MEET OUR SENIOR LEADERSHIP TEAM
LEADERSHIP AT ALL LEVELS
Role and Responsibilities
As Principal, Mrs Feeney provides strategic leadership and operational management for Banbridge High School. She oversees school improvement, governance, curriculum and pastoral provision, safeguarding, and staff development, ensuring high standards of teaching and learning and a culture of inclusion.
Leadership
School Improvement Areas: Leadership at all Levels, Governance, Operational Management, Financial Management, School Development Planning, Curriculum Provision, Pastoral Provision, Attendance Strategy, PRSD and Staff Development, Staffing, Community and Partnership Engagement, School Marketing and Promotion, Staff Wellbeing, Outcomes, Behaviour, Health and Safety, and Safeguarding.
Consultation Group: Staff
Leadership Links: Vice-Principal, Assistant Principal Safeguarding and Wellbeing/Head of Junior School, Assistant Principal SEN,, Inclusion and SPiMS, Assistant Principal Tailored Provision/Head of Senior School, School Improvement Lead, Data, Assessment and Reporting, School Improvement Lead Teaching, Learning and Academic Intervention.
Provision and Progress Link: Global Citizenship, Shared Education, Non-Teaching and Premises. Post-primary transition and Post-14 transition
Focused Area Leadership Link: Premises, Data, Shared Education
Background and Experience
Mrs Feeney is a highly experienced educational leader with over 10 years in senior leadership roles across Northern Ireland and England. She has served as Principal at Banbridge High School since 2021, previously holding positions as Vice-Principal at Newry High School and Assistant Principal at Ivybridge College. Her career spans roles in curriculum development, safeguarding, SEN leadership, and school improvement across large and diverse educational settings.
Qualifications and Training
• BA (Hons) History with Psychology – Southampton University
• Postgraduate Certificate in Education (PGCE) – Kingston University
• National Professional Qualification for Headship - DfE
• Leadership Coaching and Educational Coaching – Olevi
• Outstanding Teacher Programme Facilitator – Olevi
• Safeguarding Lead Training – Education Authority NI
• Associate Adviser, Association of Education Advisers (AoEA) – 2024
• Additional CPL in safeguarding, leadership development, and curriculum innovation
Vision and Values
Mrs Feeney is committed to creating an inclusive, supportive environment where every student can thrive academically and personally. Her vision is to foster a culture of high expectations, equality of opportunity, and lifelong learning, preparing young people for success in an ever-changing world.
Special Interests or Areas of Expertise
School improvement and strategic planning
Safeguarding and child protection
Curriculum development and progression strategies
Leadership coaching and staff development
Achievements or Contributions
Led the design and implementation of Banbridge High School’s 2022–25 School Improvement Plan, focusing on financial stability, data-driven intervention, and teaching strategies to improve outcomes.
Successfully increased school enrolment by 83% through strategic marketing, tailoring provision and curriculum planning.
Introduced robust academic intervention programmes in literacy, numeracy, and digital skills.
Developed and implemented a Leadership at All Levels strategy to build capacity and accountability across the school.
Extensive experience in safeguarding leadership, including training and policy development across a multi academy trust.
Role and Responsibilities
Ms Haines provides strategic leadership for whole-school improvement through the effective planning, implementation and evaluation of the School Development Plan. She works collaboratively with staff to build leadership capacity, embed evidence-informed practice and promote high standards across academic, curricular and operational provision, with a clear focus on improving outcomes and opportunities for all learners.
Leadership
School Improvement Areas: Teaching & Learning (whole-school pedagogy and classroom practice); Data, Assessment and Tracking; Curriculum Planning and Progression (KS3–KS5); Professional Learning (CPD); CEIAG (Careers Education, Information, Advice and Guidance); ALC Coordinator; External and Internal Examinations accreditation; BTEC and Vocational Quality Assurance; Early Career Teacher Induction and Support; School Self-Evaluation and Quality Assurance; School Development Planning and Action Planning; Operational Systems (cover, rooming, deployment); Staff Welfare and Professional Culture
Consultation Group: Principal and Senior Leadership Team; Middle Leaders / Heads of Department; Senior Teachers (Teaching & Learning; Data & Assessment); Pastoral leaders and Heads of Year; Teaching staff (through CPD, staff voice and departmental review); Pupils (learner voice, focus groups, destination feedback); Parents (communication, reporting, CEIAG engagement); External partners (EA support services, BALC/ALC schools, awarding bodies)
Leadership Links: Senior Teachers, Middle Leadership Team, BTEC Quality Nominee, Deputy Head of Centre, Administration Staff, Caretaking Team
Provision and Progress Link: English, Maths, Science, Business Studies, Public Services, Engineering, Digital Learning and Vocational Learning.
