Prospectus Jan 2025 : simplebooklet.com

3 Principal’s Welcome Dear Parents and Students I am delighted to warmly welcome you to St. Mary’s High School and trust that our prospectus will give you an insight into the very rich and varied life of our school. St. Mary’s is an all ability 11-18 school, which encourages every student to enjoy learning, in a caring and supportive atmosphere. Our students have many opportunities to meet new friends, enjoy learning in a multimedia environment, explore their talents and abilities through our broad and balanced curriculum and enjoy a range of academic and pastoral successes, as they work to achieve their full potential. We are very proud of our school, its child centred approach, its excellent record of academic and creative attainment and its progressive vision. We have strong links with our Primary School Partners and along with our excellent pastoral support system we will ensure that the move from Primary School to St. Mary’s is seamless. We are committed to the education of the whole child and our dedicated and caring staff inspire, nurture and support the students as they move through these formative years. As a UNICEF Rights Respecting School, we promote dignity, self-esteem and respect, as we foster the faith of all students within a happy and caring environment, built on positive relationships between staff, students and parents. Our child centred approach to learning and teaching, ensures students reach their potential and are fully supported by our dedicated staff. We are proud of our excellent teacher-student relationships and we encourage students to join the many Student Voice Groups and make a real difference to the life of our school and the local community. We pride ourselves in developing strong working relationships with parents and firmly believe that when students, parents and staff work in partnership, young people will achieve success. We are very proud to be a school at the heart of the community and have established positive links with many local businesses and schools across our Area Learning Community. This has allowed us to enrich our curriculum, extra-curricular activities and career opportunities for our students. I am privileged to be Principal of such a vibrant and progressive school, one where students and staff live up to our motto, Optimum Semper Facere – ‘Always To Do One’s Best’, as they learn in our positive and happy atmosphere, one which cultivates success at every level. If you choose to send your daughter to St. Mary’s, be assured that we will support and encourage her to realise her potential and ambitions. With best wishes Miss Denise Crawley Principal

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4 Mission Statement OPTIMUM SEMPER FACERE ‘Always To Do One’s Best’ ‘We will work in collaboration with other educational institutions and in partnership with parents, students and staff to maximise the academic and creative potential of students, enabling them to achieve the highest educational standards, thereby enriching their lives, the community and the economy.’ Our Vision Our vision is to educate, empower and support the students in our school to reach their full potential, by focusing on their holistic development and as a Rights Respecting School, embrace the opportunities of living according to the Catholic Faith and celebrating diversity. Aims of St Mary’s ❖ To promote the value of education, through the celebration of achievement and personal endeavour ❖ To engender a love of learning as a lifelong process and an appreciation of its relevance in everyday life ❖ To provide young people with learning opportunities which meet their individual needs, interests and career aspirations ❖ To provide students with the opportunity to develop competence and confidence in e-learning ❖ To maximise the academic and creative potential of students, by challenging them to be independent thinkers and lifelong learners ❖ To prepare students for the opportunities, responsibilities and experiences of adult life and equip them with the skills to manage their career development ❖ To foster the personal and social development of students as responsible members of society

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5 Principal Vice Principal Senior Leaders Year Tutor Pastoral Care As a Rights Respecting School, our core purpose is to foster an inclusive learning environment, where all students and staff feel safe, supported and valued. This environment is based on respect for self and others, where diversity is cherished and promoted. We acknowledge the importance of our pastoral role, in the welfare of all young people and through our mission and ethos, every member of our school community is treated with respect. Education in St. Mary’s is rooted in the Christian values of respect, love, truth and justice. Through our pastoral structures and Counselling Support, we have developed a highly supportive learning culture. The Personal Development Programme allows students to explore key issues within their personal development including; self-concepts, self-esteem, health and well-being, relationships and personal safety. Form Teacher Supporting Every Child Rights Respecting School Council The Council act as role models for the younger students and lead many Student Voice Groups Year Tutor The Year Tutor has overall responsibility for the academic and pastoral needs of students in the Year Group. Form Teacher The Form Teacher has responsibility for the care and support of the students in their Form Class. The Form Teacher is the first point of contact for parents. Senior Leaders The Senior Teachers have responsibility for the overall academic and pastoral development of the students Vice Principal The Vice Principal has lead responsibility for Pastoral Care and is the Designated Teacher for Child Protection School Chaplain The School Chaplain supports the spiritual development of all students School Counsellor The Counsellor supports those students who wish to seek additional emotional and personal support

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6 Key Stage 3 (Years 8, 9 and 10) The KS3 Curriculum empowers students to reach their full potential and make informed decisions as an individual, a contributor to society and a member of the local and global economy, as outlined in the Northern Ireland Curriculum. Key Stage 3 Subjects offered School Uniform KS3 School Uniform ❖ Pink and white check blouse ❖ Maroon skirt ❖ Maroon clip-on tie ❖ Maroon jumper with school crest ❖ Maroon tights (Maroon socks can be worn in May, June and September – optional) ❖ Summer blouse (Term 3) ❖ Flat black soft-soled shoes ❖ Maroon blazer with school crest ❖ Coat with school crest (optional) N.B All coats worn to school must be black Physical Education Uniform ❖ Laced Trainers and Socks – supportive sports trainers with grip soles ❖ Black School Leggings with School Crest (O’Neills) ❖ School Jersey (O’Neills) ❖ Half Zip with School Crest or School Sweatshirt with School Crest (O’Neills) ❖ Black Skort (O’Neills - Netball Teams only) ❖ Black School Shorts (O’Neills - Gaelic Football & Athletics only) Art and Design Citizenship Drama Employability English French Geography History Home Economics Information Technology Irish Mathematics Music Personal Development Physical Education Religious Studies Science Technology and Design

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7 Key Stage 4 (Years 11 and 12) Curriculum provision at KS4 is broad, balanced and flexible to meet the needs of individual students and ensures appropriate progression opportunities supported by a comprehensive Careers Education Programme. Key Stage 4 Subjects offered at KS4 Art and Design Business and Communication Systems Business Studies Careers Education Design and Technology Double Award Science Drama English Language English Literature French Further Mathematics Geography Health and Social Care History Home Economics : Food and Nutrition Learning for Life and Work School Uniform KS4 School Uniform ❖ Pink blouse ❖ Maroon skirt ❖ Striped clip-on tie ❖ Maroon jumper with school crest ❖ Maroon tights (Maroon socks can be worn in May, June and September – optional) ❖ Summer blouse (Term 3) ❖ Flat black soft-soled shoes ❖ Maroon blazer with school crest ❖ Coat with school crest (optional) N.B All coats worn to school must be black Physical Education Uniform ❖ Laced Trainers and Socks – supportive sports trainers with grip soles ❖ Black School Leggings with School Crest (O’Neills) ❖ School Jersey (O’Neills) ❖ Half Zip with School Crest or School Sweatshirt with School Crest (O’Neills) ❖ Black Skort (O’Neills - Netball Teams only) ❖ Black School Shorts (O’Neills - Gaelic Football & Athletics only) Mathematics Music Occupational Studies Business Occupational Studies Environment and Society OCN Level 2 in Applied Science OCN Level 2 Children’s Play, Learning & Development OCN Level 2 in Information Technology Applications OCN Level 2 in Religious Studies Level 2 Performance Skills Personal Development Physical Education Polish Preparation for Adult Life Prince’s Trust xL Certificate in Personal Development Religious Studies Single Award Science

