|Name||The Prescot School|
|Ofsted Inspection Rating||Inadequate|
|Address||Knowsley Park Lane, Prescot, Liverpool, L34 3NB|
|Religious Character||Does Not Apply|
|Number of Pupils||798 (53.3% boys 46.7% girls)|
|Number of Pupils per Teacher||17.6|
|Academy Sponsor||The Heath Family (North West)|
|Percentage Free School Meals||42.7%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||21.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (12 March 2019)
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Information about this school
This is a smaller-than-average-sized academy. It is part of The Heath Family (NW) multi-academy trust. The trust has recently restructured the leadership of the school. From September 2018 the school has been led by an executive principal and a head of school. In September 2018, the governing body was reconstituted and a new chair of the governing body was appointed. Trustees delegate the responsibility to the governors to monitor the school development plan and the safety, welfare and educational progress of all pupils. The proportion of disadvantaged pupils is well above the national average. Most pupils speak English as their first language. The proportion of pupils with SEND is above average. The proportion of pupils who have an education, health and care plan is broadly in line with the national average. Fifteen pupils attend off-site education at Acorn, Evolve or Active TT.
Summary of key findings for parents and pupils
This is an inadequate school Pupils who attend The Prescot School do not make the progress of which they are capable, particularly in English, mathematics and science. In the last three years, pupils’ outcomes have been weak. In 2018, from an already well-below-average position, there was deterioration in the amount of progress that pupils made. Outcomes for disadvantaged pupils are exceptionally poor. Before the start of this academic year, senior leaders, including governors and trustees, had allowed the quality of education to fall to an unacceptable standard. The strategic leadership of the provision for pupils with special educational needs and/or disabilities (SEND) is weak. Consequently, these pupils do not make the progress that they should. Most subject leaders do not have the necessary skills and expertise to lead their respective areas effectively. Pupils do not benefit from strong teaching. This has a detrimental effect on the progress they make. This is particularly the case for disadvantaged pupils and those with SEND. Most teachers do not have high enough expectations of what their pupils can achieve. They do not sequence learning effectively nor provide pupils with the right level of challenge. Senior leaders have not ensured that the curriculum enables pupils to develop effectively their knowledge, understanding and skills across a range of subjects. This has a negative impact on pupils’ learning and progress. The attendance rate of pupils, particularly those who are disadvantaged and those with SEND, is well below the national average. Despite recent improvements, the number of fixed-term exclusions remains high, particularly for disadvantaged pupils. Pupils’ learning is sometimes disrupted by poor behaviour in lessons. The school has the following strengths Since the appointment of the new chief executive officer (CEO), the trust is providing more effective support to the school. The new executive principal and head of school have brought much-needed improvement to the leadership of the school. This is a very caring school where staff show genuine concern for the welfare of their pupils. Most pupils behave well around school. They are polite and friendly. Pupils benefit from strong teaching in photography, drama, music and art.