|Mr P Marks BSc (Hons) PGCE PQH(NI)||Principal|
|Mrs L Harvey BMus (Hons) PGCE (Com) Cert R Ed||Vice Principal, Music, RE, Examinations Officer|
|Mrs C Halus BSc (Hons) PGCE||Head of Junior School, Head of Geography|
|Mrs H Pentland BEd PGCMS||Head of Senior School; Mathematics and Learning Support|
|Mrs S Young BA (Hons) PGCE||Child Protection Officer, Head of Art|
|Mrs S Jess BA (Hons) PGCE||Head of English, Literacy Co-Ordinator|
|Miss J Campbell BSc (Hons) PGCE||Head of Mathematics, Numeracy Co-Ordinator|
|Mr R Mottram BSc (Hons) PGCE||Head of Science|
|Ms K Watts BSc (Hons) PGCE||Science, Horticulture, Agriculture|
|Mr D O'Reilly MSc (Hons) PGCE||Science, Horticulture, Agriculture|
|Mrs K Warnock BA (Hons) PGCE MFL||Head of Modern Languages|
|Mrs V Smyth BA (Hons) PGCE||English, French|
|Miss N Anderson BA (Hons) PGCE||English|
|Mr G Toney BEd (Hons) PQH(NI)||Head of Design and Technology|
|Mrs A Casey BEd (Hons) DASE||Head of Home Economics|
|Mrs R McDermott||Home Economics|
|Mr G Coyle BA (Hons) PGCE||Head of History, Careers Co-Ordinator|
|Ms S Dickinson BSc (Hons) Sports Studies PGCE||Physical Education|
|Miss N Owens BA (Hons) PGCE||LLW, IT, Business Studies|
|Mrs K McDowell BEd (Hons) PQH(NI)||Special Needs Co-Ordinator, Speech, Language, Communication Pupils, LLW, Business Studies|
|Miss E Barry BEd (Hons) PGCE||Speech, Language, Communication Pupils, Mathematics|
|Ms A Winters BA (Hons) MA PGCE||Speech, Language, Communication Pupils, English, History|
|Mrs L Hughes BA (Hons) PGCE||Speech, Language, Communication Pupils, English|
|Mrs E Herron
||Mrs A Matthews|
|Mrs E Kirkwood||Mr M Hamilton|
|Mrs L McIlwaine||Ms S Culbert|
|Mrs P Foat||Miss L Abraham|
|Mrs E McMullan||Miss C Reid|
|Mrs P McCullough||Miss J Ross|
|Ms L Bloxham||Mrs F Thornton|
|Miss C Clarke||Mrs L Burns|
|Mr A Gallagher|
|Mrs J Hamilton||Senior Executive Officer|
|Mrs J Dowery||Reprographics/Library/Home Economics Technician|
|Mr S Page BSc (Hons)||Science/Technology & Design Technician|
|Mrs F Thornton||Crossing Patrol|
|Mr I McLaughlin||Building Supervisor|
|Mrs J McGready||Cleaner|
|Mrs J Burtney||Cleaner|
|Mrs M Crawford||Cleaner|
|Mrs D Graham||Cleaner|
|Miss M Jess||Cleaner|
School begins for pupils each morning at 8.50am. There is a full school Assembly on Tuesday.
The school day is divided into ten teaching periods. Classes begin at 9.00am with four periods of 35 minutes duration followed by a break of fifteen minutes at 11.20 am. There are three periods of 30 minutes duration before and after lunch, which is for 30 minutes at 1.05 pm. School ends at 3.05 pm.
The school believes that uniform is the most practical as well as the most economical outfit for school wear. It also gives the pupils a sense of identity and belonging. A high standard of uniform is expected at all at times.
The following uniform is compulsory:
- for safety reasons jewellery is restricted to a single ring and one set of small stud earrings;
- only honour and merit badges awarded by the school or badges bought in aid of a charity through the school, may be worn;
- denims in any form are not permitted.
- trainers are not allowed for normal wear except for a short period on the direction of a doctor.
White polo shirt, navy shorts, white socks, suitable gym shoes.
Green rugby shirt (with white stripe), navy shorts, green socks, rugby/football boots.
White polo shirt, navy court skirt, navy lycra shorts (optional), navy socks
All items of uniform and PE kits should be clearly marked with pupil’s name.
The school uniform and PE uniform is obtainable from local suppliers. If necessary, please contact the school for further details.
Every effort has been made to ensure that the information in this website is correct at the time of publishing. However, the School Management reserves the right to alter or amend any or all of the information, without notice and without reference to any third party.
In the pursuit of its aim to provide a worthwhile educational experience for all its pupils, the school recognises the importance of a system of discipline. Discipline is an essential aspect of the education of young people as it is through this that positive learning takes place.
The school’s system of discipline is largely dependent on Class-Tutors. The following Ladder of Referral forms the basis of this system.
Junior/Senior Head of School
Discipline is not seen by the school simply as a response to those who will not conform, but rather to emphasise the positive aspects of behaviour and learning. It also seeks to minimise any actions which may hinder pupil education. Pupils are encouraged to cultivate an acceptance of and responsibility for their own actions and the consequences of these for themselves and others.
Through this positive approach, pupils are encouraged to subscribe to the rules of ‘good behaviour’ thereby creating a school climate in which effective learning takes place. Good behaviour is rewarded through a Merit System. Pupils who have demonstrated very good behaviour or exceptionally good work are rewarded by being awarded a merit in their Homework Diaries. As these accumulate privileges are given to those who gain set targets within the system. The school regards ‘poor behaviour’ as any action which disrupts the education of an individual or fellow pupils. The school expects the support of parents in enforcing discipline and this expectation brings with it the need for effective and efficient two-way communication between the school and the home. The experience of the school, however, is that few pupils require sanctions to be applied to them and this testifies to the acceptance of the system and its success.
In the junior school, there are generally four classes in each year group. Every attempt is made to keep these classes as small as staffing will allow. In Year 8, the placement of pupils in classes is made following a detailed assessment of information received from the contributory primary school. Pupils are also tested in Maths and English and are taught in banded ability classes although no binding judgement is made on pupil ability and any pupils identified as misplaced will be reassigned.
All pupils follow a broad, balanced curriculum and their performance and progress are continually monitored. Class setting is used in some subjects to allow for enhanced study by more academically gifted pupils and to adjust teaching methods for special educational assistance as required. These arrangements are designed to allow pupils to develop in line with their current abilities.