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8 Post 16 Curriculum (Years 13 and 14) The Post 16 Curriculum enables students to choose a blend of subjects which best meets their interests and career aspirations. Students are provided with a range of academic and vocational based courses in collaboration with St. Mark’s High School and St. Colman’s College, enabling them to progress to University, Further Education and Employment. Subjects Offered at Post 16 BTEC Sport Cambridge Technical Business Cambridge Technical iIT GCE Art and Design GCE Biology GCE English Literature GCE Health and Social Care (Double Award) GCE Health and Social Care (Single Award) Career Guidance (CEIAG) Careers Education, Information and Guidance (CEIAG) is central to the Post 16 Curriculum and plays a major role in helping to prepare students for the opportunities, responsibilities and experiences of life. The programme encourages each student to develop a realistic and relevant Personal Career Action Plan based on their skills, capabilities and career aspirations. Students are provided with information and knowledge to make appropriate decisions about their future education, training and employment options and this equips them with the essential employability skills to become effective employees. The Careers Department offers the following opportunities to students: ❖ Work Experience ❖ Interview Preparation Workshops ❖ Interview Skills Day ❖ University Visits ❖ Guest Speakers ❖ Apprenticeship Talks ❖ UCAS and CAO Application Support ❖ Career Ready Programme ❖ Attendance at Career Conventions ❖ QUB Pathways ❖ Careers Resource Centre Newry and Mourne Area Learning Community St. Mary’s High School is a member of the Newry and Mourne Area Learning Community (ALC). Curriculum planning is guided by current statutory requirements of the Northern Ireland Curriculum. Collaborating with sixteen other schools and learning providers, the community strives to offer greater choice and flexibility for all post primary students. St. Mary’s has extended its curriculum provision at GCE ‘AS’ and ‘A’ Level through collaboration with St. Mark’s High School and St. Colman’s College, to offer students a broad and balanced curriculum. School Uniform Post 16 School Uniform ❖ Gold blouse ❖ Maroon skirt ❖ Maroon and Gold jumper ❖ Maroon tights ❖ Flat black soft-soled shoes ❖ Blazer GCE History GCE Mathematics GCE Performing Arts GCE Professional Business Services GCE Religious Studies GCE Sociology GCE Technology and Design

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9 Eco Committee The Eco Committee raises environmental awareness and promotes education for sustainable development. Senior Prefects Senior Prefects and representatives from Year 13 work with KS3 classes to motivate and encourage students in developing their skills and qualities. Learning Partners Learning Partners are a trained group of senior students who support Year 8 students through their transition from Primary to Post Primary. Liturgy Committee and Junior SVP The Liturgy and Junior SVP Committees assist the RE Department in nurturing the Catholic ethos of St Mary’s whilst promoting a greater awareness of the liturgical seasons and religious events in school, the parish and promoting fundraising opportunities. School Nutritional Action Group (SNAG) St. Mary’s SNAG is a proactive group that encourages students to consume healthy food and water. Celebrating Student Voice Health and Well-being Committee The Health and Well-being Committee, raise awareness of healthy lifestyles and organise health and well-being activities and events for students. Rights Respecting School Council The Rights Respecting School Council is a proactive group, which represents the student voice in school. Students from each year group, work in partnership, to ensure there is a truly inclusive school community where everyone is valued and supported. Health and Well-being Committee The Health and Well-being Committee, raise awareness of healthy lifestyles and organise health and well-being activities and events for students.

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10 Physical Education Physical Education is compulsory for all students in St. Mary’s. We aim to provide a balanced, enjoyable and challenging programme of physical activity for all. Through participation in Physical Education our students develop an understanding of the benefits of exercise for good health and are encouraged to continue active participation in physical education on leaving school. Our programme of extra-curricular activities provides an opportunity for students to extend and develop their skills. Sports Available to Students: Aerobics Gymnastics Athletics Netball Badminton Orienteering Camogie Outdoor Pursuits Creative and National Dance Wet Water Bouldering Cross Country Running Tennis Gaelic Football Volleyball Enriched Curriculum We encourage students to participate in a wide range of extra-curricular activities which will develop not only their skills and talents, but also develop their sense of service to community. AMMA Centre John Paul II Award Art Gallery Visits Junior SVP Bright Sparks Club Lions Leadership Awards Business Enterprise Clubs and Seminars Local and National Charities Crochet Club Mentoring Coding Club Netball Counselling Service Projects – African School and Zambian Street Children Dance Professional Artist Workshops Drama, Speech and Music Public Speaking ECO and SNAG Clubs Theatre Visits GCSE Booster Classes Science Club Girls in Geography and Science (GIGS Club) School Choir Homework Club Traditional Music Group Instrumental Lessons xL Prince’s Trust

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11 General Information St. Mary’s High School, Upper Chapel Street, Newry, Co. Down. BT34 2DT Telephone: 028 3026 2851 Fax: 028 3026 7138 email: info@stmarysnewry.ni.sch.uk Website: www.stmarysnewry.com School Facebook: St Mary’s High School, Newry Twitter Account: @StMarysHSNewry School App: Available to download Principal: Miss Denise Crawley B.Sc. PGCE, M.Sc. PQH (NI) Chair of the Board of Governors: Mrs Patricia Cunningham MBE Current Enrolment 585 Expected Enrolment 590 (September 2025) Number Seeking Admission 2024 100 Number Admitted 2024 100 Management Type Catholic Maintained School Type Secondary (single-sex: girls) Age Range 11-18 Number of Teachers 41 Board of Governors Mrs P Cunningham: Chairperson (EA Representative) Mrs P Maguire – Vice Chairperson (Trustee Representative) Mrs E Bell (Trustee Representative) Mrs J McGinn (Teacher Representative) Mr P McKeown (Trustee Parent Representative) Mrs J Curtis (Trustee Representative) Mr D McCaul (Department of Education Representative) Ms M Donaghey (EA Representative) Mrs O McConville (Parent Representative) Miss D Crawley (Principal) Mr M Fitzpatrick (Secretary to the Board of Governors) Vice-Principal Mr M Fitzpatrick Year Heads Year 8 Mrs A Hughes Year 9 Mrs K Novaski Year 10 Mrs G Mallon Year 11 Mrs S Barry Year 12 Mr B Morgan Post 16 Mrs J McGinn All information contained in this Prospectus is correct on 16th January 2025

