Deyes High School, located in Maghull, Liverpool, underwent an inspection on September 24 and 25, 2024. The inspection revealed that the quality of education at the school requires improvement, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management also require improvement, although the sixth-form provision was rated good. The headteacher, Victoria Beaney, leads the school, which is part of the Lydiate Learning Trust, overseen by CEO Ann Stahler and a board of trustees chaired by John Graham.
Pupils express enjoyment in attending Deyes High School and take pride in their new facilities. The school actively seeks student input, fostering a sense of value among pupils. The ‘your best Deyes’ passport initiative encourages students to engage in challenges that positively impact the school community and develop their character. Relationships between pupils and staff are notably positive, contributing to a respectful and orderly environment conducive to learning.
The school has high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND). The curriculum is ambitious, but weaknesses in teaching methods in key stages three and four have hindered some pupils' learning, particularly those with SEND, who do not achieve as well as expected. The trust and school have collaborated to strengthen the curriculum, ensuring it is logically organized from Year 7 to Year 13. Teachers appreciate the time allocated for curriculum development, which aids in managing their workload.
Teachers demonstrate knowledge of their subjects and have implemented strategies to promote effective learning. However, there are instances where these strategies are not fully utilized, leading to gaps in pupils' understanding. Some teachers do not consistently apply assessment strategies to identify knowledge gaps, resulting in premature progression in learning for some pupils.
In contrast, sixth-form students generally do not experience the same teaching weaknesses as younger pupils. Most teachers in the sixth form effectively assess students' knowledge and design learning activities that build on their starting points, leading to good achievement levels.
The school has improved its systems for identifying additional needs among pupils, ensuring staff have the necessary information. However, there are times when this information is not effectively used to support pupils with SEND, impacting their achievement. The school promotes a culture of reading, with pupils engaging in various reading activities and benefiting from strong support to become confident readers.
Deyes High School offers a comprehensive careers program starting in Year 7, aiding pupils in making informed decisions about their future. Pupils in key stage four and sixth form report positive experiences from work placements. Generally, pupils display positive attitudes towards learning, with sixth-form students serving as role models for younger peers. However, expectations regarding punctuality for older students do not align with the school's overall high standards.
The trust and school share a commitment to providing quality education, but the monitoring processes for evaluating educational effectiveness need refinement. This has hindered the school's ability to accurately identify areas for improvement. The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that teachers consistently apply agreed learning strategies and assessment processes to enhance pupils' understanding. Additionally, the support for pupils with SEND needs careful evaluation and improvement to ensure they can achieve their aspirations. The school should also review its quality assurance processes to gather necessary information for ongoing improvement.
