Report of a Post-primary Inspection - St Conor's College
DE Ref No 323-0318
October 2025
1. Introduction
A. Background information
St Conor’s College is a Catholic Maintained, non-selective, co-educational 11-18 school established in September 2018 as a result of the amalgamation of St Mary’s College, Clady, and St Paul’s College, Kilrea. The school currently operates on two sites located approximately seven miles apart, with key stage (KS) 3 pupils on the junior site in Kilrea and KS 4 and post-16 pupils on the senior site in Clady. The school is at an advanced stage of planning for a new school build on a single site in Kilrea with initial preparatory works planned for this academic year.
The school is an active member of the Magherafelt and Rural Learning Partnership (MRLP). As a result, a small number of pupils access a range of post-16 courses in three other schools. In addition, 22 pupils attend the Northern Regional College (NRC) for GCSE courses one day per week. Pupils in KS 3 and KS 4 take part in shared education projects with all of the schools in MRLP, and there are joint approaches to aspects of staff professional learning (SPL).
The school attracts pupils from a wide catchment area: Kilrea, Clady and the rural surrounding areas. Enrolment in the school is currently 561 pupils, including 101 pupils in the sixth form. Over one-fifth (21.0%) of the pupils have free school meals entitlement, and a similar proportion (19.8%) of the pupils have been identified as having special educational needs (SEN), 46 of whom have a statement of SEN. The principal has been in post in a permanent capacity since June 2025 and was previously vice-principal of the school.
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
The ETI worked alongside St Conor’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, ‘Living, learning, excelling together,’ is embedded clearly in its ethos and strategic direction. Underpinning the vision is a Christ-centred approach to education, where Gospel values are not only taught, but also modelled actively by staff and reflected in the faith and actions of pupils.
Since the formation of St Conor’s College in 2018, the school has fostered successfully a unified and collegial staff culture. This is evidenced by the overwhelmingly positive responses to ETI questionnaires, indicating high levels of professional satisfaction and a wholly shared commitment by the staff to the school’s vision and mission. The strength of this integration has laid a solid foundation for collaborative practice and collective responsibility in driving future improvement within a community conducive to learning.
Now in the third year of its school development plan (SDP), which is entitled ‘Every child known, every child challenged’, St Conor’s College demonstrates effective strategic planning, formulated appropriately through wide-ranging consultation with all stakeholders, which ensures priorities reflect well the needs and aspirations of the entire school community. The associated action plans are robust and the staff engage in thorough self-evaluation processes to formulate next steps. There are clear levels of accountability across the school, supported by well-defined frameworks that enable effective planning, monitoring, and evaluation of outcomes. The school is well-positioned to begin preparatory work for the next cycle of development planning, ensuring that ‘Every child is known, every child is challenged’ remains the focus.
Governors are invested deeply in the life and work of the school, providing strategic oversight and challenge, while also offering strong support to the staff. Their active involvement is particularly evident in the current phase of strategic planning for the new school build, where they provide both thoughtful oversight and practical support.
B. Implementing and improving to achieve the vision
Most aspects of planning, teaching and assessment for successful learning are effective. The common planning template for individual lessons reflects the teachers’ shared understanding of how pupils learn most effectively and enables them to structure lessons purposefully. The pupils benefit from a suitably wide range of learning activities in lessons, including interactive reviews of previous learning, modelling by the teacher, paired or group work and independent tasks. In their responses to the online questionnaire, most (82%) of the pupils and almost all (90%) of the parents responded positively in relation to the quality of learning and teaching. While long- and medium-term planning for subjects at KS 3 is detailed and clear, planning at KS 4 and post-16 is often overly reliant on examination specifications.
