Report of a Primary Inspection - Killen Primary School, Castlederg
DE Ref No 201-2641
June 2026
1. Introduction
A. Background information
Killen Primary School is a controlled, co-educational primary school located in Killen village, approximately two miles from Castlederg, County Tyrone. Almost all of the children attending the school come from the village and the surrounding rural area. The school enrolment has risen by 34.3% (35) over the past five years and stands currently at its agreed maximum capacity of 145 children, comprising one year 1 class and four composite classes across the year groups from year 2 to year 7. There has also been a rise in the number of children presenting with special educational needs (SEN) from 24 five years ago to 35 this year, of whom 13 have a statement of special educational needs. Twenty percent (29) of the children are entitled to free school meals, and a small number of newcomer children attend the school.
The school is in a Shared Education partnership with St Caireall’s Primary School, which is located outside Castlederg. The two-school Shared Education primary school partnership has been in place since September 2025, with both schools having previously been members of a larger six-school partnership.
The school is an Eco-Schools Green Flag award winner and received the national Eco-School of the Year Award in June 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 two representatives of the board of governors.
C. The process of inspection
ETI worked alongside Killen Primary School 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 has received support from the Controlled Schools’ Support Council and consulted with the whole-school community to review its vision, mission and ethos statements. The shared school vision, values and mission are well understood and underpin all aspects of the work of the school. All of the staff and almost all (96%) of the parents who responded to our questionnaire agreed that they know about the school’s vision. A strong values-based ethos drives staff to meet the needs of all of the children in a ‘safe, stimulating, learning environment ‘. The children were involved in creating the motto, 'Kids' Pathway to Success' - which gave them a strong sense of belonging and a shared sense of purpose across the school community. In the discussions with year 5 and year 7 the children told us that they feel valued and respected by the adults and the other children.
The three-year School Development Plan, entering its second year of implementation, has been informed by precise and robust self‑evaluations of all aspects of the provision for learning. A broad range of qualitative and quantitative information is gathered, including from a programme of regular, supportive direct observations of learning. These sources are analysed thoroughly to determine priorities for development. The areas identified include: developing fluency in reading and comprehension; improving the children’s knowledge and understanding of problem‑solving strategies in numeracy; and, reviewing and updating the planning to promote further the health and wellbeing of the children and staff. The areas identified for development are appropriate and are guiding well the work of the school in realising its vision. The associated action plans are well thought out, are reviewed regularly and have realistic and attainable measures of success. The actions for improvement are established through well-embedded processes of self‑evaluation and provide a clear pathway to achieving the targets for improvement.
The governors who met with inspectors have a clear understanding of the changing dynamic and needs of the school, which include, for example, the rise in school enrolment and in the number of children with SEN. The governors have a variety of skills and experiences which they use well to lead strategically, support the principal and staff, and provide appropriate challenge in decision-making when required. The governors work proactively in tackling various challenges, in collaboration with the staff and various external agencies.
B. Implementing and improving to achieve the vision
The quality of learning and teaching is consistently effective. Highly effective long- and medium-term planning is a significant strength, guiding the progressive development of the children’s knowledge, skills and understanding through purposeful learning experiences. Lessons are well-structured and engage the children in a balance of collaborative and independent activities. The teachers use questioning skilfully to extend the children’s thinking and deepen their understanding, which results in increasingly reasoned responses from the children. The children are developing well their problem-solving and critical-thinking skills.
Robust assessment and monitoring procedures underpin the provision for learning. A range of formative and summative assessment approaches is used effectively to inform planning and teaching. The school has identified appropriately the need for a more structured approach to whole-school target setting to ensure sufficient challenge for all children and is implementing suitable strategies in response.
The school provides a relevant, engaging and well-planned curriculum through which the children experience a rich range of practical, collaborative and cross-curricular learning opportunities. A suitably wide range of outdoor learning opportunities contributes positively to the children’s motivation and engagement. The size and layout of some classrooms present challenges for play-based learning. The school recognises the need to mitigate this challenge through more use of shared and outdoor spaces and external resources.
The preventative curriculum is reviewed regularly to ensure that it remains relevant and responsive to the children’s needs. Programmes for example, in exploring healthy relationships, support the children’s personal development effectively. Relevant policies, including those relating to Using Information and Communication Technology (UICT) and internet safety, guide well the school’s work in promoting the children and the staff’s safe and responsible use of technology. The children benefit from a broad range of curricular and extra-curricular opportunities that contribute to their physical and creative development. The year 7 children indicated that they would welcome greater involvement in selecting topics for learning within The World Around Us.