Focused Area Leadership Link: Standards and Outcomes at all levels; Drive improvement priorities through SDP and Action Planning
Background and Experience
Ms Haines is an experienced Vice Principal with over 15 years’ post-qualification experience in post-primary education. She has progressed from classroom teacher to middle and senior leadership roles, with responsibility for Teaching & Learning, curriculum, data and assessment, professional learning and school improvement. Her experience includes leading whole-school development planning, monitoring and evaluation, curriculum design and operational oversight.
Qualifications and Training
• BSc Mathematics (Open) - Open University
• Post Graduate Certificate in Education (11-18) Mathematics - Open University
• Professional Qualification for Headship (NI) - RTU (NI)
• Undergraduate Diploma in Vocational Guidance (Queen’s University)
• Leadership Coaching - Education Authority
• Management and Delivery of CPD including Teaching & Learning, Data, Standards & Outcomes and Professional Practice
• Advocate National Space Academy (UK)
Vision and Values
Ms Haines’ leadership is guided by a clear vision of a high-performing, inclusive school where all learners are supported and challenged to achieve their full potential. Her values are rooted in high expectations, professional integrity and collaboration, with a strong commitment to evidence-informed practice and continuous improvement for the benefit of pupils and staff.
Special Interests or Areas of Expertise
Ms Haines’ areas of expertise include Teaching & Learning and pedagogy, curriculum design and progression across KS3–KS5, and the use of data and assessment to raise standards and improve outcomes. She has a strong professional interest in school development planning, self-evaluation and professional learning, with a particular focus on building leadership capacity, and ensuring evidence-informed practice is embedded consistently.
Achievements or Contributions
Ms Haines has contributed significantly to whole-school development and strategic planning through her leadership of Teaching & Learning, curriculum, data and assessment, and Standards & Outcomes. She has led and supported the planning, implementation and evaluation of the School Development Plan, strengthened self-evaluation processes, improved the use of data to inform intervention, and supported the embedding of evidence-informed practice across departments, contributing to improved consistency, leadership capacity and learner outcomes.
Role and Responsibilities
Mrs Irwin is a senior leader at Banbridge High School with strategic responsibility for a wide range of pastoral, safeguarding, behaviour, and progression systems. She leads whole-school pastoral preventative/resilience curriculum, and behaviour intervention as part of school improvement. She manages provision for students with SBEW needs, including those on the SEN Code of Practice. She is the strategic and operational Head of Senior School including line management of middle leaders. She leads whole-school enrichment, co-curriculum & external agency partnerships. Additionally, Mrs Irwin has introduced whole-school training and strategy development in restorative practice, de-escalation and trauma-informed approaches
Leadership
School Improvement Areas: Tailored Provision (including nurture and behaviour intervention), Safeguarding & Child Protection, Community & Attendance Strategy – research-informed approach recognised by DoE, Pastoral Curriculum – mapping and whole-school implementation, Wellbeing, Enrichment & Student Leadership Development, Teaching & Learning Support Initiatives – e.g. Taking Boys Seriously, Coaching Boys into Men, Flourish and Legacy programmes.
Consultation Group: Staff, Parents, students and the Banbridge Area Learning Community Pastoral team – RSE, ABSIT policy revision. Emotional Wellbeing Team for Schools pilot programme partnership.
Leadership Links: Music and Performing Arts, Careers, Head of Year 11 & 12. Head of Sixth Form. Overseeing the dissemination and implementation of Citizenship (LLW) across all year groups.
Provision and Progress Link: Ensuring effective transition and intervention for KS4–5 learners. Monitoring action plans, academic and pastoral data, and targeted support structures for exam-year cohorts
Progression Focus: Stage 4 to 5 Transition Lead and Destinations Post 16.
Focused Area Leadership Link: Growth of Key Stage 5, Preventative and Resilience curriculum.
