|Name||Greenbank High School|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||03 November 2010|
|Address||Hastings Road, Southport, Merseyside, PR8 2LT|
|Religious Character||Does not apply|
|Number of Pupils||991 (100% girls)|
|Number of Pupils per Teacher||16.7|
|Academy Sponsor||Southport Learning Trust|
|Percentage Free School Meals||9.6%|
|Percentage English is Not First Language||4.9%|
|Pupils with SEN Support||7.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Greenbank High School is a smaller than average-sized secondary school. It is the only girls’ school in Sefton local authority. The proportion of students from minority ethnic groups and the proportion who speak English as an additional language are low. The proportion of students with special educational needs and/or disabilities and with a statement of special educational needs is below the national average. The proportion of students known to be entitled to a free school meal is also below the national average. The school has held specialist status in languages since 1998. The school has achieved the International Schools Award, the Silver Eco Award and the Artsmark Silver Award. It holds Healthy Schools, Extended Schools and Investors in People status.
Greenbank High School provides its students with an outstanding education and very high quality care, guidance and support. Staff work as part of an effective team to identify, nurture and develop the potential of each student. Students say they enjoy school and participate fully in the extensive range of opportunities it provides. As one student said: ’There are just so many opportunities, you can do so much here’. Students have a clear sense of belonging to the school community and willingly make a very significant contribution to the wider community. Their spiritual, moral, social and cultural development is a substantial strength of the school. As a result, students become mature, self-confident individuals with high aspirations. They are extremely well prepared for life beyond school. Their attendance, behaviour and attitudes to learning are excellent. Most groups of students now make good progress in their learning, and attainment remains above average. The quality of teaching is good overall, but is variable. The school has worked hard and effectively to increase the proportion of good or better teaching since the last inspection. Where lessons are less successful, teachers do not take sufficient account of assessment information. As a result, they do not plan appropriately challenging work to meet the needs of all students in the class and this slows the rates of progress some students make in their learning. The school’s specialist status in languages is flourishing and the quality of students’ learning has been enriched by the facilities and opportunities this affords. The management of this aspect of the school’s work is excellent. Students speak with enthusiasm about their increased levels of confidence and the skills they have gained from being involved in language-related activities. The excellent curriculum and outstanding partnership arrangements are also linked strongly to initiatives relating to the school’s specialist status. The school has good capacity to improve. Leaders and managers have an accurate view of the school, including the strengths and weaknesses of teaching. Improvement plans are well focused. Since the last inspection, there have been clear improvements in the care, guidance and support offered and in the curriculum, both of which are now outstanding. Senior leaders have successfully embedded a culture of improvement. However, the monitoring and review of the impact of initiatives by middle leaders is not yet systematically embedded in the school.