St Patrick’s and St Brigid’s Primary School and Nursery Unit in Ballycastle, Co Antrim has achieved the Inclusive School Award.
Utmost Emphasis Placed on the Child’s Need
“This is an exceptional school and nursery unit with the utmost emphasis placed on the child’s need and education” is how one parent described the school to our Assessor. Together, with having scrutinised the parental surveys and from morning drop-off conversations in the carpark before the assessment day began, it is a view shared by many parents and shows what it is like to be a pupil at St. Patrick’s and St. Brigid’s Primary School and Nursery Unit. Pupils flourish at this school and are proud to be part of it.
An educationally inclusive school such as St. Patrick’s and St. Brigid’s is one in which the teaching and learning, achievements, attitudes and wellbeing of every young person matter. Effective schools are educationally inclusive schools. At St. Patrick’s and St. Brigid’s this shows, not only in their performance, but also in their ethos and their willingness to offer new opportunities to pupils who may have experienced previous difficulties. This does not mean treating all pupils in the same way. Rather it involves skilfully and adroitly taking account of pupils’ varied life experiences and needs.
Bright and Cheerful
On entering the school and walking around, our Assessor was struck by how bright and cheerful the building is. Corridor displays are of extremely high quality and many of them are 3D in design. These displays are immaculate. The fact that they are not damaged by the pupils shows the pride they have in the school. The classrooms also have creative and bright displays that reflect the learning taking place in the room. The pupils observed were engaged in their learning (across all key stages and classrooms) and it was clear that staff take time to make the environment and the materials they are using, stimulating. There are also individual stations set up outside of classrooms for pupils who need time away from a busy room and peers.
Staff create an atmosphere which is calm and productive. They have high expectations of all pupils and as a result, pupils achieve extremely well. Pupils’ behaviour is exemplary. They fully understand the school’s Catholic ethos and values. Pupils are supportive and caring of each other during lessons and social times. Bullying is extremely rare. If it does happen, pupils say adults sort it out quickly. Staff expect all pupils to be responsible, respectful and active members of the school who contribute positively to it. ‘Talk together’ time encourages every pupil to have a voice. This builds their confidence and self-esteem.
Broad Range of Opportunities
St. Patrick’s and St. Brigid’s prides itself on providing a broad range of opportunities for students to help them develop leadership, flexibility and a breadth of interests. Following Covid, the school has placed a high priority on ensuring all students take part in enrichment activities. The school offers pupils a wide range of clubs, from sports to fishing and the arts. These are fully inclusive and well attended by pupils. Staff offer excellent pastoral support to pupils and their families. This ensures pupils feel happy and safe in school and are ready to learn.
Curriculum leaders have designed a rich, thoughtful, inclusive and ambitious curriculum that has the pupils’ needs at its heart. The quality of pupils’ work is consistently of a high standard across the curriculum. Pupils spoke about their learning in depth and remember content and precious learning hooks from previous years. They can make cross-curricular links between learning in different subjects, such as The World Around Us and literacy.
Teachers are meticulous in curriculum planning. This ensures that pupils learn and remember the right content at the right time. Pupils identified with Special Educational Needs and/or Disabilities enjoy the same curriculum as their peers. These pupils achieve extremely well. Teachers constantly check what pupils have learned to ensure they are not at risk of falling behind. The pupils say they are given well planned, challenging but interesting work and they are expected to do their best. They enjoy their work and feel that teachers know them well. Teachers have good records of the progress made by individual groups of pupils.
The end of topic learning logs are an outstanding area of practice and their impact is both highly visible and tangible around the school. Through these logs, children can demonstrate knowledge, comprehension, application, analysis, synthesis and evaluation of a given topic. Children from the School Council were able to explain that a learning log, “is a way for us children to record our new knowledge and understanding in whichever way suits us best. It allows us to take control of our learning and to display what we now know and won’t forget. I think it is really important to share my learning with others. I have to be honest I also love reading the topics on the walls from other classes.”
Drivers of Their Own Destiny
Pupils’ achievement across the curriculum is outstanding. Teachers and children work in collaboration to clearly identify the next steps for learning as well as having a clear understanding of the errors pupils are making and how best to progress their development. Pupils are heavily involved in their learning through peer and self-assessment and the Key Stage 2 (KS2) children encountered all felt like they were drivers of their own destiny and learning journey.
Pupils learn to read as soon as possible. They benefit from highly effective phonics teaching in the early years and across the school. Reading books precisely match the sounds that pupils know. Staff are highly skilled in the teaching of reading. This means they are quick to spot any pupils at risk of falling behind and provide the support they need to keep up. Story time takes place every day. Pupils say teachers are enthusiastic and bring the stories alive through their use of voice. Pupils can talk about their favourite books and authors. High quality books are everywhere in school and are easily accessible. Leaders promote a love of reading and, in conjunction with the children, they devised a special award system for readers who are taking their enthusiasm for Accelerator Reading to new levels.