Background and Experience
Mrs Irwin has 17 years of teaching experience in post-primary schools with sixth form provision. Her leadership experience spans middle management from 2016 and Senior Leadership Team membership since 2022. She has led teams in behaviour, safeguarding, pastoral provision, SEND, admissions, enrichment, and student voice, developing trong multi-agency partnerships and effective parental engagement routines. Her work in establishing the LINK – Learning I nclusion, Nurture Centre has gained recognition from the Department of Education as a model of best practice.
Qualifications and Training
• Masters in Education (Pastoral Care)
• PGCE – Technology & Design with SEN
• BSc Architecture (Hons)
• Nurture UK Award
• Education Authority Train-the-Trainer ABSIT (Addressing Bullying)
• Trauma-Informed Practice / ACEs – Level 1
• Boxall Profiling, Restorative Practice, Mental Health & Eating Disorder Awareness
• Child Protection, Equality & Inclusion,
• Bereavement and Critical Incident response
• Leadership Coaching – Education Authority
• Anxiety Based School Avoidance.
• Extensive CPD delivered in pastoral, behaviour, nurture, trauma and RSE approaches
Vision and Values
Mrs Irwin’s leadership philosophy is founded upon child-centred, inclusive practice, ensuring that every decision is driven by the needs of individual learners. Her priority is to identify and remove barriers to learning, emotional, behavioural, social or environmental, so that students feel safe, valued and capable of success.
Her vision is to foster a nurturing culture with high expectations and clear boundaries, promoting resilience, belonging and a lifelong love of learning. She believes staff collaboration, community partnership and evidence-based approaches are vital in ensuring every student
thrives both academically and personally.
Special Interests or Areas of Expertise
• Whole-school Nurture development
• Trauma-informed and relational practice
• Attendance improvement through multi-agency support
• Systems design and impact-driven intervention monitoring
• Inclusive behaviour support for SBEW needs
Achievements or Contributions
• Leading Banbridge High School through the Nurture UK Award process, with recognition as a model of whole-school improvement and excellence.
• Established a LINK Centre intervention model—now recommended at regional level for wider adoption.
• Significant impact on behaviour, attendance and student engagement through proactive, tailored provision.
• Strengthened parental engagement and community collaboration through training and outreach programmes.
• Her Masters dissertation, centred on raising attendance levels in Northern Ireland, has been recognised by the Department of Education as an example of innovative and impactful research, contributing to the development of revised attendance strategies at a regional level.
Role and Responsibilities
As Director of SEND at Banbridge High School, Mrs Uprichard provides strategic leadership and operational oversight for all areas of special educational needs and inclusion. She leads the development of SEND provision aligned with the SEND Act, ensuring robust assessment, tailored interventions, and consistent implementation of statutory requirements. She oversees the Learning Support Centre, manages SEND systems and data, delivers staff development, and ensures compliance with both the SEN Code of Practice and JCQ regulations. Her leadership ensures that students with additional needs experience high-quality support that maximises their learning, wellbeing, and independence.
Leadership
School Improvement Areas: Leadership at All Levels, SEND Strategy and Development, Implementation of the SEND Act, Identification of Need, Tailored Provision Planning, Inclusion & Neurodiversity, Cross-Curricular Integration, Diagnostic Testing, Behaviour and Restorative Practices, Classroom Assistant Development, Early Intervention, Learning Support Centre Leadership.
Consultation Group: Staff
Provision and Progress Link: Learning Support Centre (8 SPIM Provisions), BASE Class,Whole-School SEND Provision, CA Team
Progression Focus: Early Identification, SEND Provision at Whole School level, Intervention, Monitoring and Evaluation of Impact, Transitions Support
Background and Experience
Mrs Uprichard is a highly accomplished SEND leader with over 23 years’ experience in SEND provision at Primary and Post-primary level. As a senior leader for 4 years, she has enhanced inclusive, high-impact provision in both mainstream and specialist environments. She successfully led the Learning Support Centre through significant growth, expanding from 3 to 8 SPIM specialist classes and creating tailored pathways for a diverse range of learners.
Qualifications and Training
• BEd Primary Education with a Specialism in Managing the Curriculum for SEN and Physical Education
• Level 7 EIRIM Certificate in Educational Testing
• School Leader As Coach – Association for Coaching
• Association for Coaching JCQ Access Arrangements Assessor
• Safeguarding Training – Education Authority NI
• Additional CPL training in SEND Transformation
Vision and Values
Mrs Uprichard is committed to ensuring excellence in inclusion, and tailored SEND provision within a mainstream setting. Her vision is driven by early identification, personalised support, and strong, trusting relationships between students, families, staff, and external agencies.
