Report of a Post-primary Inspection - St Mary’s Grammar School
DE Ref No 342-0080
March 2026
1. Introduction
A. Background information
St Mary’s Grammar School is a co-educational, 11-18 voluntary grammar school situated in the town of Magherafelt. The school was founded in 1927 by Monsignor John Ward and is approaching its centenary year. It is located in the Diocese of Armagh and draws pupils from a wide catchment area spread across counties Derry, Antrim and Tyrone.
The enrolment has increased slightly over the last three years and is currently 1154 pupils, with 316 pupils in the sixth form. Around 7% (80) of the pupils have a free school meals entitlement and 6% (64) have been identified as having special educational needs (SEN), 20% of whom having a statement of SEN.
The school is an active member of the Magherafelt Rural Learning Partnership (MRLP). As a result, seven pupils access a small number of post-16 courses through collaboration with three local post-primary schools. Similarly, 14 pupils from four other local post-primary schools access post-16 language courses in St Mary’s Grammar School. Pupils in key stage (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).
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 seven representatives of the board of governors.
C. The process of inspection
The ETI worked alongside St Mary’s 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 realises its vision, ‘Gloria Deo Soli (Glory to God alone)’, by nurturing the values of respect, compassion, humility and integrity in its pupils. The holistic development of young people is central to the school’s ethos and is promoted through, for example, sport and the arts, which complement the pupils’ academic progress. Faith formation and the development of the school’s values through, for example, social action, are woven throughout the school’s work, with pupils encouraged to participate in school life, exercise leadership, contribute positively to society, and use their gifts for the benefit of others. All of the staff and almost all (98%) of the parents/carers who responded to our questionnaires told us that they are clear about the school’s vision.
The school has consulted comprehensively with a wide range of stakeholders to identify relevant priorities in the school development plan (SDP), which is now in its second year. The monitoring, evaluating and reviewing processes are strengths of the school; action plans are evaluated well, and they outline clearly the progress made against targets to inform appropriately future planning. The staff, at all levels, are linked strategically to areas of responsibility, which provides clear communication pathways for planning and facilitating the regular sharing of effective practice. The views of the pupils are at the heart of decision‑making in the school, shaping and supporting the many aspects of school life and helping to ensure planning reflects their needs and interests.
The governors are deeply committed to the life and work of the school and bring a broad range of skills and experience to their roles. They are well-informed and provide effective support and challenge to staff, helping to ensure that decisions are made based on the pupils’ needs and interests. The governors understand the challenges and opportunities facing the school, including how wider societal issues, such as, pupil emotional health and wellbeing, can impact the progress of pupils in their learning. They speak with pride about the school and its strong standing and positive contribution within the local community.
B. Implementing and improving to achieve the vision
When the learning was most successful, the staff create a supportive and encouraging learning environment characterised by high expectations and a climate of fairness, trust and mutual respect where pupils take risks in their learning, confident that their contributions and efforts are valued and celebrated. The pupils are highly motivated, curious learners who participate enthusiastically in active learning, problem-solving and well-planned paired and group work, explaining and justifying their ideas and responding sensitively to the views of others. The teachers’ clear explanations, effective questioning and modelling results in confident and successful independent learning. In the instances when the planning, teaching and assessment were less impactful, the emphasis was on the completion of activities and therefore the intended learning was unclear.
The departmental planning is detailed, takes account of pupils’ needs and interests and reflects the high priority given to developing independence and pupil participation. The pupils’ views on their learning experiences make a discernible impact on planning, teaching and assessment, such as, adaptations to schemes of work to include strategies identified by the pupils that support their progression, the introduction of topics the pupils would like to learn about, and changes to the nature and frequency of homework tasks.
The pupils engage meaningfully and maturely with opportunities for self- and peer‑assessment and evaluation of their own learning, and regular feedback from their teachers helps the pupils reflect on and improve their work. Central to the ongoing development of pedagogy is the learning and teaching improvement team, which leads evidence-informed practice and provides structured opportunities for staff to share and develop their expertise.
