|Name||Lord Derby Academy|
|Ofsted Inspection Rating||Requires improvement|
|Address||Seel Road, Huyton, Liverpool, L36 6DG|
|Religious Character||Does Not Apply|
|Number of Pupils||1102 (51% boys 49% girls)|
|Number of Pupils per Teacher||16.0|
|Academy Sponsor||The Dean Trust|
|Percentage Free School Meals||42%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||14.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (24 April 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is an academy within The Dean Trust. The Dean Trust comprises 10 schools and academies across primary and secondary phases. The board of trustees is accountable for the school and a clear scheme of delegation exists between trustees and the local governing body. The chair and vice-chair of the local governing body meet regularly with the chief executive officer and the trust. Nearly all pupils are of White British heritage and speak English as their home language. The proportion of disadvantaged pupils is above the national average. The proportion of pupils with SEND is above the national average. The proportion of pupils who have an EHC plan is broadly average. A small number of pupils are educated through off-site provision at Evolve Merseyside, Meadow Park School, Motov8 Sports, Nexgen Academy and Peregrinate.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have an over-generous view of the quality of education provided at the school. The leadership of teaching requires strengthening. The impact of training is not always accurately reviewed. As a result, leaders have a too positive view of the quality of teaching, learning and assessment. This hampers leaders’ plans to improve teaching. The academic curriculum requires further strengthening, especially in mathematics. Teachers too rarely give pupils the chance to learn at greater depth. The quality of teaching varies across and within departments. Some teachers rarely use assessment information to set tasks that make pupils think more deeply, in new ways. Despite an improving picture overall, too many pupils, including the most able, do not make good progress. Disadvantaged pupils’ progress is improving, but varies between and within subjects. As with other pupils, disadvantaged pupils’ progress is hampered when they receive insufficient challenge. The school has the following strengths The school is held in high regard by pupils and parents and carers. It is an increasingly popular choice and is fully subscribed in key stage 3. The headteacher and other senior leaders, alongside governors and trustees, are very ambitious for pupils’ success. This has provided an impetus for the recent improvements seen at the school. Overall, the quality of teaching is improving. It is consistently effective in English. Pupils enjoy and benefit from the challenging work they are set where teaching is at its best. Pupils with low starting points are taught effectively and make good progress. Pupils, including disadvantaged pupils, attend school regularly. They are punctual to lessons. Pupils’ behaviour is consistently good around school and in lessons. They are keen to learn. Pupils’ personal development and welfare are excellent. They are supported to become confident, kind and aspirational citizens. Pupils say the school is a happy and safe place. They respect themselves and others. Pupils with special educational needs and/or disabilities (SEND) are well supported. Teachers know these pupils well. They attend school regularly, participate fully in all aspects of school life and make good progress.