Reflecting the school’s successful focus on developing relational learning, the lessons are characterised by positive working relationships and mutual respect between pupils and staff. In their responses to the online questionnaire, almost all (97%) of pupils said that they are treated with care and respect. As a result, pupils engage actively in their learning, take on roles in group tasks and present their findings confidently. The teachers know the pupils well: when required, they adapt their teaching approaches to help pupils begin their work and stay on task until it is completed. The classroom assistants are proactive and provide valuable support for both individual pupils and small groups within their classes. The teachers’ verbal comments during lessons are consistently encouraging and help the pupils either extend their oral responses or correct misunderstandings. Teachers’ written feedback on the pupils’ work is sound and gives the pupils clear guidance on how to improve the quality of their work. In addition, the pupils receive accessible and practical advice on how to prepare for the regular assessments in each subject. In the most effective practice, the pupils assess their own progress and evaluate their peers’ work insightfully and maturely.
Where aspects of the learning are not effective enough, there is an over-emphasis on completing activities, rather than on developing the pupils’ knowledge, understanding and skills. When worksheets and subject booklets contain a high proportion of closed questions and leave little space for responses, they limit the pupils’ thinking and the development of their writing skills. As set out in the SDP, the staff have identified appropriately the need to gather first-hand evidence of learning and teaching in order to identify and disseminate the most effective practice and improve further the quality of the planning, teaching and assessment, an area which is endorsed by this inspection.
The well-planned curriculum across the key stages enables the pupils to experience success, achieve well and progress to the next stage of their education, training or employment. The curriculum is inclusive, flexible and meets the needs, aspirations and abilities of the pupils. Pupils in KS 3 access a broad and balanced curriculum. The curriculum meets the requirements of the Entitlement Framework at KS 4 and post-16, through ongoing collaboration with three post-primary schools in the MRLP and with NRC. The pupils have access to a range of academic and vocational subjects, and they told us during discussions that they are happy with the choice available to them. In addition, almost all (95%) of the parents told us through the online questionnaire that they are content with the subject choices their children can access at school. Recent additions to the subjects offered include GCSE Drama and A level Nutrition and Food Science. The ongoing review of the curriculum is focused appropriately on monitoring the subjects provided for the pupils at KS4 and post-16; as a consequence, increasing numbers of pupils in year 12 are returning to study at the school, resulting in sixth form enrolment rising by almost one-third over the last three years. The mitigations currently in place to lessen the impact of the split site on the efficient use of teacher and curriculum time, particularly at post-16, are not sustainable; staff travelling between two sites, over seven miles apart, is a matter of urgency that requires strategic input from the Department of Education (DE), the Council for Catholic Maintained Schools (CCMS) and the Education Authority (EA).
A well-structured and progressive careers education, information, advice and guidance (CEIAG) programme is embedded firmly across the school. It supports pupils in making informed decisions and in developing the skills, knowledge and understanding necessary to explore future pathways. The programme is enriched through guest speakers, including past pupils and representatives from business and industry, careers events, and work-related learning experiences, which broaden the pupils’ awareness of the world of work and help them connect learning to real-life contexts. In addition, all pupils in years 11 and 13 undertake work experience. Almost all of the pupils who completed the online questionnaire stated that they get useful careers advice and that the school is preparing them well for moving on to the next stage of their education.
There is a deliberate prioritisation of pupil health and well-being, and staff have created a warm and welcoming environment on both sites that is reflected in the constructive teacher-pupil relationships where interactions are respectful, understanding and kind. The spiritual life of the school community is closely intertwined with well-being and respect for all. The pupils are involved in giving to others through volunteering in the parish or having active roles in the Church. The alignment between belief and behaviour is tangible in the daily life of the school and is recognised through such initiatives as the ‘St Conor’s Cross’ monthly awards which recognise the kindness of pupils living out the school’s values. In addition, the ‘Spirit of St Conor’ award, viewed by the pupils as a great honour, celebrates pupils who exemplify compassion, integrity, and service. The St Conor’s prayer book encourages self-reflection, promotes faith and provides support with a carefully chosen prayer for each month of the year.
