St Edward's College, located in Liverpool, underwent its first routine inspection since becoming an academy in 2011. The inspection, conducted on November 8 and 9, 2022, resulted in an overall effectiveness rating of Requires Improvement. The quality of education was rated as Good, while behaviour and attitudes, personal development, and leadership and management were all rated as Requires Improvement. The sixth-form provision received a Good rating.
The inspection highlighted that leaders have high aspirations for all pupils, including those with special educational needs and disabilities. Pupils generally achieve well across various subjects and feel safe and proud of their school. However, there are concerns regarding the behaviour of some pupils, particularly in relation to the use of derogatory and discriminatory language. While staff address reported bullying effectively, some pupils do not feel comfortable reporting such incidents, leading to a persistence of negative behaviour.
The school offers a diverse range of extracurricular activities, allowing pupils to engage in music, sports, and community service. However, older pupils reportedly do not receive adequate support for their personal development, particularly regarding discussions on relationships and diversity. This gap in education leaves some pupils unprepared to address important social issues.
The curriculum is broad and ambitious, with subject leaders clearly identifying essential knowledge for pupils. Teachers effectively use their subject expertise to deliver the curriculum, and assessment strategies are employed to identify misconceptions. Leaders have established systems to identify the needs of pupils with SEND, ensuring they can access the same curriculum as their peers.
Reading is emphasized throughout the curriculum, with initiatives to promote reading for pleasure and support pupils in developing their reading skills. Most pupils exhibit good behaviour, contributing to a calm school atmosphere. However, there are concerns that some older pupils do not feel comfortable discussing issues related to homophobia or sexual harassment, indicating a need for a more supportive environment.
Leaders have made recent changes to the personal development curriculum, covering topics such as British values and mental health. However, the delivery of relationships and sex education for older pupils is not sufficiently robust, limiting their understanding of important topics. Staff development programs are in place, and staff report feeling supported in their roles.
Governors challenge school leaders regarding the quality of education but do not adequately address behaviour issues among pupils. There is a lack of clarity in how behaviour incidents are recorded, hindering the ability to analyze and improve pupil behaviour effectively.
The safeguarding arrangements at the school are effective, with staff trained to recognize and report safety concerns. However, the systems for recording safeguarding issues can lead to delays in addressing interconnected problems. Pupils receive education on safety, including online risks.
To improve, the school must foster a culture that does not tolerate discriminatory behaviour and encourages pupils to report incidents. Leaders need to enhance the personal development curriculum for older pupils, ensuring they receive comprehensive education on relationships and sexual health. Additionally, improving the tracking and analysis of behaviour incidents will help address ongoing issues effectively.
