Meols Cop High School

Highlights from Latest Inspection

What is it like to attend this school?

Meols Cop is a school where pupils are inspired to be successful in all that they do.

The school's core values of 'brokering aspirations' are evident in everything that happens. Leaders and staff have created an inclusive environment where all pupils benefit from a broad and ambitious curriculum. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils are proud to be part of the school community. They understand and live up to leaders' high expectations of learning and conduct. They are motivated to work hard and enjoy positive working relationships with staff.

They enjoy contributing to lessons, and most pupils demonstrate that... they have gained a detailed knowledge of the curriculum. Typically, pupils achieve well.

Pupils feel happy and safe at the school.

They are encouraged to take care of each other and to become part of the Meols Cop 'tribe'. They appreciate the care that the school's pastoral team gives them. Leaders take bullying and name-calling seriously.

If it occurs, they respond quickly and effectively.

Pupils benefit from a vast array of activities that prepare them well for their next steps. Leaders are ambitious for pupils and the wider Southport community.

They work collaboratively with local colleges and employers to ensure that careers information for pupils is locally relevant and personalised. Pupils have access to a rich set of experiences, including a wide range of clubs, trips and visits. For example, they spoke enthusiastically about working with local sport partnerships, a dance club and a choir.

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

Leaders provide a curriculum that successfully prepares pupils for life in modern Britain. They make sure that pupils study a broad range of subjects. All pupils, including those with SEND, study the whole curriculum.

This prepares them well for the choices they make at key stage 4. Leaders are increasingly successful in encouraging pupils to take the English Baccalaureate suite of subjects.

In each subject, leaders have identified the precise building blocks of knowledge that pupils will acquire.

Subject leaders work closely with local primary schools so that the curriculum builds on what pupils already know. In mathematics, for example, work on decimal multiplication builds from the primary curriculum. Leaders have adapted the curriculum because of the COVID-19 pandemic.

In science, for example, there is a stronger focus on practical work for older pupils.

Leaders bring useful examples of research to the attention of teachers. This helps teachers to design and order learning so that pupils develop a secure understanding of key concepts.

Teachers draw on their subject knowledge to help pupils make links across different subjects. For example, in music, pupils learn about the origins of blues and jazz. They connect this knowledge with what they have learned in history about enslaved people.

Typically, teachers identify and address any gaps in pupils' knowledge quickly and with accuracy. That said, in a small number of subjects, teachers do not accurately pinpoint the precise gaps in pupils' knowledge. This means that they are less certain about what learning pupils should revisit.

In these subjects, pupils struggle to remember essential key knowledge and do not always use subject-specific vocabulary correctly.

In key stage 3, leaders have established effective systems to identify pupils who find reading difficult. Support for weaker readers is in place.

However, at key stage 4, it is not well developed. Leaders are not aware of older readers who cannot read with fluency and confidence. These pupils do not receive sufficient help to catch up with their peers.

This prevents them from experiencing all that the school curriculum has to offer.

Leaders ensure that the needs of pupils with SEND are identified quickly and accurately. Pupils receive support that is matched precisely to their needs.

Those who attend the specially resourced provisions benefit from effective support from highly skilled staff. These pupils follow a curriculum that is as ambitious as that of their peers. Pupils with SEND and disadvantaged pupils are fully involved in all aspects of school life.

Behaviour in lessons is calm and purposeful. The majority of pupils are engaged in learning and keen to do well. Staff adopt a consistent approach to inappropriate behaviour, so lessons are rarely disturbed.

Teachers help pupils to learn from poor behaviour.

The provision for pupils' wider personal development is strong. Pupils learn about a range of important issues, such as healthy relationships and personal safety.

All pupils learn about diversity, equality and challenging stereotypes. External speakers enhance pupils' preparation for life in modern Britain.

Pupils take part in a wide range of popular activities outside the classroom.

They choose from clubs such as chess club and boxing club. There are opportunities for pupils to take leading roles, for example through the Duke of Edinburgh's Award scheme. Pupils receive high-quality careers information, advice, guidance and support.

Leaders ensure that pupils are wholly prepared for their next steps.

Many of the staff and the governors have close links with the local community. This contributes to their strong commitment to the school.

Teachers feel listened to and well supported. They are appreciative of the wide range of professional development opportunities that leaders provide.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture of vigilance. They are acutely aware of the challenges in the local community and respond well to these. They have developed robust systems that help pupils over time.

They work well with a range of external agencies to ensure that the right support is in place for vulnerable pupils and their families.

Staff understand the clear procedures for reporting concerns about a pupil's welfare. All staff receive regular safeguarding training.

Pupils know how to keep themselves safe, including when online. They are taught about risks, such as sexual harassment, and know why it is wrong. They know whom they can speak to if they are feeling worried or anxious.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teachers do not use assessment well enough to identify and address gaps in pupils' knowledge. This means that they sometimes do not know what subject content pupils need to revisit and practise before moving on. Leaders should ensure that assessment strategies give teachers enough information about what pupils need to revisit and practise before moving on.

• Leaders do not systematically identify weaker readers in key stage 4. This means that some pupils do not receive the additional reading support that they need in order to catch up with their peers. Leaders should ensure that teachers identify pupils in key stage 4 who are falling behind and help them to read fluently, accurately and with good comprehension.