Report of a Post-primary Inspection - St Ciaran’s College
DE Ref No 523-0152
September 2025
1. Introduction
A. Background information
St Ciaran’s College is a maintained, co-educational, all-ability 11-18 school situated in Ballygawley. It draws its pupils from the town and the surrounding rural area and will be celebrating the sixtieth anniversary of its opening next year.
This year there has been a re-structure of the senior leadership team with the appointment of two additional senior teachers and a subsequent review of roles and responsibilities.
The enrolment in the school has increased year on year for the past four years and stands currently at 884, of which 141 pupils are in the sixth form. The specialist provision caters for nine pupils across years 8 to 12. Eleven percent (101) of the pupils have free school meal entitlement, and the same proportion have special educational needs (SEN), with 62 pupils in receipt of a statement of SEN. There are 32 newcomer pupils in the school.
St Ciaran’s values its well-established, meaningful shared education partnership with Fivemiletown College. The school is an active member of the Dungannon and Cookstown Area Learning Community (ALC).
In 2024 the school gained the Inclusion Quality Mark (IQM) Excellence award and is proud of the Autism NI award achieved in 2025.
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 three representatives of the board of governors.
C. The process of inspection
ETI worked alongside St Ciaran’s 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, Inclusion, Aspiration, Growth and Success, is owned and understood well by pupils, staff and parents and provides a clear direction for individual success. It is underpinned by the school’s Catholic ethos and motto, ‘Fortis in Fide’ and supports well the mission “Including everyone, Inspiring all to succeed”.
Following consultation with the whole-school community last year, the school developed the STAR values, Service, Teamwork, Ambition, Respect. These values are now a central focus of the life and work of the school and embedded fully in all aspects of school life. Inspectors observed the values referenced and fostered in lessons and assemblies; the older pupils in discussions spoke confidently about the importance of cultivating these values, giving examples where appropriate.
The longstanding governors are well-informed about the work of the school. They receive regular updates on progress against key priorities from senior and middle leaders and from pupil representatives. The governors have the requisite skills and experience to support and challenge the principal. They interrogate the school’s internal and external data with insight and rigour and contribute effectively to the review of the school development plan (SDP). The governors articulated clearly to us how much they value the work of the staff in ensuring St Ciaran’s maintains its reputation as a school in which all the community experiences success in a “family of families”.
The highly effective school development planning process is informed by extensive consultation and rigorous self-evaluation of first-hand evidence, including direct observations of classroom practice. This year’s strategic objectives reflect well the TransformEd NI Strategy prioritising, for example, staff professional learning and the use of educational technology to improve digital skills.
B. Implementing and improving to achieve the vision
Most pupils experienced success in their learning in the lessons observed through the teachers’ use of individualised positive interactions, clear explanations, effective probing questioning, interactive strategies, ongoing feedback and meaningful plenaries. The staff apply their attuned understanding of relational learning to welcome and engage the pupils, creating an environment conducive to successful learning.
In whole-class discussion and well-structured pair and group work, the pupils display strong self-management skills. They work effectively in roles assigned in a group and give feedback to each other to improve their learning. The pupils use retrieval practice adeptly to apply precise subject specific knowledge in textual analysis, testing hypotheses, interpreting and representing data, using differing perspectives to present an argument, posing questions for an inquiry and exploring ethical dilemmas. They benefit from the whole-school focus on developing oracy through confident communication skills, modelled effectively by the staff. The pupils told us, in discussions, how their teachers’ oral and written feedback helps them to improve their work and set appropriate targets.
When aspects of the pupils’ learning were less successful, the pupils were over‑directed in their learning, completing low-level tasks in booklets which limited in‑depth learning. As an area for action, it is now opportune for departments to reinvigorate planning to ensure it reflects the current practice of teachers’ high‑quality pedagogy for all, the planned progression of the pupils’ thinking skills and personal capabilities and is informed regularly by the evaluation of the pupils’ work‑and their views.
The pupils at key stage 3 (KS) 3 access an appropriately broad curriculum designed to enable them to progress and achieve well. Effective analysis of assessment and other data at key transition points ensures the curriculum matches the pupils’ needs, abilities and aspirations. Most of the pupils in year 10 who responded to our questionnaire said that they were pleased with the subjects/courses offered for KS 4. The KS 3 pupils do not currently participate in swimming and as such the school acknowledges the need to ensure that pupils have full access to the physical education curriculum.
At KS 4 and post-16, the curriculum offer meets the requirements of the Entitlement Framework (EF). The school’s vision of inclusion, aspiration, growth and success is reflected in the choice afforded to pupils in year 10 of a wide range of subjects within three structured pathways that support effectively the pupils’ abilities, interests and aspirations and lead to high levels of success. The pupils in post-16 who met with inspectors expressed their satisfaction with the options process and told us that they were able to secure their preferred subject choices. A particular strength of the curriculum is the provision of modern languages, which is resulting in high uptake across the school.
