Report of a Post-primary Inspection - Sacred Heart Grammar School
DE Ref No 542-0076
November 2025
1. Introduction
A. Background information
Sacred Heart Grammar School is a Catholic Voluntary Grammar school for girls situated in the suburbs of Newry city. It was founded in 1930 by the Sisters of St Clare, an order of religious women who had lived and served in Newry since 1830, and it still operates under their trusteeship. The school attracts pupils from the city and surrounding rural areas and is regularly oversubscribed. The current enrolment stands as 873 pupils. Seven percent of the pupils have free school meals entitlement and five percent have been identified as having special educational needs (SEN), a small number of whom have a statement of SEN.
The school is an active member of the Newry and Mourne Area Learning Community (ALC); currently, at post-16, five pupils from Sacred Heart Grammar School access four subjects through collaboration with one other school, and nine pupils from the partner school access four subjects in Sacred Heart.
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
ETI worked alongside Sacred Heart 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 vision, “to promote the spiritual, moral, cultural, intellectual and physical development of the pupils", is fully embedded in, and underpins, every aspect of school life, enabling the pupils to thrive, reach their potential and be well prepared for "the opportunities, responsibilities and experience of adult life".
The vision is inspired and guided by the teachings of St Clare and St Francis of Assisi, who devoted their lives to sharing God’s love with others, through dedicated service. The vision is being lived out successfully by all members of the Sacred Heart school community, as evident in the high priority given to the pupils’ well‑being, their positive engagement with learning and wider school participation, and in their excellent outcomes. St Clare’s advocacy “to go forward secure and with joy on the path of happiness” is inextricably linked to and entwined in the school’s vision.
The school has a well-embedded culture of honest self-evaluation. An ambitious school development plan (SDP), now in its final year of a three-year cycle, guides well the work of the school and supports effectively ongoing school improvement. The SDP identifies appropriate priorities for improvement that are pupil focused and linked directly to achieving the school’s vision. Through well-considered reflection, highly effective self-evaluation and meaningful consultation for the new SDP, the school has identified the need to continue to focus on learning and teaching, the development of the pupils’ digital skills and the gathering of firsthand evidence to ensure consistency in the quality of the learning experiences for all of the pupils; the inspection evidence endorses these priorities which will help the school take forward the area for action.
The governors are proud to be members of the Sacred Heart community; they are very well informed about the life and work of the school and cited many examples of how they contribute to the school’s vision, including their important role in the arrangements for safeguarding and child protection. Working in sub-committees, the governors support and challenge, as appropriate, to ensure that the pupils are at the centre of all decisions and that the provision meets the pastoral and academic needs of the pupils. The governors expressed their delight in the many pupil successes and praised the work of the dedicated staff and leadership of the school.
B. Implementing and improving to achieve the vision
The pupils are highly motivated, curious and enthusiastic. They set very high expectations for themselves and take immense pride in their work. The pupils engage maturely in paired and group work, justifying their views with confidence and responding very respectfully and sensitively to the views of others. The teachers know the pupils well and create highly supportive learning environments; very positive working relations and mutual respect between staff and pupils were evident in all lessons.
The planning, teaching and assessment for successful learning was mostly effective. When the learning was most effective, the lessons were well-planned, structured and paced, the intended learning was clear, and teachers used a wide range of strategies to enable the pupils to develop skills and to reflect and build successfully on prior learning. Other features of effective practice included questioning that challenged the pupils to develop and extend their responses and think critically, modelled skilfully by the teacher to enable progression and success for all pupils, ongoing feedback and meaningful plenary sessions for pupils to consolidate their learning.
Where aspects of learning and teaching were less successful, there was over direction by the teacher and lack of challenge, with the focus on the completion of activities rather than on the learning.
The pupils at Key Stage (KS) 3 access an appropriately broad and balanced curriculum that enables them to progress and achieve. A particular strength of the KS 3 curriculum is that all pupils study three modern languages (French, Irish and Spanish) throughout the three years, resulting in high uptake of languages at KS 4. The school acknowledges the need to ensure that pupils in KS 3 have full access to swimming as part of the physical education curriculum.
At KS 4, the curriculum offer meets the requirements of the Entitlement Framework (EF). The school’s vision of academic excellence is reflected in its offering a wholly GCSE-based curriculum. The school’s monitoring and analysis of module outcomes and internal assessment results, together with consultation with pupils to inform decision making, indicate that this approach is both appropriate and well aligned with the needs, aspirations and abilities of the pupils.
The post-16 curriculum meets the requirements of the EF. The post-16 pupils who met with inspectors expressed their satisfaction with the options process and told us that they were able to secure their preferred subject choices. Last year, the curriculum at post-16 enabled almost all (95.7%) of the year 14 pupils to make appropriate progression to level 4 courses in higher and further education, including higher level apprenticeships, and a small number to employment or a gap year.
