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St Marys Newry Prospectus

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2 St. Mary’s High School Newry St. Mary’s High School UNICEF Rights Respecting School Upper Chapel Street, Newry, County Down, BT34 2DT Tel: 028 3026 2851 Fax: 028 3026 7138 Email: info@stmarys.newry.ni.sch.uk Web: www.stmarysnewry.com Twitter: @StMarysHSNewry Principal: Miss Denise Crawley B.Sc. PGCE, M.Sc. PQH Chair of Governors: Rev. John E McClelland BA,DMS,MBA,FRSA,FCMI,FInstLM,CharteredMCIPD,MIFireE Approved Enrolment Number: 580 Approved Admissions Number: 100

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3 Principal’s Welcome Dear Parents and Pupils I am delighted to warmly welcome you to St Mary’s High School and trust that our prospectus will give you a glimpse into the very rich and varied life of our school. St Mary’s is an all ability 11-18 school which encourages every pupil to enjoy learning in a caring and supportive atmosphere. Our pupils have many opportunities to meet new friends and enjoy learning in a multimedia environment, one fit for the twenty first century. Our pupils are encouraged and challenged to explore their talents and abilities through our broad and balanced curriculum and they can enjoy a range of academic and pastoral successes as they work to achieve their full potential. We are very proud of our school, it’s child centred approach to learning and teaching, it’s excellent record of academic and creative successes and its progressive vision. We have built up strong links with our Primary School partners and along with our excellent pastoral support system we can 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 girls as they move through these formative years. As an Investors in People School we thrive on excellent teacher pupil relationships and we encourage pupils to join the many Student Voice Groups and make a real difference to the life of the school. As a Catholic and Rights Respecting School, we promote dignity, self-esteem and respect, as we foster the faith of all pupils 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 pride ourselves in developing strong working relationships with parents and firmly believe that when pupils, 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 local businesses and schools across our Area Learning Community to enrich our curriculum, extra-curricular activities and career opportunities for the pupils. I feel privileged to be Principal of such a vibrant school, one where pupils live up to our motto, Optimum Semper Facere – ‘Always To Do One’s Best’ as they learn in our positive and happy atmosphere which cultivates success at every level. If you choose to send your daughter to St Mary’s, be rest 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 teachers to maximise 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 and develop the students in our school to the highest possible standards and as a Catholic School, to awaken them to the challenge of living according to the Catholic Faith. 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 suited to their needs and abilities  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 Celebrating our Faith Education in St Mary’s is rooted in the Gospel values of respect for life, love, truth and justice. We aim to harmonise faith and culture, build a better society and cultivate an understanding of the needs of others. Our School Oratory enables our pupils to enjoy peaceful, private reflection and participate in sacramental celebrations.  At the beginning of the first term the school community gathers for Mass in St Mary’s Chapel asking for God’s blessing for the year ahead  In Term 1, Year 8 parents, pupils and staff come together for a special Prayer Service of Welcome  Daily, we pray together at Assembly, our act of worship as a school community  The School Chaplain works with teachers and pupils in the preparation of liturgies  Pupils are encouraged to strengthen links with their local parish through the John Paul II Awards, Gift Programme and SVP Society  The school choir plays an important role in religious services in school, parish and the community Pastoral Care As a Rights Respecting School, the core purpose is to foster an inclusive learning environment where all pupils 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. Through our pastoral structures and Counselling Service, we have developed a highly supportive learning culture. The Personal Development Programme allows pupils to explore key issues within their personal development including self-concepts, self-esteem, health and wellbeing, relationships and personal safety.

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6 Key Stage 3 Years 8-10 The KS3 Curriculum empowers pupils 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 Art and Design Citizenship Drama Employability English French Geography History Home Economics ICT Mathematics Music Personal Development Physical Education Religious Studies Science Design and Technology School Uniform School Uniform - Years 8–10  Pink and white check blouse  Maroon pleated skirt  Maroon clip-on tie  Maroon jumper with school crest  Maroon tights  Summer blouse (Term 3)  Flat black soft-soled shoes  Maroon blazer with school crest N.B All coats worn to school must be maroon Physical Education uniform  Laced Gym Shoes – Supportive trainers with grip soles  White Socks  Black Skort or Black School Shorts with School Crest (O’Neills)  School jersey (O’Neills)  Half Zip or School Sweatshirt with school crest (O’Neills)

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7 Key Stage 4 Years 11-12 Curriculum provision at KS4 is broad, balanced and flexible to meet the needs of individual pupils 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 Learning for Life and Work Mathematics Music Occupational Studies Business Occupational Studies Environment and Society OCN Level 2 in Applied Science OCN Level 2 Childcare OCN Level 2 in Information Technology Applications OCN Level 2 in Religious Studies Performance Skills Personal Development Physical Education Polish Preparation for Adult Life Princes Trust Xl Certificate in Personal Development Religious Studies Single Award Science School Uniform School Uniform - Years 11-12  Pink blouse  Maroon pleated skirt  Striped clip-on tie  Maroon jumper with school crest  Maroon tights  Summer blouse (Term 3)  Flat black soft-soled shoes  Maroon blazer with school crest N.B All coats worn to school must be maroon Physical Education uniform  Laced Gym Shoes – Supportive trainers with grip soles  White Socks  Black Skort with school crest or Track Bottoms with school crest (O’Neills)  School jersey (O’Neills)  Half Zip or School Sweatshirt with school crest (O’Neills)