Personal development and employability/careers are delivered discretely across all year groups, ensuring visibility within the curriculum. The school is aware that citizenship, being delivered currently as a cross-curricular element across a range of departments, requires more effective monitoring of the consistency of provision. Through the school’s shared education partnership, it would be helpful to clarify for over one-third of pupils who responded to questionnaires that they either don’t know whether shared education is having a positive impact on relationships in the community or consider that it does not.
The staff provide a wealth of opportunities to support the pupils’ health and well‑being and give them the tools and attributes to stay safe and lead happy, fulfilling lives. The pupils’ spiritual development is central to school life, exemplified through the well-considered school prayer and in how the staff and pupils live out the gospel values. The strong emphasis on physical health supports well the pupils’ emotional health and well-being. Almost all (94%) of the pupil questionnaire responses agreed that the school provides them with regular opportunities to exercise and most (81%) indicated that they are encouraged to eat healthily. The pupils and staff spoke to us about the benefit to them of their many opportunities to participate in an extensive range of sports.
The Relationships and Sexuality Education (RSE) reflects the school’s ethos and has been informed by consultation with all stakeholders. There is sensitivity to pupils experiencing identity issues and appropriate support in place, where required. The personal development programme is delivered with input from external providers to ensure relevance and up to date specialist advice and addresses the statutory curriculum. The provision for RSE would benefit from more regular review of the planning, to include more the pupils’ views on contemporary issues that are important to them.
The school prioritises the use of digital technology across the curriculum. Staff are trained as Digital Envoys in each curricular area to support its innovative use in the classroom. All year groups in KS 3 are timetabled for information and communication technology (ICT) and the pupils are learning and developing further their digital skills in, for example, programming, movie creation, image manipulation, web page development and the use of artificial intelligence. As a result, there are high numbers of pupils progressing to study a variety of digital skills courses at KS 4 and post-16. ‘Be Strong Online’ pupil ambassadors promote and educate their peers on online behaviour, empowering effectively the school community to increase their digital resilience. The ambassadors told us how this peer-led initiative has greater relevance for young people and how they have improved their communication skills and confidence by taking on their roles.
C. Building equity
The strong inclusive ethos supports the whole school to embrace diversity, within a culture of mutual respect, empathy and acceptance. Staff use a wide range of highly effective strategies which reduce barriers to learning and support pupils to participate, belong and achieve.
The staff value the uniqueness of each pupil and create calm, nurturing learning environments where all pupils feel valued, understood and supported. The staff prioritise building rapport and connection with pupils and have a shared understanding that positive relationships underpin successful learning. All of the staff and classroom assistants have engaged in staff professional learning (SPL) to better understand the pupils’ needs, which is supporting them very effectively to meet and respond to pupils’ individual needs. This work has contributed to a decreasing trend in the number of demerits, detentions, suspensions and expulsions over the past three years. Of particular note, suspensions have decreased by 64% from 75 in 2022-23 to 16 in 2024-25. The attendance of all of the pupils is monitored closely and is above the Northern Ireland average (92.3%) of similar schools.
Inclusion is central to the school’s vision and is exemplified in the integrated model of support, of which staff and pupils are justifiably proud. Pupils from the specialist provision are included in almost all of the mainstream classes and learners from the mainstream provision can attend the specialist provision to support their needs. The staff employ effective strategies which support successfully the inclusion of pupils and reduce barriers to their learning, such as smaller class sizes, in-class support, assistive technology, visual timetables and movement breaks. Successful interventions for raising achievement across the school include reading programmes, mathematics catch-up and peer literacy and numeracy support. Newcomer pupils are making very good progress in their learning as a result of support for functional language.
The school’s SEN ambassadors are challenging stereotypes and misconceptions about autism through school assemblies where they share their personal lived experiences. Their advocacy is leading to a growing awareness of pupils’ needs across the school and a greater understanding of the school’s diversity.
The classroom assistants have detailed knowledge of all of the pupils. They support the pupils effectively in class and in the Sólás room where they oversee clubs such as spelling, times tables, lego and darts. They use this time well to meet and greet pupils, develop their social and communication skills and prepare them for the day ahead. The pupils appreciate and value greatly this resource which is supporting them to improve their literacy, numeracy and communication skills.
The staff have been developing the pupils’ personal learning plans (PLPs). In the more effective practice, the targets are smart, contributed to by all subject teachers and include the views of pupils and parents. The staff have identified appropriately the need to develop consistency across the school and are reviewing their approach to monitoring and reviewing the PLPs.
