Report of a Primary Inspection - Roe Valley Integrated Primary School, Limavady
DE Ref No 206-6665
January 2026
1. Introduction
A. Background information
Roe Valley Integrated Primary School is situated on the Ballyquin Road in Limavady, having relocated in 2023 to a new, purpose‑built school uniquely designed in the distinctive shape of a smile.
The school was founded by parents and local supporters committed to securing integrated education in the Limavady area and the school marked its 20th anniversary in 2024, having grown from a small initial intake of twelve children to a current enrolment of 186 children; of those children, 36% have free school meals entitlement and 23% have been identified as having special educational needs (SEN). The school’s current enrolment pattern reflects a balanced intake consistent with the expectations for integrated education. There are a small number of newcomer children attending the school.
The principal is now in her tenth year in the role, having previously been a member of the teaching staff. Recent staffing developments include the external appointment of a vice‑principal and the revision of roles and responsibilities across the school.
The school engages in a range of whole‑school programmes and initiatives, including Rights Respecting Schools*, the PATHS* programme, Anti‑Bullying accreditation, the Eco-Schools Green Flag Award*, Forest School* programme, Active Travel School*, the Being Well, Doing Well* programme, the PANTS* programme, Assistance Dogs NI* and Excellence in Integration*. As well as collaborating with other integrated schools, the school continues to strengthen its shared education partnership with Limavady Central Primary School and St Matthew’s Primary School, Drumsurn. Extended Schools* funding supports a Breakfast Club, wraparound care, an after‑school programme with a diverse range of activities, and a weekly Parent and Toddler group.
B. Views of pupils, parents and staff
The Education and Training Inspectorate (ETI) issued online confidential questionnaires to the children in year 7, all 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
The ETI worked alongside the Roe Valley Integrated 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 face;
- 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’s vision to create a vibrant, inclusive learning environment where every child is nurtured to grow with confidence, compassion and curiosity is evident in the daily life of the school. The motto “Educating Together” is reflected in the way staff work well as a team, in the strong involvement of parents, and in the supportive role played by the governors. The recently reviewed vision continues to be firmly grounded in the key principles of integrated education: equality, respect for different faiths and values, active parental participation and social responsibility. The staff are passionate and committed to the vision, and they work purposefully with a clear sense of direction. The new school development plan (SDP) is well considered, setting out clear and relevant priorities that are directly connected to the school’s mission.
The responses to the parental questionnaires indicate a very high level of confidence in the work of the school, with parents describing the school in warmly appreciative terms, such as “a wonderful school where my child is placed at the centre of everything” and “a safe space to grow and learn.”
The reconstituted board of governors brings an appropriately broad range of skills to the work of the school and provides a structured approach to governance. As link governor roles, where each governor is linked to a curriculum area, continue to embed, there is increasing potential for regular, well-focused reporting on curriculum standards; this will strengthen further strategic oversight to support improved outcomes for the children. The planned specialist provision for September 2026 reflects clear strategic ambition and a proactive approach to meeting community needs.
B. Implementing and improving to achieve the vision
The senior leaders provide focused strategic direction and have established high expectations that are understood across the school. Supported by this leadership, the middle leaders are deeply committed to their respective areas of responsibility and to their own professional learning. They articulate a clear vision to achieve excellence through high expectations, support and challenge for all, underpinned by reflective, evidence-informed self-evaluation. Through these processes, they have identified appropriate priorities for school improvement in reading, numeracy and computational thinking, which reflect a strategic approach to raising standards. The middle leaders have begun to implement these priorities, gathering evidence through collegiate book discussions, learner surveys, and the analysis of assessment information. These actions indicate a collaborative culture focused on improving outcomes for the children. The embedding of these processes is needed to help the staff gain a deeper insight into the impact of improvement work on the children’s learning and progress through ongoing, robust self-evaluation.
Planning across the school is consistent and coherent, enabling the children to make meaningful connections in their learning. Positive relationships, effective praise and well‑established routines promote the children’s independence and create a supportive classroom ethos. High‑quality questioning by the teachers encourages critical thinking, and multi‑sensory resources are used purposefully to enhance the children’s engagement. In the most effective practice, adaptive strategies provide challenge for all children. A wide range of assessment tools, including incisive observation of the children’s learning, informs next steps effectively.
The curriculum supports the holistic development of the children through inclusive and progressive learning experiences. Music provision is a significant strength, where the children have equitable access to high‑quality vocal and instrumental opportunities that build their confidence, teamwork and listening skills. The weekly Spanish and French sessions support the children’s early acquisition of language learning and their cultural awareness. Collectively, these experiences help each child discover and develop their unique talents.