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12 Vision Our vision is to educate, empower and support the students in our school to reach their full potential by focusing on their holistic development and as a Rights Respecting School, embrace the opportunities of living according to the Catholic Faith and celebrating diversity. Mission Statement OPTIMUM SEMPER FACERE ‘ALWAYS TO DO ONE’S BEST’ We will work in collaboration with other educational institutions and in partnership with parents, students and staff to maximise the academic and creative potential of students, enabling them to achieve the highest educational standards, thereby enriching their lives, the community and the economy. STRATEGIC AIMS VALUING EDUCATION • To promote the value of education through the celebration of achievement and personal endeavour • To engender a love of learning as a lifelong process and an appreciation of its relevance in everyday life FULFILLING POTENTIAL • To provide young people with learning opportunities which meet their individual needs, interests and career aspirations • To provide students with the support to meet their additional and other needs and help them to overcome barriers to learning • To maximise the academic and creative potential of pupils, by challenging them to be independent thinkers and lifelong learners • To provide students with the opportunity to develop competence and confidence in e-learning • To give students the opportunity to learn about factors which impact on learning such as, learning styles, healthy lifestyles, relationships • To prepare students for the opportunities, responsibilities and experiences of adult life and equip them with the skills to manage their career development • To foster the personal and social development of students, as responsible members of society • To collaborate with other schools and colleges, to improve learning and extend opportunity PROMOTING EQUALITY AND INCLUSION • To ensure all members of the school community are treated with respect and that there is equality of access to resources and high quality learning • To encourage tolerance and respect for others and to promote the value of diversity • As a Rights Respecting School, to involve students in discussions and decisions regarding school life and actively promote student voice groups RESOURCING EDUCATION • To ensure effective planning of resources, curriculum and pastoral care, to meet the needs and aspirations of students • To use resources effectively to support and improve learning • To ensure procedures are in place for the appointment and professional development, of skilled and motivated staff • To seek opportunities to provide additional funding, to support and improve learning • To provide a safe, healthy, stimulating and well-equipped learning environment • To actively promote the health, well-being and welfare of students and staff FAITH DEVELOPMENT • As a Catholic School, live out the Christian Values of respect, love, truth and mutual understanding • To be an inclusive school, where diversity is welcomed, cherished and celebrated with respect, for people of all beliefs • To promote a spirit of charity, equality, social justice, global awareness and concern for others • Our strong pastoral ethos, promotes dignity, self-esteem and each individual’s own faith development

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13 School Context St. Mary’s High School opened in 1961, as an all-girls, non-selective Catholic School, providing high quality education and pastoral support for the girls in the Newry and surrounding area. The school provides an inclusive, welcoming and stimulating learning environment for students and staff; one where learning and achievement is supported and celebrated. St. Mary’s is a progressive 11-18 school, which embraces change, collaborative learning and promotes high expectations. In St. Mary’s, each student is guided and encouraged to realise their full academic and creative potential within a supportive, child centred learning environment. The curricular, extra-curricular and pastoral programmes support the spiritual, personal and social development of all students, enabling them to become confident individuals, with positive attitudes and dispositions, prepared for the opportunities, responsibilities and challenges of adult life. St. Mary’s is a UNICEF Rights Respecting School (Gold, March 2022) where learning is underpinned by caring, supporting relationships and mutual respect. The many student voice groups, promote human rights, locally and globally, valuing student participation in a wide range of areas: Rights Respecting School Council, Health and Well-being Ambassadors, ECO Team, Learning Partners, Liturgy Committee and Maths Mentors. Students are supported to reach their full potential within a learning environment of high expectations, where they can confidently apply themselves to the learning and assessment process. The comprehensive curricular and extra-curricular opportunities, together with the strong pastoral ethos, allows our students to develop their skills, knowledge and positive attitudes and values, to become self-reliant and resilient young adults. Students are encouraged to develop their self-esteem, self-awareness and sense of personal responsibility. Their contribution to school life and to the life of the wider community is promoted and celebrated. Faith Development and Charity Work play a very important role in the life of our school, where students are encouraged to be actively involved in the local parish and community. The sense of giving is at the centre of our ethos in St. Mary’s, supporting our three main charities, African School Project (Nigeria), Zambian Street Children Project and Kevin Bell Repatriation Trust. Annually, we support SVP’s Hamper Appeal, Macmillan Cancer Support, Blythewood Shoebox Appeal, Southern Area Hospice, PIPS, Newry Gateway Club and Newry Christmas Toy Mountain. We work in partnership with local primary and post primary schools and a range of community and business groups, enriching the students’ learning experiences and future opportunities. St. Mary’s is committed to promoting the health and well-being of all our students and staff. Through curricular and extra-curricular activities and events, students are encouraged to make healthy lifestyle choices, supporting their social, emotional and physical wellbeing. The Investors in People Award (Health and Wellbeing Award, May 2019) acknowledges the combined achievements of all staff, in ensuring an environment that is proactive in embracing change, embedding new initiatives and celebrating success, whilst ensuring the health and well-being of staff is supported. The strong pastoral ethos which permeates the school is based on a deep appreciation of each individual’s rights and responsibilities and their active participation as a local and global citizen. The comprehensive CEIAG programme promotes personal and career development, supporting students in their chosen curriculum pathway, enabling them to make informed career choices. As a designated ECO Ambassador School, our school community is recognised for its commitment to raising environmental awareness (Five ECO Green Flags and ECO Ambassador School).

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14 LEARNING AND TEACHING St. Mary’s is a vibrant, child centred learning environment, which effectively meets the needs and aspirations of all students, through high quality learning and teaching. Working in collaboration with other educational and business providers, we maximise the academic and creative potential of students, enabling them to achieve the highest educational standards, thereby enriching their lives, the community and the economy. Staff set high expectations for all students, to maximise the learning opportunities for all and are supported through Teacher Professional Learning opportunities. They work collaboratively to create a learning environment that helps develop students who are responsible for their own learning. There are a wide range of teaching methods and strategies in place to support learning and teaching and to enable all students to succeed and reach their full potential. These have been agreed at whole school level and are revised regularly in line with DE guidelines. They include policies for Learning and Teaching, Curriculum, Assessment, Homework, Examinations, Attendance, Literacy, Numeracy and Digital Learning. Professional Development for our Teachers and Classroom Assistants is determined by the key priorities identified from the School Development Plan. Investment in IT equipment and resources has enabled St. Mary’s to be at the forefront of modern and innovative technologies, which supports learning and teaching both inside and outside the classroom. CURRICULUM PROVISION AND ENTITLEMENT FRAMEWORK Curriculum development is progressive and ongoing, providing students with broad, balanced and flexible curriculum pathways to meet their needs, abilities and aspirations and is reflective of Local Labour Market Information. Students have access to a wide range of applied and general subjects which meets the statutory requirements of the Entitlement Framework. Curriculum planning and development is underpinned by the comprehensive CEIAG Programme supported by our partnerships with our collaborating schools in the Area Learning Community (ALC), namely St. Mark’s High School and St. Colman’s College. As a Rights Respecting School, St. Mary’s fully embraces shared education through our links with other educational providers in the ALC. These learning opportunities enrich the students’ learning experiences, promoting inclusion and diversity and are valuable elements of our curriculum and extracurricular provisions. KEY STAGE 3 (Years 8, 9 and 10) The KS3 curriculum empowers students to reach their full potential and make informed decisions as an individual, a contributor to society and a member of the local and global economy, as outlined in the Northern Ireland Curriculum. Through a wide range of learning experiences and assessment methods, students develop a wide range of Thinking Skills and Personal Capabilities including the Cross Curricular Skills of Communication, Using Maths and IT. This is underpinned by the promotion of positive attitudes and dispositions. In KS3, students are placed in mixed ability classes with streaming in Mathematics and English from Year 8 and in Science from Year 10. Learning Plans and Reflection Plans are used by teachers and students to reinforce and evaluate the learning process. Student progress is tracked effectively through the Assessment and Reporting procedures and intervention strategies are implemented to support students and raise attainment across all subject areas. In KS3, students study a range of subjects and have the opportunity to become involved in a wide range of curricular and extra-curricular activities, clubs, educational and cultural trips. As an Extended School, St. Mary’s offers further opportunities to pursue learning outside school hours to students and their parents. Decisions about individual curriculum pathways for Key Stage 4 are made at the end of Year 10 supported by the school’s comprehensive CEIAG programme.