D. Embedding success
A majority of the parents/carers who provided written comments in the questionnaire emphasised how their child is experiencing success at St Ciaran’s. They used words such as “thrive” and “flourish” to describe the positive impact of the care and work of the staff. The pupils spoke to us about how they think the merit system is a good way of recognising their successes in the widest sense, including being kind and courteous to others. Assembly mentions, trips, attendance awards, social media posts and the Principal Praises Pupil Progress award complement well the annual prizegiving ceremony.
The staff monitor well the progress of the pupils, and the risk of underachievement is mitigated early by the robust analysis of internal and external assessments and qualitative data and targeted interventions are put in place. For the past three years, the pupils in year 12 have performed consistently well at GCSE, and above the internal targets set by the school. Almost all pupils attained five or more GCSE (or equivalent) qualifications at grades A* to C, and for most, this included English and mathematics. At post-16 the percentage of pupils attaining three or more A level (or equivalent) at grades A* to C decreased this year to 57.3%. The school has made curricular changes and allocated additional periods to improve the standards the pupils attain.
All of the newcomer pupils can complete a GCSE or A-level in their native language, and a majority achieve very well.
The pupils benefit from the high priority the school gives to careers education, information and guidance (CEIAG) and consequently, the pupils are well informed about career and progression pathways and in particular, at key transition points. Careers provision extends meaningfully beyond the classroom, offering pupils a wide range of opportunities to engage with the world of work through, for example, the school’s Career Focus Week and Careers Fair, work-related opportunities and input from local businesses. In 2025, a majority (55.7%) of the pupils progressed from year 12 to year 13, with the remainder progressing appropriately to positive destinations in training, further education or employment. Almost all of the pupils in year 13 progressed into year 14 in 2025, and almost all of the pupils in year 14 progressed to higher education, higher-level apprenticeships or further education.
The school strives to extend the learning experiences of the pupils outside of the classroom. Most of the pupils said in the questionnaire responses that they were involved in clubs and activities beyond lessons. Importantly, in discussions with the pupils they identified that the extra-curricular provision is developing well their leadership and teamwork skills. The pupils in year 10 told us about the St Ciaran’s Charity Initiative, which exemplifies the very best of the STAR values and the inclusive ethos. The pupils across the school work in teams to research and present a case for supporting a charity of their choice and enter an exacting adjudication process to determine which team receives the sponsored funds. This initiative is fostering social and civic awareness, and the pupils write and present for a meaningful purpose.
E. Growing a community of learning
The school has established a rich community of learning. Proactive, strategically planned internal and external, evidence-based and research-informed SPL ensures a transformative approach to learning and teaching. Staff apply effectively their SPL in relational learning, restorative practice, adaptive teaching and digital skills, including the critical use of Artificial Intelligence to enhance learning and teaching and assist them in managing their workload. Staff used the ‘Taking Boys Seriously’ report successfully to promote better individualised learning for all. The staff provide workshops and engage in reflective practice with other schools across the active ALC. Celebrating the success of staff is key to the school’s drive for improvement and promoting the well-being of all. This is also enhanced by staff welfare events and programmes.
Almost all (96.5%) of the parents that responded to the questionnaire said that the school has good links with other community organisations and clubs.
All the pupils benefit significantly from how the school forges innovative and extensive links with a wide network of businesses, charities, educational partners and external agencies. A notable strength is the impactful involvement of and support from, former pupils. The school values greatly the role of past-pupils in careers education where their contributions provide authentic, real-life examples that motivate pupils to broaden their ambitions and raise aspirations.
A cause that is very dear to the school is the A5 Enough is Enough group who campaign for an upgrade of the A5 road. The pupils develop advocacy skills and an empathetic awareness of the impact of road traffic collisions on the local community and beyond. The Peregrini outreach project in Zambia is contributing significantly to the pupils’ holistic development and the pupils spoke movingly to us about how their experiences in the country gave them a different outlook and a deeper understanding of the inequities of poverty. These innovative highly effective partnerships with the local and wider community provide the pupils with life-changing opportunities.
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
St Ciaran’s College, through a faith based, pupil-centred approach and a focus on transformative pedagogy, is realising very effectively its vision of Inclusion, Aspiration, Growth and Success to ensure success for all pupils in the school.
The school is well placed to take forward the appropriate priority areas in its school development plan which includes, and as identified as an area for action during this inspection, the review of departmental planning.
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 the highly effective practice below which should be disseminated more widely:
- the inclusive ethos which supports the whole school to embrace diversity, alongside a wide range of effective strategies which reduce barriers to pupils’ learning; and
- the innovative strategies used to create and sustain highly effective partnerships with the local and wider community.
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%