Maghull High School

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About Maghull High School

Name Maghull High School
Ofsted Inspections
Headteacher Mr Matthew Kay
Address Ormonde Drive, Maghull, Liverpool, L31 7AW
Phone Number 01515273955
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1091
Local Authority Sefton
Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of pupils' behaviour and of what they can achieve. They want pupils to be independent and resilient. Pupils rise to this challenge.

They appreciate the support that they receive from staff. This helps pupils to develop their confidence. Pupils are prepared well for the next stage of their education.

Pupils who spoke with inspectors said that they feel safe. They know whom to go to if they are worried. Pupils reported that if bullying should happen, they trust staff to sort it out quickly.

Pupils have respectful relationships with each other and with their teachers. Most pupils behave well in lessons and around the school In lessons, they listen carefully and most work hard.

Students in the sixth form are positive role models for younger pupils.

Pupils and students take part in many activities which help to develop their talents and interests. These include clubs, such as debating, drama and science.

Pupils value the opportunity to participate in musical performances, sports and visits to places of interest. Sixth-form students enjoy taking on leadership responsibilities, including supporting younger pupils with their reading and volunteering at local food banks.

What does the school do well and what does it need to do better?

Leaders, local governors and trustees want the best for all pupils and students.

Leaders have worked closely with the chief executive officer (CEO) of the Southport Learning Trust and trust representatives to transform the quality of education that pupils receive. Leaders have taken steps to ensure that the curriculum is suitably ambitious. For example, they have provided more time for pupils to study history and geography in key stage 3.

The proportion of pupils who are choosing to study languages in key stage 4 is increasing. Consequently, the proportion of pupils taking the English Baccalaureate (EBacc) is rising.

Leaders have worked closely with subject advisers from the trust to overhaul subject curriculums across the school.

Leaders have thought carefully about the knowledge they want pupils to learn and the order in which pupils should learn it. This is helping pupils to build on what they know and remember in all subjects. Students in the sixth form achieve well in a range of vocational subjects.

Teachers are secure in their subject knowledge. That said, some teachers do not always choose the most appropriate pedagogical approaches to deliver the knowledge that they want pupils and students to learn.

In key stages 3 and 4, teachers use assessment strategies effectively to check what pupils know and can do.

However, in the sixth form, some teachers do not use assessment well enough to identify how well students remember their learning. As a result, students have gaps in their knowledge and understanding in some academic subjects. This hinders them from achieving as well as they should.

Leaders assess and identify the needs of pupils with special educational needs and/or disabilities (SEND) well. Leaders ensure that teachers receive helpful information about the needs of pupils with SEND. These pupils are supported effectively and achieve well.

Leaders place a strong focus on developing pupils' reading skills. Pupils who struggle to read are given effective support to become confident and fluent readers. Leaders ensure that there is time during the school day for pupils to read for pleasure.

Teachers help pupils to broaden their subject-specific vocabulary and comprehension skills.

Pupils' behaviour around the school building is generally calm. Low-level disruption is rare.

Pupils said they can learn in their lessons. Pupils interact with each other amicably at breaktimes. Students in the sixth from have very positive attitudes towards their studies.

Pupils benefit from a well-planned personal development programme. Leaders give pupils opportunities to learn about issues such as equality and tolerance. Pupils learn about different cultures and faiths.

This helps them to learn about the importance of treating all people with respect. Pupils and students enjoy raising funds for local charities. They receive high-quality careers information, advice and guidance.

Year 12 students benefit from work experience placements with local employers. Students appreciate the guidance they receive for their next steps. This helps them to move on to appropriate education, employment or training.

Staff, including early careers teachers, feel that leaders are considerate of their well-being and workload. Local governors and trustees provide leaders with strong support and effective challenge. Local governors and trustees know the strengths of, and the priorities for, the school.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in school. Staff and governors receive training in safeguarding.

Staff know what signs might indicate that a pupil or student may be at risk of harm. Staff know how to report their concerns. Leaders work effectively with the local authority and other agencies to make sure that pupils and students get the help that they need.

Pupils and students know how to keep themselves safe, including when online. They have opportunities to learn about healthy relationships, including consent and body image. Pupils learn about risks such as sexual harassment, and know why it is wrong.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, some teachers do not choose the most appropriate pedagogical approaches to deliver the knowledge that they want pupils and students to learn. This means that there are times when some pupils and students do not build on prior knowledge. Subject leaders should ensure that all teachers are trained in the correct approaches to deliver curriculums well.

• In some academic subjects in the sixth form, teachers do not use assessment well enough to identify whether students have learned the knowledge that they need to remember. This means that some teachers are unable to address gaps in students' knowledge. Leaders should ensure that teachers use assessment effectively to inform teaching and address the missing building blocks in students' learning.

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