Report of a Primary Inspection - St Bronagh’s Primary School
DE Ref No 503-6673
June 2026
1. Introduction
A. Background information
St Bronagh’s Primary School is a Catholic maintained, co-educational primary school situated in the scenic village of Rostrevor, at the foot of the Mourne Mountains. The current total enrolment is 206, with most of the children drawn from the local village. At the time of inspection, approximately 16% of the children have free school meal entitlement. Around 21% of the children have been identified as having special educational needs (SEN), a small number of whom have a statement of SEN.
The school staffing has undergone significant change in recent years with the appointment of the principal in November 2024 and two teachers in September 2025. The staff complement consists of the principal and teaching vice‑principal, seven classroom teachers, 14 classroom assistants and the wider support staff. The school benefits from a well-resourced learning environment, including seven bright, spacious classrooms, dedicated resource areas, a bespoke ICT suite and library and a multi-use games area. The school offers wrap-around care through its ‘8-2-4 Club’ which includes a breakfast club and a wide variety of afterschool activities.
The school has a longstanding Shared Education partnership with Dromore Road Primary School, Warrenpoint. It has achieved several external accreditations, including seven Eco-School Green Flags, Ambassador Eco-School status, PATHS Worldwide Model School status and Scoil Spreagtha Scoil na Bliana (School of the Year) 2025, awarded by Gael Linn.
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 St Bronagh’s 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 a clearly articulated, shared vision and set of values, rooted in a strong Catholic ethos. The vision and values have been developed collaboratively with the whole school community and they guide daily practice and decision making within the school. The school’s core values of ‘Learn, Achieve, Pray, Believe,’ are promoted and celebrated effectively through ‘Value of the Month’ assemblies, the ‘Values’ board, child friendly posters, and are clearly reflected in the caring, nurturing and respectful ethos evident across the school. In St Bronagh’s Primary School every child is ‘known’ and individually supported and empowered to succeed holistically, from being greeted every morning at the gate to the consistent pastoral care and personalised support evident in the classrooms. In the questionnaires all of the year 7 children who responded reported they feel safe in school. Everyone is welcomed, valued and respected.
The three-year school development plan (SDP) is comprehensive and developed through purposeful consultation with the whole school community. The associated action plans identify appropriate whole-school priorities, informed by the effective use of qualitative and quantitative data, and the views of all stakeholders including the children, with a clear focus on improving standards. Monitoring, evaluation and review processes are well established and include classroom observations, book looks and effective use of the children’s voice. The actions for improvement have had positive impact, particularly in enhancing problem-solving in mathematics through the use of bar modelling and improving literacy through the systematic tracking of writing genres to ensure consistency and progression. To build further on this strong practice, the inclusion of baseline data and more precise targets within action plans would support greater measurability of outcomes.
The governors are highly committed and dedicated to providing support to the school. They are well informed and receive comprehensive reports provided by the senior leadership team and co-ordinators. The governors bring a broad range of professional expertise and provide challenge to the senior leadership team when appropriate. The governors who met with us spoke with evident pride in the school.
B. Implementing and improving to achieve the vision
The teachers plan rich and engaging learning experiences, that are memorable and matched appropriately to the children’s age and stage of development: for example, the children in the Foundation Stage (FS) benefit from opportunities to be physically active outside while engaging in appropriately challenging and engaging literacy and numeracy activities. In Key Stage (KS) 1 and KS 2, there is evidence of planning being responsive to the children’s interests; the staff listen well to the children and adjust planning in the pursuit of improving learning opportunities. While the prioritisation of long-term planning in literacy, numeracy and digital skills is having a positive impact, development of planning is required in the wider curriculum, and in particular for play-based learning and the arts. This is needed to better support the progression, consistency and challenge for all of the children. In the most effective lessons, the children engage in well-paced activities. They benefit from regular opportunities to work collaboratively in pairs and groups, supporting the development of their communication, thinking and problem-solving skills. The intended learning is clear and there are examples in KS 2 of children creating their own success criteria. In a small number of lessons, teacher creativity was evident in the planning and delivery which resulted in heightened engagement by the children. The children were introduced to new knowledge that captured their curiosity and challenged them to think deeply, develop their oracy, and use a breadth of language. Adaptive teaching is a notable strength across the school. It is embedded seamlessly within learning activities, enabling all children to make progress and experience success. Classroom assistants are highly valued members of the school team. They provide sensitive, ‘at-elbow’ support to ensure all children make progress and experience success. The teachers use questioning skilfully to encourage the children to think and explain their understanding.
