St Mary s Prospectus update : simplebooklet.com

Welcome to our school prospectus! Welcome to our school prospectus! Welcome to our school prospectus! So, what is St Mary’s College truly about? From day one, your child will become the most important part of our St Mary’s family. Our From day one, your child will become the most important part of our St Mary’s family. Our From day one, your child will become the most important part of our St Mary’s family. Our wraparound provision will support your child’s wellbeing, meet their academic and pastoral wraparound provision will support your child’s wellbeing, meet their academic and pastoral wraparound provision will support your child’s wellbeing, meet their academic and pastoral needs and develop and celebrate their gifts and skills. Your child will grow, ﬂ ourish and needs and develop and celebrate their gifts and skills. Your child will grow, ﬂ ourish and needs and develop and celebrate their gifts and skills. Your child will grow, ﬂ ourish and mature within a vibrant, progressive and exciting teaching and learning environment.mature within a vibrant, progressive and exciting teaching and learning environment.Furthermore, your child will be taught by an award winning and widely celebrated staﬀ ; Furthermore, your child will be taught by an award winning and widely celebrated staﬀ ; experience a curriculum which is unique, ﬂ exible and engaging; meet our past pupils who experience a curriculum which is unique, ﬂ exible and engaging; meet our past pupils who continue to play a signiﬁ cant role in our curriculum; and avail of facilities which are simply continue to play a signiﬁ cant role in our curriculum; and avail of facilities which are simply continue to play a signiﬁ cant role in our curriculum; and avail of facilities which are simply continue to play a signiﬁ cant role in our curriculum; and avail of facilities which are simply second to none. Our extra-curricular provision is extensive and wide ranging, including a second to none. Our extra-curricular provision is extensive and wide ranging, including a second to none. Our extra-curricular provision is extensive and wide ranging, including a Saturday Wellbeing Club. Your child will join a school steeped in and formed by its proud Saturday Wellbeing Club. Your child will join a school steeped in and formed by its proud Saturday Wellbeing Club. Your child will join a school steeped in and formed by its proud and distinguished history and it is these Sisters of Mercy and Gospel values that continue to and distinguished history and it is these Sisters of Mercy and Gospel values that continue to and distinguished history and it is these Sisters of Mercy and Gospel values that continue to shape everything we do at the school.

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Our Vision Statement At St Mary’s College, we work to create a safe, vibrant and inclusive learning community that places our ethos and values, rooted in the Catholic Faith, at its centre. We will strive to nurture each child spiritually, intellectually, emotionally, physically and socially with a focus on developing responsible citizenship, global awareness and life lasting wellbeing and digital skills.Our Core Values1. We are committed to our Catholic ethos, Mercy values and faith formation in our pupils and strive for Truth as embodied in our school motto.2. We are committed to working as a community fostering strong, positive and respectful relationships with and between our pupils, staﬀ , parents / guardians and external stakeholders including our links to the parish of Templemore.3. We are committed to fostering and nurturing the academic and pastoral provision for each and every child, in an environment that promotes safety, fun, support and celebration.4. We are committed to developing each child’s personal skills and qualities so that they are better equipped to navigate a rapidly changing world and workforce.5. We strive to develop each child’s awareness of local, international and global issues to promote responsible citizenship and respect for the environment.6. We value every staﬀ member in this school community and strive to support, develop and care for one another.7. We strive for success and continuous improvement in all we do in a climate of mutual respect, forgiveness and compassion and one that is always child-centred.support, developand care for one another.You will have fun, make friends, develop your skills, learn new things, and improve your health and well-being

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Pupil PrioritiesParent PrioritiesSchool is a safe and happy place where you can feel welcome every day.Lessons will be engaging and fun, so you enjoy learning new things.Your voice matters – we want to hear your ideas and opinions.You will have fun, make friends, develop your skills, learn new things, and improve your health and well-beingWe are dedicated to delivering excellent teaching that inspires curiosity, fosters a love of learning, and ensures all pupils achieve their very best. Our sta are committed to continuous improvement and innovation in the classroom.Every child matters. We strive to create an inclusive environment where individual needs are recognised and supported.  rough tailored learning and pastoral care, we ensure that every pupil feels valued, safe, and empowered to succeed.We believe that children thrive when they are heard. We actively encourage our pupils to share their ideas, opinions, and experiences.  eir voices help shape our school, fostering a sense of ownership, responsibility, and community.Our PrioritiesEmpowering learnersEducation that adapts to every learnerVoice of the learner

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Where Pupils Feel Safe Where Pupils Feel Safe & Cared For& Cared ForAt St Mary’s College, we work to create a safe, inclusive, nurturing and vibrant learning At St Mary’s College, we work to create a safe, inclusive, nurturing and vibrant learning community where the child is placed at the centre of our provisions. We strive to ensure community where the child is placed at the centre of our provisions. We strive to ensure each child is nurtured spiritually, intellectually, emotionally, physically and socially and each child is nurtured spiritually, intellectually, emotionally, physically and socially and our ethos and values are rooted in the Catholic Faith. We have in place a pastoral system our ethos and values are rooted in the Catholic Faith. We have in place a pastoral system designed to support your child and indeed yourself through all of the challenges that a designed to support your child and indeed yourself through all of the challenges that a school and life presents. school and life presents. Let us introduce to you key members of the pastoral team:Let us introduce to you key members of the pastoral team:Mr Brendan McGinnPrincipalMrs Roisin RiceVice Principal Junior SchoolMrs Orla MulhernSenior Teacher Junior SchoolMr Conor LynchVice Principal Senior SchoolMiss Yvonne ConnollySenior Teacher Senior SchoolMs Karen HoltDesignated Teacher Child ProtectionMr Eugene Moore Education Co-ordinator (SENCo)Ms Heather McGeeHead of Year 8

