OUR LADY AND ST PATRICK’S COLLEGE
KNOCK
ANNUAL REPORT
OF THE BOARD OF GOVERNORS
2009 - 2010
Dear Parents
I enclose the Annual Report of the Board of Governors to parents for the academic year 2009/2010.
It contains some essential information about the Board’s involvement in the life of the College over
the last academic year.
This report chronicles the work of the College and in many ways reflects the leadership and
management of the Board of Governors, the Principal and the teaching and support staff who are
entrusted with the care and education of our students. As Principal of the College I have been
encouraged by the professional approach of staff and the vibrancy of the student body. I am struck
by the wide range of activities and opportunities that are on offer to students and by the commitment
of the staff.
Mrs Sharon McCall retired after 37 years of dedicated teaching service in the English and Drama
departments while Ms Shauna McGreevy and Mrs Maria McGeeney left to take up new teaching
appointments. Mr William Heaney (Technology and Design technician) and Ms Roisin Dornan
(Study Supervisor) left the College and I wish them all every best wish for the future.
The College welcomed, as new members of the teaching and support staff; Dr James McAuley
(Mathematics), Mr Ian McArthur (Study Supervisor) and Mr Chris Porte (Maintenance).
The high standards of learning and teaching, management and pastoral care carried out in the
College were endorsed by the Education and Training Inspectorate who conducted a Standard
Inspection visit in April 2010.
This report summarises the results of important examinations while other sections of the document
give you an insight into some of the main events and opportunities afforded to our young people
over the past school year. We keep parents, past students and friends of the College informed of
activities and successes through the pages of our newsletter, Communiqué and by regular updates
on our website. Nonetheless, it is always helpful to reflect back on what was a very successful year
and to plan for future events.
I hope you find the report’s contents informative and interesting.
Yours sincerely
Dermot G Mullan
Correspondent to the Board of Governors
2
ANNUAL REPORT OF THE BOARD OF GOVERNORS
FOR THE COLLEGE YEAR 2009 - 2010
1.
INTRODUCTION
The College’s Mission Statement indicates that, “Our Lady and St Patrick's College, Knock
cares for young people in a way that encourages them to develop to their full potential within a
supportive Christian community. We seek to prepare our students to play an active and
responsible role in society and to use their talents for the service of others”.
In addition, the College has as its central objective the formation of the whole person as a
follower of Christ. Catholic values are developed through the curriculum in the context of the
College as a Christian Community. Daily College life is characterised by the involvement of
Governors, parents, teachers, support staff, students, our parishes and the wider community.
Our aim is to prepare our students to live in a changing social, political, cultural and
technological world.
Our Lady and St Patrick’s College has as its aim the provision of an environment where
students are enthusiastically involved in a wide variety of curricular activities within a well
structured but flexible framework.
2.
ORGANISATION AND MANAGEMENT
The Board of Governors has overall responsibility for the management of College affairs.
During the year the Scheme of Management was revised with the endorsement of the
Trustees and the Department of Education. Under the terms of the new Scheme the Board
was extended to comprise of eighteen voting members and the Principal.
The Board met on eight separate occasions during the year. In addition, sub-committees of
the Board met to deal with issues such as the curriculum, appointment of teachers, matters
relating to finance, staffing, premises, discipline and the admission of students.
The Principal leads a senior management team of nine teachers comprised of the two Vice
Principals and six senior teachers. The teaching and support staff catered for the needs of
1272 students on roll.
The membership of the Board of Governors is detailed opposite.
