St Mary S College, L Derry, 223-0081

Providing Inspection Services for Department of Education The Education and Training Inspectorate - Department for Employment and Learning Promoting Improvement Department of Culture, Arts and Leisure

Education and Training Inspectorate

Report of a Focused Inspection

St Mary’s College Londonderry

Inspected: February 2005 CONTENTS

Section Page

1. INTRODUCTION 1

2. THE QUALITY OF THE PUPILS’ WORK 2

3. MANAGEMENT 6

4. CONCLUSION 6

APPENDIX 1 8 APPENDIX 2 9 APPENDIX 3 10 1. INTRODUCTION

1.1 St Mary’s College is a maintained non-selective post-primary school for girls situated in the Creggan area of Londonderry. Approximately one-third of the pupils are drawn from the local community; the remainder come from within a radius of three miles. The enrolment has remained stable in recent years. Over the last three years, approximately one-fifth of the pupils have obtained a grade C or above in the transfer procedure. Approximately three- fifths of the pupils are entitled to free school meals. The school has identified just under one- sixth of the pupils to be in need of additional help with their learning. Further statistical information about the school is included in Appendix 2.

1.2 The inspection focused on the work in mathematics and the school’s arrangements for pastoral care, including those for child protection.

BOARD OF GOVERNORS’, PARENTS’ AND PUPILS’ RESPONSES

1.3 The arrangements for the inspection of pastoral care and child protection included the completion of questionnaires by a sample of parents as well as meetings with the governors and groups of pupils. Prior to the inspection, 182 parents were asked to complete a confidential questionnaire on the school; 23% of the sample responded to the questionnaire, with approximately a quarter of these taking the opportunity to write additional comments. The responses from the questionnaire indicated that the parents are generally satisfied with the way in which the school cares for the pupils. The findings of the questionnaire and a few comments of concern raised by the parents have been brought to the attention of the school. The Governors were supportive of the work of the school, and of the Principal and staff; they reported that they were well informed about school issues and involved in the drawing up of policies relating to the welfare of the pupils. The pupils indicated that they feel secure and happy in school, and they acknowledged the help and support which they derive from the pastoral care arrangements.

EXAMINATION RESULTS

1.4 In recent years, the results obtained by the pupils in public examinations have been of a high standard. For example, in 2004, most of the year 12 pupils achieved grades A*-E in at least five subjects at General Certificate of Secondary Education (GCSE); over half of these pupils achieved grades A*-C in at least five subjects at the same level. These strong performances are well above the corresponding Northern Ireland (NI) GCSE averages for similar non-selective schools. Over the previous three years, in approximately a half of GCSE subjects, the proportion of pupils obtaining grades A*-C was better than, or within five percentage points of, the respective NI average for girls in non-selective schools. More details about the results in each GCSE subject are provided in Appendix 3. In recent years, the school has also offered a number of General National Vocational Qualifications (GNVQs) and, in 2004, offered these same vocational subjects as GCSEs. The results for these are also provided in Appendix 3.

1.5 The school offers a selection of Advanced Vocational Certificate of Education (AVCE) and General Certificate of Education (GCE) Advanced (A) level subjects. Approximately half of the pupils stay on to complete a sixth form course. Of these, almost all achieve at least grades A-E in at least two A levels or their equivalent; this is a strong performance in comparison to similar non-selective schools.

1 2. THE QUALITY OF THE PUPILS’ WORK

2.1 ETHOS

2.1.1 Despite the cramped conditions of the accommodation, there are attractive displays of the pupils’ work and achievements in many classrooms, corridors and the foyer of the school. The behaviour of the pupils is exemplary; they are friendly, articulate and polite towards visitors. The pupils display a strong sense of pride in their school and are proud to be associated with it. There is a clear sense of order in the school with pupils moving around the school in a relaxed and respectful manner. Relationships are excellent at all levels throughout the school.

