Birkenhead Park School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are growing ever more proud to attend Birkenhead Park School.

There has been a turnaround in culture brought about by the new behaviour policy. Pupils have responded positively to the school's higher expectations. They behave well and are developing strong learning habits.

The school has strong ambitions for the academic achievement of all pupils, including those with special educational needs and/or disabilities (SEND). It recognises that, for too long, pupils have not achieved well. The school has made positive changes to, for example, the curriculum.

However, it is too soon to see the full impact that these have had on the quality of education that ...pupils receive.

Most pupils are happy and enjoy being in school. The school is tenacious in its approach to improving pupils' attendance.

However, there are still pupils who are regularly absent from school. This hampers their achievement.

The school offers plenty of clubs for pupils to develop their interests.

For example, pupils partake eagerly in clubs such as rugby, sewing and Spanish. There are opportunities for pupils to engage with visitors, such as local politicians. Pupils learn about tolerance and acceptance.

They show respect for each other regardless of background or belief. Pupils who are new to the country are supported successfully to integrate well into school.

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

Previously, the trustees and governors were slow to take action to halt the decline in outcomes for pupils at this school.

They did not hold the school sufficiently well to account. However, since the trust's decisive action last year to change the leadership structure, the school is on a rapid journey of improvement.

The school has designed a broad curriculum that meets the needs of its pupils, including those with SEND.

The knowledge that pupils should learn has been carefully set out. The school supports teachers well to develop their subject knowledge. There is now a more consistent approach to delivering the curriculum.

However, at times, some teachers do not choose the most appropriate activities to help pupils retain learning over time. This means that pupils do not achieve as well as they could.

Teachers regularly check pupils' understanding.

Typically, they identify and remedy misconceptions. Nevertheless, in a small number of subjects, teachers do not always identify the gaps in learning that pupils have. As a result, some pupils struggle to develop a secure understanding across the curriculum.

This is particularly true in key stage 4, where, due to historic weaknesses in the curriculum, pupils do not have a secure foundation on which to build new concepts.

Recently, the school has improved its processes for identifying the additional needs of pupils. It provides useful information for staff about these pupils' needs.

Teachers use the information provided to successfully adapt the curriculum to support these pupils. Nevertheless, inconsistencies in the delivery of the curriculum have an impact on the abilities of pupils with SEND, preventing them from achieving well.

The school has precisely identified the classroom behaviour that it expects from pupils in accordance with 'the BPS way'.

This has greatly improved the climate for learning. Pupils are respectful, follow the rules diligently and apply themselves in class. The school deals appropriately with a very small minority of pupils who choose not to comply with these high expectations.

Pupils and staff alike commented on how much pupils' behaviour has improved.

Raising attendance is the school's top priority. The school, supported by the trust, takes a measured and strategic approach to improving attendance rates.

Consequently, there have been some improvements in pupils' attendance. However, attendance rates still fall below the national average.

A culture of reading for pleasure is firmly embedded.

Reading is carefully intertwined through the curriculum, as well as strategies to support pupils' reading. The school accurately identifies any deficits in reading that pupils may have. In key stage 3, effective support is put in place for these pupils to help them to make progress in reading.

This enables them to access learning across the curriculum with more ease.

The school gives clear guidance to teachers on how to approach sensitive topics in the personal, social and health education curriculum. Pupils fully understand the difference between healthy and unhealthy relationships.

The school ensures that pupils have sufficient information to make choices about their next steps when they leave this school. Pupils are beginning to take on roles of responsibility, such as being a subject ambassador, although these roles are in their infancy.

Staff see the momentum of change in the school and support it.

The school considers staff's workload, especially around the feedback given to pupils. Staff feel valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are some inconsistencies in teachers' pedagogical choices. Consequently, some pupils do not build knowledge as they should. The school should ensure that teachers have the necessary knowledge and expertise to make the most appropriate pedagogical choices to deliver the curriculum well.

In a small number of subjects, teachers do not implement the school's assessment methods effectively to identify and then remedy gaps in pupils' learning. As a result, some pupils have gaps in their knowledge that prevent them from being able to make links in their learning. The school should ensure that teachers use assessment methods effectively to identify and address gaps in knowledge.

• Some pupils do not attend school regularly, despite the school's strong strategies to improve attendance rates. As a result, these pupils have gaps in their learning. The school should continue to work closely with pupils and their families to rapidly improve pupils' attendance rates and to reduce persistent absenteeism.