Special Interests or Areas of Expertise
• SEND leadership and implementation of the SEND Act
• Educational and diagnostic testing
• Cross-curricular SEND integration and reverse integration
• Classroom Assistant management and coaching
• Inclusive curriculum access and scaffolding
• SEND data systems and provision mapping
• Multi-agency collaboration, community engagement, and partnerships
• Whole-school CPD on SEND and inclusive teaching
Achievements or Contributions
• Led the expansion of the Learning Support Centre from 3 to 8 SPIM specialist classes, significantly enhancing specialist provision within a mainstream setting.
• Implemented tailored provision aligned with the SEND Act, ensuring personalised, legally compliant support.
• Strengthened the school’s position for inclusive provision.
• Introduced and coordinated the BASE Class.
• Developed the centralised SEND Data Site for staff access to up-to-date learner information.
• Delivered extensive ongoing CPD to teaching and support staff.
• Successfully led the school to achieve the Autism Impact Award for outstanding support for neurodiverse students.
Role and Responsibilities
Mrs Wilson serves as a Senior Leader at Banbridge High School, with key responsibilities for overseeing the Junior School, leading on safeguarding, and working closely with families to promote and improve student attendance
Leadership
School Improvement Areas: Safeguarding and Child Protection, pastoral care and student wellbeing, anti-bullying policy implementation, school events, student wellbeing, disadvantaged learners, school counsellor, and First Aid/ medical needs provision, parental engagement, KS3 Attendance implementation. Designated Teacher for Safeguarding and Child Protection.
Consultation Group: Parents
Provision and Progress Link: Food and Nutrition to include Health and Social Care, Religious Education and Art.
Progression Focus: Key Stage 3 to 4 Transition Lead.
Pastoral and Progress Link: Head of Junior School. Year 8, 9 and 10 and disadvantaged learners.
Focused Area Leadership Link: The difference home makes.
Background and Experience
Mrs Wilson has spent most of her teaching career in Banbridge High School, originally teaching Home Economics and transferring to Learning Support in 2000. She was a successful Head of Year 10 who guided the options process for Ks4 curriculum options for hundreds of students. Mrs Wilson joined the SLT team 10 years ago and has focused on the area of Safeguarding and student provision. She is also a member of the Board of Governors as a teacher representative.
Qualifications and Training
• BA (Hons) Home Economics - University Of Ulster
• Postgraduate Certificate in Education (PGCE) – University of Ulster
• Senior Pathways Qualification - RTU
• Coaching Professional Learning Programme for SLT - EA
• Safeguarding Lead Training – Education Authority NI
Vision and Values
Mrs Wilson is committed to encouraging an environment where every child feels safe to be heard and then supported through difficult events or trauma in their lives. This in turn helps to empower students to reach their full potential. She believes that all students deserve to have a thriving Safe space in which to receive their education.
Achievements or Contributions
• Safeguarding and child protection
• Special Educational Needs
• Year 10 Options ( remove if you want)
• First Aid
• High quality of working relationships with external agencies.
• Extensive experience in safeguarding leadership, including training and working with multi external agencies.
• Provides annual Safeguarding for staff.
• Liases with School Nursing Team and School Counsellor
• Over saw the introduction of Handle with Care Facility for parents/carers
• Secured ABC Council Grant to aid disadvantaged students.
• Teacher representative on the school Board of Governors.
• Responsible for Annual Prize Giving ceremonies to recognise student achievements.
Role and Responsibilities
Mrs Hawthorne leads the strategic development of assessment, data analysis, and reporting systems across Banbridge High School. Her role ensures that accurate, timely data informs teaching, learning, and school improvement. She oversees whole-school assessment policy, reporting cycles, and data-driven intervention strategies, supporting staff to use evidence effectively to raise achievement and close gaps for underachieving groups.
Leadership
School Improvement Areas: Data and Assessment Strategy; KS3 Baseline Testing; Adaptive Teaching; Outcomes Monitoring; Reporting Systems Development.
Consultation Group: Staff, Middle Leaders, Assessment and Curriculum Teams.
Leadership Links: Principal, Vice-Principal, Learning and Academic Intervention Lead, Director of SEN.
Provision and Progress Link: Geography, Physical Education and Technology, Primary to Post Primary and KS3 to KS4 transition data; targeted intervention planning.