Art is being used well as a vehicle for fostering pupil well-being and the school is currently in a three-year collaboration with an arts centre in Belfast on a project which has, as its starting point, how art can promote healing and reflection. In the questionnaires, almost all (91%) of the pupils said that they learn how to manage their emotions and express them in a way that is helpful to them.
The promotion of health, well-being and keeping safe is informed appropriately by consultation with pupils, parents/carers and staff. Engagement with parents is relevant and beneficial at key transition times where the school is sensitive to addressing particular needs among the pupils. The preventative curriculum is age and stage appropriate, well-structured and progressive: it addresses appropriately the pupils’ needs. It deals with challenging and contemporary issues for the pupils, including how to build successful relationships and keep themselves safe. The content of the preventative curriculum has been reviewed and mapped successfully across the curriculum. It is linked, where relevant, to subjects, to the development of skills and dispositions and to the programme for assemblies and form class time. Specialist input from external providers enhances and deepens the learning for the pupils. In addition, the school’s Relationships and Sexuality Education (RSE) policy and programme meet the statutory requirements. In the online questionnaires, most (86%) pupils said that the school provides them with RSE that they find helpful and most (79%) parents are content with the RSE provided by the school for their child.
C. Building equity
The outworkings of the school’s SDP, entitled ‘Every Child Known, Every Child Challenged’ is evident in the staff’s high expectations for the pupils and for themselves, and in their commitment to ensuring the provision is equitable and accessible to all. The staff are alert to early signs of vulnerability or disadvantage and provide sensitive and discreet additional support to pupils and their families when needed. The pupils play an important role in creating a culture of inclusion; they are welcoming and friendly, show respect for their peers, the staff and their school environment, and respond sensitively and maturely to the needs of others.
The pupils benefit from simple, yet effective, strategies and initiatives provided by the staff that develop their confidence and social skills and help them feel included and valued. We joined the lunchtime nurture club where pupils from across key stages enjoyed playing board games and socialising. The small journal club, promoting mental health and well-being through the creative process, is addressing well the needs of a particular group of pupils. Pupil responses to the school’s internal survey about this provision referenced feeling ‘very safe and calm,’ and noted ‘the friendly environment to talk and make new friends.’ The counselling provision provided on both school sites is meeting the demand and pupils have the flexibility to self-refer or be referred with their consent.
The pupils with SEN make progress across the curriculum and achieve well, enabling them to progress successfully to the next stage of education, training or employment. The collaborative approach to developing the well-structured individual education plans (IEPs) gives the pupils regular opportunities to talk about what helps them learn and how they can be supported. The associated pupil profile encourages the pupils with SEN, along with parents and staff, to reflect on their success and challenges in overcoming barriers to learning.
The classroom assistants who met with us expressed their delight in seeing the pupils achieve and become more confident. The classroom assistants explained how in-school and individually sourced SPL helps them understand specific learning needs and adapt strategies accordingly.
The school is applying well a range of strategies that are improving whole-school attendance and participated in the EA Attendance Clinics Pilot. All pupils who availed of the clinics improved their school attendance. In 2022-23 the school attendance was 86% and in 2024-25 it had risen to 92%, which is above the Northern Ireland average for similar schools; attendance remains a priority for the school.
D. Embedding success
During the inspection, the pupils engaged confidently and respectfully with inspectors in focus groups, in lessons and around both school sites. In class, their behaviour is consistently good. The pupils settle well to their work, apply themselves and engage fully in learning activities. There is evidence of increasing independence in their learning as pupils progress through the year groups. They think creatively, evaluate insightfully the materials provided and discuss sensitively a range of wider ethical issues.
The pupils’ leadership skills are developed well as they take on responsibilities within school as prefects, peer mentors and captains of sports teams. Their sense of social justice is enhanced through their fund-raising for a range of charities and involvement in the Pope John Paul II Award, which involves working in the parish and volunteering in the local community.
