King David High School in Liverpool was inspected on November 1 and 2, 2022, and received an overall effectiveness rating of good. The school has maintained a good standard of education, behavior, personal development, leadership, and management, as well as sixth-form provision. This is a notable change from its previous inspection 12 years ago, where it was rated outstanding. The school community is described as close-knit, fostering a supportive environment where pupils and students feel safe and valued. They are well-prepared for future educational and career opportunities, achieving well across various subjects.
Pupils express happiness and enjoyment in their school experience, feeling secure and knowing whom to approach with concerns. Incidents of bullying are addressed effectively, contributing to a positive atmosphere. High expectations for behavior are set by leaders and staff, resulting in generally good conduct among pupils. In lessons, students are attentive and follow instructions, while social interactions during breaks are positive. Sixth-form students serve as role models, enhancing the school culture.
The school integrates its Jewish ethos throughout the curriculum, and pupils participate in various extracurricular activities, including clubs and the Duke of Edinburgh’s Award scheme. Older students take on leadership roles, such as serving on the school council and mentoring younger pupils. Leaders and governors have high aspirations for all students, with a broad curriculum offered in key stage four, including the English Baccalaureate subjects. The increasing number of pupils studying modern foreign languages reflects this commitment.
Subject leaders have developed well-structured curriculums that outline essential knowledge for pupils. Teachers generally deliver the curriculum effectively, demonstrating strong subject knowledge. However, there are instances where assessment strategies are not utilized effectively, leading to gaps in pupils' understanding. This can hinder the progression of their learning. Leaders are aware of these issues and are working to improve assessment practices.
The school identifies reading difficulties early and provides additional support to help pupils improve their reading skills. Plans are in place to enhance reading strategies, particularly for older students, to encourage more frequent reading. Concerns raised by some parents regarding the support for pupils with special educational needs and disabilities have been addressed, with leaders ensuring that these pupils receive the necessary assistance to learn alongside their peers.
The school environment is calm and orderly, with pupils displaying politeness and courtesy. While a few pupils reported instances of poor behavior, inspectors found that staff manage behavior effectively, minimizing disruptions to learning. Sixth-form students demonstrate a mature commitment to their studies.
Leaders prioritize teaching about different religions and cultures, promoting tolerance and respect. The school provides education on mental health, sex education, and health topics, although some aspects of the personal development curriculum in the sixth form require improvement. This includes ensuring that all students consistently attend sessions on healthy relationships.
Pupils receive valuable careers advice and guidance, with opportunities to engage with employers and learn about various career paths. The school is committed to enhancing experiences related to the world of work. Most pupils transition successfully to further education, training, or employment after leaving school.
Staff express satisfaction with their work environment, noting that leaders consider their workload and well-being. Governors fulfill their responsibilities effectively, supporting the school’s mission. The safeguarding arrangements are robust, with staff trained to identify and respond to potential risks. Overall, King David High School demonstrates a strong commitment to providing a supportive and effective educational experience for its pupils.