Progression Focus: Using baseline and formative data to inform differentiation and progression pathways.
Focused Area Leadership Link: Analytical testing implementation; reporting and tracking systems.
Background and Experience
With 25 years of teaching experience in Oxford, Belfast, and Banbridge, Leanne has extensive expertise in curriculum leadership and data management. As Head of Science and now an SLT member, she has driven improvements in teaching and learning through evidence-based strategies.
She introduced CCEA analytical testing for KS3 literacy and numeracy, embedding data-informed planning and supported adaptive teaching across departments.
Qualifications and Training
• BSc (Hons) Pure & Applied Physics (Brunel University, West London)
• PGCE – Post-primary Education (University of Reading)
• MSc – Teacher Education (Oxford University)
• Extensive CPD in assessment, data analysis, and leadership
• Lead Educator for The National Space Academy
Vision and Values
Mrs Hawthorne’s vision is deeply rooted in her belief that every student deserves the chance to succeed. She strives to make data meaningful and accessible, so teachers feel confident and supported in their practice. Her approach combines precision with empathy—ensuring that numbers never overshadow the individual stories behind them. Leanne values collaboration and transparency, believing that strong relationships between staff, students, and families are key to unlocking potential and fostering a culture of trust and achievement.
Special Interests or Areas of Expertise
• Data-driven teaching and learning
• Adaptive teaching strategies
• Baseline assessment and progression tracking
• STEM curriculum development
Achievements or Contributions
• Introduced CCEA analytical testing for KS3 literacy and numeracy, resulting in a 15% improvement in baseline accuracy and enabling targeted interventions that raised attainment in underperforming groups.
• Developed whole-school reporting systems that reduced data turnaround time by 40%, improving responsiveness and clarity for staff and parents.
• Led departmental improvement initiatives that contributed to a 12% increase in GCSE Science pass rates over three years.
• Delivered staff training on data interpretation and adaptive teaching approaches, with 95% of participants reporting increased confidence in using data to inform classroom practice.
Role and Responsibilities
Mrs Norma Cromie‑Ryan leads the strategic development of teaching, learning, and academic intervention across Banbridge High School. She ensures that all students — particularly those at risk of underachievement — receive high‑quality, inclusive education that enables them to thrive. Her role centres on improving learning outcomes, strengthening classroom practice, and embedding systems that support deep knowledge development, learning portability, and the acquisition of transferable skills.
Leadership
School Improvement Areas: Teaching and learning consistency, Academic intervention and targeted support, Curriculum alignment and assessment practice, Staff development and coaching, Data‑driven progress monitoring, Raising achievement across key stages.
Consultation Group: Staff
Leadership Links: Middle Leaders
Provision and Progress Link: Whole school Literacy and Numeracy, IT, History, Modern Languages
Progression Focus: Maximising student progress through targeted, evidence‑informed practice.
Focused Area Leadership Link: Middle Leaders
Background and Experience
With 18 years of experience in education and 12 years in middle leadership roles, Mrs Cromie‑Ryan has worked across diverse school contexts in Northern Ireland and London. Her background includes departmental leadership, regional curriculum leadership, Sixth Form pastoral leadership, and Associate Senior Leadership responsibilities. She has a strong track record of improving outcomes, strengthening systems, and supporting staff development.
Qualifications and Training
• CIPD Level 5 Associate Diploma in People Management (in progress)
• PGCE in Business Education – St Mary’s University, Twickenham
• BA Hons Business Studies with Industrial Diploma – University of Ulster
• Extensive CPD in leadership, curriculum design, assessment, coaching, and intervention
Vision and Values
Mrs Cromie‑Ryan’s vision is to build a culture of high expectations, consistency, and evidence‑informed practice where every learner can thrive. She values clarity, collaboration, and compassion. She believes that strong systems enable strong relationships, and that staff development is central to school improvement. She is committed to creating an environment where students feel supported, staff feel confident, and progress is visible and celebrated.
Special Interests or Areas of Expertise
• Academic intervention and progress tracking
• Teaching and learning strategy
• Creating practical, user‑friendly resources that support consistency
Achievements or Contributions
• Led significant improvements in Business Studies outcomes and assessment practice.
• Standardised curriculum and assessment across multiple campuses as Regional Assistant Head of Business in a National School.
• Strengthened Sixth Form pastoral systems, UCAS processes, and targeted interventions.
• Supported staff performance through coaching, feedback, and clear developmental guidance.