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School PrayerSchool PrayerMary our Mother,Mary our Mother,as patron of our school,as patron of our school,we enTrust ourselves to your loving care.we enTrust ourselves to your loving care.May Respect for each other beMay Respect for each other bethe light that guides us.the light that guides us.Help us in our Understanding so that weHelp us in our Understanding so that wemay appreciate rather than condemn.may appreciate rather than condemn.Hold in our hearts a love of Truth so thatHold in our hearts a love of Truth so thatby following your example and supportedby following your example and supportedby your grace, We may re ect God’s Hopeby your grace, We may re ect God’s Hopefor all who share life together in thisfor all who share life together in thisplace of learning.place of learning. Our Lady, Guardian of St Mary’s,Our Lady, Guardian of St Mary’s,Pray for us.Pray for us. e Mercy Girl Club is a vibrant part of school life, and for the past three years, post-16 students have had the privilege of traveling to Philadelphia, USA, to participate in the Mercy Girl Eﬀ ect Global Leadership Conference.  ese experiences broaden horizons and deepen understanding of global social responsibility.Our Catholic ethos permeates every aspect of school life. Each day begins with morning prayer, gathering as a community of faith in action. We celebrate the liturgical seasons and events that mark the school calendar, supported by our dedicated School Chaplain, Fr. Paul Farren.  roughout the year, pupils engage in numerous opportunities for faith formation, including charitable initiatives, Masses of celebration, the Pope John Paul II Award, enrichment programs, assemblies, and retreats.At St. Mary’s College, we are committed to developing conﬁ dent, compassionate young women with a strong sense of justice—individuals who demonstrate social responsibility, care for those in need, and foster a spirit of inclusion within our communities.

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Wellbeing within the CurriculumSt Mary’s College recently achieved the Gold Award with Aware NI for supporting mental health and wellbeing in our school. We have a wellbeing hub and a sensory hub all designed to cater for our pupils when they need that little bit of extra time out, support and care. Our enrichment programme in Key Stage 3 has a focus on Health and wellbeing and the school is part of the Education Authority’s “Being Well, Doing Well” 5 year programme.  is programme o ers a wide range of bene ts for both pupils and sta :Bene ts for Pupils• Improved Mental Health: Access to emotional support and wellbeing resources helps reduce anxiety, stress, and other mental health challenges.• Better Learning Outcomes: Pupils who feel safe and supported are more engaged, motivated, and able to concentrate in class.• Stronger Relationships: Encourages empathy, respect, and communication, fostering a more inclusive and friendly school environment.• Life Skills Development: Teaches resilience, emotional regulation, and problem-solving skills that are valuable beyond school.• Sense of Belonging: Promotes a culture where every pupil feels valued and includedBene ts for Sta • Professional Development: Training on emotional wellbeing, bereavement, and suicide awareness enhances staﬀ conﬁ dence and competence.• Stronger School Culture: Staﬀ are empowered to lead wellbeing initiatives, creating a more positive and collaborative workplace.• Early Intervention Tools: Helps staﬀ identify and respond to pupil needs early, improving outcomes and reducing crisis situations.Preventative CurriculumOur Preventative Curriculum is at the core of our pastoral care provision and designed to proactively address issues that pupils may face during adolescence, aiming to equip them with knowledge, skills, and strategies to make informed, healthy, and safe choices.knowledge, skills, and strategies to make informed, healthy, and safe choices.

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Areas of study include:Mental Health & Wellbeing • Stress and anxiety management. • Building resilience, self-esteem, and positive body imageHealthy Relationships • Recognising healthy vs. unhealthy relationships. • Peer pressure and assertiveness Digital Safety & Media Literacy • Cyberbullying and online harassment• Social media pressures and digital footprintsSubstance Abuse Prevention • Risks of alcohol, tobacco, and drugs• Peer in uence and refusal skillsHealth Education • Health and hygiene• Empowerment and informed decision-makingAcademic Pressure & Future Planning• Time management and study skills• Career exploration and STEM encouragementDiversity, Inclusion & Social Justice• Gender equality and empowerment• Cultural awareness and anti-racismOur wellbeing provision includes:• In-school counselling service (Monday & Wednesday) where pupils can self-refer or get referred via the pastoral team• SMILE Programme which provides support for pupils who experience anxiety, social isolation, bereavement amongst other challenges.  is partnership can extend to the community to link in with families to provide a broader support response. • Wellbeing Lead: Mrs Paula Molloy provides a whole school provision for staﬀ and pupils and events are organised throughout the year to mark the 5 Ways to Good Wellbeing: Keeping active; Giving; Taking notices; Connecting and On-going learning.