Information and Communication Technology (ICT) is embedded effectively across the curriculum. The staff have worked collaboratively to develop provision that aligns with the CCEA ‘5 Es’ framework and the desirable features. The learning environment is well-resourced, with digital tablets, computers, and interactive whiteboards, purchased with the assistance of school fund-raising. A suite of software supports the development of the children’s digital competence through creative programmes. Digital devices are used to record learning activities and samples of work which are used regularly in lesson plenary sessions to support discussion and reflection with the children. The children benefit from a broad range of ICT experiences and work collaboratively and confidently to produce creative outcomes; for example, in KS 2 the children create podcasts from interviews they conduct independently and, in the FS, the children use age-appropriate programmable devices to develop early coding and measuring skills. The year 7 children in the questionnaires, commented that they often use digital technology which helps them to learn.
Play-based learning has been a key priority for development in the current year. The recently enhanced zoned play provision supports the children effectively in developing their thinking skills and personal capabilities through collaborative play. To build further on this positive development, more focused observational assessment of the children’s learning is needed to support the identification of progress and to inform subsequent planning, thereby maximising opportunities to consolidate and build on prior learning.
The World Around Us (WAU) provides meaningful and relevant contexts for the development of writing across the school. There is clear evidence of modelled, shared and guided writing and opportunities for children to edit their own extended work. The WAU displays in classrooms show purposeful literacy and numeracy activities related to investigations and research activities, supported by the children’s illustrations and photographs. The children from year 1 to year 7 have timetabled Irish language lessons which they enjoy and is building their confidence in speaking a second language.
The health, wellbeing and safety of the children, are prioritised in this caring environment, where every child is secure and supported. In focus group discussions, the year 3, 5 and 7 children report that they feel safe and know what to do if they have any concerns about their safety and wellbeing. The children spoke positively about the class ‘Worry Boxes’, valuing the reassurance that their concerns are listened to and addressed by staff. The children are learning to take responsibility for their own health and wellbeing, for example: as part of their Online Safety Campaign, the Digital Leaders create a monthly acrostic poem using ICT with a safety tip to share with the wider school community. The current safety tip is: 'Technology is Great but so is Fresh Air!'
They speak positively about their love of sport, particularly girls’ and boys’ football, as well as gymnastics. Questionnaires responses indicate that all year 7 children feel that the school encourages them to eat healthily, and to engage in daily physical activity. The relationships and sexuality education (RSE) policy and programme are kept under review and RSE is delivered with the assistance of external providers. In the questionnaire most of the children (76.9%) indicated that they receive helpful information about changes that will happen to them as they grow up and develop.
C. Building equity
The school promotes a strong culture of inclusion, participation and belonging. The staff know the children and their families well and use effectively this knowledge to identify and respond to individual needs and overcome barriers to learning. The wrap around care from breakfast club to after schools’ provision, is informed by the children’s needs and interests, and contributes positively to children’s wellbeing, development of life skills and readiness to learn. The school helps to minimise financial barriers for families and promotes inclusion and equity through initiatives which include, a pre-loved school uniform bank, Christmas jumper and Halloween costume swap schemes, and partnerships with local businesses to provide food and sandwiches.
Newcomer children are integrated successfully into the school community and develop positive relationships and a strong sense of belonging. The school uses the Common European Framework of Reference (CEFR) to identify and inform the assessment of the children’s language needs for targeted support. Attendance is above the Northern Ireland average at 95.2%. The school is committed to promoting attendance through strong partnerships with the children and their families.
The staff place importance on identifying and addressing barriers to learning. A recent review of the SEN provision has strengthened the school’s understanding of need and informed the deployment of support and resources. Individual Education Plans have appropriate targets which support a clear focus on individual need and progression. Sensory circuits are used effectively to support the children in developing their self-regulation strategies and readiness to learn. The school has implemented a comprehensive range of well-considered approaches, including occupational therapy-informed sensory circuits, classroom-based movement opportunities, the Daily Mile, individual movement breaks that include peanut balls, balance boards and wheelbarrows, visual symbols and access to sensory resources and a dedicated quiet sensory room. Collectively, these approaches make a meaningful contribution to children’s emotional regulation and wellbeing, and staff report that these children engage successfully in learning throughout the school day.
Adaptive teaching approaches and targeted support enable children to access learning at an appropriate level and participate fully in classroom experiences. Classroom assistants are deployed effectively and make a valuable contribution to supporting children’s learning, participation and independence.
D. Defining, celebrating and embedding success
The children are well-mannered, confident and articulate, demonstrating respect for themselves and others. All of the year 3, 5 and 7 children who met with us communicated a sense of belonging and pride in their school. The year 7 children spoke of how ready they are to move to their new school, carrying with them a positive experience of primary school. The staff monitor systematically the children’s progress from their individual starting points, which supports their holistic development effectively. The school’s qualitative and quantitative data indicate that, in literacy and numeracy, most of the children are making good progress.