3
Membership of Board of Governors 2005 - 2009
Trustee Governor
The Most Reverend Donal McKeown (Chairperson)
Trustee Governor
The Right Reverend Monsignor Colm McCaughan
Trustee Governor
Very Reverend Patrick Delargy
Trustee Governor
Mrs Maeve Toner
DENI Governor
Mr Stephen O’Brien
DENI Governor
Mr Joseph Rice
DENI Governor
Mr Gerard Prior
Parent Governor
Mr Gerry Hennity (Elected)
Teacher Governor
Mr Dominic Kealey (Elected)
Correspondent
Mr Dermot G Mullan (Principal)
Membership of Board of Governors 2009 - 2013
Trustee Governor
Most Rev Donal McKeown (Chairperson)
Trustee Governor
Very Rev John McManus
Trustee Governor
Very Rev Ciaran Feeney
Trustee Governor
Mr Gerry Hennity
Trustee Governor
Mr Pat McCartan
Trustee Governor
Mr Leo McKenna
Trustee Governor
Dr Denis McMahon
Trustee Governor
Mrs Maeve Toner (Vice Chairperson)
DENI Governor
Ms Anne Marie Duffy
DENI Governor
Ms Jennifer Harrison
DENI Governor
Mr Stephen O’Brien
DENI Governor
Mr Leo O’Reilly
DENI Governor
Mr Robert Sinclair
DENI Governor
Mrs Christine Swail
Parent Governor
Ms Laura Lundy (Elected)
Parent Governor
Ms Grace McCarthy (Elected)
Teacher Governor
Ms Michaela Collins (Elected)
Teacher Governor
Mrs Fiona Knight (Elected)
Correspondent
Mr Dermot G Mullan (Principal)
4
3.
RESPONSIBILITIES OF GOVERNORS
In particular the following areas of responsibility were dealt with by Governors.
Finance
The School Revenue Account for the year ending 31st March 2010 was prepared by the
Finance Committee of the Board of Governors. The Board are responsible for securing
the efficient and effective management of all of the school’s resources and expenditure,
including funds provided by the Department for capital assets, equipment and personnel.
We enlisted the help of Moore Stephens, Certified Accountants appointed as Auditors in
full accordance with the Audit Code for Voluntary Grammar Schools.
The Bursar had the responsibility of monitoring and dealing with the allocated
Department of Education budget of £5,575,422 and was directed and advised when
necessary by the Board of Governors’ Finance, Staffing and Premises and Audit
Committees. These monitored the delegated budgets given to subject departments and
discussed proposals regarding the most expedient use of finance in the delivery of the
curriculum. Ideas and suggestions were passed on to the Board of Governors’
Committees which met on various occasions to monitor and decide how the budget
should be used efficiently and effectively. It may be noted that approximately 90% of the
overall budget was spent on the salaries of teachers and support staff and that the
College ended the year with a deficit of £35,244.
Accommodation and Resources
The maintenance personnel and caretaking staff continued to look after the College
buildings and grounds, and minor improvements were carried out to the fabric of the
buildings. Mr D G Mullan, Mrs R Sullivan (Vice Principal) and Mr S Hyland (Bursar)
attended numerous meetings to advance the building and out-fitting of the new PPP/PFI
school accommodation. The lack of outdoor playing space and sports pitches placed an
additional strain on resources and internal facilities through out the year. Working with
the main contractor (O’Hare and McGovern, Newry) and Belfast Educational Services
the College has managed to maintain the PPP Project to the agreed time scale and it is
pleasing to report that the new College should be opened on time in April 2011.
Transfer Procedure 2009 from Key Stage 2 to Key Stage 3
A total of 215 students from our contributory primary schools applied for admission to
Year 8 in September 2009. In total, 180 students were admitted by the sub-committee of
the Board of Governors.
Applications
Admissions
Grade A
147
147
Grade B1
22
22
Grade B2
17
8*
Grade C1
12
1*
Grade C2
8
0
Grade D
6
0
Others
3
2
TOTAL
215
180
* Includes those upgraded due to special circumstances and/or special provision.
5
College Staffing and Appointments
In order to deliver the curriculum effectively, the Board of Governors employed 86 fulltime teachers, 3 part-time teachers, 5 administrative staff, 9 technicians, 6 classroom
assistants, 1 librarian, 1 study supervisor, 1 nurse, 4 maintenance/caretaking staff, 11
canteen staff and 20 cleaners.
4.
