|Ofsted Inspection Rating||Good|
|Inspection Date||19 May 2015|
|Address||Queen’s Drive, Mossley Hill, Liverpool, Merseyside, L18 8BG|
|Religious Character||Church of England|
|Number of Pupils||1377 (54% boys 46% girls)|
|Number of Pupils per Teacher||17.4|
|Percentage Free School Meals||6.7%|
|Percentage English is Not First Language||9.7%|
Information about this school
Liverpool College converted to become an academy on 1 September 2013. Before this date, it was an independent school and was subject to inspection by the Independent Schools Inspectorate. This all-through academy, with pupils aged from three to 18, is slightly larger than the average-sized secondary school. The early years provision consists of part-time morning and afternoon Nursery classes and full-time Reception classes. The very large majority of pupils are of White British heritage and speak English as their first language. The proportion of disadvantaged pupils who are eligible for support through the pupil premium is well below average. The pupil premium is the additional funding provided by the government to support pupils known to be eligible for free school meals or those looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is below average. The academy does not make use of any alternative off-site provision. The academy meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6 and Year 11. The academy has boarding provision for some sixth form students. This provision was not included in this inspection. The academy runs a breakfast club and after-school club which provide child care at the start and end of each school day, and wrap-around care for children of nursery age. This provision was included in the inspection.
Summary of key findings for parents and pupils
This is a good school. The Principal, senior leaders and governors have very high expectations for both the academic performance and personal development of all pupils. Leaders have effectively managed the transition from an independent school to an academy. They have clear plans to develop the academy further. Teachers’ performance is managed well. As a result, the quality of teaching is good and it continues to improve. Pupils’ spiritual, moral, social and cultural development is promoted exceptionally well through a very broad range of extra-curricular activities, clubs, visits and special events. Pupils have many opportunities to take on positions of responsibility in the academy. Children get off to a good start in the early years where the quality of teaching and provision is good. Pupils’ attainment by the end of Key Stage 4 is well above national levels. Behaviour is outstanding. Pupils behave impeccably well around the site and in lessons. They readily cooperate with others, work very hard and are eager to succeed. Pupils feel completely safe in the academy and there are effective procedures to keep them safe. Parents are highly supportive of the academy and its leaders. The sixth form is outstanding. Students are very well taught and attain excellent results. Governors are well informed about the performance of the school. They both support and challenge academy leaders effectively; as a result, the academy continues to improve. It is not yet an outstanding school because : Some leaders in charge of subjects do not effectively check that the quality of teaching in their areas is consistently high. Pupils’ standards of writing in Key Stage 1 are not as high as those in reading and mathematics. Pupils make slower progress in Key Stage 2 than in other key stages. Teachers do not always set work at the right level of difficulty for pupils of different abilities or ask questions to make pupils think hard. The quality of marking is variable and teachers do not always check that pupils have acted on it.