The development of the children’s digital skills is embedded effectively across the curriculum through a progressive and well-structured digital programme. UICT is a clear strength of the provision for learning in the school. The children use a range of digital technologies with confidence, including coding and digital music-making, and apply their skills increasingly across their learning. Robust monitoring, supported by individual digital portfolios of work, informs evaluations of the children’s progress. The co-ordinator uses self-evaluation effectively to inform future development, including the integration of emerging technologies such as artificial intelligence (AI). For example, the children use AI tools as feedback to transform their descriptive writing into images, which enhances their learning experiences, engagement and motivation.
The school’s inclusive and nurturing environment supports well the children’s wellbeing and engagement. Strong relationships between staff and children underpin the positive school culture. The well-embedded approach to emotional wellbeing includes daily check-ins, access to a calm room, counselling support and programmes such as Being Well, Doing Well, which has a positive impact on the children’s readiness for learning and how they manage their feelings. The children have a well-developed understanding of how to keep themselves safe and benefit from purposeful Personal Development and Mutual Understanding (PDMU) provision and online safety initiatives. Across the school, the children have a secure age- and stage-appropriate understanding of how to keep themselves safe. This is supported through purposeful PDMU lessons, where key messages are reinforced through initiatives such as the school’s ‘Be Kind Online’ wall.
Opportunities for the children to express their views and have their voice heard are provided through the work of the school council, eco group and in various leadership roles such as digital leaders, all of which foster the children’s sense of responsibility and belonging. As a result, they develop a heightened sense of responsibility, ownership and belonging within the school community.
C. Building equity
The school is highly committed to inclusion and equality, and the staff model inclusive practices across all aspects of school life. Support for the children experiencing barriers to learning is responsive, well matched to need and effective. Robust assessments and effective multi-agency collaboration underpin a comprehensive range of targeted interventions and whole-school approaches. These support the children effectively in making sustained progress, as evidenced by the quality of their work and the school’s assessment information.
The provision for children with SEN, aligned well to the Graduated Response Framework, is a particular strength. All of the children make progress from their starting points and against their individual targets. The Individual Education Plans (IEPs) are clear, concise and informed by relevant information; they contain SMART targets that are revised regularly and are agreed with the parents and the children. The detailed provision maps support staff in planning and delivering appropriate support and interventions. Collaborative work with external agencies, including for example, the Northern Health and Social Care Trust’s RISE NI, are used to good effect by the staff and parents and contribute within a holistic approach, to meeting the children’s needs. The classroom assistants make a valuable contribution in the classrooms through well-targeted, timely interventions and appropriate support for the children.
Well-targeted intervention programmes in literacy, numeracy and behaviour support are complemented by effective teaching strategies and are implemented consistently across the school. The children’s progress is monitored carefully, and analysis of information and evaluations demonstrate that the provision for learning has a positive impact on their academic, emotional and social development. Participation in a Department of Education led pilot programme is enhancing and developing further the children’s oracy, intonation, expression and understanding in their reading. The children report increased enjoyment of reading, and early assessment evidence indicates improvements in reading accuracy. This work complements a range of timely, personalised interventions which are matched appropriately with each child’s individual need.
A range of wellbeing programmes provide effective social and emotional support. Initiatives such as Beyond Bricks and Lego Club are enhancing the children’s engagement in learning. The well-structured classroom routines support the children’s emotional regulation and ensure continuity in their learning. Well‑resourced areas such as the sensory provision, including the calm room and concentration stations, is used effectively to support individual children, alongside use of visual timetables and other structured classroom routines.
The school prioritises the children’s wellbeing through, for example, a local charity-funded counselling service and to behaviour support services in response to needs. The children’s health, wellbeing and safety are promoted actively, and their pastoral needs and attendance are monitored closely to identify trends. Overall attendance is high at 97%, is well above the Northern Ireland primary school average of 93.8%, reflecting the children’s strong sense of belonging within the inclusive school community. Positive partnerships with parents/carers, supported through regular communication, meetings and workshops, together with effective signposting and targeted family support, contribute significantly to equitable opportunities and the positive outcomes for all of the children.
D. Defining, celebrating and embedding success
The school has established a coherent and effective approach to recognising and celebrating success across the children’s academic, personal, social and wider development. High expectations and a clear focus on individual progress, participation and achievement are evident throughout the school’s ethos and practice, ensuring that all children are supported well to fulfil their potential.
The children engage positively in their learning and wider school experiences. Evidence from observation by inspectors, discussion and scrutiny of their work indicates that they make very good academic, social and emotional progress and attain standards in line with, or above, expectations. The school’s assessment information shows that almost all of the children make very good progress in literacy, all make very good progress in numeracy and standards in UICT are very good. The children’s work is well presented and demonstrates clear progression in literacy, numeracy and UICT.