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8 Post 16 Curriculum The Post 16 Curriculum enables pupils to choose a blend of subjects which best meets their aptitudes, aspirations and interests. We provide pupils 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 in Children’s Care, Learning and Development BTEC in Sport BTEC in Travel and Tourism Cambridge Technical in Business Cambridge Technical in IT GCE Art and Design GCE Biology GCE English Literature GCE French GCE Geography GCE Health and Social Care GCE Mathematics GCE Performing Arts GCE Professional Business Services GCE Religious Studies GCE Sociology Career Guidance (CEIAG) Careers Education Information and Guidance is central to the Post 16 Curriculum. The programme encourages each pupil to develop a realistic and relevant Personal Career Action Plan based on their skills, capabilities and career aspirations. Pupils are provided with information and knowledge of a wide range of career paths and research the options available to them. The Careers Department offers the following opportunities to pupils:  Work Experience  Interview Preparation Workshops  University Visits  Guest Speakers  Careers Champions  Attendance at Career Conventions  Individual Career Interviews  University Applications  Careers Resource Centre  Career Ready Programme Newry and Mourne Area Learning Community St Mary’s High School is a member of the Newry and Mourne Area Learning Community. 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 learners. St Mary’s has extended its curriculum provision at GCE ‘AS’ and ‘A’ Levels through collaboration with St Mark’s High School and St Colman’s College to offer pupils a broad and balanced curriculum School Uniform School Uniform - Years 13-14  Gold blouse  Maroon skirt  Maroon and Gold jumper  Maroon tights  Flat black soft-soled shoes  Blazer

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9 Eco Committee The Eco Committee raise environmental awareness and promotes education for sustainable development. Tech Team Post 16 IT Ambassadors support KS3 pupils to develop their skills in use of new technologies and software to promote ICT across the curriculum. Learning Partners Learning Partners are a trained group of senior pupils who support Year 8 pupils through the transition from Primary to Post Primary. Liturgy Committee The Liturgy Committee assist the RE Department in nurturing the Catholic ethos of St Mary’s and promoting a greater awareness of liturgical seasons and religious events in school and in the parish. School Nutritional Action Group (SNAG) St Mary’s SNAG is a proactive group that encourages all pupils to invest in healthy lifestyles. Maths Mentors Maths Mentors support pupils in KS3 Maths lessons and pupils in local primary schools. They assist staff in helping pupils achieve a greater understanding and enjoyment of Numeracy. Senior Prefects Senior Prefects and representatives from Year 13 work with KS3 classes to motivate and encourage pupils develop their skills and qualities. Celebrating Student Voice Rights Respecting School Council The Rights Respecting School Council is a proactive group who represent the student voice in school. Pupils from each year group work in partnership to ensure there is a truly inclusive school community where everyone is valued and supported. Fundraising Committee The Fundraising Committee raise awareness, organise and support many local, national and global charities.

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10 Physical Education Physical Education is compulsory for all pupils 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 pupils 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 pupils to extend and develop their skills. Sports Available to Pupils: Aerobics Orienteering Athletics Outdoor Pursuits Badminton Rock Climbing Camogie Rugby Canoeing Sailing Creative and National Dance Swimming Cross Community Trials Wet Water Bouldering Gaelic Football Table Tennis Gymnastics Tennis Netball Volleyball Enriched Curriculum We encourage pupils to participate in a wide range of extra-curricular activities which will develop not only their skills and talents but develop their sense of service to community. AMMA Centre Junior SVP Art Galleries Lions Leadership Awards Business Enterprise Clubs and Seminars Local and National Charities Career Ready Mentoring Concerts and Performances Netball Coding Club Projects – African Schools and Zambian Street Children Counselling Service Professional Artist Workshops Dance Public Speaking Drama, Speech and Music Theatre Visits Eco and SNAG Clubs Science Club GCSE Booster Classes School Choir Homework Club STEM Club Instrumental Lessons Traditional Music Group John Paul II Award Xl Princes Trust

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11 GENERAL INFORMATION St. Mary’s High School, Upper Chapel Street, Newry, Co. Down. BT34 2DT Telephone: 02830262851 Fax: 028 30267138 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, P.G.C.E, M.Sc, PQH (NI) Chair of the Board of Governors: Rev. John E. McClelland BA, DMS, MBA, FRSA, FCMI, FlnstLM, Chartered MCIPD, MIFireE. Current Enrolment 585 Expected Enrolment 600 (September 2022) Number Seeking Admission 2021 95 Number Admitted 2021 85 Management Type Catholic Maintained School Type Secondary (single-sex: girls) Age Range 11-18 Number of Teachers 39 Board of Governors Rev. J.E. McClelland: Chairperson (Trustee Nominee) Mrs P Cunningham: Vice – Chairperson (EA Southern Representative) Mrs E Bell (Trustee Nominee) Mrs P Maguire – (Trustee Nominee) Mrs S Haddad (Teacher Representative) Mr E McDonnell (Trustee Parent Representative) Mrs J Curtis (EA Southern Representative) Mr D McCaul (DENI Representative) Ms M Donaghey (EA Southern 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 Mr B Morgan Year 10 Mrs J Hughes Year 11 Mrs G Mallon Year 12 Mrs S Barry Post 16 Mrs J McGinn All information contained in this Prospectus is correct on 13th January 2022