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15 KEY STAGE 4 (Years 11 and 12) Curriculum provision at Key Stage 4 is broad, balanced and flexible to meet the needs of individual students and ensures appropriate progression opportunities. Students have access to a range of academic and vocational subjects at GCSE (Applied and General) as outlined in the Entitlement Framework. We create a supportive environment which is conducive to learning, where clear expectations exist, so that all students can and will achieve to the very best of their ability. Through a wide range of teaching and learning strategies, students are motivated and engaged in their work, both collaboratively and independently. Learning and teaching at Key Stage 4 supports the development of cross curricular and thinking skills and personal capabilities. Streaming continues throughout Years 11 and 12 in Mathematics, English and Science. Through the use of the online assessment platform, teachers and students agree, set and track realistic target grades, enabling students to reach their full potential. Students follow a comprehensive CEIAG Programme allowing them to make informed decisions regarding their future career management. POST 16 (Years 13 and 14) In collaboration with other schools in the Area Learning Community, our students have access to a range of subjects both academic and applied, as outlined in the Entitlement Framework. Decisions regarding curriculum provisions at Post 16, reflects the needs and career aspirations of all students. The students have access to a comprehensive CEIAG Programme informing them of educational and employment opportunities. The Pastoral Programme prepares students for the challenges and opportunities of adult life and the acquisition of essential personal and social skills. Transition Seminars are held at the beginning of Year 8, Year 11 and Year 13. These seminars are designed to inform students and parents about the challenges and demands of each Key Stage. ASSESSMENT Assessment is an integral part of learning and teaching in St. Mary’s and supports each student to reach their full potential, fostering the development of their self-esteem and personal responsibility. Teachers use a range of summative and formative assessment methods, benchmarked against Target Percentages (KS3) and Target Grades (KS4) that have been agreed with students and parents. Assessment is focused on learning and contributes to the raising of achievement and attainment of all students, which is closely monitored and tracked throughout all key stages. Assessment for Learning (AfL) strategies are varied and accessible to meet the needs of all students. In St. Mary’s, the following methods of assessment for learning are implemented: • Sharing agreed Learning Intentions and Success Criteria • Effective Questioning • Methods of Assessment – Formative, Summative and Self and Peer Assessment • Marking for Improvement and Feedback • Scaffolding Reflection • Target Setting • Celebrating achievements and success RAISING STANDARDS In St. Mary’s, raising standards, setting high expectations and promoting the creative and academic potential for all students, is central to whole school improvement. We ensure assessment systems are effective and the dissemination of data throughout the school, facilitates self-evaluation and target setting. The Raising Standard Leaders, coordinate and monitor student attainment across key stages, employing appropriate intervention and support strategies to meet the additional educational and other needs of students and to help them overcome barriers to learning. Students are encouraged to achieve their potential through a range of support strategies including GCSE and GCE Booster Classes, Learning Partners, Mentoring Programmes, Study Skills Seminars, external agency support and the enriched curriculum provision beyond the classroom.

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16 The following strategies are used to raise attainment: Key Stage 3 Assessment Manager and Student Diaries are used to monitor and track student attainment and progress. Based on the Year 8 MidYIS outcomes, each student in Years 8, 9 and 10 is given a Personalised Target % and the results from the four standardised assessments each year are benchmarked against the Target % through Assessment Manager. These results and other baseline data including Arithmetic Age, Reading Age, MidYIS, CCEA Computer Adaptive Testing (CAT) results, are used to identify those students who are Underachieving, Gifted and Talented and those students with Additional Needs. The Raising Standards Leaders, liaise with Heads of Department, Year Tutors, SLT and students to coordinate the programme and communicate with parents. Key Stage 4 Based on CAT assessments, KS3 Data, teacher assessments and professional judgment, Year 11 and 12 students and their teachers agree a Personalised Target Grade and the results from the five standardised assessments each year are benchmarked against the Target Grade through the online assessment platform. These realistic, yet challenging targets, are monitored and tracked, creating a culture of high expectations, where the role of parents is crucial in ensuring students reach their full potential. This information is regularly analysed by the Raising Standards Leaders and intervention strategies are initiated for those students who have been identified as underachieving in a number of subject areas. The Raising Standards Leaders, liaise with Heads of Department, Year Tutors, SLT and students, to coordinate the programme and communicate with parents. Post 16 In consultation with students, teachers use GCSE profiles, SIMS Best Chance Predictions and their own professional judgement to set realistic but challenging targets for all students. These targets are used to inform learning and teaching at Post 16 and supports students in reaching their full potential through a range of subject strategies and the school’s pastoral programme. The Post 16 Year Tutor and Vice Principal, liaise with relevant staff in our partner schools to monitor students’ attainment and achievement. Assessment and Reporting: KS3 Students complete 4 Standardised Assessments throughout the year. KS4 Students complete 5 Standardised Assessments throughout the year. Reports are given to parents at set times throughout the school year: Key Stage 3 December - Christmas Report: Marksheet Term 1 or 2 - Parent Teacher Meeting June - Summer Report: Subject Marks with Teacher Comments Key Stage 4 September - Results from Year 11 GCSE Modules Term 1 or 2 - Parent Teacher Meeting December - Christmas Report: Subject Marks with Teacher Comments Post 16 Term 1 - Parent Teacher Meeting March - Christmas Report: Subject Marks with Teacher Comments ATTENDANCE We recognise the positive correlation between attendance and academic attainment. We work closely with parents/carers and the Education Welfare Officer (EWO), to ensure all students maintain good attendance while in school. Students are encouraged to be in school at 8:55 a.m. each morning and where possible appointments should be arranged for outside school hours. We operate an ‘Every Day Counts’ Policy where excellent attendance is recognised and rewarded.

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17 PASTORAL CARE Pastoral Care and the well-being of students is of paramount importance to all staff in St. Mary’s. Each year group has a Year Tutor and each form class has a Form Teacher with responsibilities for the delivery of the Personal Development Programme and for the well-being of each student in their form class. The Personal Development Programme enables students to develop their self-esteem, positive attitudes and relationships alongside skills that can be transferred outside the classroom. Students follow the statutory Personal Development Programme from Years 8 to 12, delivered by Form Teachers supported by external agencies and resources. In Year 13 students follow a Healthy Lifestyle Enrichment Programme developing the knowledge, skills and attitudes to make informed lifestyle choices. There are extensive links with outside agencies to support and enhance the school’s Pastoral Care Programme – Mensana, Start 360°, PSNI, Women’s Aid, Cara Friend, Ready 4 Anything, Holistic Therapies, Action Cancer, Teenage Cancer Trust, Love for Life, Aware. As reported in the most recent ETI Inspection (October 2015) ‘The Pastoral Care in St. Mary’s is Outstanding’. PROCEDURE FOR DEALING WITH COMPLAINTS We encourage and welcome all comments and views from all stakeholders. Parents/Carers are welcome to contact the school to discuss any matter pertaining to their daughter. It is the belief of the school, that this open communication is highly beneficial to all and especially to the student. Our policy is designed to establish a clear mechanism for the resolution of complaints. AIMS: Our complaints procedure aims to: • provide an efficient and thorough system, through which issues are effectively addressed • provide an accessible service that respects confidentiality • address the issues that arise from complaints, in a fair and honest manner, within the timescale set out • treat individuals and groups with openness, equality and inclusiveness • keep people informed of progress and the final outcome of the issues raised These procedures do not replace or supplement other established procedures and/or appeals mechanisms, in such areas as Child Protection, Special Education, Admissions, Suspensions and Expulsions etc. The procedures allow for a staged process, ranging from informal to formal. Most complaints are resolved at the informal stage, but if a parent believes that the issue has not been dealt with in a satisfactory manner, the complaint should be made in writing, initially to the Principal. A full copy of the Complaints Procedure and other School Policies, are available from our School Website and School App.