Mr Kinney emphasised that at St. Patrick’s and St. Brigid’s the pupils’ wider personal development is both fundamental and integral to the whole staff in the school and is the driving force behind their daily work. The pastoral curriculum is planned and sequenced with care.
Pupils build knowledge of how to keep themselves healthy and lead safe, active lives. They show their deep understanding of different cultures, faiths, types of families and relationships.
Pupils experience philosophy questions that are planned throughout the curriculum. This enables them to reflect and expand their thinking and value other beliefs and opinions that may be different to their own.
Through their personal development, pupils, including children in the Early Years, are taught to respect each other, to listen and to be listened to. This was evident in all the classrooms visited and in each interaction the Assessor had with a pupil. Inclusion permeates every nook of this school. The children are given daily opportunities ensuring it becomes a significant part of the school’s unique character.
Pupils are Exceptionally Respectful
Pupils are exceptionally respectful of both each other and adults. This was seen during the assessment, where our Assessor was warmly welcomed, doors were opened seconds ahead of time and to a child they all demonstrated impeccable manners. Pupils are positive and enthusiastic learners who embrace every opportunity the school provides. They show commitment to their education through their regular attendance and positive attitudes in lessons.
Mrs Fitzpatrick outlined how the International School Award has rewarded the school for showing a commitment to embedding international awareness and understanding within their children and community. This global perspective is a long-standing tradition at St. Patrick’s and St. Brigid’s and is vital for equipping our children with the right mindset to achieve and excel in the job market for tomorrow’s world.
Charity work within school is held as a priority amongst children. The School Council currently is raising money for Trocaire but already this year the school has turned their efforts to raising money for outdoor play resources whilst promoting road safety awareness through their ‘Ditch The Dark’ campaign. Charitable activities such as these are important in developing a sense of citizenship in children, in terms of their individual engagement, participation in collective school activities and engendering a broader sense of social responsibility.
The relationship between leaders and staff is harmonious. They are united in their belief that every pupil deserves the very best quality of care and education. They are ably supported by Governors who provide both support and challenge.
Parents are overwhelmingly positive about the school saying, for example, ‘teachers and all staff work so hard to create exciting, relevant and interesting learning adventures that spark the children’s love of learning that lasts beyond their time at St. Patrick’s and St. Brigid’s’.
Parents are Well Supported
Parents are well supported in the school. There is a wealth of information on the website (and the new Facebook group) but what our Assessor found to be of a particular source of great help was the coffee mornings and, in particular, the efforts made to inform and support parents of Special Educational Needs (SEN) children and those ‘stuck’ in the Education Authority system perhaps waiting for an Educational Psychology assessment, a diagnosis or coming to terms with a statement. The school stands shoulder to shoulder with their parents and children. They meet, greet and support other parents informally at the school gate daily and if and when necessary, more formally within meetings in school. The overarching aim is to help the parents to understand the school systems and the education system; progress through partnership.
Parents spoke about how “absolutely fabulous” the school was. Not only have their children been supported but they said they had been supported themselves during difficult times. Staff offer a shoulder to cry on and parents know that they can pick up the phone if they need help. The parents explained they are fully informed and if they have their own ideas or suggestions, these are listened to and appreciated. There was a real feeling of warmth and support in conversations with parents which was also mirrored in the meetings with staff.
Eager for School to Succeed
The Chair of Governors our Assessor spoke to was enthusiastic and eager for the school to succeed and to further develop their inclusive work. She appreciates the excellent work that Mrs McCarry does and the regular information that the Principal shares with the Governing Body as a whole. The Governors fully support the Principal’s and staff’s view that the child should be at the centre of everything they do in St Patrick’s and St. Brigid’s so that all can achieve their potential. They recognise that the staff have high expectations for all.
The arrangements for safeguarding are effective. Mrs McCarry and all her staff have created a strong culture of safeguarding with the mantra, ‘it could happen here’. Staff are well trained to notice and report any signs of concern. Leaders respond swiftly to support pupils and families in need of help. They do not hesitate to escalate concerns when needed.
Leaders carry out the required checks on the suitability of staff to work with pupils. Leaders provide a curriculum that teaches pupils to understand age-appropriate risks, including personal safety and healthy relationships. Pupils know that adults will listen to them if they have any concerns.
Our Assessor added, “I would like to thank the staff for my warm North Coast welcome to the school and the time they gave to me during the day. There is a tangible feeling of warmth, happiness, and care in the school.”
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: [email protected] for further details.
Want more information on the IQM Award? Click here to request your free IQM information pack.