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12 VISION ‘Our vision is to educate and develop the students in our school to the highest possible standard and as a Catholic School, to awaken them to the challenge of living according to the Catholic Faith whilst also appreciating diversity’ We acknowledge that Catholic Education:  Takes place in communities inspired by the Spirit of Christ. Christ’s commandment to love God and neighbour inspires a caring ethos which is expressed in relationships within and beyond Catholic schools  Promotes the dignity, self-esteem and full development of each person who is made in God’s image and uniquely loved by God  Is inclusive. It is respectful of, and engages with people of all beliefs: it encourages the development of all in their own faith  Is rooted in the Gospel values of Respect for Life, Love, Solidarity, Truth and Justice: it aims to harmonise faith and culture, build a better society and pursue the Common Good Aims of St Mary’s as a Catholic School Together Catholic Schools provide high quality, rounded education for all young people, so that they develop their full uniqueness and potential. In Catholic Schools the person and message of Christ find expression in:  Communities of Faith, Service, Prayer and Worship  The development of each person’s full potential in a climate of joy, freedom, respect, challenge, cooperation and celebration  The enrichment of pupil life – intellectual, physical, spiritual, moral, social and emotional  The promotion of a spirit of charity, social justice, global awareness and concern for others leading to practical outreach and partnerships  A culture of tolerance where people of diverse identities are recognised, welcomed, respected and cherished  Listening, mutual understanding, trust, reconciliation, healing and peace  The preparation of pupils to lead fulfilling and purposeful lives which will contribute to the common good

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13 MISSION STATEMENT ‘OPTIMUM SEMPER FACERE’ ALWAYS TO DO ONE’S BEST We will work in collaboration with other educational institutions and in partnership with parent and students to maximise 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 suited to their needs and abilities  To maximise the academic and creative potential of students by challenging them to be independent thinkers and lifelong learners  To provide students with the opportunity to develop competence and confidence in elearning  To give students opportunity to learn about factors which impact on learning e.g. learning styles, techniques to improve learning, healthy lifestyles  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  To encourage tolerance and respect for others and to promote the value of diversity RESOURCING EDUCATION  To use resources effectively to support and improve learning  To ensure procedures are in place to appoint and develop 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 welfare of pupils and staff

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14 SCHOOL CONTEXT St Mary’ High School first 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 pupils 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. The pupils, parents, governors, trustees and staff are committed to the school and proud of its many achievements. 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 Rights Respecting School (Level 2, Dec 2016) where learning is underpinned by caring, supporting relationships and mutual respect. The many student voice groups promote human rights, locally and globally, enabling active pupil participation in a wide range of areas: Rights Respecting School Council, SNAG, ECO, Learning Partners, Fundraising, Liturgical Committees, Maths Mentors and Tech Ambassadors. Students are supported to reach their full potential within a learning environment of high expectations, they confidently apply themselves to the learning and assessment process. The comprehensive curricular and extra-curricular opportunities together with the strong pastoral ethos, allows 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 responsibility. Their contribution to school life and to the life of the wider community is promoted and celebrated. Religious Education and Faith Development plays a very important role in the life of the school, supported and enhanced by the commitment of the School Chaplain. The school plays an active role in the local parish and promotes the involvement of the youth at every opportunity. As reported by the most recent ETI Inspection Report (Oct 2015) the school has a ‘High level of capacity for sustained improvement’. This finding reflects the high levels of academic achievement within St Mary’s and demonstrates that school is a leading education provider. This inspection report stated ‘The school’s mission statement ‘Optimum Semper Facere – Always to do one’s best’ pervades the life and work of the school. St Mary’s works in partnerships with local primary and post primary schools, community and business groups in the local area, enriching the pupils’ learning experiences and future opportunities. The Investors in People Award (Gold, April 2016) acknowledges the school’s four strategic aims, Valuing Education, Fulfilling Potential, Promoting Equality and Resourcing Education. This accolade recognises the combined achievements of all staff in ensuring an environment that is proactive in embracing change, embedding new initiatives and celebrating success. The Investors in People Health and Wellbeing Award (June 2019) is an accolade which recognises the combined achievements of all staff in ensuring St Mary’s creates an environment that is proactive in ensuring the health and wellbeing of all staff. The strong Pastoral Ethos and effective Personal Development Programme which permeates the school are based on a deep appreciation of each individual’s rights and responsibilities and their active participation as a local and global citizen. This is reflected in the accolade of being a Rights Respecting and Welcoming School. 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 School, the school community received recognition for its commitment to raising environmental awareness (ECO Ambassador School 2017).