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18 The School Day The school day commences at 8:55 a.m. and finishes at 3:00 p.m. and is divided up as follows: Years 8, 9 and 10 Time 8:55 a.m. – 9:05 a.m. ASSEMBLY in Assembly Hall (10 mins approx.) 9:05 a.m. – 9:15 a.m. REGISTRATION in Form Room (10 mins approx.) 9:15 a.m. – 10:00 a.m. Period 2 (45 mins) 10:00 a.m. – 10:45 a.m. Period 3 (45 mins) 10:45 a.m. – 11:30 a.m. Period 4 (45 mins) 11:30 a.m. – 12:05 p.m. Period 5 (35 mins) 12:05 p.m. – 12:45 p.m. Period 6 – LUNCH (40 mins) 12:45 p.m. – 1:30 p.m. Period 7 (45 mins) 1:30 p.m. – 2:15 p.m. Period 8 (45 mins) 2:15 p.m. – 3:00 p.m. Period 9 (45 mins) First Lunch (Years 8, 9 and 10): 12.05 p.m. – 12.45 p.m. Years 11, 12, 13, 14 Time 8:55 a.m. – 9:05 a.m. ASSEMBLY in Assembly Hall (10 mins approx.) 9:05 a.m. – 9:15 a.m. REGISTRATION in Form Room (10 mins approx.) 9:15 a.m. – 10:00 a.m. Period 2 (45 mins) 10:00 a.m. – 10:45 a.m. Period 3 (45 mins) 10:45 a.m. – 11:30 a.m. Period 4 (45 mins) 11:30 a.m. – 12:10 p.m. Period 5 (40 mins) 12:10 p.m. – 12:50 p.m. Period 6 (40 mins) 12:50 p.m. – 1:30 p.m. Period 7 - LUNCH (40 mins) 1:30 p.m. – 2:15 p.m. Period 8 (45 mins) 2:15 p.m. – 3:00 p.m. Period 9 (45 mins) Second Lunch (Years 11, 12, 13 and 14): 12.50p.m. – 1:30 p.m. HOLIDAY ARRANGEMENTS FOR 2025 – 2026 The school will operate during the period 26th August 2025 – 30th June 2026. It will close for all statutory holidays occurring within this period. TERM 1 • 26th August 2025 – 22nd December 2025 inclusive. • Bank Holiday: 25th August 2025 • Mid-Term break: 27th October 2025 – 31st October 2025 inclusive. • Christmas Holidays: 23rd December 2024 – 5th January 2026 inclusive. TERM 2 • 6th January 2026 – 2nd April 2026 inclusive. • Mid Term Break: 9th February 2026 – 15th February 2026 inclusive. • Easter Holidays: 3rd April 2026 – 12th April 2026 inclusive. TERM 3 • 13th April 2026 – 30th June 2026 • Bank Holidays: 4th May 2026 and 25th May 2026 MID-ACADEMIC YEAR CHANGES Every effort has been made to ensure that all information given in the prospectus is accurate at the time of going to print. It is not anticipated that there will be changes to this information but if such a situation arises, during the 2025 – 2026 school year, all parents will be informed through our School App.

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19 Curriculum Subjects KS3 SUBJECTS KS4 SUBJECTS KS5 SUBJECTS • Art and Design • Citizenship • Drama • Employability • English • French • Geography • History • Home Economics • Information Technology • Irish • Mathematics • Music • Personal Development • Physical Education • Religious Studies • Science • Technology and Design • Art and Design • Business and Communications Systems • Business Studies • Children’s Play Learning and Development • Design and Technology • Drama • English Language • English Literature • French • Further Mathematics • Geography • Health and Social Care • History • Home Economics: Food and Nutrition • Information Technology • Learning for Life and Work • Mathematics • Music • Occupational Studies – Business • Occupational Studies – Environment and Society • Performance Skills • Physical Education • Polish • Preparation for Adult Life • Prince’s Trust xL Level 2 Certificate in Personal Development and Employability Skill • Religious Studies • Religious Studies – OCN • Science - Single Award • Science – Double Award • Science – OCN Non-Collaboration Subjects • GCE Art and Design • GCE Health and Social Care (Single Award) • GCE Health and Social Care (Double Award) • GCE Professional Business Services • GCE Religious Studies • GCE Sociology • OCR Cambridge Technical Introductory Diploma in Business • OCR Cambridge Technical Introductory Diploma in IT • BTEC National Extended Certificate in Sport Collaboration with St. Mark’s High School, Warrenpoint • GCE Performing Arts • GCE History Collaboration with St. Colman’s College, Newry • GCE Biology • GCE English Literature • GCE Mathematics • GCE Design and Technology EXTENDED CURRICULUM KS3/GCSE/A’ Level Booster Classes Coding Club Prince’s Trust xL Programme Cross Country Running Fitness Class Science Club Homework Club Drama Dance Bright Sparks Club Choir Cookery Club Gaelic Football Camogie Mini Enterprise Traditional Music Netball Music Tuition

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20 PUBLIC EXAMINATIONS RESULTS GCSE RESULTS Subject A* A B C* C D E F G U X Number A*-C % A* - C Art & Design 0 2 3 0 2 6 0 0 0 0 0 7 54 Business Studies 0 5 5 5 3 0 1 0 0 0 0 18 95 BCS 0 3 4 3 2 2 1 0 0 0 0 12 80 Drama 0 0 5 1 0 0 2 0 0 0 0 6 75 English Language 2 19 28 17 15 8 1 1 0 0 0 81 89 English Literature 4 16 14 6 0 0 0 0 0 0 0 40 100 French 0 0 1 0 1 2 0 0 0 0 0 2 50 Further Maths 0 1 2 1 1 0 0 0 0 0 0 5 100 Geography 0 2 0 0 7 1 0 0 1 0 0 9 82 Health and Social Care 0 2 2 4 6 6 0 0 0 0 0 14 70 Home Economics 0 3 1 2 8 1 0 0 0 0 0 14 93 History 0 6 4 3 4 1 0 0 0 0 0 17 94 LLW 0 2 9 11 6 3 2 0 0 0 0 28 85 Mathematics 0 17 24 7 16 19 6 4 0 2 0 64 71 Music 0 4 1 1 1 1 1 0 0 0 0 7 78 Physical Education 0 0 5 0 3 2 0 0 0 0 0 10 80 Religious Studies 2 17 9 3 9 5 1 2 1 3 0 50 82 Science Double Award A*A* 0 A*A 0 AA 2 AB 1 BB 2 BC* 5 C*C* 1 C*C 2 CC 4 CD 3 DD 1 37 88 Science Single Award 0 5 5 13 18 5 1 0 0 0 0 41 87 Technology & Design 0 1 4 4 2 1 0 0 0 0 0 11 92