Almost all (94%) post-16 pupils told us through the online questionnaire that they benefit from learning experiences which equip them with life skills and, in discussion with us, spoke about a wide range of programmes and awards that they access as part of their enrichment curriculum. Pupils in sixth form spoke to us about being given opportunities to develop their wider skills, in particular, public speaking, communication, improved confidence, developing empathy and being role models for younger pupils.
In 2025, most (85.1%) year 12 pupils achieved five or more GCSE (or equivalent) qualifications at grades A* to C and, for a majority (62.6%), this included English and mathematics. These outcomes are above the school’s expectations. In 2025, a majority (67.7%) of year 14 pupils achieved three or more GCE A level (or equivalent) qualifications at grades A* to C and all pupils progressed to higher education, further education or employment.
The progress of the pupils is monitored closely from their individual starting points, using a wide range of qualitative and quantitative information. With input from the pupils, teachers set realistic targets that are monitored at four assessment points throughout the year, allowing the staff to identify gaps in learning which are addressed through an extensive range of interventions. Almost all (97%) pupils told us through the online questionnaire that they use targets for learning and, in discussion with us, they spoke about how these targets motivate them and let them know what they are capable of achieving. The impact of the robust systems to support the pupils, which include the targeted numeracy and literacy interventions across KS 3, peer mentoring where older pupils support younger pupils, and the well-planned and structured mentoring programme for year 12 pupils, are closely monitored and lead to improvement in the pupils’ outcomes.
Celebration is integral to the school’s culture. The St Conor’s website and social media platforms are used effectively to acknowledge and celebrate the achievements of the pupils in academic outcomes, school attendance, sport, effort and social graces: such recognition reinforces positive behaviour and dispositions. The staff’s intentional noticing of the pupils’ effort and achievement, positive reinforcement and meeting and greeting the pupils at classroom doors are all used to good effect to embed an ethos of success.
E. Growing a community of learning
Following the successful amalgamation of two schools to become a new community of learning at St Conor’s College, consistency in approaches to learning and teaching was identified as an appropriate and urgent priority by the senior leadership. As a result, the programme for SPL is based on accurate self-evaluation which underpins a sound rationale for every area of focus: it is well planned and aligned with the priorities in the SDP. In their responses to the online questionnaire, almost all of the teaching and non-teaching staff agreed that they had benefitted from recent opportunities for SPL. Internal SPL is enhanced significantly by the work of the learning and teaching sub-committee within the MRLP, which continues to provide relevant, research-informed training at whole-staff level and for such specific groups as middle leaders, early career teachers and classroom assistants. The school also participates and contributes to MRLP cluster groups on, for example, curriculum and careers. In addition, staff from various subject areas are working collaboratively with their partners in all of the MRLP schools to provide impactful shared education experiences for pupils at KS 3 and KS 4.
The staff have established strong and effective partnerships with a range of external organisations, including feeder primary schools, businesses, charities and sports clubs. These collaborations significantly enhance pupil learning, with contributions from stakeholders, such as the manufacturing companies in MEGA in Mid-Ulster enriching various aspects of the curriculum.
During discussions, pupils shared how their involvement in extra- and co-curricular sports teams, representing the school in All-Ireland finals, and their responsibilities as class prefects and ambassadors provide valuable opportunities to support their peers while developing key skills in communication, teamwork, and leadership. Due to the uniqueness of the split-site arrangement at the school, there are well developed and impactful junior and senior leadership teams that have responsibilities to support staff on each location. Further, members of the school council described how they are working collaboratively with school leadership to influence decisions, including to improve aspects of school facilities that impact on their health and well-being.
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 school’s vision, ‘Living, learning, excelling together’ is integral to the school culture and lived out daily by pupils and staff. As set out in the school development plan, the next step for St Conor’s College is to take forward the area for action, which is to ensure consistently high-quality learning experiences for all the pupils.
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. The aspect of practice which should be shared more widely is:
- the effective amalgamation of two discrete staff groups into one coherent community of learning with a strong sense of belonging and identity.
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%