Within the FS, the children are developing independence and confidence when speaking in groups. They collaborate and share effectively with their peers; demonstrate respect for resources; listen attentively and follow instructions well. They take responsibility for tidying up after play-based learning. Rich opportunities for the development of digital skills, literacy and numeracy are embedded throughout play, helping to build confidence and support progression into more formal learning contexts. In KS 1 and KS 2, the children are attentive during lessons and apply themselves conscientiously to their work. The children's work is consistently marked, shared orally with the children, and provides effectively clear, constructive feedback that supports progression in learning. The high standard of handwriting further reflects the care and pride the children take in their work. The children communicate their ideas confidently, are naturally inquisitive, and express their opinions readily.
The children’s achievements across a wide range of areas are recognised and celebrated appropriately, from acknowledging their kind words, to displaying their work, to giving praise for academic success. Displays such as ‘Work we are proud of’ are given prominence within classrooms and celebrate individual achievements. The staff use encouraging and empowering language that supports the development of the children’s self-esteem and maturity, for example, referring to the football team as ‘our young men’ when recognising their recent success. The children’s achievements are further celebrated through assemblies, the school website and a range of incentive systems, including Dojo points and well considered prizes, for example, tea and biscuits with the teacher, which is particularly valued by the children in year 7.
The school has achieved notable recognition, including the recent Boys’ Gaelic Football Team as Cumann na mBunscol An Dún 11-a-side County Champions. The children’s commitment to environmental awareness is reflected in the prominently displayed Eco-school notice board, which showcases the work of the various Eco‑school sub-groups. The vibrant display celebrates their achievements and serves as a positive example, promoting sustainability and responsible citizenship across the school community.
E. Growing a community of learning
The children’s voice is highly valued and actively sought; the children are consulted on their learning and involved in decision-making through leadership opportunities, including the School Council, Eco Council and Digital Leaders. The children in year 3, 5 and 7 who spoke to us demonstrate understanding that their views are valued. They were able to provide relevant examples of how their contributions have informed school developments, including the purchase of new benches to enhance outdoor learning. Questionnaire evidence indicates that almost all (96.2%) of the children recognise the role of the School Council in improving aspects of school life.
Well-established, mutually beneficial collaborative networks enhance learning experiences and strengthen connections across the wider community. A longstanding Shared Education partnership with Dromore Road Primary School, along with shared staff development initiatives with St Joseph’s Primary School, Carnacaville, focused on the development of auditory and visual digital skills, contributes positively to relationships between the local school communities.
Strong partnerships with local primary schools, together with effective links with local post-primary providers, support transition arrangements for children, promote professional dialogue and collaborative working practices. Engagement with a wide range of community organisations including the local drama group and choir, Rostrevor GAA Club, Rostrevor Light Orchestra, and the parish, broaden opportunities for the children’s learning experiences and strengthens the school’s role within the community. Local businesses further enhance provision by funding the purchase of picnic tables in collaboration with School Council, planter boxes in collaboration with Eco-Council, and playground markings supported through the Parent Teacher Association (PTA).
The parents are active participants in the life and work of the school through meaningful consultation, fundraising initiatives, school events and community activities. The Parent Teacher Association plays a particularly valuable role, including securing grants and leading fundraising efforts to support the school in acquiring appropriate resources including digital and outdoor equipment. Questionnaire evidence indicates very high levels of parental confidence in the school, with 98% of parents, who completed the questionnaires, indicating that they would recommend the school to other parents and carers.
Staff professional learning is well aligned with the school’s priorities and supports ongoing improvement. The staff engage in a range of internal and external collaborative professional learning opportunities, including participation in professional learning communities such as the Special Educational Needs Co‑ordinator Cluster Group, shared training sessions with St Joseph’s Primary School, Carnacaville, trusted colleague networks, an open-door policy and Shared Education initiatives. The school draws effectively on both internal and external expertise to build staff capacity in key areas, including play-based learning, special educational needs provision, digital learning through the Amma Centre and leadership development. The opportunities for professional learning supports well the staff in reflecting on and enhancing their practice. Collaborative engagement with colleagues within and beyond the school enables the sharing of effective approaches and supports ongoing school improvement.
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
St Bronagh’s Primary School’s vision ‘To nurture each other to be the best that we can be, enjoying opportunities to learn, achieve, pray and believe’ is understood by all and lived out daily within the school. The children have a mutual respect for each other and a commitment to improving their school and local community.
An area for action for St Bronagh’s Primary School identified by the inspection is to: develop robust long-term planning for the wider curriculum to better support progression, consistency and challenge for all of the children.
The District Inspector will monitor the school’s progress in addressing the area for action, as part of ETI’s routine monitoring processes.
Inspectors also identified an aspect of highly effective practice from which others may learn. The aspect of practice which should be shared more widely is:
- the strength of the pupil voice, which is highly valued and actively sought which is impacting positively on the learning and wellbeing of the children.
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