Birkenhead Park School, located in Merseyside, underwent an inspection on November 14 and 15, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, and leadership and management were rated as Good. The school is part of the Bepart Educational Trust, with Peter Mee serving as the head of school and Mike Kilbride as the CEO.
The school has made significant strides in fostering a positive culture among pupils, who are increasingly proud to attend. A new behaviour policy has led to improved conduct and the development of strong learning habits. The school has high aspirations for the academic success of all students, including those with special educational needs and disabilities. However, it acknowledges that many pupils have historically underperformed and that it is too early to assess the full impact of recent curriculum changes.
Most students report feeling happy and engaged in their school environment. The school is actively working to improve attendance, although some pupils remain regularly absent, which affects their academic progress. A variety of extracurricular clubs, including rugby and Spanish, are available to students, promoting engagement and personal growth. The school emphasizes respect and acceptance, fostering a supportive environment for all pupils, including those new to the country.
Despite the positive changes, the school has faced challenges in accountability and leadership in the past. However, recent changes in the leadership structure have initiated a rapid improvement journey. The curriculum is broad and designed to meet the needs of all pupils, with a focus on developing teachers' subject knowledge. While there is a more consistent approach to curriculum delivery, some teachers still struggle to select the most effective activities for long-term retention of knowledge, impacting student achievement.
Teachers regularly assess pupils' understanding and address misconceptions, but in some subjects, gaps in learning are not always identified, leading to difficulties in building a secure understanding of the curriculum. This is particularly evident in key stage four, where historical weaknesses have left some students without a solid foundation for new concepts.
The school has improved its processes for identifying the additional needs of pupils, providing valuable information to staff. However, inconsistencies in curriculum delivery still affect the achievement of students with special educational needs. The school has established clear expectations for classroom behaviour, resulting in a positive learning environment. Attendance remains a top priority, with strategic efforts to improve rates, although they still fall below the national average.
A culture of reading for pleasure is promoted, with reading integrated into the curriculum and support provided for pupils with reading deficits. The school effectively addresses sensitive topics in personal, social, and health education, ensuring pupils understand healthy relationships and are well-informed about their future options. Opportunities for pupils to take on responsibilities are emerging, although they are still in the early stages.
Staff support the momentum of change within the school and feel valued, with attention given to their workload. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve further, the school must address inconsistencies in teaching practices, enhance the implementation of assessment methods, and continue efforts to improve attendance rates. Overall, while the school has made commendable progress, there are still areas that require focused attention to ensure all pupils achieve their full potential.