The school has made the development of digital skills a clear strategic priority within its SDP and has invested significantly in staff training. During the inspection, the evidence indicated that opportunities for pupils to develop and apply digital skills in everyday learning are not yet consistent across subjects, and the intended impact on pedagogy is still developing.
The school provides a comprehensive and coherent careers programme that supports well the pupils in making informed decisions about subject choices and develops their skills and understanding of future pathways. Careers education, information, advice and guidance (CEIAG) is embedded across the curriculum and complemented by highly effective, well-targeted guidance for pupils transitioning to KS 4, post-16 study and beyond. The pupils who met with inspectors were highly positive about CEIAG and the opportunities to engage with past pupils who return to the school to share their experiences in a variety of chosen careers. Work-related learning experiences, including online work experience, enhances the pupils’ understanding of the world of work. In addition, the pupils benefit from a wide range of CEIAG enrichment activities, including industrial visits, seminars, and mock interviews facilitated by parents, former pupils and local businesses, that support them well in making decisions about their future.
The pupils thrive in a safe, supportive and caring environment where their spiritual, social and emotional well-being is paramount. The centrality of the school’s vision and core values for the holistic, academic and spiritual development of the pupils is beautifully displayed on the vibrant ethos wall at the school entrance; everyone in the school strives to uphold the vision daily. Acts of service and kindness among pupils and staff were evident in their interactions with one another inside and outside the classrooms.
The pupils play a significant role in contributing to the strategic vision for their health, well-being and keeping safe; almost half of the pupils responded to a school survey in February 2025 which informed a review of the pastoral programme, resulting in an increased understanding of and continued support for their personal development needs and a meaningful response to the issues that directly affect them. A dedicated group of senior pupils have recently led focus group meetings with pupils across all year groups and are working with staff on ways to address any issues raised through the survey. A pupil-led well-being group, working in partnership with the Education Authority’s Education Welfare Service, has devised a range of pastoral activities which supplement and enrich the pastoral programme. The pupil and parental responses to our questionnaires highlighted many positive aspects about the life and work of the school, including high level of support provided by, “the caring, approachable and insightful staff who go the extra mile to support the girls’’. Similarly, in the staff responses a recurrent theme was the relentless pursuit to providing the best for the pupils with “the pupils being at the heart of everything we do’’.
The preventative curriculum is reviewed regularly, responsive to contemporary issues and tailored to meet the needs of the pupils giving them the knowledge, skills and understanding required to support their emotional health and well-being and to make responsible decisions to keep them safe from harm. The programme is supplemented and enriched appropriately with specialist input from external providers to support the pupils further in their social and emotional development. The relationships and sexuality education (RSE), informed through extensive consultation, is highly effective in meeting the pupils’ needs. Nearly all (91.4%) of the pupils told us that the school provides them with RSE which they find useful; in discussions with inspectors the pupils in post-16, spoke positively about their learning in RSE and knowledgeably on topics such as consent, online safety, and sexting.
The pupils are well supported by the school Chaplain to live out the school’s core values of spiritual development, respect for human dignity and care for the environment, through daily prayer, morning meditation and class retreats. They are involved in service to others through their liturgical and charity work. The pupils in post-16 told us that their engagement in charity work broadens their understanding of those less fortunate than themselves.
C. Building equity
The uniqueness of each pupil is recognised and valued by the school. The school provides a learning environment that gives dignity and respect to the individual and the pupils are treated equitably, with sensitivity and compassion. The school is responsive to learner diversity, which is celebrated through, for example, ‘Celebrating Different Minds’ month that highlights the strengths of neurodivergent individuals, challenges stereotypes and promotes inclusivity. Social disadvantage is addressed discreetly and appropriate assistance provided, when required, on an individual basis.
All staff are vigilant to any indicators of concern and have a clear understanding of the additional needs faced by a small number of pupils. They use a range of effective strategies, explicitly set out in the well-considered, individual educational plans, to help the pupils overcome any barriers to learning, develop communication skills and grow in confidence. The recent addition of a welcoming sensory room ‘Carceri’ located at the heart of the school is a valuable resource that is impacting positively on the readiness to learn for a small number of pupils.
Parent views are highly valued by the school and constitute an important element of the identification of need and planning to support pupils with SEN. As the school transitions to personal learning plans, the parents’ views and the pupils’ voice will appropriately have greater prominence.
D. Defining, celebrating and embedding success
The pupils are confident, courteous and respectful; they engage easily with visitors to the school, and their behaviour is exemplary.
The pupils experience success through active involvement across diverse areas such as sport, academic performance, charitable initiatives, liturgical contributions and the arts; they are encouraged to work hard and give their best.