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15 LEARNING AND TEACHING St. Mary’s is a vibrant, child centred, self-improving learning environment which effectively meets the needs and aspirations of all pupils through high quality learning and teaching. Working in collaboration with other educational and business providers, we maximise the academic and creative potential of pupils, enabling them to achieve the highest educational standards, thereby enriching their lives, the community and the economy. Staff is supported through on-going continuous professional development including: Inset Training; PRSD; Sharing Good Practice, Trusted Colleague and Reflective Teacher Models. Teachers and Classroom Assistants set high expectations for all pupils to maximise the learning opportunities for all. They work collaboratively to create a learning environment that develops pupils 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 pupils to succeed and reach their full potential. These have been agreed at whole school level and include policies for Learning and Teaching, Assessment, Homework, Examinations, Literacy, Numeracy and ICT which are revised regularly in line with DE guidelines. Professional Development for teachers and Classroom Assistants are determined by the key priorities identified from the School Development Plan. . CURRICULUM PROVISION and ENTITLEMENT FRAMEWORK Curriculum development is progressive and ongoing, providing pupils with broad, balanced and flexible curriculum pathways to meet their needs, abilities and aspirations and reflective of Local Market Information. Pupils 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 ALC (St Mark’s High School and St Colman’s College). As a Rights Respecting and Global Learning School, St Mary’s fully embraces shared education through our links with other educational providers in the Area Learning Community. These learning opportunities enrich the pupils’ learning experiences, promoting inclusion and diversity, they are valued elements of our curriculum and extracurricular provisions. COLLABORATION We work collaboratively with St Colman’s College and St Mark’s High School, to enhance curriculum provisions at Post 16 to meet the career aspirations of learners and the requirements of the Entitlement Framework. KEY STAGE 3: The curriculum structure in KS3 empowers pupils 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, pupils develop a wide range of Thinking Skills and Personal Capabilities including the Cross Curricular Skills of Communication, Using Maths and ICT. This is underpinned by the promotion of positive attitudes and dispositions. In KS3 pupils are placed in mixed ability classes with streaming in Mathematics (Years 8-12), English (Years 8-12) and Science (Years 10-12). Learning plans and Reflection Plans are used by teachers and pupils to reinforce and evaluate the learning process. Pupil progress is tracked effectively through the Assessment and Reporting procedures and intervention strategies are implemented to raise attainment across all subject areas. In KS3, pupils 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 pupils and 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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16 KEY STAGE 4: Curriculum provision at Key Stage 4 is broad, balanced and flexible to meet the needs of individual pupils and ensures appropriate progression opportunities. Pupils 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 that all pupils can and will achieve to the very best of their ability. Through a wide range teaching and learning strategies pupils are motivated and engaged in their work both collaboratively and independently. Learning and teaching at Key Stage 4 supports the development of cross curricular skills and thinking skills and personal capabilities. Through the use of Assessment Manager teachers and pupils set and track realistic Target Grades enabling pupils to reach their full potential. Pupils follow a comprehensive CEIAG Programme allowing them to make informed decisions regarding the future career management. Work Placement in Year 11 creates opportunities for work related learning and skills development aiding the advancement of employability skills. KEY STAGE 5: In collaboration with other schools in the Area Learning Community pupils have access to a range of subjects both academic and applied as outlined in the Entitlement Framework. Decisions regarding curriculum provisions at Key Stage 5, reflects the needs and career aspirations of all pupils. The pupils have access to a comprehensive CEIAG Programme informing them of educational and employment opportunities. The Personal Development Programme prepares pupils 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 pupils and parents about the challenges and demands of each Key Stage. RESOURCING LEARNING There is a commitment to provide a well-resourced, stimulating and safe learning environment which enables pupils to have access to a broad and balanced curriculum, demonstrating our caring ethos and strong commitment to the welfare and attainment of all pupils. ASSESSMENT “Assessment and other data is used to effectively inform learning and teaching across the school and in the classroom to promote improvement” Every School a Good School – April 2009 Assessment is an integral part of learning and teaching in St Mary’s and supports each pupil reach their full academic and creative potential, fostering the development of their self-esteem and personal responsibility. The teachers use a range of summative and formative assessment methods benchmarked against Target Percentages (KS3) and Target Grades (KS4) that have been shared with pupils and parents. Assessment is focused on learning and contributes to the raising of achievement and attainment of all pupils, 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 pupils. 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