2.1.2 The teachers and ancillary staff, including the Librarian, the office staff and the classroom assistants, show a strong commitment to the life and work of the school. The buildings, despite their age and nature, are well maintained; the standard of caretaking is good.

2.2 PASTORAL CARE AND CHILD PROTECTION

2.2.1 The school’s pastoral care policy is in line with the Department of Education’s Circulars 1999/10 and 2003/13. The Governors are aware of the need to set in place procedures to receive reports on matters relating to child protection. All staff have received frequent in-service training (INSET) on child protection matters. The documentation, procedures and leaflets for parents provide clear guidance, support and procedures to deal with all relevant matters. Clear evidence is available to demonstrate that the school is implementing fully all the policies and procedures that are in place. Records are carefully kept; there is good liaison with external agencies and necessary information is made available to relevant staff.

2.2.2 The aims of the school are fully reflected in the day-to-day work of the school. The form teachers and year heads work closely to ensure that the pupils are supported in all aspects of their academic and social development. An active and effective school council operates; they have been instrumental in the creation of an ‘Anti-bullying’ card which the pupils report has been successful. As the result of a survey undertaken by the council, a leaflet has also been produced by the pupils on their ‘Rights and Responsibilities’. Good opportunities exist for the older pupils to act as role-models or mentors for the younger pupils.

2.2.3 In key stage (KS) 3 the pupils have a programme of personal and social education (PSE) taught by their form teachers. Clear planning is in evidence for this programme and the work of the form teachers is augmented by the good use of a range of outside agencies. In KS4, the pupils are all taking the GCSE, ‘Learning for Life and Work’. In addition to the PSE programme, the school is piloting the development of Progress Files; the maintaining of these files has been integrated into the PSE programme, and form teachers take responsibility for this work. The school is monitoring the work undertaken. A strong feature of the PSE programme is the clear progression that is evident throughout the KS3 and KS4 programmes.

2 2.3 MATHEMATICS

Ethos and Environment

2.3.1 The teachers provide a caring ethos within the mathematics classes. In the best practice observed during the inspection, the pupils were given effective encouragement and praise and gained a self-belief that through hard work they would succeed in their mathematics. In these lessons, the pupils’ responses to the teaching were of a high quality. Events are arranged to increase the pupils’ enjoyment of mathematics; the year 8 pupils talked enthusiastically of a mathematics trail that had been arranged as part of their induction into the school.

2.3.2 The mathematics rooms are conveniently located together and adjacent areas are used to store textbooks and practical equipment. The rooms have a distinctive subject identity; commercial posters, providing illustrations of mathematical concepts and information on the history of mathematics, including famous female mathematicians, are used in the rooms and corridor. The work of the pupils is also displayed and, in the best practice, it models well- presented classwork and homework.

Planning

2.3.3 The mathematics schemes of work provide guidance to aid the teachers’ planning for teaching and learning. The staff have identified that these need to be reviewed, in particular, to ensure that suitable opportunities for information and communication technology (ICT), mental mathematics and work in mathematical processes are arranged within the mathematics provision. During the inspection, the teachers’ planning for lessons was varied; in the best practice, the planning ensured that the needs of all the pupils were being met.

Teaching and Learning

2.3.4 The teachers are hard-working and caring and generally make considerable efforts to assist the pupils in achieving success. The quality of teaching in most of the mathematics lessons observed during the inspection was sound or better; on a minority of occasions it was very good and on a few, excellent. The predominant practice observed was characterised by the teachers working through explanations and examples and questioning the pupils to ascertain their understanding; pupils completed routine exercises from textbooks or worksheets. In the best practice observed, the teachers shared the intended learning with the pupils, provided clear exposition in which key points were highlighted, used skilful questioning to challenge the pupils’ understanding and lead the pupils to draw conclusions. Good individual support was also provided. In these cases, the teachers intervened appropriately when difficulties in understanding arose and often concluded the lesson with a recapping of the intended learning. The pupils responded to this effective practice by working steadily with enthusiasm, asking pertinent questions and presenting their work clearly and accurately.

