|Address||Queen’s Drive, Mossley Hill, Liverpool, L18 8BG|
|Religious Character||Church of England|
|Number of Pupils||1531 (53% boys 47% girls)|
|Number of Pupils per Teacher||18.9|
|Academy Sponsor||Liverpool College Independent School Trust|
|Percentage Free School Meals||10.7%|
|Percentage English is Not First Language||12.0%|
|Pupils with SEN Support||14.6%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
What is it like to attend this school?
Pupils receive a top-quality education at this school. From a four-year-old child in Reception to an 18-year old student in the sixth form, pupils have an amazing array of opportunities for development and enrichment. As a result of a first-rate education, pupils develop into polite, mature, articulate young people who are well prepared to contribute to wider society.
Pupils thrive in this school.
Leaders are passionate and have the highest expectations, both of, and for, pupils. A challenging academic curriculum helps pupils to achieve exceptionally highly across all key stages.
Leaders and governors are determined that pupils feel very special and valued as individuals. They ensure that pupils develop character and resilience by living out the school’s learning motto of ‘Purpose, passion, challenge’. This motto embodies school life.
All pupils take part in a very wide range of extra-curricular activities and many represent the school in sporting, debating or other events. Pupils give freely of their time for local charities and develop a deep understanding of others, regardless of differences.
Pupils’ behaviour is exemplary.
Relationships between pupils and staff are underpinned by respect. Bullying is extremely rare. Staff know pupils well and effectively resolve any friendship issues if they arise.
Many pupils hold positions of responsibility, which helps them to develop trust, honesty, empathy and care for others. Pupils and staff are proud to belong to Liverpool College. The school is a safe and vibrant place in which to learn.
What does the school do well and what does it need to do better?
The principal, senior leaders and governors are determined to provide all pupils with a first-rate educational experience, regardless of pupils’ backgrounds or barriers. To this end, the curriculum is purposeful and ambitious, from the early years to Year 13. It is structured with precision to ensure that teachers build on pupils’ prior learning.
The curriculum prepares pupils fully for the next steps in their learning.
Subject leaders and teachers are experts in their fields. They think carefully about the order in which topics are taught, enabling pupils to know and remember more.
For example, pupils in Year 3 could talk confidently and knowledgeably about the artist Salvador Dali, whom they had studied in Year 2. Teachers make sure that pupils develop, and use accurately, subject-specific vocabulary. Pupils’ subject knowledge is developed well.
Excellent pupil behaviour and highly effective teaching help all pupils to achieve exceptionally well right across the curriculum.
Leaders make sure that pupils with special educational needs and/or disabilities have access to an ambitious curriculum and that they achieve exceptionally well. Disadvantaged pupils are fully engaged in the academic and enrichment curriculums.
They access all aspects of school life, participate fully and achieve very highly.Staff and pupils know that reading is crucial in helping pupils to learn. Children in Reception get off to a strong start in learning phonics as soon as they join the school.
Appropriate book choices help pupils to practise the sounds that they are learning and develop confidence in reading. Staff are well trained in phonics. Almost all pupils achieve the expected standard in the Year 1 phonics screening check.
As pupils move through the school, they become fluent and confident readers. They talk knowledgeably about their favourite authors and the reasons why they like them. Any pupils who need support are identified quickly and they catch up.
Children in the early years classes have great fun when learning because of an exceptionally well-planned curriculum. They enjoy phonics and using the sounds that they are learning in their writing. Children play happily together and listen to each other courteously.
They are enthusiastic learners and benefit from extremely well-planned outdoor learning. Children concentrate fully because learning fascinates them. Children achieve very highly in relation to their starting points.
The curriculum offer for sixth-form students is ambitious for all, and students’ achievement is excellent. Students’ character development continues to be a major focus at key stage 5. Teachers provide students with a wealth of diverse and enjoyable opportunities to support their personal and social development.
These include: preparing food for university; driving test theory classes; and opportunities to be ambassadors for younger pupils. Students are extremely positive about their education and they say that they are very well supported in sixth form.
Children, pupils and students value their learning highly.
They thrive in lessons and rarely miss a day of school. Pupils’ behaviour is excellent in lessons and across the school. Incidents of exclusion are extremely rare.
Leaders give second chances to pupils who have not been successful in other schools. These pupils then go on to achieve very well.
Leaders and staff offer pupils a staggering wealth of extra-curricular activities.
Pupils are able to learn new skills or develop talents in areas such as gardening, ancient Greek, Irish dancing, mindfulness and archery. There is a popular Combined Cadet Force on the school site which enables pupils to engage in adventurous and exciting activities. Through these many opportunities, leaders enhance pupils’ wider development.
Pupils receive very high-quality careers advice and guidance. They are very well prepared for their next steps in education, employment or training. The overwhelming majority go on to study at highly respected universities.
Leaders expertly plan personal, social, health and economic education so that pupils understand and respect others. Pupils learn how to keep and stay healthy. They learn how to manage their finances and grow as healthy, happy young people.
They are taught how to stay safe, both online and in the wider community. Leaders make sure that pupils understand the dangers of issues such as social media, gangs and knife crime. Pupils say that they feel safe.
Parents, carers and staff agree.
Staff feel well supported by leaders. They appreciate the many steps that leaders have taken to reduce their workload.
Staff are highly effective because of the bespoke training and support that they engage with. Newly qualified teachers speak highly of the support and training that they receive. Staff enjoy working at the school.
The arrangements for safeguarding are effective.
The culture of safeguarding throughout the school is strong. Staff are trained and vigilant in ensuring that pupils are safe.
Staff know what to look for and what to do if they have concerns about a pupil. Leaders make sure that all appropriate checks on the suitability of staff to work with pupils are completed thoroughly before employment. Leaders work with external agencies and the local authority to make sure that any pupils in need get timely and effective support.