WHOLE STAFF TRAINING and INSET ARRANGEMENTS
24 August
2009
(Directed
Day)
25 August
2009
(Directed
Day)
26 August
2009
(Directed
Day)
2 November
2009
(Exceptional
Closure Day)
22 December
2009
(Directed
Day)
5 January
2009
(Exceptional
Closure Day)
18 March
2010
(Exceptional
Closure Day)
19 March
2010
(Directed
Day)
1 April 2010
(Exceptional
Closure Day)
31 May 2010
(Exceptional
Closure Day)












School Improvement Plan and Objectives
Child Protection Training for all staff
Meetings with Heads of Departments and Department
Meetings in preparation for new school year
Revising Year 12 Merit Scheme
Curriculum Mapping using wholeschool.tv
Chrysalis (Drug Awareness) training for tutors
Alcohol Harm Reduction training for tutors
Classroom Code of Conduct
PRSD Objectives setting
Examination target-setting


Library Self-evaluation Scheme
New Examinations Policy and On-line forecasting of
grades
Departmental development work
Staff Welfare














STEM CEIAG Presentation
Guidance on Subject Department Action Planning
Controlled Assessment
Scheme of Work Development
Coursework monitoring
Investors in People
CALC and Entitlement Framework
Connected Learning and LLW
Managing Stress (HeartMath)
Professional Development Time
Using ICT at Key Stage 3
Year 10 Comment Banks
LearningNI
Preparation for Controlled Assessment

GCSE/A-level Coursework Internal Standardisation
Meetings

Reflection on and evaluation of findings from Standard
Inspection by ETI. Formulation of action plans to
implement ETI recommendations
6
5.
STANDARD INSPECTION BY THE EDUCATION AND TRAINING INSPECTORATE
A team of nine Inspectors visited the College in April 2010. The inspection focused on
learning and teaching, and leadership and management at all levels across the school as
well as the provision for pastoral care and the arrangements for child protection. The
provision for English, mathematics and physical education (PE) was evaluated and, as an
additional evidence base, inspectors observed classes in a range of other subjects. The
inspection also evaluated the provision for careers education, information, advice and
guidance (CEIAG) and the school’s approach to promoting healthy eating and physical
activity.
SUMMARY OF MAIN FINDINGS
The main strengths of Our Lady and St Patrick’s College include:
the well motivated, highly articulate students whose behaviour is exemplary;
the very good standards achieved by the students in public examinations, including
the excellent results at GCE A level;
the quality of the teaching which, in over three-quarters of the lessons seen, was
good or better;
the very good leadership provided by the Principal and his senior management team;
the very good provision for pastoral care and the very good arrangements for the
delivery of Careers Education, Information, Advice and Guidance; and
the wide range of non-formal and extra-curricular enrichment activities available in
the school.
CONCLUSION
In the areas inspected, the quality of education provided in this school is very good. The
educational and pastoral needs of the students are being well met. The parents can have
confidence in the school’s capacity for sustained self-improvement. No follow-up inspection
is required.
To obtain the full Education and Training Inspectorate’s report visit the College website or
contact the Principal.
7
6.
SUMMARY OF CURRICULUM POLICY 2009 - 2010
The Curriculum reflected the aims and objectives of the College and conformed to all
statutory requirements. A copy of the daily timetable is included as Appendix A.
Junior School - Key Stage 3 (Years 8 - 10)
Junior students were introduced to academic discipline in the prescribed Learning Areas.
Year 8 and 9 students studied the following subjects:
Art and Design, Drama, English, Employability, Geography, History, Home Economics, ICT,
Local and Global Citizenship, Mathematics, Music, Physical Education, Religious Education,
Science, Technology and Design. In addition to these subjects, students chose two Modern
Languages from: French, German, Irish and Spanish.
All Junior School students were involved in Education for Love programmes, and in Year 10
Careers Education classes were introduced. There were Personal Development classes for
all Key Stage 3 students and Year 8 students had in addition, the Student Mentor
Programme. The merit system in Junior School continued to recognise and reward students
for high standards of work and behaviour.