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ExaminationsAt St Mary’s College we strive to meet the needs of all our pupils. We have an abundance of vocational and academic courses/ pathways to meet the needs of your child. We are an all-ability school and here is a summary of our current provision:Examinations At St Mary’s College we strive to meet the needs of all our pupils. We have an abundance of vocational and academic courses/ pathways to meet the needs of your child. We are an all-ability school and here is a summary of our current provision: KKeeyy SSttaaggee KKeeyy ffeeaattuurreess ooff tthhee ssuubbjjeecctt ooﬀﬀeerr rreeee:: YYeeaarr 88,, 99 && 1100 • Pupil are placed in appropriate English and Mathematics classes according to ability /September testing • Practical classes limited to class sizes of 20: Art & Design, Music, Physical Education, Science, Home Economics and Technology & Design • Remaining subjects are taught in all ability groups as form classes • Choice of language determines your form class FFoouurr:: YYeeaarr 1111 && 1122 • Range of academic/vocational/SEN pathways • English Literature, Triple Award Science and Further Mathematics on oﬀer • Selection of OCN, OCR and BTEC qualiﬁcations • All pupils can achieve at least 9 GCSEs or equivalent FFiivvee:: YYeeaarr 1133 && 1144 • Large range of CCEA subjects including Biology, Mathematics, Technology & Design, Art & Design, Health & Social Care, Performing Arts (Music) and English Literature • Range of vocational courses including BTECs e.g. Hospitality and Children’s Play, Learning & Development and Cambridge Technicals e.g. Information Technology • Access to the Foyle Learning Community for subjects we do not oﬀer GGCCSSEE // LLeevveell 22 In our recent 2025 summer examination results at GCSE/Level 2, almost 60% of our grades were A*-B. is compares very favourably with the NI average for non grammar female at 37.8% Furthermore 88.7% of all grades were A*-C compared to the NI average for non grammar female at 79.9%. See below the subject oﬀer, achievement and comparative data. GGCCEE // LLeevveell 33 Over 75% of all grades achieved at A2 in the recent summer examinations were A*-C which is comparable to NI non grammar female statistic. e school oﬀers a wide range of subjects which is complemented by the Foyle Learning Community subject oﬀer. SStt MMaarryy’’ss %% AA**--BB SStt MMaarryy’’ss %% AA**--CC SStt MMaarryy’’ss %% AA**--EE NNII AAvvgg %% AA**--BB NNII AAvvgg %% AA**--CC NNII AAvvgg %% AA**--EE AArrtt aanndd DDeessiiggnn 100.0% 100.0% 100.0% 60.3% 85.7% 98.8% BBiioollooggyy 37.5% 75.0% 100.0% 50.0% 75.2% 96.9% CCaatteerriinngg 15.4% 100.0% 100.0% N/A N/A N/A CChheemmiissttrryy 0.0% 100.0% 100.0% 55.6% 78.2% 95.5% CChhiillddccaarree SSkkiillllss 0.0% 65.2% 100.0% N/A 73.8% 95.1% DDeessiiggnn aanndd TTeecchhnnoollooggyy 57.1% 78.6% 100.0% N/A N/A N/A GGeeooggrraapphhyy 25.0% 75.0% 100.0% 53.6% 80.1% 98.5% GGoovveerrnnmmeenntt aanndd PPoolliittiiccss 50.0% 50.0% 100.0% 34.3% 67.1% 97.1% HHeeaalltthh aanndd SSoocciiaall CCaarree 50.0% 86.7% 100.0% 51.6% 85.8% 99.4% HHeeaalltthh aanndd SSoocciiaall CCaarree 41.7% 75.0% 100.0% 37.5% 79.6% 99.7% HHiissttoorryy 50.0% 90.0% 100.0% 43.7% 71.7% 96.9% IICCTT 0.0% 75.0% 100.0% N/A N/A N/A MMaatthheemmaattiiccss 50.0% 50.0% 100.0% 56.1% 78.0% 97.0% PPeerrffoorrmmiinngg AArrttss 33.3% 66.7% 100.0% 56.0% 82.6% 100.0% PPhhyyssiiccss 25.0% 75.0% 100.0% N/A N/A N/A RReelliiggiioouuss SSttuuddiieess 25.0% 58.3% 100.0% 47.3% 81.7% 97.5% SScciieennccee:: AApppplliieedd 25.0% 25.0% 100.0% N/A N/A N/A TTrraavveell aanndd TToouurriissmm 0.0% 72.7% 90.9% N/A 80.4% 97.1% GCE / Level 3Over 75% of all grades achieved at A2 in the recent summer examinations were A*-C which is comparable to NI non grammar female statistic.  e school oﬀ ers a wide range of subjects which is complemented by the Foyle Learning Community subject oﬀ er.

