowering change and driving improvement throughout the school. For example, the school’s research-informed approach to learning and teaching, sharing of best practice within and beyond the school, and the recent accreditations achieved, exemplify the relentless drive of staff to work together to benefit the pupils’ learning and development and to equip them with the skills for lifelong learning. This intentional culture of learning is modelled by the leadership of the school, fostering trust, celebrating success, and ensuring that professional growth is both strategic and deeply valued.
Appropriate importance is being placed on both health and well-being of all staff, and the developing provision has depth and purpose. Collaboration with a health charity in surveying the needs of staff is giving direction to this work. Effective strategies in place are wide ranging and include: a dedicated digital platform for staff health and well-being; ‘Staff Shout Out Board’ recognising staff contributions to school life; and the provision of small group staff exercise training. In the inspection questionnaire for staff, almost all responded to agree that staff well-being is promoted effectively in their school.
The school meets effectively the needs of its pupils through purposeful and strategic collaborations and partnerships internally and with external agencies and providers. In addition to the links with the East Belfast ALC, the partnership between the school and the Holywood Family Trust youth centre demonstrates effective collaboration and resource-sharing within the local community and enhanced support for young people from the school.
Consultation between the staff and all pupils is ongoing, active and meaningful. A group of pupils from the school council told us that the school values their opinion, listens carefully and often acts on their views. The staff provide good opportunities for the school council members to learn useful skills in generating relevant solutions to the issues raised by their peers and advocating on their behalf. Most of the pupils (85.8%) who responded to the online questionnaire report that the school council works well to improve aspects of school life.
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
Priory Integrated College is implementing very effectively its vision of ‘Accomplishing More Together’ underpinned by the core values of Excellence, Empowerment, Respect, and Kindness to ensure success for pupils of all abilities and backgrounds. As set out in the school development plan, the next steps for Priory Integrated College is to take forward the following area for action: to continue to work towards increasing further the number of pupils at post-16 to improve the sustainability of the sixth form.
The ETI, through 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 an aspect of highly effective practice from which others may learn namely:
- research-informed teaching strategies, supported by the seamless integration of digital technology, to provide consistently high-quality learning experiences for the pupils.
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: Accommodation And Health And Safety
Despite ETI raising health and safety issues in the inspection report of April 2013, the identified issues have not been addressed adequately.
Appendix 3: Small Schools
In all post-primary schools where the enrolment number is below the minimum number of 100 pupils in post-16, as set out in the Department of Education’s Sustainable Schools Policy, it will be important that the employing authority, school governors and the staff plan for, and manage, issues related to the sustainability of the school provision and school budget, in order to address the current and future needs of the pupils and the staff.