3 2.3.5 In the less effective practice, the pace of the lesson was too slow, there was insufficient challenge for some of the pupils, the questioning did not provide opportunities for assessing the pupils’ understanding and the end of the lesson was rushed; details of homework tasks were often given when the pupils were preparing to leave. On a number of occasions, the pupils were taught methods without having been explained the underlying reasoning; there are too many occasions when pupils are encouraged to rely only on their memory.

2.3.6 A major initiative within the school development plan is the increased use of co- operative learning strategies throughout the curriculum. Good examples of this were observed, during which the pupils worked effectively in small groups and extended their understanding.

Standards

2.3.7 While generally the pupils progress in their mathematical understanding and ability to apply skills, in a minority of classes, the expectations set by their teachers through the range of activities, the challenge of the exercises and the nature of the questioning were too low.

2.3.8 It is appropriate that all of the year 12 pupils are entered for GCSE mathematics. Over the last three years, approximately two-fifths of the year 12 pupils achieved grade C or above in GCSE mathematics; this achievement is within five percentage points of the NI average for girls in non-selective schools.

Processes in mathematics

2.3.9 The department is reviewing the number and nature of the set process-based activities through which the pupils practice and develop their mathematical thinking. There is a need, however, for the teachers to broaden their teaching approaches and their use of incidental situations, arising, for example, from incorrect answers, to encourage the pupils to think more extensively, to develop confidence in explaining their thinking and to take greater responsibility for their own learning.

Information and communication technology

2.3.10 The use of ICT in mathematics is underdeveloped. It is appropriate that the increased use of ICT to enhance the teaching and learning has been identified in the department’s development plan.

Practical equipment

2.3.11 During the inspection, effective lessons were observed during which practical equipment was used appropriately to broaden the teaching approach employed and to secure the pupils’ deeper understanding of mathematical concepts. There is a need, however, to review the range and availability of practical equipment.

4 Assessment and marking

2.3.12 While considerable data from internal assessments and standardised tests has been compiled on the attainments of the pupils, there is a need to use it more effectively to track the pupils’ progress and to set specific targets for further improvement. The quality of the marking of the pupils’ work is varied. In the best practice, written work is annotated with helpful and supportive comments that indicate what the pupils have achieved and how the work can be improved. There is a need for the staff to implement consistently the marking procedures exemplified by the current best practice in the department. Parents are kept informed of the pupils’ progress in mathematics through biannual reports and annual meetings with teachers.

Special Educational Needs

2.3.13 At KS3, there are two extra mathematics classes in each year to ensure that those pupils who require additional help with their mathematics are in smaller classes. During the inspection, these smaller classes enabled the teachers to provide effective support when pupils had difficulties. This arrangement is continued in years 11 and 12. In addition, a small number of year 8 pupils are withdrawn from other subject lessons to receive individual support; this arrangement is at an early stage and requires further development. There is a need to review all of these arrangements in order that the provision best meets the needs of the pupils.

Management of the mathematics department

2.3.14 The mathematics department comprises seven specialist teachers and one non- specialist teacher. The head of department (HoD) has been in post for 17 years. He consults with the members of his department on target-setting and the content of the departmental development and action plans, undertakes the administration involved in the running of the department and holds regular department meetings. There is a need to disseminate through, for example, department meetings the examples of excellent practice that exist within the work of the department.

2.3.15 In accordance with the school procedures, the HoD has observed lessons, shared his findings and provided evaluative comments to the members of the department. The department has also undertaken a pupil questionnaire and, following analysis, prioritised areas for development. There is a need, however, for a more rigorous and systematic approach when monitoring and evaluating aspects of the provision and the teaching strategies used within the department.