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GCSE / Level 2In our recent 2025 summer examination results at GCSE/Level 2, almost 60% of our grades were A*-B.  is compares very favourably with the NI average for non grammar female at 37.8%. Furthermore 88.7% of all grades were A*-C compared to the NI average for non grammar female at 79.9%. See below the subject oﬀ er, achievement and comparative data. SSTT MMAARRYY’’SS %% AA**--BB SSTT MMAARRYY’’SS %% AA**--CC SSTT MMAARRYY’’SS %% AA**--EE NNII AAVV.. %% AA**--BB NNII AAVV.. %% AA**--CC NNII AAVV.. %% AA**--EE AArraabbiicc ((GGCCSSEE)) 100.0% 100.0% 100.0% N/A N/A N/A AArrtt aanndd DDeessiiggnn ((GGCCSSEE)) 69.2% 100.0% 100.0% 39.6% 79.7% 96.6% BBiioollooggyy ((GGCCSSEE)) 50.0% 87.5% 100.0% 36.6% 81.2% 99.1% BBuussiinneessss ((GGCCSSEE)) 27.8% 66.7% 94.4% 34.3% 68.9% 93.3% CChheemmiissttrryy ((GGCCSSEE)) 12.5% 62.5% 100.0% 37.5% 70.8% 98.3% DDeessiiggnn aanndd TTeecchhnnoollooggyy ((GGCCSSEE)) 68.0% 92.0% 100.0% 44.0% 78.2% 96.8% EEnngglliisshh LLaanngguuaaggee ((GGCCSSEE)) 32.7% 82.7% 97.3% 34.0% 80.9% 96.0% EEnngglliisshh LLiitteerraattuurree ((GGCCSSEE)) 54.3% 89.1% 97.8% 54.4% 91.9% 98.7% FFrreenncchh ((GGCCSSEE)) 100.0% 100.0% 100.0% 31.6% 73.9% 96.5% FFrreenncchh ((OOCCNN)) 100.0% 100.0% 100.0% N/A N/A N/A GGeeooggrraapphhyy ((GGCCSSEE)) 47.4% 84.2% 92.1% 39.2% 73.5% 92.8% HHee:: cchhiilldd ddeevveellooppmmeenntt ((GGCCSSEE)) 46.9% 87.5% 96.9% 30.4% 69.7% 92.8% HHeeaalltthh aanndd ssoocciiaall ccaarree ((GGCCSSEE)) 12.5% 68.8% 87.5% 26.3% 70.7% 95.2% HHeeaalltthh aanndd ssoocciiaall ccaarree ((OOCCNN)) 33.3% 83.3% 83.3% N/A 88.6% 88.6% HHiissttoorryy ((GGCCSSEE)) 61.5% 84.6% 100.0% 39.8% 72.9% 93.7% HHoossppiittaalliittyy ((GGCCSSEE)) 12.5% 87.5% 100.0% 32.9% 69.2% 90.2% IICCTT ((GGCCSSEE)) 100.0% 100.0% 100.0% 48.6% 79.8% 95.0% IICCTT ((OOCCNN)) 100.0% 100.0% 100.0% N/A 97.4% 97.4% IIrriisshh ((GGCCSSEE)) 38.9% 94.4% 100.0% 69.1% 95.1% 98.2% MMaatthheemmaattiiccss ((GGCCSSEE)) 36.9% 65.8% 88.3% 24.5% 56.8% 84.1% MMaatthheemmaattiiccss:: FFuurrtthheerr ((GGCCSSEE)) 46.7% 100.0% 100.0% 58.8% 87.7% 98.4% MMuussiicc ((GGCCSSEE)) 43.8% 100.0% 100.0% 45.9% 83.4% 99.1% OOccccuuppaattiioonnaall SSttuuddiieess:: BBuussiinneessss 100.0% 100.0% 100.0% N/A 89.1% 94.6% OOccccuuppaattiioonnaall SSttuuddiieess DDeessiiggnn 100.0% 100.0% 100.0% N/A 88.9% 94.0% LLeeaarrnniinngg ffoorr LLiiffee && WWoorrkk ((GGCCSSEE)) 70.3% 100.0% 100.0% 41.7% 80.1% 96.3% PPeerrssoonnaall // SSoocciiaall EEdduuccaattiioonn 100.0% 100.0% 100.0% N/A 95.2% 95.2% PPhhyyssiiccss ((GGCCSSEE)) 37.5% 87.5% 100.0% N/A N/A N/A PPrreeppaarraattiioonn ffoorr WWoorrkk 100.0% 100.0% 100.0% N/A 97.2% 97.2% RReelliiggiioouuss SSttuuddiieess ((GGCCSSEE)) 42.3% 92.3% 96.2% 47.8% 76.4% 93.8% RReelliiggiioouuss SSttuuddiieess ((OOCCNN)) 100.0% 100.0% 100.0% N/A 99.3% 99.3% SScciieennccee:: AApppplliieedd ((BBTTEECC)) 21.4% 81.0% 81.0% N/A 74.5% 74.5% SScciieennccee:: DDoouubbllee AAwwaarrdd ((GGCCSSEE)) 30.9% 85.3% 100.0% 32.4% 84.6% 99.2% SSppaanniisshh ((GGCCSSEE)) 55.6% 77.8% 100.0% 38.2% 85.3% 97.6% SSppaanniisshh ((OOCCNN)) 100.0% 100.0% 100.0% N/A N/A N/A SSppoorrtt // PP..EE.. SSttuuddiieess ((GGCCSSEE)) 40.0% 100.0% 100.0% 46.6% 78.0% 99.1% SSppoorrttss CCooaacchhiinngg ((OOCCNN)) 100.0% 100.0% 100.0% N/A N/A N/A GGCCEE // LLeevveell 33 Over 75% of all grades achieved at A2 in the recent summer examinations were A*-C which is comparable to NI non grammar female statistic. e school oﬀers a wide range of subjects which is complemented by the Foyle Learning Community subject oﬀer. SStt MMaarryy’’ss %% AA**--BB SStt MMaarryy’’ss %% AA**--CC SStt MMaarryy’’ss %% AA**--EE NNII AAvvgg %% AA**--BB NNII AAvvgg %% AA**--CC NNII AAvvgg %% AA**--EE AArrtt aanndd DDeessiiggnn 100.0% 100.0% 100.0% 60.3% 85.7% 98.8% BBiioollooggyy 37.5% 75.0% 100.0% 50.0% 75.2% 96.9% CCaatteerriinngg 15.4% 100.0% 100.0% N/A N/A N/A CChheemmiissttrryy 0.0% 100.0% 100.0% 55.6% 78.2% 95.5% CChhiillddccaarree SSkkiillllss 0.0% 65.2% 100.0% N/A 73.8% 95.1% DDeessiiggnn aanndd TTeecchhnnoollooggyy 57.1% 78.6% 100.0% N/A N/A N/A GGeeooggrraapphhyy 25.0% 75.0% 100.0% 53.6% 80.1% 98.5% GGoovveerrnnmmeenntt aanndd PPoolliittiiccss 50.0% 50.0% 100.0% 34.3% 67.1% 97.1% HHeeaalltthh aanndd SSoocciiaall CCaarree 50.0% 86.7% 100.0% 51.6% 85.8% 99.4% HHeeaalltthh aanndd SSoocciiaall CCaarree 41.7% 75.0% 100.0% 37.5% 79.6% 99.7% HHiissttoorryy 50.0% 90.0% 100.0% 43.7% 71.7% 96.9% IICCTT 0.0% 75.0% 100.0% N/A N/A N/A MMaatthheemmaattiiccss 50.0% 50.0% 100.0% 56.1% 78.0% 97.0% PPeerrffoorrmmiinngg AArrttss 33.3% 66.7% 100.0% 56.0% 82.6% 100.0% PPhhyyssiiccss 25.0% 75.0% 100.0% N/A N/A N/A RReelliiggiioouuss SSttuuddiieess 25.0% 58.3% 100.0% 47.3% 81.7% 97.5% SScciieennccee:: AApppplliieedd 25.0% 25.0% 100.0% N/A N/A N/A TTrraavveell aanndd TToouurriissmm 0.0% 72.7% 90.9% N/A 80.4% 97.1%

