|Name||Bank View High School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||21 March 2019|
|Address||177 Long Lane, Liverpool, L9 6AD|
|Religious Character||Does Not Apply|
|Number of Pupils||235 (69% boys 31% girls)|
|Percentage Free School Meals||44.1%|
|Percentage English is Not First Language||4.4%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about this school
Bank View High School is a special school for children and young people with complex learning difficulties. Some pupils have additional needs such as autism spectrum disorder. All pupils have an education, health and care plan. Since the last inspection, the school has relocated into a new building on a new site, which it shares with Redbridge High School. The current headteacher was appointed in March 2015. A key stage 2 department opened in September 2017. This is located on the main Bank View site and at Croxteth Primary School, a local mainstream primary school. The proportion of disadvantaged pupils is above the national average. The school uses alternative provision for a small number of pupils at the following providers: Active TT Schooling Ltd, Cornerstones Vocational Training, Everton Free School, Greenbank College, Harmonize AP Free School, Myerscough College and West Derby Tuition.
Summary of key findings for parents and pupils
This is an outstanding school Highly ambitious leaders have overseen the successful relocation, expansion and development of this school since the last inspection. Leaders have established a culture where staff are keen to reflect on and develop their practice. Staff share their expertise with each other, which has resulted in a highly skilled staff team. Teaching is consistently strong across the school. Teachers ensure that learning is closely matched to pupils’ needs. Pupils have extremely positive attitudes to their learning and make exceptional progress across a range of subjects. Teachers demand the very best of pupils. Teachers’ high expectations of pupils are matched by pupils’ high-quality work. Pupils take great pride in their achievements. Teachers check on the progress that pupils make. As a result, those pupils who fall behind in their learning are identified quickly. Very effective support helps them catch up rapidly. Staff understand the needs of individual pupils extremely well. Staff provide carefully tailored support for pupils, which builds their resilience and self-confidence. The school’s high-quality curriculum supports pupils to develop the skills necessary to become confident young people. Consequently, pupils are ready for the next stage of their education. Governors bring a wide range of skills to their roles. They hold leaders to account diligently. Pupils’ behaviour is exceptional. Pupils treat each other and their teachers with the utmost respect. Leaders ensure that students on 16 to 19 study programmes achieve very well and become more independent. These students are successfully prepared for adulthood. As the school has expanded, leaders have put in place high-quality support for teachers. The least-experienced teachers continue to need this support in order to ensure that high standards are maintained across all subjects and year groups.