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21 LEVEL 2 RESULTS OCN - Double Award % A*A*-CC % A*A*-EE OCN Children’s Play, Learning and Development 100% (47/47) 100% (47/47) OCN - Single Award % A*-C % A*-E OCN Children’s Play, Learning and Development 100% (3/3) 100% (3/3) OCN Level 2 Certificate in Applied Science 100% (23/23) 100% (23/23) OCN Level 2 Certificate in Information Technology 92% (26/24) 92% (26/24) OCN Level 2 Certificate in Religious Studies 100% (28/28) 100% (28/28) Preparing for Adult Life 100% (11/11) 100% (11/11) Performing Skills 100% (9/9) 100% (9/9) CCEA Occupational Studies – Single Award Business and Services 100% (25/25) 100% (25/25) Health & Social Care 100% (32/32) 100% (32/32) GCSE Statistics (Last 6 years) 2019 2020 2021 2022 2023 2024 Northern Ireland Average % Students achieving 5+ A*-C 95% 95% 96% 98% 94% 96% 84.0% % Students achieving 5+ A*-C inc Maths and English 71% 70% 67% 73% 58% 69% 58.4%

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22 POST 16 – GCE RESULTS Subjects No. A* A B C D E U No. A*-C No. A*-E % A*-C GCE Art and Design 3 0 2 1 0 0 0 0 3 3 100% GCE Health and Social Care 46 0 6 17 17 5 1 0 40 46 87% GCE Mathematics 2 1 0 0 1 0 0 0 2 2 100% GCE Performing arts 7 0 4 2 1 0 0 0 7 7 100% GCE Professional Business Services 11 0 4 3 3 1 0 0 10 11 92% GCE Religious Studies 8 0 3 4 1 0 0 0 8 8 100% GCE Sociology 15 0 1 6 5 2 1 0 12 15 80% GCE Technology 2 0 0 2 0 0 0 0 2 2 100% POST 16 - LEVEL 3 RESULTS % A*-C % A*-E BTEC National Award Children’s Care, Learning and Development 7 (64%) 9 (81%) BTEC Sport 6 (86%) 7 (100%) Cambridge Technical Introductory Diploma in Business 26 (96%) 26 (96%) Cambridge Technical Introductory Diploma in IT 4 (100%) 4 (100%) Post 16 Statistics (Last 6 Years) 2019 2020 2021 2022 2023 2024 Northern Ireland Average % Students achieving 3+ A*-C 68% 77% 87% 83% 67% 76% 57.6%

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24 School Policies PASTORAL CARE POLICY (Summary) In St. Mary’s we provide high quality education, where students are encouraged and supported to reach their full potential. As stated in the most recent ETI Inspection, ‘The Pastoral Care in St Mary’s is Outstanding’ ETI Inspection Report Oct 2015. As a UNICEF Rights Respecting School, we work together to engender in our students positive attitudes and behaviours, based on respect for self and others. Every effort is made to ensure that each student achieves their full potential, creating an atmosphere in which students feel secure, know that they are valued as individuals, and are encouraged in their learning, growth and social development, in a healthy and safe learning environment. The Curriculum and Pastoral Care provisions in St. Mary’s High School, aims to support all students and prepare them to cope with the demands of school and adult life, thus enabling them to achieve their full potential. These provisions include measures to help meet the physical, emotional and spiritual needs and aspirations of all learners within an inclusive learning environment. We acknowledge the importance of our pastoral role in the welfare of all young people. Our mission statement and ethos, permeate all aspects of school life where every member of our school community is treated with respect. Through our Pastoral Structures, Counselling Service and use of external support services, students learn in a supportive environment. The Personal Development Programme allows students to explore key issues within their personal development, including Self Concepts, Self Esteem, Health and Well-being, Relationships and Personal Safety. BEHAVIOUR POLICY (Summary) In St. Mary’s, we are committed to promoting positive behaviour, in a supportive and caring environment. As a Rights Respecting School, we work together to engender in our students, positive attitudes and behaviours based on respect for self and others. The promotion of positive behaviour enables students to become self-disciplined learners, who respect diversity, authority and are able to make informed decisions, allowing them to fulfil their potential and develop positive relationships with other people. The management of behaviour issues, is linked closely to the pastoral care provision in the school and the Form Teachers, Year Tutors, Behaviour Management Coordinator and Senior Leadership Team, play key roles in this area. In the interest of the child, they will liaise with other agencies including the Education and Welfare Office, Student Personal Development Service, Educational Psychology Services, Behaviour Support Team, Student Personal Development Services, CAMHS, Bolster Community, Family Support Hub, and the School Counsellor. Through the establishment of a caring framework, we aim to: • Encourage all students to exercise self-discipline, self-respect, respect for others, the environment and local community and personal responsibility in line with Article 29 of UNCRC ‘Education must encourage the child’s respect for human rights as well as respect for others’ • Provide a systematic, consistent and appropriate response to behaviour management in school • Ensure students recognise the need to have rules in school and to fulfil their responsibility as outlined in our School Charter • Foster mutual respect, understanding, sensitivity, open mindedness and generosity towards others so as to enrich both personal and community life • Support the health and safety of all students • Foster a learning culture that celebrates and rewards positive behaviour, achievement and success • Create a stimulating learning environment which encourages and rewards personal endeavour and achievement • Ensure students behave appropriately at all times in school and when representing our school on educational visits and during other activities • Support the personal development of all students, by recognising and rewarding high standards of behaviour and effort

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25 In St. Mary’s, we strive to recognise and reward achievement in academic work, extra-curricular activities and good behaviour. As a Rights Respecting School, we work together to engender in our students, positive attitudes and behaviours, to allow them to make informed decisions, to be honest, compassionate, tolerant and to show respect for themselves and others. All teachers set high expectations in relation to student behaviour and application towards work; • All students who are experiencing personal and emotional issues and as a result have difficulty coping with the demands of school life, will be given support through the pastoral and counselling programmes • All staff act as positive role models within a rights respecting learning environment • Form Teachers and Year Tutors have responsibility for monitoring the behaviour of their form class/year group by promoting high expectations, offering support to all students and dealing with unacceptable behaviour • The School Rules and the School Charter have been reviewed in consultation with the Rights Respecting Steering Group, School Council and staff • The Behaviour Policy and School Rules are shared with all parents at the beginning of each academic year and parents agree to the school rules by signing their daughter’s diary at the beginning of each academic year • Parents and carers can arrange an appointment with their daughter’s Form Teacher or Year Tutor, should they be concerned about their daughter HOMEWORK POLICY (Summary) Homework is an essential element of the learning and assessment cycle. It consolidates work which has been undertaken in class and helps to reinforce and extend students’ knowledge and understanding. Homework encourages students to think and learn independently, developing important self-management skills. Teachers in St. Mary’s set homework on a regular basis to: • reinforce and assess learning • continue and consolidate work undertaken in class • encourage independent learning • develop research skills (including materials and information not available in the classroom) • develop literacy, numeracy and IT skills • develop important skills such as research, essay writing, note taking • undertake research to complete GCSE controlled assessments • complete coursework • revise for assessments and examinations • develop self-management skills • allow parents to become involved in their daughter’s school work The student diary is used by students to record homework. Parents are asked to sign the diary and to use it to communicate with their daughter’s Subject Teachers or Form Teacher. Teachers may also use the diary to communicate with parents and carers. Form Teachers monitor the diaries on a weekly basis and Year Tutors check each student’s diary twice yearly and award achievement points for effective use of the diary. In St. Mary’s, homework may involve a range of activities including writing tasks, learning, reading, research, practical work or online homework, using one of our Online Platforms (e.g. Showbie, Google Classroom, Teams). CHILD PROTECTION POLICY (Summary) All staff in St. Mary’s have a responsibility for the pastoral care, general welfare and safety of the children in our care and we will carry out this duty by providing a caring, supportive and safe environment, where each student is valued for her unique talents and abilities, and in which all our young people can learn and develop to their full potential. As a UNICEF Rights Respecting School, we work together to engender in our students, positive attitudes and behaviours based on respect for self and others. This policy clarifies the responsibilities of teachers and other staff in the school, in relation to child protection and to identify the action that should be taken to enable cases of suspected abuse to be properly considered and pursued.

