DISTINGUISHING CRITERIA

A religious and ethical context is apparent across the curriculum and a sense of awe and wonder at God's goodness is evident in all the features of school life.
There is an acknowledgment that all aspects of learning and teaching are relevant as ways of encountering and responding to God.
A respect for all persons characterises the attitudes of staff and pupils, reflecting the belief that God is present in the life of each individual, 'labouring for us' in all things.
Opportunities for theological reflection, days of recollection, short retreats, or adaptations of the Spiritual Exercises are readily available to the school community.

The pastoral structures of the school reflect an ethos of care for all members of the school community.
As far as possible the curriculum responds to the formation needs of the individuals, as does extra-curricular provision, and the allocation and use of resources.
Admission and disciplinary procedures embody this sense of care for individual formation within the common good.

The quality of personal relationships within the school is characterised by a selfless generosity. This spirit of generosity is evident, for example, in concern for those in need, and attention to issues of social justice.
Adult members of the school community also demonstrate love in deeds by their professionalism and generosity in support of pupils, the school, and one another.

The school proclaims its Catholic identity and strives to develop a faith commitment to Christ, and an understanding and practice of personal and public prayer, appropriate to the developmental stages of the pupils.
A specific feature of the school is the priority given to chaplaincy provision serving the pastoral and spiritual needs of staff and pupils.
Religious education is seen as a subject with comparable academic rigour to other areas of the curriculum and is resourced accordingly.
The school attempts to present clearly and honestly the fundamental beliefs of the Church in co-operation with the local diocese and the Jesuit Province.

Whilst pupils are prepared for a fuller participation in the life of the Catholic Church, concern is also shown for the spiritual and religious development of non Catholic Christians and members of other faiths at the school.

The school enables pupils to understand the need to contribute actively to wider society and affords opportunities to develop a commitment to the common good. Such an approach is evident, for example, in community links and service projects, work experience, and in the activity of careers guidance.
Not only does the school teach justice but it also acts justly, for example, in efforts to recruit, support, and retain pupils from families of limited means, or who require additional learning or other support.
Whilst the school affirms the basic goodness in human society it also helps pupils to anlayse injustices in modern culture critically, and enables them to witness to Christ's presence in that society.

The ambience of the school is such that all are encouraged to develop their talents as fully as possible and to use those gifts for others in the spirit of 'What more can I do, what more can I give?'
Staff and pupils witness to excellence by their generosity in time and energy, in compassion and care of others, and above all in their diligence at academic work.

The school has a clear mission statement consistent with the apostolic and educational mission entrusted to it by the Province. This mission statement is regularly monitored and evaluated within the school.
The school is also seen to participate in the apostolic work of the Society of Jesus through evident adherence to the 'Characteristics of Jesuit Education' and the principles of Ignatian Pedagogy, as well as through active links with other Jesuit schools and