|Name||Maricourt Catholic High School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||16 October 2018|
|Address||Hall Lane, Maghull, Liverpool, Merseyside, L31 3DZ|
|Religious Character||Roman Catholic|
|Number of Pupils||1302 (48% boys 52% girls)|
|Number of Pupils per Teacher||15.3|
|Percentage Free School Meals||10%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||5.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Maricourt Catholic High School is a voluntary aided, larger-than-average, mixed comprehensive for pupils aged 11 to 19. The last section 48 inspection took place in February 2015. The school is a local authority school. Responsibilities are delegated to the local governing body. A small number of pupils attend alternative provision for all of their education. The school draws on support from the local authority and diocese.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ performance in GCSE examinations in 2016 and 2017 indicated that they had made weak progress during their time at the school. Although provisional information indicates that outcomes improved in 2018, pupils’ progress is still not good in a number of subjects, including science. The effectiveness of middle leadership is too variable. Subject leaders do not routinely monitor and evaluate the effectiveness of teaching and learning in their areas well. Pupils benefit from a curriculum that is broad and balanced and has an academic core. However, leaders have not ensured that the curriculum provides sufficient challenge in key stage 3. Leaders and governors have an overgenerous view of how the school is performing. Consequently, plans for improvement are not based on an accurate understanding of the school’s current effectiveness. Teachers do not make good use of assessment information, including that relating to pupils’ starting points when they join Year 7. Consequently, teachers do not consistently ensure that the work they set meets pupils’ needs. Teachers’ expectations of what boys, especially the most able, are capable of achieving are not high enough. Students’ outcomes on academic courses in the sixth form do not match the good outcomes in vocational subjects. The school has the following strengths Leaders, including governors, have created a cohesive community where pupils are valued as individuals and cared for extremely well. Leaders and governors have acted to stem the decline in pupils’ outcomes in mathematics and English. Safeguarding is effective. Leaders have established a positive safeguarding culture. There is a wide range of extra-curricular experiences that develop pupils’ spiritual, moral, social and cultural awareness. Pupils’ personal development and behaviour are good.