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Moving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeMoving to St Mary’s CollegeTransitioning from Primary School to Post-Primary School can be an understandable Transitioning from Primary School to Post-Primary School can be an understandable Transitioning from Primary School to Post-Primary School can be an understandable Transitioning from Primary School to Post-Primary School can be an understandable challenge for pupils. At St Mary’s College, we have an engaging and eﬀ ective transition challenge for pupils. At St Mary’s College, we have an engaging and eﬀ ective transition challenge for pupils. At St Mary’s College, we have an engaging and eﬀ ective transition challenge for pupils. At St Mary’s College, we have an engaging and eﬀ ective transition programme, that begins in Primary 7. We have strong links with our local primary schools programme, that begins in Primary 7. We have strong links with our local primary schools programme, that begins in Primary 7. We have strong links with our local primary schools programme, that begins in Primary 7. We have strong links with our local primary schools and value their outstanding work and guidance.and value their outstanding work and guidance.Furthermore, your child(ren) will have a dedicated Form Tutor who will see them twice daily, Furthermore, your child(ren) will have a dedicated Form Tutor who will see them twice daily, Furthermore, your child(ren) will have a dedicated Form Tutor who will see them twice daily, Furthermore, your child(ren) will have a dedicated Form Tutor who will see them twice daily, as well as a Head of Year, a Senior Teacher, and the Vice Principal for Junior School support-as well as a Head of Year, a Senior Teacher, and the Vice Principal for Junior School support-as well as a Head of Year, a Senior Teacher, and the Vice Principal for Junior School support-as well as a Head of Year, a Senior Teacher, and the Vice Principal for Junior School support-ing them. Our new Year 8 pupils will gather as a full year group during daily assemblies to ing them. Our new Year 8 pupils will gather as a full year group during daily assemblies to ing them. Our new Year 8 pupils will gather as a full year group during daily assemblies to ing them. Our new Year 8 pupils will gather as a full year group during daily assemblies to hear important announcements, explore new and topical themes, and pray for you and the hear important announcements, explore new and topical themes, and pray for you and the hear important announcements, explore new and topical themes, and pray for you and the hear important announcements, explore new and topical themes, and pray for you and the school community.school community.Hi! My name is Lauren, and I’m in Year 10. I’m also the Junior Head Girl at St Mary’s College.Choosing St Mary’s College was an easy decision for me because it’s a school that really cares about what you enjoy. I love music, sport, and science, and St Mary’s College gives me loads of chances to do all of them! When I started, I was excited to try new subjects like French that I didn’t do in primary school.Everyone in our school is very friendly and welcoming. Since joining, I’ve had so many amazing opportunities. For example, I’ve passed my Grade 4  ute exam, joined the orchestra and the football team, and even taken part in science competitions like Sci-Fest!  ere’s always something fun to get involved in.One of the best things about St Mary’s College is how the teachers encourage everyone to be their best, try new things, and develop their unique skills and talents. I’ve made lots of new friends, joined loads of clubs, and discovered hobbies I didn’t even know I’d like. Whatever you’re interested in—sport, music, art, science—there is something at St Mary’s College for you.Being Junior Head Girl is such an honour. In my leadership role, I work with the Junior Leadership Team, leading assemblies, like one for Anti-Bullying Week. I have also been trained as a Wellbeing Champion, looking at areas where we can be better at supporting the wellbeing of all our pupils.  e teachers here are so supportive and inspire us every day. I’ve represented the school in music, sport, and community events, and it always makes me feel proud.Honestly, a er just a few days in Year 8, I knew I’d made the right choice. St Mary’s College really is the best school for me, and I think you’d love it tooLaurenJunior Head GirlLauren

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Hello, I’m Hannah, and I’m proud to be the Senior Head Girl in my  nal year at St Mary’s College.I know choosing a post-primary school can feel like a big decision. When I  rst visited St Mary’s College on Open Day back in P7, I instantly felt at home.  e teachers and students were so welcoming, and I could see straight away that this was a school that stood out. Even at 11 years old, I was inspired by the amazing things past pupils had achieved, and I knew I wanted to be part of that story.One of the best things about St Mary’s Collegeis that it’s not just about lessons in the classroom.  ere are so many opportunities to try new things—clubs, sports, music, technology projects—at lunchtime, a er school, and even on Saturdays. When I started in Year 8, I joined the orchestra, and over the years I’ve taken part in all sorts of events and projects.  ese experiences helped me discover what I love and shaped the subjects I chose for A-level: Physics, Technology, and Religion.  ey’ve shown me how creativity, problem-solving, and innovation connect our world and shape the future. e teachers here are incredible.  ey push you to think big, believe in yourself, and aim high.  anks to their support, I’m now applying to top universities in the UK and beyond to study technology and engineering. I feel ready for whatever comes next because of the foundation I’ve built at St Mary’s College. But St Mary’s College is more than just a school—it’s a community. From day one, I felt like I belonged.  e friendships, the support, the con dence I’ve gained—they are things I’ll carry with me forever. Looking back, I’m so proud of the journey I’ve had here. If you’re wondering whether St Mary’s College could be the right choice for you, my advice is simple: come and see for yourself. You might just  nd, like I did, that it’s the perfect place to start your own amazing journey. Looking back now, at the 11-year-old version of me, I could never have imagined the skills, friendships, and con dence I would gain here. What I can say with complete certainty is that I am incredibly proud to be a St Mary’s College girl.things—clubs, sports, music, technology projects—at lunchtime, a er school, and even on Saturdays. When I started in Year 8, I joined the orchestra, and over the years I’ve taken part in all sorts of events and projects.  ese experiences helped me discover what I love and shaped the subjects I chose for A-level: Physics, Technology, and Religion.  ey’ve shown me how creativity, problem-solving, and innovation connect our world and shape the future. e teachers here are incredible.  ey push you to think big, believe in yourself, and aim high.  anks to their support, I’m now applying to top universities in the UK and beyond to study technology and engineering. I feel ready for whatever comes next because of the foundation I’ve built at St Mary’s College. But St Mary’s College is more than just a school—it’s a community. From day one, I felt like I belonged.  e friendships, the support, the con dence I’ve gained—they are things I’ll carry with me forever. Looking back, I’m so proud of the journey I’ve had here. If you’re wondering whether St Mary’s College could be the right choice for you, my advice is simple: come and see for yourself. You might just  nd, like I did, that it’s the perfect place to start your own amazing journey. Looking back now, at the 11-year-old version of me, I could never have imagined the skills, friendships, and con dence I would gain here. What I can say with complete certainty is that I am incredibly proud to be a St Mary’s College girl. e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister Programme e Big Sister ProgrammeAs part of the transition process, we invite all our Year 8 pupils and their families to a As part of the transition process, we invite all our Year 8 pupils and their families to a Welcome Ceremony, to celebrate the beginning of a new chapter with us. Each Year 8 form Welcome Ceremony, to celebrate the beginning of a new chapter with us. Each Year 8 form class has two “Big Sisters” who not only shadow the class but keep a close eye on the pupils, class has two “Big Sisters” who not only shadow the class but keep a close eye on the pupils, ensuring they settle into new friendship groups.  ese “Big Sisters” are our most senior pupils ensuring they settle into new friendship groups.  ese “Big Sisters” are our most senior pupils who are well versed in supporting the newest members to our school community. “Big who are well versed in supporting the newest members to our school community. “Big Sisters” communicate regularly with our pastoral team, including your child’s Form Tutor and Sisters” communicate regularly with our pastoral team, including your child’s Form Tutor and Head of Year. It is a very eﬀ ective way of monitoring every pupil, as they become accustomed Head of Year. It is a very eﬀ ective way of monitoring every pupil, as they become accustomed to their new school.to their new school.HannahSenior Head GirlHannah