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26 The general principles, which underpin our work, are those set out in the UN Convention on the Rights of the Child and are enshrined in the Children (Northern Ireland) Order 1995, the Department of Education (Northern Ireland) guidance “Safeguarding and Child Protection – A Guide for Schools” (DENI Circular 2017/04) and the Area Child Protection Committees’ Regional Policy and Procedures (2005). The following principles form the basis for our child protection procedures: • To ensure the child’s right to protection from harmful treatment as defined in ‘The United Nations Convention on the Rights of the Child’ – ‘children have the right to be protected from all forms of violence; they must be kept safe from harm; and they must be given proper care by those looking after them (Article 19). Moreover, Article 3 provided that ‘when adults or organisations make decisions which affect children, they must always think first about what would be best for the child’ • It is a child’s right to feel safe at all times, to be heard, listened to and taken seriously • We have a pastoral responsibility towards the children in our care and should take all reasonable steps to ensure their welfare is safeguarded and their safety is preserved • A proper balance must be struck between protecting children and respecting the rights and needs of parents and families; but where there is conflict the child’s interest must always come first • To ensure that the child’s welfare is the paramount consideration – ‘Children (NI) Order 1995’. The Children Order defines a ‘child’ as a person under the age of 18 • To have in place a structure within the school, which will provide a swift effective response to any incident of suspected or actual abuse • To provide staff with a procedure for action in any case of suspected or actual child abuse. In all cases of suspected child abuse, the school will inform Social Services, CCMS and the EA. The school will NOT be involved in investigating the suspected abuse. It should be noted that information given to members of staff about possible child abuse cannot be held ‘in confidence’. In the interest of the child, staff may need to share this information with other professionals. However, only those who need to know will be told. The Senior Leadership Team in St. Mary’s High School will review and update the school’s Child Protection Policy and procedures in the light of any further guidance and legislation. CHILD PROTECTION PROCEDURES/SUMMARY Disclosure/Concerns regarding abuse or neglect Designated Teacher for Child - Protection (Mr M Fitzpatrick) In his absence the Deputy Designated Teacher for Child Protection (Mrs J Hughes) Principal Informed Plan of action agreed Referral decision taken No Referral (Parents informed of school’s concerns) School will continue to monitor student as appropriate Referral Social Services, CCMS and EA informed. (Parents informed by School and/or Social Services)

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27 SPECIAL EDUCATIONAL NEEDS POLICY (Summary) REFERENCE: CODE OF PRACTICE FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS 1994; Special Educational Needs and Disability Act (Northern Ireland) 2016 St. Mary's High School is committed to providing equal access for all students, to a broad and balanced curriculum, one which meets their academic, physical, social, spiritual and emotional needs. As a Rights Respecting School, all students are supported and encouraged to achieve their full academic and creative potential, following curriculum pathways which meet their interests, abilities and career aspirations. Students learn within an inclusive learning environment, one where their individual needs and abilities are met through the school’s curriculum and pastoral provisions. Extra support is given to those students who have Special Educational Needs and/or disabilities and the school endeavours to make the maximum reasonable arrangements to provide for their needs. Students who have Special Educational Needs (SEN) are given extra support which addresses their identified needs which are impeding progress and achievement. The SEN provision aims to provide an educational experience which allows all students to achieve their full individual potential and celebrates the academic and creative achievement of all students. St. Mary's High School has an inclusive SEN Policy and is committed to maximising its students' academic achievements within a broad and balanced curriculum which addresses the social, spiritual and emotional needs of its students. St. Mary’s promotes a culture of tolerance, where students of diverse identities are welcomed, respected and cherished. In promoting the value of diversity, the school has a range of strategies to enable students to fully access the curriculum and make progress. The Learning Support Coordinators and Behaviour Management Coordinator, liaise regularly with staff and agree realistic IEPs and Behaviour Plans for individual students. The specific educational needs of students are then supported through effective learning and teaching. Students with SEN Statements receive further additional assistance to support their learning difficulties. Inclusion and equality are central to learning and teaching in St. Mary’s and every student is encouraged to reach their full potential. We aim to provide an educational experience which celebrates all achievements and recognises individuality. Students with Special Educational Needs, are integrated into mainstream provision through a mixed ability setting, with additional support and resources. Classroom Assistants have been trained in Numeracy and Literacy strategies to support students with their learning. This support also includes smaller class sizes for Literacy and Numeracy in KS3 and KS4. A variety of learning and teaching strategies and differentiated work are used in all subjects. The Education Authority (Special Education Support Service) supports staff through continuing professional development and offers support for parents/carers and students. The Learning Support Coordinators, liaise with parents and external agencies including Educational Psychology Services, AAIS Support Services, EA Transition Coordinator, DEL Careers Service and the EA Service for those with visual and hearing impairments. Through the biennial meetings with students and parents, IEPs are discussed and reviewed by the Learning Support Department. All departments have arrangements in place for monitoring and evaluating student progress and achievement: • Personalised Targets identified on IEP’s (PLPs) • Standardised Assessments • Formative and Summative Assessments • CCEA Computer Adaptive Testing (KS3) • Vernon Spelling Test • Bangor Dyslexia Programme • Lexia Programme • Maths Catch Up Programme • Reading Partnership Programme • Dyscalculia Testing

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28 CHARGING AND REMISSIONS POLICY (Summary) Under the Education and Reform Order (N.I.), all students are entitled to be educated free of charge. This means that all lessons and activities connected with preparing students for approved public examinations will be provided at no cost to the students. The school may organise extra-curricular activities and educational trips which may incur a cost for parents/carers. Students will be given the option of participating, but it is important for parents and carers to realise, that failure to participate will not disadvantage the students in any way, in terms of the formal curriculum or examinations. Parents and carers will receive written notification of such events and written parental consent will be required if a student is to take part in any of these activities. SCHOOL POLICIES A full copy of the Complaints Procedure, Child Protection Policy, Behaviour Policy, Anti- Bullying Policy, Drugs Education Policy, SEN Policy and other school policies are available from our School Website www.stmarysnewry.com and our School App.