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17 RAISING STANDARDS In St Mary’s, raising standards and promoting the creative and academic potential for all pupils 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 pupil attainment across key stages employing appropriate intervention and support strategies to meet the additional education and other needs of pupils 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 Programme, Study Skills Seminars and the enriched curriculum provision beyond the classroom. The following methods and strategies are used to raise attainment and challenge underachievement: Key Stage 3 Assessment Manager and Pupil Diaries are used to monitor and track pupil attainment and progress. Based on the Year 8 MidYIS outcomes, each pupil 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 results are used to identify those pupils who are Underachieving, Gifted and Talented and those with Special Educational Needs. The Raising Standards Leaders liaise with Heads of Department, Year Tutors, SLT and pupils to coordinate the programme and communicate with parents. Key Stage 4 Based on CAT outcomes, KS3 Data, previous teacher assessments, professional judgment, each pupil in Years 11 and 12 is given a Personalised Target Grade and the results from the five standardised assessments each year are benchmarked against the Target Grade through Assessment Manager. These realistic yet challenging targets, are monitored and tracked creating a culture of high expectations, where the role of parents is crucial in ensuring pupils reach their full potential. This information is regularly analysed by the Raising Standards Leaders and intervention strategies are initiated for those pupils 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 pupils to coordinate the programme and communicate with parents. Key Stage 5 In consultation with pupils, teachers use GCSE profiles, SIMS Best Chance Predictions and their professional judgement to set realistic but challenging targets for all pupils. These targets are used to inform learning and teaching at Key Stage 5 and supports pupils in reaching their full potential through a range of subject strategies and the school’s pastoral programme. The Post 16 Year Tutor liaises with relevant staff in partner schools in the Area Learning Community to monitor pupils’ attainment and achievement. Assessment and Reporting: KS3 Pupils complete 4 Standardised Assessment throughout the year. KS4 Pupils complete 5 Standardised Assessment throughout the year. Reports are given to parents at set times throughout the school year: Key Stage 3 December – Christmas Report – Marksheet Term 1/2 – Parent Teacher Meeting June – Summer Report – Subject marks with Teacher Comments Key Stage 4 September - Results from Summer Tests and Year 11 GCSE Modules Term 1/2 - Parent Teacher Meeting December – Christmas Report - Subject marks with Teacher Comments Key Stage 5 Term 1 - Parent Teacher Meeting March – Christmas Report - Subject marks with Teacher Comments

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18 PASTORAL CARE The pastoral care and wellbeing of pupils is of paramount importance to all staff in St Mary’s. Each Year Group has a Year Tutor and each class has a Form Teacher with responsibilities for the delivery of the Personal Development Programme and for the emotional well-being of each pupil in their form class. The Personal Development Programme enables pupils to develop their self-esteem, positive attitudes and relationships alongside skills that can be transferred outside the classroom. Pupils follow the statutory Personal Development Programme from Years 8 to 12 delivered by Form Teachers supported by external resources and agencies. In Year 13 students follow a Healthy Lifestyle Enrichment Programme developing knowledge, skills and attitudes to make informed lifestyle choices. As reported in the ETI Survey on RSE (June 2010), the teachers acted as ‘…moral compasses for pupils.’ Senior Prefects are assigned to each KS3 Form Class and have specific duties to carry out as agreed by the Rights Respecting School Council. There is extensive links with outside agencies to support and enhance the schools Pastoral Care Programme – Mensana, Start 360°, PSNI, Women’s Aid, Cara Friend, Ready 4 Anything, Super You, Holistic Therapies, Action Cancer, Teenage Cancer Trust, Love for Life, Aware As reported in the 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 pupil. 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 the School Website and School App.

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19 THE SCHOOL DAY The school day commences at 8:55a.m. and finishes at 3:00p.m. and is divided up as follows: Years 8, 9 and 10  8.50 - 9.05 ASSEMBLY in Assembly Hall (10 mins approx.)  9.05 - 9.15 REGISTRATION in Form Room (10 mins approx.)  9.15 - 10.00 Period 2 (45 mins)  10.00 - 10.45 Period 3 (45 mins)  10.45 - 11.30 Period 4 (45 mins)  11.30 - 12.05 Period 5 (35 mins)  12.05 - 12.45 Period 6 – LUNCH (40 mins)  12.45 - 1.30 Period 7 (45 mins)  1.30- 2.15 Period 8 (45 mins)  2.15 - 3.00 Period 9 (45 mins)  First Lunch (Years 8, 9 and 10): 12.05 – 12.45 Years 11, 12, 13, 14  8.50 - 9.05 ASSEMBLY in Assembly Hall (10 mins approx.)  9.05 - 9.15 REGISTRATION in Form Room (10 mins approx.)  9.15 - 10.00 Period 2 (45 mins)  10.00 - 10.45 Period 3 (45 mins)  10.45 - 11.30 Period 4 (45 mins)  11.30 - 12.10 Period 5 (40 mins)  12.10 - 12.50 Period 6 (40 mins)  12.50 - 1.30 Period 7 - LUNCH (40 mins)  1.30- 2.15 Period 8 (45 mins)  2.15 - 3.00 Period 9 (45 mins)  Second Lunch (Years 11, 12, 13 and 14): 12:50 – 1:30 HOLIDAY ARRANGEMENTS FOR 2022 – 2023 The school will operate during the period 25 August 2022 – 30 June 2023. It will close for all statutory holidays occurring within this period. TERM 1  25 August 2022 – 21 December 2022 inclusive.  Bank Holiday: 29 August 2022  Mid-Term break: 31 October 2022 – 4 November 2022 inclusive.  Christmas Holidays: 22 December 2022 – 5 January 2023 inclusive. TERM 2  6 January 2023 - 6 April 2023 inclusive.  Mid Tern Break: 13 February 2023 – 17 February 2023 inclusive. TERM 3  17 April 2023 – 30 June 2023  Bank Holidays: 1 May 2023 and 29 May 2023 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 school year 2022 - 2023, all parents will be informed through School App.