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Careers & Year 14 DestinationsOur whole school careers provision led by Mrs Caroline Rogan begins in Year 8 and is comprehensive and age appropriate. It is promoted through all subjects, Learning for Life and Work in particular, and pupils have a dedicated careers period in Year 10, 11, 12, 13 & 14.In recent years, the Careers Department has won the Irish News “Careers Inspiration Award”. Furthermore, external agencies Careers Service NI, University of Ulster, WomensTec, Finesse Careers, Futures for All and many local employers support the school by giving pupils work related opportunities and experiences to explore their interests.  ere is a dedicated careers team and Sixth Form Supervisor who together oversee each pupil’s career progress and destination in Year 14.  e principal in collaboration with Mrs Rogan also meets with each pupil in term one to support and guide them through their higher education application. Six current Year 14 pupils successfully completed Queen’s University Pathway Programme giving them a guaranteed oﬀ er for the university, a grade reduction for entry and a £1000 bursary. Areas include Medicine, Dentistry and Biomedical Sciences and Social Work.Courses that our Class of 2025 chose last year: Geography | Personalised Medicine with optional placement year | Drama with Education | Midwifery | Chiropractic | Digital Design | Textile, Art and Fashion| Early Childhood Studies | Biomedical Science | Nursing (Adult) | Construction Engineering and Management | Mechanical Engineering | History with Education | Building Survey | Accounting and Finance |Psychology with optional placement year | Global Business | Law | Journalism |Geography with Education and optional placement year | Dental Health |Sport and Exercise Sciences | Music/Singing | Applied Animal Science

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Extra Curricular ActivitiesArt & DesignAthletics / Cross CountryBoard & Social Games ClubChess ClubChoirCode / Microsoft Dream Ambassadors’ ClubDerry City FC Supporters’ ClubE Sports ClubFootballGaelicGuitar ClubGCSE English Language Support ClinicHistory ClubInstrumental EnsemblesIrish ClubIrish Traditional Music GroupMathematics Support ClinicMercy Girls’ ClubPE RecoverySaturday Wellbeing Club (bowling, horse riding, cookery, art & crafts, IT/Minecraft)Science Fun ClubShowjumping TeamSpanish ClubSwim ClubTechnology & Design -Support ClinicsYoung Enterprise -Company ProgrammeInstrumental EnsemblesInstrumental EnsemblesIrish Traditional Music GroupIrish Traditional Music GroupMathematics Support ClinicMathematics Support ClinicMercy Girls’ ClubMercy Girls’ ClubSaturday Wellbeing Club Saturday Wellbeing Club (bowling, horse riding, cookery,(bowling, horse riding, cookery, art & crafts, IT/Minecraft) art & crafts, IT/Minecraft)Showjumping TeamShowjumping TeamTechnology & Design -Technology & Design -Young Enterprise -Young Enterprise -Company ProgrammeCompany Programme

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Breakfast Club e school operates a Breakfast Club which runs daily from 8.15 – 8.45am in the canteen and the menu includes tea, coﬀ ee, orange juice, cereal, toast and pancakes. It is an excellent way to begin the day meeting friends. Canteen e school has a modern and attractive dining area for all pupils to sit together and eat their lunch or hot food ordered.  e canteen caters for speciﬁ c food requirements where possible and the menu is extensive.  e school has one long lunch period over which the entry of pupils to the canteen is staggered. Year 8 pupils are served ﬁ rst. Phones are prohibited during the lunch period to encourage interaction and friendship making. Homework HubHomework is a vital part of the learning experience that: • Gives pupils opportunities to practice skills and extend their knowledge and understanding. • Raises achievement and ensures progress in learning. • Promotes pupil independence, personal responsibility and lifelong learning. • Allows parents to get involved with their child’s learningTo assist parents/guardians the school oﬀ ers a Homework Hub, Monday –  ursday from 3.15 – 4.30pm. Snacks and drinks are provided and your child(ren) will have access to an ICT suite including printing facilities to help complete homework. Learning support assistants are available to assist your child(ren). Beside the hub is a sensory room for pupils to relax and read a book.book.

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Celebrating LearningAt St Mary’s College, we understand that learning is a journey. Our pupils are nurtured to reach their full potential. To encourage this, we have a unique reward system that celebrates pupils when they demonstrate positive learning behaviours. Teachers award merit stickers to students in class, and parents can track their child’s progress by reviewing the merit stickers recorded in the homework diary.Pupils are celebrated for their achievements through merit badges and the “Learner of the Month” award. Merit badges are given to students who consistently demonstrate positive learning behaviours such as persistence, creativity, and teamwork.  ese badges recognise their hard work and commitment to being ﬂ exible, collaborating with others and problem solving. Additionally, each month, one outstanding pupil from each form class is chosen as the ‘Learner of the Month’ for their exceptional eﬀ orts, attitude, and progress in their studies.  is recognition not only encourages students to keep striving for excellence but also fosters a positive and motivating learning environment.

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Mobile PhonesAt St Mary’s College, we believe in creating a safe, respectful and focused learning environment.  is includes how we treat and use our mobile phones. After an extensive consultation process involving the pupils, parents, staﬀ , Board of Governors and following the guidance as laid down by the Department of Education (Sept 2024), the school now has a new mobile phone policy. e school does not ban mobile phones but enforces a strict mobile phone usage policy throughout the school day.  is applies to staﬀ and pupils. It is important for pupils to understand that this policy creates a safer school environment, encourages conversation and interaction between pupils and allows the use of mobile phones to support teaching and learning under strict teacher supervision. Expectations• Phones must be switched oﬀ (not just on silent or airplane mode) throughout the day except for PM registration.• All pupils must surrender their mobile phones at the beginning of each lesson as directed by staﬀ . Pupils will be able to collect them at the end of each lesson.• Surrendered phones will be stored in a clearly identiﬁ able container/holder within sight of the pupils.• Pupils are not permitted to access phones at any stage on the corridors or at lunchtime. • Mobile phones must be stored away out of sight. However, pupils will be able to access their mobile phones during afternoon registration, to check for messages from home.mobile phones during afternoon registration, to check for messages from home.