A very successful Junior School Awards Ceremony was held on Wednesday 7 October.
Senior School - Key Stage 4 (Years 11 - 12)
The curriculum catered for a wide range of interests. All students studied at least 10 GCSE
subjects which included the compulsory core element of five subjects and an optional
element of a further five subjects. In addition, a number of students were selected on the
basis of end of Year 10 Mathematics assessment test to study Additional Mathematics as
well as GCSE Mathematics. This allowed them to be entered for GCSE Mathematics at the
end of Year 11 and to be entered for Additional Mathematics in Year 12.
An ECDL course taught by College staff was also arranged for a number of Year 11
students. A ‘fast-track’ music course was offered as an additional GCSE subject during lunch
periods.
The Senior School Awards Ceremony was held on Tuesday 17 November.
Core GCSE Curriculum - studied by all students.
Careers*
English Language
English Literature
Optional Curriculum
Mathematics
Religious Education
Physical Education*
Learning For Life and Work
Tutorial Programme*
* non-GCSE courses
- Students chose 5 subjects from the following list:
Art & Design, Biology, Business Studies, Chemistry, Drama, French, Geography, German,
History, Home Economics, I.C.T, Irish, Music, Physical Education, Physics, Science (Double
Award), Spanish, Technology & Design.
8
Upper School (Years 13 and 14)
All students in Year 13 studied for Advanced Subsidiary level (AS-level) examinations. The
module examinations were taken at the end of Year 13.
Year 14 students pursued Advanced Level (A2) courses and were entered for Module
examinations in January and June. Some Year 14 students studied a combination of AS
and A level subjects.
Students who did not take A-level Religious Education were required to take a modular,
certified course in Religious Education. Careers Education and the Tutorial Pastoral Care
Programme were compulsory for all Year 13 and Year 14 students. The Education for Love
Programme (Life Issues) continued for all Year 13 students.
Any combination of AS/A-level subjects could be taken from the following:
Art & Design
Biology
Business Studies
Chemistry
Computing
Design & Technology
Drama
Economics
English Literature
French
Further Mathematics
Geography
German
Government & Politics
History
Home Economics
Irish
ICT
Key Skills Unit Award:
-Communication
-Application of number
-Information Technology
Mathematics
Music
Physical Education
Physics
Religious Education
Sociology
Spanish
A number of Year 13 students also took part in the Duke of Edinburgh/President’s Award,
Community Service and Student Mentor Programmes. The Upper School Awards Ceremony
took place on Monday 21 December 2009 and our guest speaker was Most Reverend Noel
Treanor, Bishop of Down and Connor.
7. EXAMINATION RESULTS AND LEAVERS DESTINATIONS 2009 - 2010
The GCSE and A-level results for 2009 - 2010 were excellent.
An analysis of results at Key Stage 3, GCSE and A-level are detailed in Appendix B of this report.
The results are well above the average for Northern Ireland Grammar schools and place the
College among the top performing schools.
High standards have been maintained and the Board of Governors express their appreciation to
both staff and students for their dedication and commitment.
9
8. EDUCATION FOR MUTUAL UNDERSTANDING
EMU/Cross Community links continued with partner schools:
 Grosvenor Grammar School
 Tor Bank, Dundonald
 Longstone School
The College continued to be involved in the Ulster Project, the Spirit of Enniskillen
Programme and The Rotary Club’s ‘Tabu’ programme. A number of our students were
successful in their applications this year, including some who spent St. Patrick’s Day in
Chicago.
Students throughout the College had the opportunity to meet and work with students from
other traditions through involvement in the:


Council for Education in World Citizenship
Christian Education Movement
Some other highlights of the school year were:
Rugby:
Rugby teams in Years 9, 10, 11 and 12 were involved in several competitive
fixtures. Most notable, were the Year 8 boys who qualified top of their group
in Ulster ‘B’ following their successes in regional competition.