Digital learning is embedded well; the children acquire a broad range of digital skills that prepares them for an increasingly technological world. They are highly engaged and confident in using digital tools, particularly when coding and during creative tasks. The digital leaders provide effective peer support for the younger children, fostering collaboration and independence.
The school promotes a clear ethos of respect, inclusion and safeguarding, evident in its vision and daily practice. The children told us they feel valued and cared for and have ready access to support if they have a concern. A proactive approach to healthy lifestyles is embedded through the daily physical activity and initiatives, such as Jump Start January, free Fruit and Veg Fridays, and Welly Walks, which encourage positive lifelong habits. Emotional well-being is supported through the Education Authority’s Being Well, Doing Well programme, a dedicated well-being team, Rights Respecting School status and the PATHS programme, all of which build emotional literacy and reinforce positive behaviour. Enrichment is purposeful and holistic, including music, drama, sport and wraparound care, complemented by outdoor learning and the Forest School programme. The children in Year 7 spoke positively and proudly about the peer mediator programme which is developing well their leadership and problem-solving skills. A wide range of safeguarding and anti‑bullying initiatives ensure the children develop the knowledge, skills and confidence to keep themselves and others safe.
C. Building equity
The school’s ethos is reflected clearly in the nurturing learning environment, where respectful relationships and a strong understanding of the children’s individual needs underpin the children’s high levels of well-being and readiness to learn. Well-being support is a significant strength; parental responses from the ETI questionnaires affirms the excellent relationships the staff have with families, and a range of interventions, such as play therapy, counselling, and Mia the assistance therapy dog, help the children to manage their emotions, build confidence and develop a positive sense of well-being.
The staff make appropriate and increasingly systematic use of assessment information, professional dialogue and collective judgement to identify the children requiring additional support. The staff have recently implemented small-group and individual interventions which are beginning to strengthen the children’s outcomes; continued monitoring is needed to ensure the impact is clearly measured and progress is sustained.
The children with additional needs are well supported through the effective use of adapted resources, visual timetables and a range of sensory and calming spaces that enable them to access learning successfully. Skilled classroom assistants provide effective support that makes a notable contribution to the children’s engagement and learning.
The ongoing refinement of individual education plans (IEPs), with increasing incorporation of learner and parent voice, reflects improving practice as the school transitions towards whole‑school implementation of personal learning plans (PLPs). Through collaboration with a wide range of external agencies, including RISE NI* and the Dry Arch Children’s Centre*, staff enhance capacity and effectively reduce barriers to learning.
Ongoing professional learning, including trauma‑informed practice and neurodiversity training, is enhancing staff capacity to meet the needs of an increasing number of children requiring additional support. Embedding these approaches will strengthen further the provision.
Attendance is monitored rigorously and proactively. Close collaboration with parents has contributed to improving attendance.
D. Defining, celebrating and embedding success
The school community has a clear and ambitious vision for success, reflected in the high expectations the children hold for themselves. They are attentive, fully engaged in their learning, and confident to question staff and peers respectfully. The children speak proudly about who they are becoming and express their identities with confidence. They listen very well in class and demonstrate very good self‑management skills. Collaborative work is purposeful, with the children exchanging ideas and reaching agreement productively.
The ongoing focus on the teaching of phonics and spelling has resulted in a consistent approach to the teaching within this area of learning. The children take pride in their work. By the end of Key Stage 2, the children can identify key features of different writing types and show a good understanding of language features such as alliteration, rhetorical devices and emotive language. Increasing opportunities for sustained, high-quality extended writing and reducing the reliance on templates will enable the children to produce more complex pieces, which some children told us they enjoy.
In mathematics, when given the opportunity, the children select appropriate tools and engage collaboratively in problem-solving. The teachers encourage the children to practice their fluency in using numbers through participation in regular mental mathematics lessons. Moving away from routine worksheets towards open-ended investigations will deepen the children’s mathematical reasoning and application of number.
From an early age, the children are reminded that success looks different at each stage of learning. They are encouraged to try their best and understand that personal improvement constitutes success. The children demonstrate a strong ‘can‑do’ attitude and recognise that making mistakes is part of learning. The school’s values, which define what success means in this context, are evident in how the children interact in class, assembly and the playground. These values are celebrated through the Roe Valley Rockstar Awards at weekly assemblies, where participation and achievement across all areas of school life, such as sports, music, academic work, and home achievements are recognised.