There is a palpable spirit in the school that the pupils can achieve anything they aim for. The pupils are encouraged to take part in competitions and external events and experience high levels of success in sport, cultural and other activities at local and regional level. Extracurricular opportunities, sporting success, school drama productions, music and the opportunity to be a part of the vibrant school choir all celebrate and highlight the talents and achievements of the pupils. The sporting success of the school in netball, Gaelic football and camogie are notable. The pupils’ success is shared, valued and celebrated across the school and through social media platforms.
The excellent outcomes in public examinations are a key strength of the school. In 2025, almost all (97.5%) year 12 pupils achieved seven or more GCSE qualifications at grades A* to C including English and mathematics, and almost all (86.3%) year 14 pupils achieved three or more GCE A level qualifications at grades A* to C. The school is monitoring appropriately the attainment profile at GCSE grades A* to B, and above, to ensure that pupils continue to make progress in line or above the accurate and very appropriate targets set.
The staff work in partnership with the pupils to set realistic targets and pupil progression is monitored closely so that all pupils can experience success in their learning. In response to the questionnaire, almost all pupils (97.4%) told us that they are encouraged to set their own learning targets. In discussions with the pupils, they said that setting targets was useful for them and their achievements in class are recognised by the teachers.
E. Growing a community of learning
The school has a highly effective and well-established community of learning where collaboration, communication and continuous learning are valued and promoted. The supportive, inclusive environment, built on trust and respect enables staff to work together, reflect on their practice and help the pupils learn from one another.
The pupils reflect carefully on their own work and that of others, suggesting ways to improve their learning and they accept gracefully, and act upon feedback from their peers and teachers. In discussions, pupils told us that reflecting on their work with their peers ‘helps us to help each other.’ The engagement in high quality self and peer assessment and the effective use of the constructive feedback received from teachers supports their learning, deepens their understanding and enables them to produce work that is of a high quality.
There is a strategic and well-informed approach to creating impactful collaborative networks, including links with business, higher education, community and parish that very effectively meet the needs of the pupils, raises aspirations, and adds meaning and relevance to their educational experience. Parents and friends of the Sacred Heart, including past pupils, are integral to the depth of the collaborative networks in existence. This creates a vibrant community of learning where everyone works together in a climate of mutual trust to enrich and extend the pupils’ learning in a highly relevant and personally meaningful way.
The school’s vision of providing service to others is reflected in the various volunteering activities undertaken by the senior pupils. Almost all pupils in post-16 engage in an extensive and meaningful range of volunteering experience, that contributes significantly to their personal development, learning and community involvement. The senior pupils spoke with enthusiasm about volunteering in the local hospital, visiting the elderly St Clare Sisters in the Convent and their mentoring roles with children in the adjacent primary school. They told us about their enjoyment of working with others and the satisfaction they get from supporting the primary school children’s learning of languages, and in helping them to develop their skills in literacy and numeracy.
The embedding of the school’s vision is evident in the priority afforded to and opportunities provided for continuous learning for the staff. The staff professional learning (SPL) is strategically aligned with the priorities in the SDP and is empowering staff to provide quality learning experiences for the pupils. The ongoing SPL in relation to adapting the teaching to the needs, interests and abilities of the pupils is having a positive impact on the pupils’ learning experiences. The school is developing a responsible and innovative approach to the integration of Artificial Intelligence, using it to reduce staff workload and support pupils’ learning.
The staff welcome and value the views of the pupils on many aspects of school life. The pupils are enabled to put forward their ideas through surveys, focus group discussions and the senior school council. The pupils told us how sharing views of their experiences has been used to improve access to the canteen facilities and to inform planning for learning in a small number of subjects.
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. The pupils reported that they know what to do, and who to speak to, if they have any concerns about their health, well-being or safety.
3. Next steps
Sacred Heart Grammar School is a welcoming and inclusive school inspired by, and living out, the teachings of St Clare and St Francis of Assisi. It is committed to, and developing very effectively, the pupils’ personal faith, respect for others and a strong sense of morality. The pupils are thriving in a supportive, caring environment which develops their confidence, helps them reach their full potential and prepares them very well for the next stage of their education, training or employment; enabling them to live out the advocacy of St Clare “to go forward secure and with joy on the path of happiness.’’
As identified through the school’s self-evaluation process, the next step for Sacred Heart Grammar School is to take forward the area for action, which is to prioritise the gathering of first-hand evidence of learning and teaching to bring about greater consistency in the learning experiences for the pupils, including the development of their digital skills.
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 areas of highly effective practice from which others may learn. The aspects of practice which should be shared more widely are:
- the cognisance taken of the pupils’ views to shape the strategic vision and direction for health, well-being and keeping safe in the school; and
- the highly effective and well-established collaborative networks that extend and enrich the pupils’ learning in a relevant and personally meaningful way.
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 have in place appropriate interim measures to mitigate risk, but the open site needs to be secured more effectively to ensure pupil safety.