Year 14
student, Michael McManamen represented Ulster at U18 level.
Habitat for Humanity:
The three-way link between ourselves, Grosvenor and Habitat for Humanity
continued with students from both schools working at the Mid-Shankill site.
This joint project involved students working on site to help build affordable
housing.
International Links:
We continued to host both Spanish language and American basketball
students this year. Both groups experienced College life and were treated to
tours and Fun days.
Art:
Year 11 students continued their involvement with the ‘New Belfast
Community Arts Initiative’ at Longstone School.
The College’s Saint Vincent de Paul Society, which has a very strong and active
membership, serves to complement the community service programme through its ongoing
visitation of local nursing and residential homes, alongside visits to local residents in their
own homes. Students meet on a weekly basis to plan their activities. During the year the
Society embarked on a new venture which was to visit residents in the Gilnahirk area who
needed some companionship. These visits took place in the homes of the residents and
was much appreciated by them. In recognition of this initiative the SVP Society received an
award from the SEELB for outstanding contribution to voluntary service.
10
The Community Service Programme involved students giving of their time both during and
after school, and even at weekends, with students also helping out with fundraising activities
for Tor Bank school. Students also participated in projects abroad during the summer
holidays in Romania, Ghana and Mozambique.
9.
COLLABORATION WITH OTHER SCHOOLS
The College continued its curricular, In-Service Training and social links with Grosvenor
Grammar school, embarking on a pilot after-school Teaching English as a Foreign Language
(TEFL) course for Year 13 student from both schools using video-conferencing technology.
Modern Language teachers worked with neighbouring Primary Schools teaching weekly
classes and involving younger students in French and Spanish language acquisition and
cultural awareness.
We continued to work with the Castlereagh Area Learning Community (CALC) on curriculum,
Careers Education and Special Educational Needs provision and training.
Other collaborative work continued with St Columbanus’ College, Bangor and included a
joint student and staff visit to Iona and work with Fr Bede of Ampleforth Abbey.
10.
EXTRA CURRICULAR HIGHLIGHTS
An extensive range of extra curricular activities and societies operated throughout the school
year. Full details can be found on the College website.
Some of the highlights were in:
Sport



Netball: Minor, Junior, Intermediate and Senior teams won the NI League, NI
Cup and All-Ireland titles
Hurling: Kirk Cup (Year 12) and Ulster Council Blitz (Year 9) winners
Soccer: U-13 and U-15 Girls Belfast League winners and NI five-a-side
Champions
Charities
 £13,650 was raised for Trócaire
 £6,000 was raised through the annual sponsored walk for Fr Tony Coney (past pupil)
to help his work with underprivileged children in Peru
 £2,050 was raised by the Christmas Appeal.
11.
RELIGIOUS EDUCATION AND FORMATION
As well as preparing students for GCSE and A-level RE examinations, every effort was
made to ensure that Catholic values were promoted at all Key Stages. Through the
programmes of study and extra-curricular activities students were given an in-depth
awareness of the Catholic faith and their Christian commitment.
There were special retreat programmes for Key Stage 3 students within the College and
Year 11 had the opportunity to go on an outside retreat conducted by the Redemptorist
Youth Team in Clonard Monastery.
11
The RE Department continued to be one of the most flourishing departments within the
College and helped in no small way to inculcate the positive values and attitudes which are
so much part of our Catholic ethos. The Education for Love programme continued to
complement much of what was being done in pastoral care and in RE.
12.
LINKS WITH PARENTS
During 2009 - 2010 there were seven Parent - Teacher meetings which provided parents
with an update on the academic progress of their children. There were special ‘Options
Information Days’ for parents and students to discuss choice of subjects at Key Stage 4 and
post-GCSE. Parents were also invited to attend the three Award Ceremonies, the induction
days for Year 8, Year 13 and Year 14 students, the Senior and Upper School Leavers’
Masses, the October Mass of Welcome for Year 8 students, Mentors’ Evening and the
Christmas and Easter Concerts. Attendance at all events was excellent.
