Catholic Ethos

Question 1

How does the Catholic ethos at Notre Dame High School influence the learning environment?

Answer 1

It is not only central to its identity, but it is also instrumental in nurturing a compassionate, inclusive and values-driven learning environment.

Question 2

How would you, in your role as Principal Teacher of Learning, Teaching and Assessment, promote the school’s ethos across your work?

Answer 2

I believe it is my responsibility to ensure that this ethos is not just upheld, but actively promoted through every facet of school life.

Question 3

Inspired by Rita Pierson’s belief that ‘every child deserves a champion,’ what do you strive to champion?

Answer 3

I aim to champion each young person in a way that aligns their growth with the values of dignity, service, and justice inherent to Catholic teaching.

Question 4

Associate Pastoral Care - Situation

Answer 4

At Notre Dame High School, I have previously volunteered to serve as an Associate Pupil Support teacher, providing pastoral care to pupils with low attendance.

Question 5

Associate Pastoral Care - Task

Answer 5

My task was to help these pupils overcome personal and academic barriers while ensuring my actions aligned with our Catholic values of compassion and inclusion.

Question 6

Associate Pastoral Care - Action

Answer 6

I engaged with pupils consistently, building relationships based on trust and empathy. I liaised with the Support for Learning team, implemented targeted strategies, and celebrated small victories to promote engagement.

Question 7

Associate Pastoral Care - Result

Answer 7

This support improved attendance and wellbeing among targeted pupils and reflected the Gospel commitment to love, care, and advocacy for the vulnerable. It demonstrated how pastoral care can be a tangible expression of Catholic social teaching in action.

Question 8

House Group Leader - Situation

Answer 8

In a previous school, I served as a house group leader with first-line guidance responsibilities.

Question 9

House Group Leader - Task

Answer 9

My role involved supporting the academic progress and personal development of pupils within my house group.

Question 10

House Group Leader - Action

Answer 10

I closely monitored attendance, punctuality, and academic performance to build a clear picture of each pupil’s needs. Where concerns emerged, I collaborated with the pupil support department to implement timely and appropriate interventions. I maintained regular communication with staff and worked to ensure that each pupil received coordinated support tailored to their individual circumstances.

Question 11

House Group Leader - Result

Answer 11

This proactive and pupil-centred approach helped to ensure that learners felt supported and understood, contributing to a positive and inclusive school environment that prioritised wellbeing and personal growth.

Question 12

Whole School Involvement - Situation

Answer 12

Throughout my teaching career, I have consistently prioritised active involvement in the wider life of the school community.

Question 13

Whole School Involvement - Task

Answer 13

My aim has been to create meaningful opportunities for pupil participation, leadership, and engagement beyond the classroom.

Question 14

Whole School Involvement - Action

Answer 14

I have supported and led a wide range of whole-school activities—from developing pupil voice through initiatives like the Pupil Parliament, to organising events such as school discos, supported study sessions, and the S6 prom. I’ve also run and supported various extracurricular clubs including netball, debate, true crime, and Rights Respecting Schools, all of which offered pupils opportunities to connect, grow in confidence, and explore their interests. These roles have allowed me to build strong relationships across year groups and promote a positive, inclusive school culture.

Question 15

Whole School Involvement - Result

Answer 15

My ongoing contributions have helped strengthen the sense of community and belonging within the school, while supporting the personal development and wellbeing of pupils in ways that align with the nurturing values of a Catholic school.

Question 16

Learning for Sustainability - Situation

Answer 16

As a member of the Learning for Sustainability working group, I was actively involved in promoting sustainability education across the school.

Question 17

Learning for Sustainability - Task

Answer 17

My aim was to embed values of social responsibility, justice, and global citizenship within the curriculum.

Question 18

Learning for Sustainability - Action

Answer 18

I co-led interdisciplinary projects such as biodiversity workshops delivered in partnership with CMS Law and the creation of pupil-led newsletters that explored digital wellness and environmental themes. These projects encouraged collaboration across departments and empowered pupils to reflect on real-world issues.

Question 19

Learning for Sustainability - Result

Answer 19

These experiences enabled pupils to engage meaningfully with global challenges and develop a strong sense of responsibility toward people and the planet. This work contributed directly to our school’s ongoing commitment to becoming a Laudato Si’ school, supporting the wider goal of embedding ecological awareness, care, and action within a values-driven and inclusive educational context.

Question 20

What is Notre Dame underpinned by?

Answer 20

The conviction that each pupil deserves to be known, nurtured, and inspired in a way that reflects our Catholic ethos.

Question 21

How will you strive to ensure our values are lived dauly?

Answer 21

Through pastoral care, leadership roles, whole school activities, or sustainable learning.

Question 22

As Principal Teacher of Learning, Teaching and Assessment, what will you continue to do?

Answer 22

I will continue to champion a community where faith and excellence are deeply interwoven.