The pupils at all key stages enjoy a progressive and flexible curriculum which meets the requirements of the Entitlement Framework, is reviewed regularly, and is informed well by their views, attainment, needs and aspirations. Whilst the pupils at KS 3 do not have full access to swimming as part of the physical education curriculum, a school swim team option is available and a small number of pupils participate as part of the extra-curricular programme. The year 8 pupils, through consultation, have a timetabled study skills development lesson to support them in becoming more effective and independent learners. The pupils told us how the teachers and senior pupils help them learn how to study and revise.
The curriculum at KS 4 enables pupils to progress and achieve well. In 2025, all of the small number of pupils who left school at the end of year 12, and the very few at the end of year 13, progressed appropriately to other schools, further education and training. Most (81%) of the pupils told us that they are pleased with the subjects offered at KS 4. The pupils also shared their appreciation for the guidance provided by senior pupils at the school subject fair when considering their options in year 10. The curriculum offer at post-16 is extensive and responsive to the needs, interests and aspirations of the pupils and enables nearly all (99%) of the year 14 pupils to make appropriate progression to higher level apprenticeships and higher education. The school has recently introduced A level life and health sciences and plans are in place to introduce two BTEC level 3 qualifications in September 2026.
The pupils benefit from a well-considered and meaningful careers education, information, advice and guidance (CEIAG) programme and is enhanced well through a range of CEIAG information events, including from former pupils and governors. The school uses well its links with local employers and other stakeholders to support the pupils to make informed choices and broaden their awareness of the world of work. Most (85%) of the pupils across years 10 to 12, through the online questionnaire, indicated they receive helpful careers advice, and almost all (94%) report they are prepared well for the next stage of their education, training or employment. The school has prioritised appropriately enhancing further the work experience and work-related learning opportunities for pupils across KS 4 and post‑16.
Through the school’s digital skills framework and associated SPL programme, the staff are committed to developing further meaningful and relevant opportunities for all pupils to acquire and develop their digital skills. This work includes a recent review of the curriculum at KS 3 to develop skills such as coding, programming and game development and the introduction of the ‘Girls Coding with Confidence’ initiative in year 10 to address the gender imbalance in the uptake of digital technology. The digital skills curriculum is well-planned and progressive. Most (78%) of the pupils told us through our questionnaire that they often use digital technology in school to help them learn. There is, however, variation in the extent to which new and emerging technologies are used to enhance provision across the curriculum. The SDP sets out actions to address this.
The curricular provision for the pupils is enhanced well by a diverse range of co- and extra-curricular opportunities to enhance their personal and social development, practise healthy lifestyles, develop personal capabilities, and acquire positive attitudes and dispositions to their learning. This provision is well-informed by the pupils and is pupil led. For example, a number of KS 3 lunchtime clubs are planned and facilitated by the senior pupils who have a wide range of leadership roles across the school, such as, mentors and prefects. Inspectors who visited the year 8 book club delighted in the sixth form pupil-led discussions on relevant and contemporary issues such as empathy and self-image. In discussions with year 13 pupils from the ‘Mini Company’ enterprise group, they told us how proud they are of their work in designing, producing and selling products whilst raising funds for charities, such as, ALPS (All Lives Are Precious) to support health and wellbeing initiatives in the local community and beyond.
The staff prioritise the health and wellbeing of the pupils through a whole‑school, strategic approach that stems from the SDP and associated action planning into all areas of school life. In the questionnaire responses, almost all parents (95%) reported satisfaction with the pastoral care and support provided to their child. The school’s commitment to emotional wellbeing has been highlighted further by its achievement of the Take 5 Platinum Schools Award in June 2025; and positive mental health provision has been developed through employing a second school counsellor and establishing a Mental Health First Aid Team of trained school staff. The staff model positive behaviours that help build strong, respectful relationships.