Many parents as well as students kept in touch with tutors and teachers through the pastoral
care structure and the students’ counselling service. The College website, Communiqué
bulletins and student reports also helped to keep lines of communication open between
home and school. Parents were very much aware of the ‘open door’ policy at Knock and
many availed of opportunities to come to the College and talk out relevant issues, such as
transfer, transport, progress reports, discipline, curriculum and pastoral care.
13.
SPECIAL NEEDS
Our Lady and St Patrick's College, Knock‘s policy and procedures on Special Educational
Needs follow the Department of Education’s Code of Practice on the Identification and
Assessment of Special Educational Needs implemented since September 1997. The Policy
is also consistent with the supplement to the Code of Practice, brought into operation in
September 2005. The school’s Special Educational Needs Co-ordinator, Mrs G Smye, is
responsible for the identification, assessment and co-ordination of the arrangements and
facilities for students with short and long term special educational needs.
In the academic year 2009/10 there were 103 students on the SEN Register, 29 at Stage 3
and 12 at Stage 5. They have been identified and are currently in receipt of support tailored
to their specific needs within the classroom, after school or with outside agencies. Mostly
these are students who had been diagnosed by Educational Psychologists as having
Specific Learning Difficulties but some were suffering from problems with chronic or
temporary illnesses or disabilities or emotional circumstances which impaired their
achievement at school. Learning support was offered within class by the subject teacher, by
our Special Educational Needs Teacher (SENT), Mrs A Phoenix, and, where necessary, by
referral to the Educational Psychology Service and the SEELB outreach service.
The school works in consultation with parents to make appropriate arrangements, as far as
is possible, for pupils with disabilities.
14.
CAREERS EDUCATION, ADVICE, INFORMATION AND GUIDANCE
A large team of experienced teachers and a Department of Employment and Learning (DEL)
Careers Adviser were involved in the provision of Careers and Employability. Facilities were
divided between the Careers Counselling Rooms, used for individual and small group
guidance, the Careers Classroom, and the Careers Library (annexed to the College Library),
used by individual students to access Careers information.
12
From Years 8 to 14, all students had one compulsory period per week of time-tabled Careers
or Employability and students were given booklets of information and work sheets related to
their lessons. At Key Stage 3 the CCEA Education for Employability programme was
followed, with its emphasis on pupil-centred learning and preparing young people for life after
school. In addition to the normal weekly Careers lesson, Key Stage 4 students also studied
the CCEA GCSE Learning for Life and Work course, of which Employability is a major
component. In the Sixth Form, the emphasis was on preparing students for university and
working life.
Careers staff advised on all aspects of subject and career choice, and guidance was offered
to both class groups and individuals. GCSE and A/AS level Option Books were produced to
help students make their subject choices. All students in Years 10, 12 and 13 were
individually interviewed before they chose their GCSEs, A Levels and Higher/Further
Education options. Individual guidance on subject choice was offered to students and parents
via Option Days in the second term.
Careers teachers were also available to students and parents after the publication of
examination results and at Parent/Teacher meetings. The College’s DEL Careers Adviser
played an important guidance role, particularly with Year 12 students. Parents were also
encouraged to become constructively involved in the career planning of their children.
From Year 10 onwards, students were required to produce realistic Personal Career Plans.
ICT is considered to be vitally important to successfully addressing the objectives of the
Careers and Employability programmes. The Internet was extensively utilized, and useful
sites were bookmarked for easy student access. Students were encouraged to answer
psychometric questionnaires to ascertain or confirm their career choices.
In early February 2009, our Year 13 students participated in the annual work
experience/shadowing scheme. Further periods of work experience were also encouraged at
appropriate times, especially for Sixth Form students. Links were strengthened with our
local Business Education Partnership and an extensive range of visiting speakers visited the
College throughout the year.
15.