In literacy, the children develop their writing effectively across a range of genres and purposes. Their work shows creativity and increasing maturity in the use, and development, of language. Almost all the children communicate confidently with their peers and with adults. In numeracy, the children apply their skills accurately to solve problems and interpret data systematically. Through purposeful links with local businesses and a bank, the children have opportunities to apply their learning to real-life financial and marketing contexts, developing further their problem-solving and collaborative skills.
The teachers use a range of effective approaches to recognise, celebrate and build upon the children’s achievements. Regular feedback, together with opportunities for peer and self-assessment, helps the children reflect on their learning and understand their next steps. The year 7 children spoke positively about how success is celebrated and how teacher feedback supports their progress. Initiatives such as Pupil of the Week, Hall of Fame, WOW Walls and class awards reinforce the school’s values and ensure that all children experience success.
A rich range of curricular and extra-curricular opportunities enables the children to achieve success across a variety of contexts, including coding, sport, music and environmental initiatives. These experiences enhance the children’s wellbeing, raise their aspirations and promote participation beyond the classroom. Whole-school achievements, including recognition as Eco-School of the Year 2026, reinforce the culture of achievement and the school’s commitment to environmental stewardship, responsible citizenship and the contributions the children are making to the local community.
The sharing of the children’s achievements with parents and the wider community contributes significantly to the highly effective home-school partnership and is ensuring that success within and beyond school is recognised, valued and built upon.
E. Growing a community of learning
There is a positive learning culture across the school, characterised by a shared commitment to the success of every child, high-quality pastoral care and mutual respect. The school’s values are reflected consistently in practice and contribute to an inclusive environment in which children and staff feel valued and supported.
Staff at all levels demonstrate a strong commitment to professional learning and to fulfilling their roles effectively. Staff Professional Learning is aligned closely to school improvement priorities and includes training in areas such as special educational needs, for example strategies to support children with autism spectrum disorder, and in the use of digital technologies to further enhance learning. A group of classroom assistants spoke positively about the support they receive to develop their skills, leadership capacity and contribution to school improvement. Similarly, the co-ordinators who met with inspectors told us they value the support they receive to develop their leadership capacity and contribute to both individual and whole-school improvements.
The children contribute actively to school life through a range of leadership roles, including the School Council, Eco Council, digital leadership and mentoring opportunities. These experiences develop effectively their confidence, responsibility and leadership skills while enabling them to influence aspects of school life. Through participation in a range of school and community activities, including sports clubs, community initiatives and links with local churches, the children develop well a sense of belonging and active citizenship. The year 7 children who met with us said that these opportunities prepare them well for the next stage of their education.
The staff are methodical and reflective in using a range of information to evaluate the effectiveness of the provision for learning and identify priorities for professional development. They value opportunities to share and learn from effective practice and are committed to developing further their expertise. Although the staff engage positively with online professional learning and networking, they told us it would be more impactful to have more face-to-face professional learning opportunities. The school should continue to explore opportunities to support this aspect of professional learning.
The school has established highly effective partnerships with parents, community organisations, educational settings and external professionals. These partnerships enhance learning experiences, support the children in overcoming barriers to learning and strengthen the school as a community of learning. Local volunteers and community representatives make valued contributions to school life, reinforcing the importance of attendance, achievement and participation.
The school's inclusive ethos is enhanced by the active involvement of families from an increasingly diverse range of cultural backgrounds. Their contributions to cultural events celebrate diversity and broaden the children's understanding of different cultures and traditions. There are highly effective transition arrangements which support well the year 7 children as they move to post-primary education. The Shared Education initiatives with St Caireall's Primary School provides valuable opportunities for collaborative learning, particularly within the personal development curriculum. In addition, links with local businesses and community members enrich the curriculum by providing meaningful real-life contexts for learning, including budgeting and finance.
F. Child protection
At the time of the inspection, the evidence provided by the school demonstrates that the arrangements for child protection align with the current statutory guidance. The children who met with us from year 3, year 5 and year 7, and all the year 7 children who responded to our questionnaire, said that they feel safe in school and know who to talk to if they are worried or have a concern.
3. Next steps
Killen Primary School is an inclusive community of learning where the shared values, positive relationships and well-established commitment to each child’s success are evident across all aspects of school life.
As identified by the school, and endorsed by the inspection, the next steps for the school are to take forward the following area for action: enhance further the provision for play-based learning and utilise more fully outdoor learning opportunities across the year groups.
The District Inspector will monitor the school’s progress in addressing the area for action as part of ETI’s routine monitoring processes.
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