The school provides a progressive, learner-informed preventative curriculum that is age and stage appropriate and continually refined through ongoing consultation with pupils and staff. External facilitators contribute specialist information which adds relevance and depth, and challenging contemporary issues are confidently addressed. The staff have engaged in Health and Social Care Trust training to strengthen their confidence and competence in delivering complex topics sensitively and appropriately, and planning for the preventative curriculum has been developed which shows progression for learning. Most (81%) pupils and parents (89%) in our online questionnaires expressed satisfaction with the relationships and sexuality education (RSE) content provided by the school. Pupil leadership teams play an active role in promoting wellbeing throughout the school and pupil-led assemblies are used effectively to reinforce learning from the preventative curriculum. Pupils’ eagerness to participate in sport, performance and volunteering demonstrates healthy dispositions and lifestyle choices. In the online questionnaire nearly all pupils (96%) said their school provides them with regular opportunities to exercise.
C. Building equity
The school’s inclusive ethos promotes well equity, diversity and inclusion, which is reflected clearly in policy, relationships and daily practice. The provision takes account of, and supports, the pupils’ diverse backgrounds and starting points within the context of having high expectations for their welfare and realising their full potential. The staff are attentive to the pupils’ needs and they support them very well in overcoming barriers to learning.
The provision for pupils with SEN is informed closely by a suite of comprehensive planning, policy and performance analyses documents and reports. The school provides an indoor space called ‘the hub’ to support the pupils with SEN very well in socialising with their peers and in ways that allow them to feel comfortable through, for example, offering board games and having the classroom assistants on hand. It is well attended and popular with pupils. The classroom assistants are attentive, know their pupils very well and provide close support.
The high-quality personal learning plans (PLPs) have been reviewed recently and take good cognisance of pupil and parental views and contain manageable and tailored targets and strategies to help each child overcome challenges. They are very user-friendly and contain a profile of the pupil that allow teachers to target pastoral and academic support accordingly. The staff report that the level of bureaucracy around SEN administration is especially challenging.
There are excellent transition arrangements to year 8, where the staff work closely with the partner primary schools, the children and their parents in advance of their first day. The staff use well a range of data and pastoral information, including from the partner primary schools, alongside ongoing monitoring, to provide an appropriate structured whole-school framework that categorises issues and routes these through an appropriate and graduated response. These interventions are flexible and include small group support, peer-mentoring and encouraging pupils to self-regulate behaviours. These are underpinned through the successful promotion of positive behaviour. All the staff have engaged in appropriate SPL, including training for: autism spectrum disorder (ASD), bereavement support, dyslexia awareness and positive behaviour management.
The overall pupil attendance rate for 2024-25 was 94.7% and pupil attendance is an ongoing focus for improvement in the SDP. The school’s analysis of its data demonstrates a clear correlation between higher levels of pupil attendance and better attainment in GCSE and A level qualifications, and the school strives to improve the figures using a range of appropriate strategies, including communicating very well with parents and pupils.
D. Embedding success
Success is celebrated visually and orally around the school and recognised through termly newsletters, weekly staff bulletins, assemblies, social media and annual prize‑giving events across all year groups. The pupils display kindness and good manners, exemplifying school values, and are recognised by staff and peers in classrooms and throughout the wider school environment. Almost all (92%) of the pupils told us through the questionnaire that their achievements and talents are recognised and celebrated all or most of the time.
The pupils enjoy significant success in a range of competitions across the curriculum, which strengthens their resilience and confidence, and they have further opportunities to develop their leadership skills through, for example, the Eco-club, student council, class prefects and student leadership teams. The recent school show, ‘Grease’, annual spring concert, fundraising events, and a wide variety of trips and educational visits, enrich further the pupils’ experiences and promote personal development.