Mathematics across the curriculum

2.3.16 The school has appointed a numeracy co-ordinator (NC) who is a member of the mathematics department. She is very effective and has a clear vision of what needs to be done, and how to achieve it. The recently developed numeracy policy sets out a suitable range of procedures to ensure consistency in the promotion of numeracy throughout the school. The NC has identified appropriate areas for development including mental mathematics, numeracy across the curriculum and links with feeder primary schools. A suitable development plan and associated action plans have been drawn up in consultation with the staff. Work has begun with other departments to implement a whole-school strategy

5 for numeracy; this work is progressing but is still at an early stage. Some departments, for example, geography and physical education (PE), have made a useful start in identifying and agreeing areas where working with the mathematics department will be mutually beneficial for the pupils. During the inspection a PE lesson was observed during which the numeracy aspects of the PE were being emphasised; this led to an enhancement of both the PE knowledge and the mathematical understanding of the pupils. In some subject areas, there are high-quality displays emphasising the role of numeracy across the curriculum.

3. MANAGEMENT

3.1 The Principal has been in post for 17 years and has led the school effectively through a range of changes and initiatives. She has held a clear vision for the school and has, through the effective practice of development and action planning, fulfilled and achieved many of her objectives. She displays strong leadership qualities and has been innovative and creative in giving the pupils every opportunity to develop their self-esteem as young adults and to pursue their chosen career. She has enabled and empowered staff in a variety of ways to bring about improvement in teaching and learning and pastoral care throughout the school. The school has won a number of national and international awards and, through participation in these, there is a strong emphasis placed on self-evaluation throughout the school. It is important that, in all areas, these processes and the work undertaken leads to further improvement in the teaching and learning and the attainment of the pupils.

3.2 In all aspects of management, the Principal is ably supported by her two vice- principals and her senior management team.

4. CONCLUSION

4.1 The school has significant strengths which include:

 the strong ethos which permeates all aspects of the school;  the excellent pastoral care arrangements and provision;  the exemplary behaviour of the pupils;  the strong performance of the pupils in public examinations;  the vision displayed by, and commitment of, the Principal; and  the quality of the overall development and action planning of the school.

4.2 The quality of education provided in mathematics has important strengths. These include:

 the quality of the teaching observed throughout the inspection;  the good quality of relationships between the teachers and the pupils;  the general motivation of the pupils towards work in mathematics; and  the very good start made in the development of numeracy throughout the school.

6 4.3 There is a need for the mathematics department, under the guidance and leadership of the HoD, to put in place procedures to:

 disseminate the good practice that exists in many areas of the work of the department;  ensure that the whole-school planning puts appropriate emphasis on ICT and processes; and  use assessment more effectively to bring about improvement.

4.4 The school has strengths in most aspects of the pastoral care provision and some aspects of the mathematics provision; the areas of improvement need to be addressed if the school is to meet as fully as possible the needs of all the pupils.

7 APPENDIX 1

ACCOMMODATION AND HEALTH AND SAFETY

 A few of the Fire Doors are faulty and represent a safety risk in the event of a fire.

 There are a number of entrances to the school buildings at which visitors are not monitored.

8 APPENDIX 2

STATISTICAL INFORMATION

1.1 i. School: St Mary’s College, Londonderry v. Date of Inspection: W/C 28.02.05 ii. School Reference Number: 223-0081 vi. Area of Study: Mathematics iii. Age Range: 11-18 iv. Status: Secondary Maintained

1.2 Intake/Enrolment

School Year 2000/01 2001/02 2002/03 2003/04 2004/05 Year 8 Intake 153 151 160 147 153 Total enrolment 937 910 917 904 911

1.3 Attendance

Year 2003/04 8 9 10 11 12 13 14 Average NI Average 2003/04 2002/03 % Attendance 92.7 90.6 95.2 89.8 91.0 94.0 91.4 91 90

1.4 i. Total Number of Teachers: iii. Contact ratio (percentage of 59 timetabled time in direct 0.73 class contact):

ii. PTR (Pupil/Teacher Ratio): iv. Numbers of Teachers 15.44 involved in Area of Study: 8