CONCLUSION
Our Lady and St Patrick’s College, Knock continues to flourish as a leading Grammar School
catering for the curricular, pastoral and spiritual needs of our young people who join the
College community from a wide catchment area. We hope that this report from the Board of
Governors gives you an overview and insight into all that has been accomplished in the
academic year 2009/2010 and we wish to thank the staff of the College for their dedication
and commitment. Should you wish to know more about our school please visit the College
website www.knock.co.uk as it provides an excellent means of keeping abreast with
developments and the work of our students.
Gratias Agamus
13
APPENDIX A
The School Day 2009-2010
Tutor Group Registration 9.20 am – 9.30 am
Period 1
9.30 - 10.05am
Period 2
10.05 -10.35am
Period 3
10.35 - 11.05am
Break
11.05 - 11.20am
Period 4
11.20 -11.50am
Period 5
11.50 - 12.20pm
Period 6
12.20 -12.50pm
Period 7 Junior School
12.50 - 1.25pm
Period 8 Senior Lunch
1.25 - 2.00pm
Period 9
2.00 - 2.30pm
Period 10
2.30 - 3.00pm
Period 11
3.00 - 3.34pm
14
APPENDIX B
Public Examination Results and Attendance Rates 2009 - 2010
School attendance
No. of possible attendance sessions
No. of sessions attended
% attendance
GCSE and A-level Examination Results 2006/7 to 2008/9
Performance
Indicator
% achieving
5+ GCSEs at
grades A*-C
% achieving
7+ GCSEs at
grades A*-C
% achieving
3+ A-levels
at grades AC
% achieving
2+ A-levels
at grades AE
2006/7
2007/8
2008/9
Our Lady
and St
Patrick’s
College
NI
Grammar
School
Average
Our Lady
and St
Patrick’s
College
NI
Grammar
School
Average
Our Lady
and St
Patrick’s
College
NI
Grammar
School
Average
97
96
99
96
100
97
95
91
96
91
100
91
81
74
86
74
86
75
99
99
100
99
100
100
Year 10 Key Stage 3 Results 2009/10
Subject
English
Mathematics
Our Lady and
St Patrick’s
College
achieving 5+ (%)
N. Ireland
Grammar
Schools
achieving 5+ (%)
Our Lady and
St Patrick’s
College
achieving 6+ (%)
N. Ireland
Grammar
Schools
achieving 6+ (%)
Teacher
Assessed
Level
Test
Level
Teacher
Assessed
Level
Test
Level
Teacher
Assessed
Level
Test
Level
Teacher
Assessed
Level
Test
Level
100.0
100.0
99.5
97.2
99.4
99.5
31.6
35.9
96.2
97.8
91.4
92.9
90.5
92.6
27.7
32.3
English Tests – 0.5% absent
Mathematics Tests – 1.1% absent
N. Ireland – 68.2% absent
N. Ireland – 63.6% absent
15
Year 12 GCSE Results Summary 2009/10
% entered for:
7+ GCSEs
5+ GCSEs
100.0
100.0
7+ GCSEs
98.9
% achieving grades A* - C in:
5+ GCSEs
0 GCSEs
100.0
0.0
Number of students in Year 12: 188
Number of students with a Statement of Special Educational Needs: 2
Year 12 GCSE Results By Subject 2009/10
Entry
Add Mathematics
Art & Design
Biology
Business Studies
Chemistry
Design and Technology
Drama
English
English Literature
French
Geography
German
History
Home Economics
Information Technology
Irish
Learning for Life & Work
Mathematics
Music
Physical Education
Physics