In 2025, the outcomes attained by the pupils in public examinations are key strengths of the school. Almost all (98.7%) of the pupils in year 12 attained at least seven or more GCSE (or equivalent) qualifications at grades A* to C, including English and mathematics, with most (83.7%) attaining seven or more at grades A* to B, including English and mathematics. Most of the pupils in year 14 (87.6%) attained three or more GCE A level (or equivalent) qualifications at grades A* to C.
The staff monitor and evaluate effectively the progress that the pupils make using a well-established model of ‘Success, Monitor and Grow’, which is underpinned by a wide range of quantitative data. The pupils across all year groups are actively involved in this process through setting meaningful personal targets for achievement. Almost all (97%) of the pupils told us through our online questionnaire that they are encouraged to set their own learning targets and most (89%) of the pupils told us that they are making good progress in their learning. The staff use pupil performance, progress and potential, alongside teacher judgement, to set departmental targets which inform well whole-school target setting.
E. Growing a community of learning
There is a well‑established and purposeful approach to collaboration which provides pupils and staff with meaningful opportunities to learn with, and from, others across a wide range of contexts. The school’s strong and sustained partnership with Kilronan School enables pupils to develop the school’s values of respect, compassion, humility and integrity through mutually beneficial relationships. Effective partnerships with parents, external agencies and professionals enhance progression pathways, for example, through social work placements and mock medical interviews, which broaden pupils’ aspirations and readiness for next steps. These collaborative networks are underpinned by a clear strategic rationale and reflect the school’s commitment to preparing learners to contribute positively to the environment, society and the economy. The staff monitor and sustain these partnerships well, ensuring they add value to the pupils’ experiences, personal development and progression.
There is a very well‑embedded culture of learner participation across the school. The pupils understand their right to be heard and contribute meaningfully through a wide range of leadership roles. The pupils report high levels of trust that their views are valued and acted upon by the staff, with clear evidence of their influence on aspects of the personal development curriculum, environmental improvements and pastoral support. The school’s highly effective structured approach to learner participation also provides regular opportunities for pupils to shape their learning and classroom experiences; across the school there is an ethos of inclusion, respect and openness to the pupil voice.
Staff professional learning is well-planned and coherent; it is responsive to staff needs and aligns closely with the school’s priorities and impacts positively on the pupils’ learning experiences. Almost all (97%) staff who responded to the questionnaire report that they have benefitted from recent SPL opportunities. Purposeful collaboration within MRLP, broadens access to a wider range of SPL which included recently a learning and teaching conference for all teachers and classroom assistants. Shared education initiatives within MRLP also contribute positively to SPL through thematic training, such as, on developing teachers’ confidence and capacity to deliver lessons through place-based learning, with a particular emphasis on teaching contested histories.
The importance of staff health and wellbeing is fully recognised, including workshops addressing pertinent health topics for men and women. All staff who completed the online questionnaire report that they have someone to talk to if they are worried or experiencing a problem, reflecting the strong, supportive culture that extends to all members of the school community.
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 inspectors, the pupils 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
St Mary’s Grammar School is highly successful in realising its vision ‘through nurturing a community of faith, excellence and service, guided by Catholic values’. The pupils thrive in an ethos and culture of high aspiration and belonging in which they are challenged, supported and inspired to realise their wider personal and academic potential. As identified by the school in the SDP, the next step for St Mary’s Grammar School is to take forward the area for action, which is: to make greater use of new and emerging technologies to enhance provision across the curriculum.
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 extent to which the pupils:
- inform learning experiences and the school's broader decision-making processes, including how they design, deliver and evaluate purposeful learning programmes and initiatives for themselves and others.
The District Inspector will monitor the school’s progress in addressing the area for action, as part of ETI’s routine monitoring processes.
4. Appendices
Appendix 1: Health And Safety
The school has recognised appropriately the need to review the controlled access arrangements in and around the school estate.
Appendix 2: 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%