Year 2004/05 8 9 10 11 12 13 14 TOTAL Enrolment: Girls 153 146 158 151 154 95 54 911 PTR 15.7 15.1 16.1 14.8 14.3 16.8 17.1

1.5 Staying On Rate (2003/04) (Current year 13/14 as proportion of year 12 from 1/2 years previously)

Year 13 57.5 NI Av Year 13 31.0 Year 14 33.3 NI Av Year 13 21.1

GCSE 2002 2003 2004 Percentage of Year 12 taking GCSE in at least 5 subjects 98 99 99 Percentage of Year 12 obtaining Grades C or above in at least 5 subjects 43 45 54 Percentage of Year 12 obtaining Grades E or above in at least 5 subjects 74 80 84 Percentage of Year 14 obtaining Grades C or above in at least 3 A2 levels 39 22 34 Percentage of Year 14 obtaining Grades C or above in at least 2 A2 levels 95 95 94

Within this report, when commenting on examination results of individual subjects, the respective CCEA average is used as a proxy for the corresponding average for all pupils in NI taking that subject.

9 APPENDIX 3

EXAMINATION RESULTS

Table 1 showing the GCSE subject results, over the three years ending in June 2004, in comparison with the respective Northern Ireland (NI) averages

More than 10 Between 5 and 10 Within 5 percentage Between 5 and 10 More than 10 percentage points above percentage points above points percentage points below percentage points below GCSE English Literature, Art & Design, Business French, German, Irish A* - E Geography, Studies, Design & Mathematics, Religious Technology, English, Studies, Double Award History, Home Science, Sport/PE Economics (HE), Studies Personal & Social

1 Education (PSE), Single 0 Award Science GCSE Religious Studies, Geography French, HE, Single English Literature, Art & Design, Business A* - C Double Award Science, Award Science, History, Studies, Design & Sport/PE Studies Mathematics Technology, English, German, Irish, PSE

Music has been omitted, as the number of candidates entered has been too small to make a safe comparison.

Drama and Business & Communication have been omitted, as they were not offered in each of the three years.

The results for Office Practice, Office Technology and Office Applications have been omitted, as there is no comparable NI subject. For the sake of comparison, the results for Design and Technology and Technology have been combined. Table 2 showing the spread of the NI averages which have been used in the determination of Table 1

100% - 96% 95% - 86% 85% - 76% 75% - 66% 65% - 0% GCSE Art & Design, Business Studies, Geography, A* - E English Literature, Design & Mathematics. German, Double Technology, English, Award Science French, History, HE, Irish, PSE, Religious Studies, Single Award Science, Sport/PE Studies

1 GCSE German Art & Design, Double Award Business Studies, A*-C English Literature, Science, Design & English, French, Technology Geography, History, HE, Irish, Mathematics, PSE, Religious Studies, Single Award Science, Sport/PE Studies Table 3 showing the vocational subjects results over the three years ending 2004.

Year Subject GNVQ Part 1 D M P U 2002 Leisure and Tourism 0 0 9 0 2003 Leisure and Tourism 0 2 9 0 GCSE (Double Award) A* A B C D E F G U 2004 Leisure and Tourism 0 0 0 10 3 0 0 0 0

GNVQ Part 1 D M P U

1 2002 Health & Social Care 0 1 6 7 2 2003 Health & Social Care 0 5 7 0 GCSE (Double Award) A* A B C D E F G U 2004 Health & Social Care 0 0 4 6 6 0 0 0 0

GNVQ Part 1 D M P U 2002 Information Technology 0 5 3 6 2003 Information Technology 2 9 4 1 GCSE (Double Award) A* A B C D E F G U 2004 Information Technology 0 0 3 6 7 3 1 0 0

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Copies of this report may be obtained from the Inspection Services Branch, Department of Education, Rathgael House, 43 Balloo Road, Bangor, Co Down BT19 7PR. A copy is also available on the DE website: www.deni.gov.uk