Religious Studies
Science Double Award
Spanish
Subject
Music (fast track Year 11
course)
93
38
67
47
40
25
9
187
188
68
55
7
70
38
48
27
187
188
19
37
37
187
230
76
A*
7.5
23.7
19.4
12.8
22.5
0.0
22.2
15.0
21.3
35.3
10.9
14.3
20.0
34.2
35.4
7.4
27.3
22.3
15.8
10.8
35.1
43.3
9.6
22.4
% achieving grades
C
D
19.4
0.0
18.4
0.0
19.4
3.0
17.0
6.4
12.5
0.0
4.0
4.0
0.0
0.0
10.2
1.6
7.4
2.7
14.7
2.9
20.0
10.9
0.0
0.0
11.4
2.9
5.3
0.0
6.3
0.0
25.9
0.0
1.1
0.0
4.3
0.5
5.3
0.0
2.7
0.0
2.7
0.0
4.8
0.5
12.2
0.9
9.2
5.3
A
23.7
31.6
32.8
31.9
40.0
52.0
77.8
39.6
37.2
22.1
30.9
57.1
31.4
28.9
45.8
18.5
59.9
44.7
52.6
48.6
37.8
34.8
34.8
30.3
B
43.0
26.3
25.4
31.9
25.0
40.0
0.0
33.7
31.4
22.1
25.5
28.6
32.9
31.6
12.5
48.1
11.8
28.2
26.3
37.8
24.3
16.6
42.6
32.9
A*
A
B
6.3
56.3
31.2
Entry
16
U
1.1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
A*- C
93.5
100.0
97.0
93.6
100.0
96.0
100.0
98.4
97.3
94.1
87.3
100.0
95.7
100.0
100.0
100.0
100.0
99.5
100.0
100.0
100.0
99.5
99.1
94.7
% achieving grades
C
D
E
U
A*-C
6.2
0.0
100.0
0.0
E
5.4
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
2.9
1.8
0.0
1.4
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
16
Year 14 A-level Results Summary 2009/10
A-level
Number of students in
final year of course
162
% achieving 3+ grades
A* - C
85.8
% achieving 2+ grades
A* - E
100.0
Number of students with a Statement of Special Educational Needs: 1
52 (32.1%) of Year 14 students achieved A*/A grades in 3 or more A-level subjects in the 2010 summer
examinations.
16 (9.9%) of Year 14 students achieved A*/A grades in 4 A-level subjects in the 2010 summer examinations.
Year 14 A-level Results by Subject 2009/10
Entry
Art & Design
Biology
Business Studies
Chemistry
Computing
Design & Technology
Drama
Economics
English Literature
French
Further Mathematics
Geography
Government & Politics
History
Home Economics
Information Technology
Irish
Mathematics
Music
Physical Education
Physics
Religious Studies
Sociology
Spanish
11
51
44
27
6
17
4
15
23
10
4
9
18
30
11
13
5
58
3
16
26
53
35
14
A*
18.2
11.8
11.4
29.6
0.0
5.9
0.0
0.0
8.7
30.0
0.0
11.1
0.0
10.0
0.0
0.0
0.0
17.2
0.0
0.0
11.5
17.0
8.6
7.1
A
36.4
47.1
34.1
51.9
33.3
52.9
25.0
40.0
47.8
30.0
75.0
33.3
66.7
53.3
18.2
15.4
60.0
36.2
33.3
18.8
57.7
43.4
48.6
50.0
% achieving grades
B
C
D
36.4
0.0
9.1
25.5
9.8
3.9
29.5
20.5
2.3
14.8
3.7
0.0
33.3
16.7
17.0
23.5
11.8
5.9
75.0
0.0
0.0
20.0
13.3
27.0
30.4
13.0
0.0
30.0
10.0
0.0
25.0
0.0
0.0
44.4
11.1
0.0
33.3
0.0
0.0
30.0
3.3
3.3
45.5
36.4
0.0
23.1
46.2
7.7
20.0
0.0
20.0
24.1
10.3
6.9
66.7
0.0
0.0
37.5
18.8
19
26.9
0.0
3.8
26.4
11.3
1.9
28.6
11.4
2.9
35.7
7.1
0.0
E
0.0
0.0
2.3
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
7.7
0.0
3.4
0.0
6.3
0.0
0.0
0.0
0.0
U
0.0
2.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
1.7
0.0
0.0
0.0
0.0
0.0
0.0
Year 14 Destinations 2009/2010 (162 students)
% of students on Higher Education courses = 96.3%
17