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20 KS3 and KS4 SUBJECTS: KS3 SUBJECTS KS4 SUBJECTS KS5 SUBJECTS Art and Design Citizenship Geography Drama Employability English French History Home Economics ICT Mathematics Music Personal Development Physical Education Religious Education Science Technology and Design Art and Design Business and Comm. Systems Business Studies Double Award Science Drama Employability English Language English Literature French Further Maths Geography Health and Social Care Home Economics History Personal Development Performance Skills LV2 Learning for Life and Work Music OS: Business Services; OS: Environment and Society OCN Applied Science OCN Child Development OCN Information Technology OCN Religious Studies Physical Education Preparing for Adult Life (PAL) Religious Studies Mathematics Single Award Science Technology and Design St Mary’s High School GCE ‘A’ Level GCE Art and Design GCE Health and Social Care GCE Professional Business Services GCE Religious Studies GCE Sociology Level 3 Qualifications Cambridge Technical  Business  Information Technology Collaboration with St Mark’s  BTEC Sport and Exercise Sciences  BTEC Children’s Care, Learning and Development  GCE English Literature  GCE Performing Arts Collaboration with St Colman’s GCE Geography GCE Mathematics GCE English Literature GCE French EXTENDED CURRICULUM STEM Club Choir Mini Enterprise Orienteering KS3/GCSE/A’ Level Booster Classes Homework Club Cookery Club Traditional Music Drama Gaelic Football Netball Princes Trust xL Programme Cross Country Running Dance Camogie Guitar Lessons Fitness Class

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21 PUBLIC EXAMINATIONS RESULTS August 2021 GCSE RESULTS Subject A* A B C* C D E F G U X Number A*-C % A* - C Art & Design 1 3 2 4 3 0 0 0 0 0 0 13 100% Business Studies 0 2 9 5 4 0 0 0 0 0 0 20 100% BCS 1 7 6 4 0 0 0 0 0 0 0 18 100% Drama 0 0 0 2 1 0 0 0 0 0 0 3 100% English Language 1 13 24 23 20 11 2 0 0 0 0 81 86% English Literature 2 9 15 10 6 1 0 0 0 0 0 42 97% French 0 4 5 5 0 0 0 0 0 0 0 14 100% Further Maths 1 5 3 0 0 0 0 0 0 0 0 9 100% Geography 4 0 4 2 0 0 0 0 0 0 0 10 100% Health & Social Care 0 4 7 4 3 0 0 0 0 0 0 18 100% Home Economics 2 5 4 1 3 0 0 0 0 0 0 15 100% History 0 1 4 3 3 0 0 1 0 0 0 11 92% LLW 3 6 6 9 1 1 1 0 0 0 0 25 93% Mathematics 1 13 17 23 12 9 4 6 9 0 0 66 70% Music 0 2 3 4 2 1 0 0 0 0 0 11 92% Physical Education 4 7 3 4 1 0 0 0 0 0 0 19 100% Religious Studies 0 13 13 10 17 1 0 0 0 0 0 53 98% Science Double Award A*A* 0 A*A 2 AA 6 AB 2 BB 6 BC* 3 BC 0 C*C* 3 C*C 1 CC 0 CD 0 23 100% Science Single Award 0 10 8 14 9 1 0 0 0 0 0 41 98% Technology & Design 0 3 1 3 4 0 0 0 0 0 0 11 100% Other Qualifications at GCSE GCSE Statistics (Last 5 years) 2017 2018 2019 2020 2021 Northern Ireland Average % of Pupils achieving 5+ A*-C 90% 93% 95% 95% 96% 83.7% % of Pupils achieving 5+ A*-C inc Maths and English 58% 59% 71% 70% 67% 53.3% Level 2 Qualifications 2021 Double Award %A*A*-CC %A*A*-EE BTEC Children’s Play, Learning and Development 100% (44) 100% (44) Prince’s Trust Level 2 Certificate in Personal Development and Employability Skills 100% (11) 100% (11) Single Award %A*-C %A*-E BTEC Children’s Play, Learning and Development 100% (6) 100% (6) NOCN Level 2 Certificate in Applied Science 100% (28) 100% (28) NOCN Level 2 Certificate in Information Technology 100% (16) 100% (16) NOCN Level 2 Certificate in Religious Studies 100% (37) 100% (37) Preparing for Adult Life 100% (17) 100% (17) Performing Skills 100% (5) 100% (5) CCEA Occupational Studies Business and Services 96% (25) 96% (25) Environment and Society 100% (29) 100% (29)

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22 POST 16 Subjects No. A* A B C D E U No. A*-C No. A*-E % A*-C GCE Art and Design 3 1 1 1 0 0 0 0 3 3 100% GCE English Literature 1 0 1 0 0 0 0 0 1 1 100% GCE French 2 0 1 0 1 0 0 0 2 2 100% GCE Geography 1 0 1 0 0 0 0 0 1 1 100% GCE Health and Social Care 47 0 11 21 14 1 0 0 46 47 98% GCE Mathematics 5 0 1 3 1 0 0 0 5 5 100% GCE Performing arts 4 0 0 1 1 1 1 0 2 4 50% GCE Professional Business Services 14 0 4 10 0 0 0 0 14 14 100% GCE Religious Studies 7 1 4 2 0 0 0 0 7 7 100% GCE Sociology 12 0 3 6 2 1 0 0 11 12 92% Other Qualifications at Post 16 GCE Statistics (Last 5 Years) 2017 2018 2019 2020 2021 Northern Ireland Average % of Pupils achieving 3+ A*-C 56% 56% 68% 77% 87% 60.3% Post 16 Subject 2021 %A*-C %A*-E BTEC National Award Children’s Care, Learning and Development 100% 100% BTEC Sport and Exercise Sciences 89% 100% Cambridge Technical Introductory Diploma in Business 100% 100% Cambridge Technical Introductory Diploma in IT 100% 100%