E. Growing a community of learning
The children’s voice is well established through focus groups, involvement in the PLP process and a wide range of leadership roles, including digital leaders, school councillors and eco‑warriors. The children take clear pride in these responsibilities, which strengthen their communication, confidence and co-operation. In discussions with us, the children expressed a desire to develop further these important roles. The school leaders model an inclusive, values-led culture that places children, families and staff at the centre of decision‑making. They consult widely and purposefully to inform priorities and build collective capacity. The children contribute meaningfully to shaping their environment, for example, through co-designing improvements to the outdoor play area and providing feedback on the design of the new school building.
The school draws effectively on a broad range of partnerships to enrich the children’s learning. Collaboration with the Northern Ireland Council of Integrated Education (NICIE) strengthens the integrated ethos, while links with the shared education partners, local community and business partnerships promotes purposeful learning experiences for the children. The parents engage well through curriculum workshops, “A Day in the Life of…” visits, seasonal events and the well‑attended Parents and Toddlers group. Whole-school community celebrations strengthen relationships and foster a shared sense of identity and pride. Charitable initiatives, including fundraising for Macmillian Cancer Support and participation in the Hope Shoebox Appeal*, promote empathy and social responsibility among the children. The staff at all levels engage in well-targeted professional learning, supported by restructured middle leadership arrangements, that promote reflective practice.
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.
3. Next steps
Roe Valley Integrated Primary School is rooted in its founding values. The children learn within a happy, caring and fully inclusive environment where they are recognised, valued, listened to and supported by a passionate and committed team.
As set out in the school development plan, the area for action for Roe Valley Integrated Primary School is: to gain a deeper insight into the impact of improvement work on the children’s learning and progress through ongoing, robust self-evaluation.
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 school’s approach to promoting the health and well-being of the entire school community.
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 1
Rights Respecting School*
A Rights Respecting School is a school that places children’s rights, as set out in the United Nations Convention on the Rights of the Child (UNCRC), at the heart of its ethos, curriculum, policy and practice.
PATHS programme*
Promoting Alternative Thinking Strategies. The programme is designed to facilitate the development of the children’s self‑control, emotional awareness and interpersonal problem‑solving skills. The programme is delivered by teachers through lessons and activities. PATHS Model School status signifies that the school has deeply embedded social and emotional learning into its daily operations.
The Eco-Schools Green Flag Award*
The Eco-Schools Green Flag is an internationally recognised award for excellence in environmental action and learning.
Forest School*
A forest school is an outdoor learning approach where children learn through play, exploration, and supported risk-taking in natural woodland environments, fostering confidence, self‑esteem and independence.
Active Travel School*
An Active Travel School is a school that takes part in the Active School Travel programme, which aims to increase the number of children walking, cycling, scooting and wheeling to and from school. The programme gives schools the skills, resources and support needed to promote healthy, sustainable travel choices.
Being Well, Doing Well programme*
An Education Authority (EA) programme that supports schools in Northern Ireland to create a whole‑school approach to emotional health and well-being. It sits within the Children & Young People’s Emotional Health and Well-being in Education Framework, jointly led by the Department of Education and Department of Health
PANTS programme*
A NSPCC early‑years and primary‑aged safeguarding initiative designed to help keep children safe from abuse by teaching them simple, age‑appropriate rules. It is widely used across Northern Ireland in schools, early‑years settings and community organisations.
Assistance Dogs NI*
Assistance Dogs NI (ADNI) is a registered Northern Ireland charity that trains and provides assistance, therapy and companion dogs to support people with a range of disabilities. Therapy Dogs offer comfort and emotional support in settings such as schools, hospices, courts and healthcare environments.
Excellence in Integration*
A formal quality‑mark developed by the Northern Ireland Council for Integrated Education (NICIE). It recognises schools that demonstrate highly effective practice in promoting, sustaining and developing the integrated ethos.
Extended Schools*
The Department of Education's (DE) extended schools programme aims to improve levels of educational achievement for disadvantaged children and young people by providing the additional support that they might need to help them reach their full potential.
Page 4
RISE NI*
The Education Authority Regional Integrated Support for Education NI is a regional early intervention service which supports children in pre-school educational and mainstream primary school settings.
Dry Arch Children’s Centre*
Dry Arch Children’s Centre is a community‑based organisation that helps families with childcare, emotional and developmental support, early intervention, and practical family‑support resources.
Page 6
Hope Shoebox Appeal*
The Hope Shoebox Appeal - often known as the Team Hope Christmas Shoebox Appeal - is an annual charitable campaign that invites individuals, schools, communities, and organisations to fill a shoebox with small gifts for children affected by poverty. These boxes are then delivered directly to children across Africa and Eastern Europe, many of whom otherwise receive no Christmas gift at all.