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29 ST MARY’S HIGH SCHOOL Maintained Secondary Upper Chapel Street Girls NEWRY BT34 2DT Age Range: 11-18 Telephone: 028 3026 2851 Fax: 028 3026 7138 Email: info@stmarys.newry.ni.sch.uk Admission No: 100 Website: www.stmarysnewry.com Principal: Miss Denise Crawley BSc PGCE MSc PQH Enrolment No: 580 Chairperson Board of Governors: Mrs Patricia Cunningham MBE Respective functions of the Board of Governors and Principal in relation to Admissions to the school The Board of Governors draws up the admission criteria. In the event of oversubscription, the Governors have delegated application of the criteria to the Admissions Subcommittee, composed of the Chairperson (or her nominee) the Principal (or her nominee) and another Governor. ADMISSION CRITERIA: Admission to Year 8 September 2025 - June 2026 The application procedure opens on 28 January 2025 at 12 noon (GMT) and an application submitted by the closing date of 20 February 2025 at 12 noon (GMT) will be treated as a punctual application. An application received after 12 noon (GMT) on 20 February 2025 and up to 4pm on 25 February 2025 will be treated as a late application. All applications whether punctual or late will be treated equally. The following criteria will be applied in the order set down by the Board of Governors, St Mary’s High School, Newry, in selecting pupils for Year 8 entry. The criteria will be applied first to children resident in Northern Ireland at the time of proposed admission and then to children not so resident. However, the school cannot cause or permit the number of registered pupils in Year 8 to exceed the school’s admissions number as determined by the Department of Education. It will be assumed that any parents/carers who wish their daughters to attend the school are in agreement with the ethos, philosophy, aims, policies, rules and regulations of the school. If places are available, the school will admit all pupils whose parents/carers wish them to attend. If the school receives more applications than places available all applications will be considered but applications belonging to Criteria 1 will be given preference over Criteria 2 etc CRITERIA 1. Children who reside, at the date of their application, in the following parishes, Donaghmore, Drumgath, Middle Killeavy, Newry, Saval, Upper Killeavy, not listed in any order of preference. 2. Children who, at the date of their application, reside in other parishes but attend a Primary School in the above-named parishes. 3. Children from other parishes, at the date of their application, who currently have or had a child of the family enrolled in the school. 4. Children whose Transfer Application expresses a first preference for St Mary’s. 5. Children whose parent/carer is presently a permanent member of the school teaching/ancillary/auxiliary staff. 6. Children from other parishes. Admissions Criteria in the Event of a Tie Breaker In the event that, at any stage of the above criteria being applied, there is more than one applicant for a final place then this final selection will be on the basis of random selection, using the methods listed below, in the order in which they are given: OPEN NIGHT – Thursday 16th January 2025 at 7pm Parents/Carers of children in the transfer age group are invited to visit the school, accompanied by their daughters

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30 Random Selection of Letters: For admission to the school in September 2025, children will be selected for admission on the basis of initial letter of surname (as entered on the original Birth Certificate) in the order set out below: K H Q V A X R C U E B D F W M L P S G Y T N J I Z In the event of surnames beginning with the same initial letter, the subsequent letters of the surname will be used in alphabetical order. In the event of two identical surnames, the alphabetical order of the initials of the forenames will be used. Random Selection: In the event that the school cannot distinguish between pupils with exactly the same full name, computerised random selection will be used to determine rank order. Please note: In the event of your child not getting a place in St Mary’s according to the above criteria, a waiting list will be available and all applications on the waiting list will be ranked as per numbered criteria above. APPLICATIONS AND ADMISSIONS TO YEAR 8 Year Admissions No Total Applications All Preferences Total Admissions 2022/23 100 111 100 2023/24 100 98 98 2024/25 100 100 100 ADMISSION CRITERIA: Admission to Years 9-12 September 2025 - June 2026 The following criteria will be applied in the order set down by the Board of Governors, St Mary’s High School, Newry for accepting pupils transferring from another school. The criteria will be applied first to children resident in Northern Ireland at the time of proposed admission and then to children not so resident. However, the school cannot cause or permit the number of registered pupils in Years 9 – 12 to exceed the school’s enrolment number as determined by the Department of Education. It will be assumed that any parents/carers who wish their daughters to attend the school are in agreement with the ethos, philosophy, aims, policies and regulations of the school. CRITERIA 1. Their admission would not cause the school to exceed its enrolment number as determined by the Department of Education; class sizes, including practical class sizes as determined by the Department of Education would not be exceeded. 2. Children who have moved into the locality to live and for whom this is the nearest secondary school. 3. Children who currently have or had a child of the family enrolled in the school. The Board of Governors, in the light of all available information, will consider the needs of the particular pupil seeking entry to the school and decide whether it is in the pupil’s best interest to transfer. ADMISSION CRITERIA: Admission to Years 13-14 September 2025 - June 2026 Students must be able to demonstrate their ability and commitment to pursuing their studies to Post 16. To be eligible for admission into Year 13 an applicant must have achieved 5 GCSEs at Grades A*- C including Mathematics and/or English. They must also have had an excellent attendance and behaviour record. If there are more pupils eligible than there are places available, places shall be awarded in the following order: 1. Applicants with the highest GCSE score – an applicant’s GCSE score being calculated on the basis of GCSE results as follows: A* = 7 points A = 6 points B = 5 points C* = 4 points C = 3 points D = 2 points E = 1 point 2. In the event of a tie, priority shall be established by computerised random selection.

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31 Additionally, students who wish to study subjects at Post 16 will be required to have achieved Grades A* - B in these subjects at GCSE in particular Religious Education, English, Geography, Science and Mathematics. Those wishing to study Sociology must have achieved at Grades A* - B in English Language. NOTE: The lodging of an application is interpreted by the Board of Governors as an indication that the parents and the child concerned accept and are in agreement with the ethos, aims, policies and regulations of the school including the code of conduct and discipline policy of St Mary’s High School. Information in relation to these may be obtained from the school. Optimum Semper Facere ‘Always To Do One’s Best’ We would like to assure you of the excellent education which is available to your daughter should you decide to send her to St. Mary’s. In St. Mary's, there is a strong belief that academic progress goes hand in hand with personal development. We place great emphasis on a student’s sense of their own identity and the development of their self-esteem. We believe that the ethos of achievement in our school has been strengthened by devoting time to the recognition of achievement of every kind – the students’ service to their community, their Parish, Sport and the Arts as well as their academic work. We strive to help each student to grow, develop and fully realise their potential thus developing their respect for community and above all a sense of self-worth. We are a very happy school and relationships between staff and students are warm in St. Mary's and this is reflected in the extra time staff and students are ready to give to the school. We believe that the creation of a positive, caring ethos within the school, shows the students how much we value them and encourage their confidence. We are totally committed to the idea of partnership in education, involving students, parents, carers and staff. We recognise that no two students have the same talents and abilities. We believe, it is our duty to build on each individual’s strengths. As parents and carers, you have the right to want and to expect the best for your child and we will ensure they achieve their best. If your daughter becomes a student in St. Mary's, she will be treated with respect, with care and with concern for her future. She will be given every opportunity and will be encouraged to achieve her personal best. We pride ourselves at getting the very best from all our students, irrespective of their ability, so we assure you, your daughter will thrive in our school.

Prospectus Jan 2025

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