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23 THE SCHOOL’S CURRENT FINANCIAL POSITION FINANCIAL YEAR APRIL 2021 - MARCH 2022 RESOURCES AVAILABLE 2021/2022 TOTAL FORMULA FUNDS ALLOCATED 3,050,427 LMS CASH CARRYOVER FROM PREVIOUS YEARS 369,993 TOTAL RESOURCES AVAILABLE 3,420,420 2. EXPENDITURE GROSS EXPENDITURE 3,031,974 LESS INCOME NET EXPENDITURE 3,031,974 3.CUMULATIVE CASH CARRYOVER Anticipated Balance at 31st March 388,446 Estimated Balance as a % of Total Available 11.4%

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24 SCHOOL POLICIES PASTORAL CARE POLICY (summary) In St Mary’s we provide high quality education where pupils are encouraged and supported to reach their full potential. As stated in a recent ETI Inspection, ‘the Pastoral Care in St Mary’s is outstanding’ ETI Inspection Report Oct 2015. As a Catholic and Rights Respecting School, we work together to engender in our pupils’ positive attitudes and behaviours based on respect for self and others. Every pupil is treated as an individual and every effort is made to ensure that each pupil achieves their full potential, creating an atmosphere in which pupils 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 pupils 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, the 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 pupils learn in a supportive environment. The Personal Development Programme allows pupils 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 pupils’ positive attitudes and behaviours based on respect for self and others. The promotion of positive behaviour enables pupils 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 Education and Welfare Office, Pupil Personal Development Service, Educational Psychologist, Behaviour Support Team, Pupil Personal Development Services, CAMHS, Bolster Community, Family Support Hub, and School Counsellor. Through the establishment of a caring framework we aim to:  Encourage all pupils 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 pupils recognise the need to have rules in school and to fulfil their responsibility as outlined in the 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 pupils;  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 pupils behave appropriately at all times in school and when representing the school on educational visits and during other activities;  Support the Personal Development of all pupils 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 pupils, 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 pupil behaviour and application towards work;  All pupils 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 teachers 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 pupils and challenging 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 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 pupils’ knowledge and understanding. Homework encourages pupils 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 tests and examinations;  develop self-management skills;  allow parents to become involved in their daughter’s school work; The pupil diary is used by pupils to record homework. Parents are asked to sign the diary and to use it to communicate with Subject Teacher or Form Teacher. Teachers may also use the diary to communicate with parents. 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 diary. In St Mary’s, homework may involve a range of activities including writing tasks, learning, reading, research or practical work. 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 child 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 Rights Respecting School, we work together to engender in our pupils, 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. Parents may make known concerns regarding their child’s safety to the Principal or in her absence to the Vice-Principal. 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 pupil 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 pupils to a broad and balanced curriculum, one which meets their academic, physical, social, spiritual and emotional needs. As a Rights Respecting School, all pupils are supported and encouraged to achieve their full academic and creative potential, following curriculum pathways which meet their interests, abilities and career aspirations. Pupils 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 pupils who have Special Educational Needs and/or disabilities and the school endeavours to make the maximum reasonable arrangements to provide for their needs. Pupils who have Special Educational Needs 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 pupils. St Mary's High School has an inclusive SEN Policy and is committed to maximising its pupils' academic achievements within a broad and balanced curriculum which addresses the social, spiritual and emotional needs of its pupils. St Mary’s promotes a culture of tolerance where pupils of diverse identities are welcomed, respected and cherished. In promoting the value of diversity the school has a range of strategies to enable pupils to fully access the curriculum and make progress. In liaison with the Learning Support Coordinators and Behaviour Management Coordinator and through agreed IEPs and Behaviour Plans, the specific educational needs of pupils are supported and addressed. Pupils with SEN Statements receive further additional support to support their learning difficulties. Inclusion and equality are central to learning and teaching in St Mary’s and every pupil is encouraged to reach her full potential. We aim to provide an educational experience which celebrates all achievements and recognises individuality. Pupils 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 pupils with their learning and deliver the Reading Partnership, Count Read Succeed and Lexia and IXL Programmes. 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 pupils. The Learning Support Co-ordinator liaises 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 pupils and parents, IEPs are discussed and reviewed by the Learning Support Department. All departments have arrangements in place for monitoring and evaluating pupil progress and achievement:  Personalised Targets identified on IEP’s  Standardised Assessments  Formative and Summative Assessments  CCEA Computer Adaptive Testing (Years 8 and 10)  Vernon Spelling Test  Bangor Dyslexia Programme  Lexia Programme  Maths Catch Up Programme  Reading Partnership Programme

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28 CHARGING AND REMISSIONS POLICY (summary) Under the Education and Reform Order (N.I.), all pupils are entitled to be educated free of charge. This means that all lessons and activities connected with preparing pupils for approved public examinations will be provided at no cost to the pupils. The school may organise extra-curricular activities and educational trips which may incur a cost to parents/carers. Pupils will be given the option of participating but it is important for parents to realise that failure to participate will not disadvantage the pupils in any way in terms of the formal curriculum or examinations. Parents will receive written notification of such events and written parental consent will be required if a pupil 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 and any other school policies are available from the School on request and on the School Website www.stmarysnewry.com and School App.

