Report of a Primary Inspection - Abercorn Primary School, Banbridge
DE Ref No 501-1594
June 2026
1. Introduction
A. Background information
Abercorn Primary School is a controlled, co-educational primary school situated in the town of Banbridge, County Down. Almost all of the children in the school come from the immediate urban area.
The enrolment in the school has decreased notably over the past four years, from 352 children in 2021 to the current enrolment of 265. At the time of the inspection 27% of the children are entitled to free school meals. Just over 18% of the children are identified as having special educational needs (SEN) and 7% of the school population are newcomer children.
The school has experienced significant changes in senior leadership in the past three years. The principal was appointed to the position in a permanent capacity in January 2026, following a short period as acting principal and a permanent vice‑principal was appointed in May 2026.
B. Views of children, parents and staff
The Education and Training Inspectorate (ETI) issued online confidential questionnaires to the children in year 7, 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 a representative of the board of governors.
C. The process of inspection
ETI worked alongside Abercorn Primary 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 define, celebrate and embed success; and
- grows and develops an inclusive community of learning.
2. Main report
A. Setting the vision
The school staff, supported by the Controlled Schools Support Council (CSSC), have made an initial start in developing a values-based vision, underpinned by the motto “Learning and working together.” The core values of honesty, motivation, respect and kindness have been agreed, and these are centrally displayed. The emerging vision and the agreed values are not, as yet, reflected in the day-to-day work of the school.
The school development plan (SDP) lacks sufficient breadth and depth. The absence of a comprehensive overview of the curriculum within the SDP limits the school’s ability to have oversight of the progress the children make across all curricular areas. The current self-evaluation processes do not provide a robust basis for monitoring and evaluating progress or driving sustained school improvement.
The board of governors are experiencing significant difficulties in recruiting staff to undertake roles of responsibility and co-ordination. This is limiting effective curriculum oversight and the quality of the children’s learning experiences.
B. Implementing and improving to achieve the vision
The significant variability in the quality of planning, learning and teaching across the school is impacting adversely on the children's learning experiences and progress. The school has identified appropriately the need to review its planning processes to map more clearly progression across all year groups and the key curriculum areas. In particular, the planning and teaching of play-based learning in the foundation stage does not consistently provide sufficient challenge or support progression in learning for all children, particularly in the development of key skills. In contrast, the most effective learning and teaching observed during the inspection was characterised by high expectations, meaningful learning contexts and purposeful cross-curricular links.
Positive and respectful relationships contribute to a classroom culture where the children are supported and encouraged to take risks and engage enthusiastically in their learning. In these classes there are high expectations of all children, and their thinking skills and personal capabilities are developing well. The identification and dissemination of this effective practice is limited.
The provision in music is rich and inclusive and is a curricular strength. It is well planned and co-ordinated, fostering children’s confidence, creativity and enjoyment, particularly through performance opportunities. A clear operational plan is in place to develop the children’s digital skills, supported by staff training. The staff show increasing confidence in the use of digital tools as a result of effective professional learning opportunities.
The children show a good understanding of online safety and know how to behave responsibly online. The introduction of year 7 digital leaders supports this work effectively. The introduction of the PATHS* programme is supporting further the children’s wellbeing and in discussions the children told us they know who to talk to if they are worried or need support.
C. Building equity
The school has identified appropriately the need to develop further the provision for children with additional learning needs. Work is underway to develop the role of the Learning Support Co-ordinator to ensure that the provision is more effective, consistent and strategic.
The children’s needs are identified appropriately by the staff and Individual Education Plans (IEPs) are put in place. The IEPs range from those which have clear targets and strategies to support the child’s learning and development, to those which lack precision and are not robust enough to support effective progression.
Children with additional learning needs are supported well in class by the classroom assistants, who are skilled and proactive. Children also access and enjoy intervention programmes such as the Reading Partnership*, which is delivered by the classroom assistants. There is currently limited evidence to demonstrate the effectiveness of these interventions in improving the children’s experiences and outcomes.
D. Defining, celebrating and embedding success
The school's focus on the development of problem-solving in numeracy over the past two years has resulted in improved outcomes for the children. The school’s internal assessment data indicates that most of the children attain standards in literacy and numeracy that are in line with their ability. The findings of this inspection are that the data does not sufficiently capture the range of the children's skills, capabilities, and achievements.
The quality of work in the children's books reflects inconsistent expectations across the school and a narrow definition of success. An over-reliance on repetitive exercises and worksheets to evidence understanding limits the children’s opportunities for creativity, problem-solving, independence and the application of learning in meaningful contexts.
The children have opportunities to undertake leadership roles such as digital leaders, playground buddies, school council, canteen, and foundation stage helpers. The children’s achievements are celebrated appropriately at class and whole school level. The children who are displaying the core values receive the headteacher’s award and wider success outside of school is also recognised.
E. Growing a community of learning
The board of governors has been reconstituted recently with only two governors remaining for a further term and they continue to face the ongoing challenges with recruitment for roles of responsibility.
They have prioritised, in conjunction with the senior leadership team, the development of a cohesive and collaborative community of learning with the introduction of initiatives such as wellbeing days and regular staff meetings. The intended benefits of this work are not yet being realised fully as approaches and expectations are not applied consistently across the school. The role of the board of governors will be vital in leading and guiding the school in addressing the areas for action outlined in this report.
The school has established effective partnerships with parents and the confidential questionnaire responses indicate that most parents feel well informed about their child’s progress. There are effective links with the local nursery school, where the shared use of facilities and joint activities ease the children’s transition into year 1. The children benefit from the partnership with the neighbouring high school who give access to high-quality facilities such as the 3G pitch.
The school has recently established a shared education partnership with St Mary’s Primary School, Banbridge, which is providing meaningful opportunities for the development of new friendships for the children outside their school community. The school promotes social responsibility through charitable contributions to organisations such as B Positive* and diabetes charities, encouraging the children to develop empathy for others.
F. Child protection
At the time of the inspection, the evidence provided by the school demonstrates that the arrangements for child protection align to the current statutory guidance. ETI will monitor the progress in addressing the following area for action: to revise the child protection flowchart on how to raise a concern to improve its clarity within the child protection policy.
3. Next steps
Abercorn Primary School continues to work on its emerging vision for the future of the school. All staff and stakeholders recognise that a collective commitment will be the next step in embedding the vision and motto “Learning and working together” into the life and work of the school.
The inspection has highlighted a number of areas of action which will enable the school to develop and achieve its vision. These actions are:
- to develop the emerging vision, values and behaviours through reviewing and agreeing roles and responsibilities at all levels and embedding a culture of shared accountability and positive collaboration across the school community;
- to improve outcomes through developing processes for self-evaluation and structures for monitoring and evaluation that are implemented consistently throughout the school; and
- to improve the quality of planning, teaching and assessment for successful learning.
ETI will monitor the progress of Abercorn Primary School in addressing the areas for action, including the review of the SDP in light of the inspection findings. There will be a progress inspection. Sustained external support will be provided to the school to help it address the areas for action in a timely 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: Notes
Page 2
PATHS*
The PATHS® Programme for Schools is designed to facilitate the development of self-control, emotional awareness and interpersonal problem-solving skills.
Page 3
Reading Partnership*
Reading Partnership is a one-to-one reading program designed to boost children’s reading confidence and foster a love of reading in Northern Ireland schools.
Page 4
B Positive*
The B Positive Charity is a dedicated Northern Irish children's cancer charity based in Banbridge, operating locally to support families facing childhood cancer.