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What a typical day looks likeTime of Day RequirementsMorning Assembly / Registration (8.45 – 9am)• Pupils will be required to switch o their phones during registration. However, pupils may discreetly check their phones for messages up until 8.45am.Lessons 1 – 4 • Pupils will surrender their phones on entry to class.  ere will be a clearly labelled storage area for the mobile phones. • No phone use is permitted except with the explicit permission of the teacher to support teaching and learning. Breaktime • Pupils will not have access to their mobile phones during this time.  ey will be supervised by the teacher and mobile phones returned at the end of break.LunchtimeJunior School (11.40 – 12.25)Senior School (11.55 – 12.40)• Mobile phone use is not permitted during lunchtime. • On entry to toilets, pupils will be required to surrender mobile phones to lunchtime supervisors on duty.A ernoon RegistrationJunior School (12.25 – 12.40)Senior School (11.40 – 11.55)• Pupils will be able to access their mobile phones during registration to check for messages from home. • Pupils are then required to switch o their phones for the remainder of the a ernoon. • Assemblies will take place at least once a week at this time.Lessons 5 – 8 • Pupils will surrender their mobile phones on entry to class.  ere will be a clearly labelled storage area for the mobile phones.• No mobile phone use is permitted except with the explicit permission of the teacher to support teaching and learning.

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Connected and Caring - Connected and Caring - Partnerships  at Make a Di erencePartnerships  at Make a Di erencePartnerships  at Make a Di erenceSt Mary’s College is deeply connected to its community, ensuring pupils receive St Mary’s College is deeply connected to its community, ensuring pupils receive exceptional support and opportunities. We partner with leading organisations to promote exceptional support and opportunities. We partner with leading organisations to promote exceptional support and opportunities. We partner with leading organisations to promote wellbeing, learning, and personal growth. Programmes such as the EA Bridge Youth Work wellbeing, learning, and personal growth. Programmes such as the EA Bridge Youth Work wellbeing, learning, and personal growth. Programmes such as the EA Bridge Youth Work initiative, Start360 mentoring, Aware NI mental health workshops, REACH Across initiative, Start360 mentoring, Aware NI mental health workshops, REACH Across leadership training, and Community Restorative Justice sessions equip pupils with skills leadership training, and Community Restorative Justice sessions equip pupils with skills for life.We also have a proud Shared Education Partnership with Lisneal College and St Cecilia’s We also have a proud Shared Education Partnership with Lisneal College and St Cecilia’s We also have a proud Shared Education Partnership with Lisneal College and St Cecilia’s We also have a proud Shared Education Partnership with Lisneal College and St Cecilia’s College, building bridges of friendship for decades. Together with Lisneal College, we run College, building bridges of friendship for decades. Together with Lisneal College, we run College, building bridges of friendship for decades. Together with Lisneal College, we run a Saturday Wellbeing Club, oﬀ ering free activities where pupils from both schools forge a Saturday Wellbeing Club, oﬀ ering free activities where pupils from both schools forge a Saturday Wellbeing Club, oﬀ ering free activities where pupils from both schools forge friendships and have fun in a supportive environment. friendships and have fun in a supportive environment. friendships and have fun in a supportive environment.

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Year 8 Admission Criteria September 2026RESPECTIVE FUNCTIONS OF THE BOARD OF GOVERNORS AND PRINCIPAL IN RELATION TO ADMISSIONS e Board of Governors draws up the admissions criteria and delegates to an Admissions Sub-Committee, which includes the Principal, the responsibility for applying these criteria. Any reference herein to the term the Board of Governors includes any Committee or Sub-Committee appointed by the Board of Governors for the purposes of applying the Admissions Criteria set out herein.ADMISSIONS CRITERIA 2026-27As currently required by the law, priority will be given to pupils normally resident in Northern Ireland before children who normally reside elsewhere. In the event of over-subscription, the following criteria, which was drawn up by the Board of Governors of St Mary’s College, will be applied in the order set down, to select pupils for Year 8 entry in 2026/27.1. Applicants whose sister(s), half-sister(s), step-sister(s) or foster-sister(s) are presently or were formerly enrolled at the school and who have chosen St Mary’s College as their  rst preference. Please note that for criterion 1, each parent/guardian is required to provide in the Admissions Criteria Notes section of their online / written application the full name and date of birth of the sister(s) or equivalent (as de ned above) whether referring to a present or past pupil(s).  is is important in order to validate eligibility for this criterion. If the sister(s) or equivalent is currently at St Mary’s College, each parent/guardian is also asked to indicate “yes” at the “Sister at School” option.2. Applicants who presently reside in the following parishes (in no particular order) and who have chosen St Mary’s College as their  rst preference school:Please note that for criterion 2, each parent/guardian is required to provide in the Admissions Criteria Notes Section of their online application / written application the name of the parish that the applicant resides in from the list provided above to validate their eligibility for this criterion.ArdmoreClaudy (Cumber Upper & Learmount)CulmoreFaughanvale & Lower CumberGlendermott/Waterside (St Columb’s - Chapel Road, Immaculate Conception - Trench Road, St Mary’s - Newbuildings)Holy Family (Ballymagroarty)Our Lady of Lourdes (Steelstown)St Mary’s (Creggan)Strathfoyle: Strathfoyle/Enagh LoughTemplemore (St Eugene’s, St Columba’s, Long Tower) ree Patrons (St Patrick’s - Pennyburn, St Brigid’s - Carnhill, St Joseph’s - Galliagh)3. Applicants presently resident in the above named parishes (in no particular order) who have chosen St Mary’s College as their  rst preference non-selective school. Please note that for criterion 3, each parent/guardian is required to provide in the Admissions Criteria Notes section of their online / written application the name(s) of the selective / grammar school(s) chosen ahead of St Mary’s College and the name of the parish the applicant resides in from the list provided above to validate their eligibility for this criterion. 4. Applicants presently resident in the above named parishes (in no particular order) and who have placed at least one non-selective school ahead of St Mary’s College. Please note that for criterion 4, each parent/guardian is required to provide in the Admissions Criteria Notes section of their online / written application the name(s) of the non-selective school(s) chosen ahead of St Mary’s College and the name of the parish the applicant resides in from the list provided above to validate their eligibility for this criterion.