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29 St Mary’s High School Upper Chapel Street NEWRY BT34 2DT Telephone: Newry (028) 3026 Fax: Newry (028) 3026 7138 Email: info@stmarys.newry.ni.sch.uk Website: www.stmarysnewry.com Principal: Miss Denise Crawley B.Sc P.G.C.E M.Sc PQH Maintained Secondary Girls Age Range 11-18 Approved Admission Number for 2017: Approved Enrolment Number for 2017: 100 580 Chairman of the Board of Governors: Rev. J. E. McClelland BA, DMS, Dip M, MBA, FRSA, F.Inst.LM, FCIM, M.I.FireE, CMCIPD 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 his/her nominee) the Principal (or her nominee) and another Governor. ADMISSION CRITERIA: Admission to Year 8 September 2022 - June 2023 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. Within each criterion priority will be given to pupils regarded by the Board of Governors, on the basis of supporting evidence by parents or statutory agencies, as having Special Circumstances (medical, social, and security factors). 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/guardians who wish their daughters to attend the school are in agreement with the ethos, philosophy, aims, policies, rules and regulations of the school. CRITERIA 1. Pupils who normally 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. Pupils from other parishes, who attend Primary Schools in the above named parishes. 3. Pupils from other parishes who have or had sisters or half-sisters enrolled in the school. 4. Pupils whose Transfer Form expresses a first preference for St Mary’s. 5. Pupils whose parent/guardian is presently a permanent member of the school teaching/ancillary/auxiliary staff. 6. Pupils from other parishes. Online Video and Prospectus (Available 13th January 2022) Parents/Guardians of pupils in the transfer age group are invited to view the Video and read the Prospectus

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30 NOTE: In the event of over-subscription in any one of the criteria, taken in order, pupils will be selected on the basis of (1) Special Circumstances (2) proximity from the home to the school as measured by the shortest walking distance. Priority will be given to those living nearest to the school. In the event of a tie due to distance being equal and identical surnames, the alphabetical order of the initials of the forename will be used. DUTY TO VERIFY The Board of Governors reserves the right to require such supplementary evidence as it may determine to support or verify information on any applicant’s Transfer/Application Form. If the requested evidence is not provided to the Board of Governors by the deadline given, this will result in the withdrawal of an offer of a place. Similarly, if information is supplied which appears to be false or misleading in any material way, the offer of a place will be withdrawn. ADMISSION CRITERIA: Admission to Years 9-12 September 2022 - June 2023 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. Within each criterion priority will be given to pupils regarded by the Board of Governors, on the basis of supporting evidence by parents or statutory agencies, as having Special Circumstances (medical, social, and security factors). 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/guardians 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. 2. Pupils who move into the locality to live and for whom this is the nearest secondary school. 3. Children who have a sister, half-sister presently enrolled in the school. 4. Pupils resident in Northern Ireland at the time of proposed admission. 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. APPLICATIONS AND ADMISSIONS TO YEAR 8 Year Admissions No Total Applications All Preferences Total Admissions 2019/20 100 100 100 2020/20 100 98 98 2020/21 100 95 85

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31 In the event of oversubscription in any one of the criteria, taken in order, pupils will be selected on the basis (1) Special Circumstances (see Year 8) (2) proximity from the home to the school as measured by the shortest walking distance. Priority will be given to those living nearest the school. ADMISSION CRITERIA: Admission to Years 13-14 September 2022 - June 2023 Students must be able to demonstrate their ability and commitment to pursuing their studies to ‘A’ Level. 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* = 6 points A = 5 points B = 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. Additionally, students who wish to study subjects at A’ Level 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 is 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 pupils’ sense of their own identity and the development of their self-esteem. We believe that the ethos of achievement in the school has been strengthened by devoting time to the recognition of achievement of every kind – the pupils’ service to their community, their Parish, Sport and the Arts as well as their academic work. We strive to help each pupil to grow, develop and fully realise her potential thus developing her respect for community and above all a sense of self-worth. We are a very happy school and relationships between staff and pupils are warm in St Mary's and this is reflected in the extra time staff and pupils are ready to give to the school. We believe that the creation of a positive, caring ethos within the school shows the girls how much we value them and encourage their confidence. We are totally committed to the idea of partnership in education, involving pupils, parents, and staff. We recognise that no two girls have the same talents and abilities. We believe, it is our duty to build on each individual’s strengths. As parents, 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 pupil 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 encouraged to achieve her personal best. We pride ourselves at getting the very best from all our pupils, irrespective of their ability so we assure you, your daughter will thrive in our school.

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32 St Mary’s High School Upper Chapel Street, Newry, Co.Down BT34 2DT Telephone: (028) 30262851 Fax: (028) 30267138 Email: info@stmarys.newry.ni.sch.uk Website: www.stmarysnewry.com