.png)
Academics
The Headfort Difference
The school has long used the Irish National Curriculum as the foundation of its learning programme. Our strength, however, is that this foundation is then built upon through a vigorous amalgamation of global curricula, that enhance the learning experience of every child.
We have a strong emphasis on inquiry learning and use this as a catalyst to build student agency. We believe in a growth focused approach to academia and believe that growth happens in different ways and at different times for all students. Our Progress and Growth Reports in combination with our parent conversations, provide detailed insight into how we use data to demonstrate student development through emphasis on skill acquisition and application over time, and provide families with rich information on their child’s learning profile.
School Calendar
To understand our school year, please click this link to view our school calendar for the academic years 2025 – 2026 and 2026 – 2027.
To learn more about the school, or to request a tour, please contact the Admissions Office at admissions@headfortschool.com
Junior Years
An exploration in identity - Second Form to Fourth Form
As students enter Second Form, they understand the beginnings of the Headfort Journey. They know they have a voice, and they are taught how to use it in the classroom and beyond.
In the Junior Years students are introduced to how they learn, and who they are as learners – they are aware of their strengths and areas for improvement, and together, with parents, we work to develop the profile of each student as a learner. We underpin the Junior Years with evidenced based approaches to education, that introduce students to their data, and enable them to see their growth through a focus on mastery.
We build on student agency in the Junior Years through a robust learning program, that begins with the introduction, in Form 3, to The Long Day. It is here that we begin to explore Science, Drama, Music, and the Social Sciences in greater depth. As a result of these additions, by Form 3 our students are becoming aware of the disciplines that challenge them, and the focus they need to have to grow.
Senior Years
An adventure in autonomy – Fifth form to Senior One
Our Senior Years progamme challenges our students to develop autonomy and a greater level of independence in their learning. It is here, as they embark on their final years at the school, that they learn to use their voice to articulate their understanding of the world around them, to challenge ideas, and to choose what they would value learning more about.
The curriculum is a fluid one, and the students enter an inquiry approach to learning that enables them to focus on a project that enhances their understanding of a unit of work, this is especially important in the Senior One Programme.
The small class sizes, again allow for the teacher to be agile, to be adaptable and to take the learning experiences off the beaten track to accommodate the needs of all, and to ensure they are valued for the individual’s they are.
Senior One
This truly unique and bespoke programme is offered to students who may have finished Sixth Form but are not yet be ready for the leap into Junior Cycle.
A student who may be young for their cohort, or in need of additional support to develop the skills needed to tackle secondary school. Senior One focuses on students’ knowledge and its application through an inquiry model. It allows for the development of confidence and competence through a student-centred academic program, that bridges not only the gaps in their learning but their confidence and creativity. Our data informed approach, means that emphasis is placed on areas of improvement, and application of knowledge, and this is done through a deliberately small class, that will not exceed 15 students.
The Senior One Programme provides the space for students to also build their social skills, to learn how to develop their confidence in a safe space that celebrates their uniqueness, while building their academic strengths in an environment that encourages students to reach for their learning.
EAL
English as an Additional Language at Headfort is offered to students in our boarding house and day students who may be new to Ireland and the English language.
Held outside of the school week, on a Saturday, this programme enables our students to focus for the duration of the day, and at the instruction of highly trained EAL teachers, develop their language proficiency.
Students who are planning on studying at Headfort, will undergo a language assessment prior to arrival, to enable us to develop an individualised language programme and target them at their point of need.
To learn more about the tools of assessment we use for our EAL learners, please contact the Headfort Office at office@headfortschool.com
In Partnership with Parents
At our school, we believe in Parent Partnership, we believe in working together for the success of every student and the support of every staff member.
The Headfort Triangle is our assessment protocol for understanding the students learning, their point of need, and their potential. The triangle consists of external assessments (be they the Drumcondra or and Educational Psychology Assessment) internal assessment (the school’s own assessment tools across all subjects) and anecdotal and observational assessment, by both parents and teachers.
The Triangle enables us to create a learner profile, from the outset of the students journey at our school, to review this, but most importantly to focus on their growth over time at our school.
Early Years
An Unrushed Childhood:
Junior Infants to First Form
Commencing at the age of four, the Early Years Programme spans Junior and Senior Infants and Form 1. It is a time of rich learning through discovery, through exploration and through understanding. It is deliberately slow, and centred on the students’ voice and choice in their learning.
The children learn in the Old Forge, next to the horse stables, where they spend time imagining, playing and experiencing life in a rural setting.
There is an emphasis on courageous play, making considered choices, and learning that through listening, we can understand what is right and what is wrong.
The learning programme is play-based, but its academic rigor is tied to a strong emphasis on literacy and numeracy and learning these through real-life experience. For example, the children may go to the forest to count leaves, walk to the ballroom to look at portraits for art, or perform a play based on their passion projects.
We are deliberate in our design of the Early Years – keeping the classes no bigger than 15 students and providing a teaching assistant who works closely with the Class Teacher to support the development of every child.