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5. Applicants who are presently resident in other parishes in Northern Ireland.Please note that for criterion 5, each parent/guardian is required to provide in the Admissions Criteria Notes section of their online / written application the name of the parish the applicant resides in to validate their eligibility for this criterion. 6. Applicants whose applications are late (received after noon - GMT) on 19th February 2026. Please note that for criterion 6, each parent/guardian is required to supply all information pertaining to their child(ren)’s relevant criterion (1, 2, 3, 4 or 5). Sister to be de ned as applicants who at the date of their application have a sister(s), half-sister(s), step-sister(s) or foster-sister(s) currently or previously enrolled at the school.  e permitted admission number for Year 8 as determined by the Department of Education for the academic year 2026/2027 is 130.Board of GovernorsWhen considering which children should be selected for admission, the Board of Governors will only consider information which is detailed on the Education Authority Admissions Portal and equivalent as approved by EA. Parents / Guardians should therefore ensure that all information pertaining to their child and relevant to the school’s admissions criteria is stated on the EA portal or equivalent. Examples of such information include the child’s name as it appears on the birth certiﬁ cate, parish details, whether the child has sisters (or equivalent as deﬁ ned in criterion 1) attending the school and the supporting evidence for this and the listing of schools where applicable (criterion 3 & 4).  e Board of Governors therefore strongly encourages all interested parties to read carefully and adhere to the guidance provided for each criterion.Furthermore, applicants whose sister(s), halfsister(s), stepsister(s) or foster sister(s) are presently or were formerly enrolled at the school and who have not chosen St Mary’s College as their ﬁ rst preference will depending on their choices of post primary schools / residency in one of the named parishes be eligible for criterion 3, 4 or 5 (or 6 if deﬁ ned as a “late” application).  e governors wish to remind applicants that the “eldest child” criterion is no longer used as part of the school’s admissions process. Over-subscription e following random selection process will be applied in the event of over subscription in any of the criteria listed based on the initial letter of the pupil’s surname (as stated on their long birth certiﬁ cate) in the order set out below.Z H Ni B L E W M P K Y C D Mc O‘ J T X R Q V I O S Mac G N A F U e order was determined by a random selection of letters witnessed by the Board of Governors on 22ND October 2025.In the event of oversubscription, St Mary’s College will retain a waiting list for admissions.  e waiting list will be drawn up in accordance with St Mary’s College Admissions Criteria 2026-27 as outlined above. In the event of a place becoming available, the pupil at the top of the list will be oﬀ ered a place.  is waiting list will remain valid until 31st August 2026.Surnames / Forenames Identicala) In the event of surnames beginning with the same initial letter, the subsequent letters of the surnames will be used in alphabetical order. b) In the event of 2 identical surnames, the alphabetical order of the initials of the forename will be used. In the event of forenames beginning with the same initial letter, the subsequent letters of the forename will be used in alphabetical order. c) In the event of identical surnames and forename, the initial of the second forename will be used. If any of these applicants do not have a second forename, they will be placed ahead of those with a second forename. If applicants have identical surnames and forenames, they will be placed in rank order of eldest child by date of birth as stated on their birth certiﬁ cate and admitted in this order.Year 8 Admission Criteria September 2026

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Year 8 Admission Criteria September 2026d) If, after this process, any applicants still tie for a ﬁ nal place, the place(s) will be allocated by random computerised selection.Punctual and Late Applications e application procedure opens on 27th January 2026 at 12 noon (GMT) and an application submitted by the closing date of 19th February 2026 at 12 noon (GMT) will be treated as a punctual application. An application received after 12 noon (GMT) on 19th February 2026 will be treated as a late application.  e order of late applications (criterion 6) will be determined by the random selection of letter (above) as generated and witnessed by the Board of Governors on 22nd October 2025.Importance of Documentation / Supplementary Evidence e Board of Governors reserves the right to require such supplementary evidence as it may determine to support or verify information on any application/transfer form. All applicants should note that all information within an application that qualiﬁ es a child for admission will be veriﬁ ed before the child is admitted to the College.  e provision of false or incorrect information, insuﬃ cient information or the failure to provide verifying documents within the deadlines set may result in the withdrawal of a place or the inability of the College to oﬀ er a place. Original veriﬁ cation documents are required.To enable the Board of Governors to verify the applicant’s address the following documents, in their original form, must be sup-plied within the timeframe set by St Mary’s College following a provisional oﬀ er of a place. In on-line applications please follow the requirements as set out in the online guidance provided; electronic copies of the required documentation will suﬃ ce.1. To verify the applicants name and date of birth, the long version of the applicant’s birth certiﬁ cate is required.2. To verify the applicant’s address, any two of the following is required:• A current letter awarding Child Beneﬁ t, Tax credit or Universal credits in respect of the applicant or another letter relating to this beneﬁ t•  e applicant’s Medical Card showing the applicant’s current normal place of residence• A current bank, post oﬃ ce, Credit Union or Building Society statement which shows the address at which the applicant is resident• An addressed payslip• A current utility bill (e.g. electricity, gas, television licence, telephone) which shows the address at which the applicant is residentPlease note that other documents equally capable of verifying your information, or other equally capable means of veriﬁ cation, will be considered at the discretion of the Board of Governors. If, therefore, you are unable to provide the speciﬁ c documents listed above, please contact St Mary’s College to establish how you can verify your application.Your provision of these documents is essential if we are to oﬀ er your child a place at St Mary’s College. By law, St Mary’s Col-lege’s Board of Governors has a duty to verify the important information within your child’s application in order to ensure that it has applied its admissions criteria correctly and that the admissions process is accurate and fair.  e school reserves the right to Date DetailsTuesday 27th January 2026 (noon) Online EA Portal open for applications to Year 8 ursday 19th February 2026 (noon) Online EA Portal closed for applications to Year 8Saturday 9th May 2026 Applicants receive noti cation of outcome of applications on Saturday 9th May via email, where one is held, or letter. EA Online Portal open.

St Mary s Prospectus update

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