Lord Derby Academy, located in Huyton, Liverpool, underwent an inspection on June 27 and 28, 2023, and received an overall effectiveness rating of good. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good, marking a significant improvement from the previous inspection, which had rated the school as requiring improvement.
Pupils at Lord Derby Academy are aware of the expectations set by the school leaders and understand the importance of being ready to learn. The school has implemented a physical marker at the entrance to remind students of these expectations. The curriculum has been redesigned to be broad and ambitious, and while the impact of these changes was not reflected in the 2022 GCSE results, current pupils are achieving well. Students report feeling happy and well cared for, with staff available to discuss any worries, contributing to a safe school environment.
The school promotes kindness and respect among pupils, making it easy for them to form friendships. Incidents of bullying are addressed swiftly and effectively by the leadership. Pupils are encouraged to engage with the school community, providing suggestions for improvements through a positive action suggestions box and participating in a pupil parliament that influences various aspects of school life.
Leaders are committed to high aspirations for all pupils, including those with special educational needs and disabilities. The curriculum has been improved to better meet the learning needs of students, with subject leaders organizing their curriculums to ensure clarity on what pupils need to learn and when. Most teachers collaborate effectively to create engaging learning activities and address misconceptions promptly. However, some subjects lack thorough checks on pupils' retention of important information, leading to gaps in knowledge that are not identified quickly.
The school has strengthened its processes for identifying pupils struggling with reading, ensuring staff are equipped to support these students in developing their reading skills. While many pupils have benefited from this support, some older students who have faced reading difficulties have not received timely assistance, impacting their ability to access the curriculum fully.
Leaders have established routines that promote positive behavior, and most pupils understand the connection between good behavior and academic success. Although learning is generally not disrupted by poor behavior, a small number of pupils still face challenges that hinder their learning. Leaders are dedicated to providing support to these students, allowing them to learn alongside their peers whenever possible.
The school emphasizes broadening pupils' awareness of the wider world, teaching them about diverse families, faiths, and cultures. The pupil parliament has contributed to an equality charter, ensuring that all students are well-prepared for life in modern Britain. A strong careers program begins in Year 7, providing pupils with essential information for making informed choices about their future education and employment.
Leaders at all levels are focused on improving pupil outcomes, acknowledging the weaknesses in the previous curriculum that affected the 2022 GCSE results. The support from trustees and governors aids school leaders in enhancing the quality of education. Staff express pride in working at the school and appreciate the consideration given to their workload and well-being.
The safeguarding arrangements at Lord Derby Academy are effective, with a strong emphasis on pupil welfare. Staff are well-trained to recognize signs of potential harm, and leaders work closely with external agencies to provide timely support for vulnerable pupils. The school also educates pupils on safety through the wider curriculum and actively seeks their input on safety and well-being issues.
To improve further, the school needs to ensure that teachers consistently check pupils' retention of knowledge and accelerate support for older pupils struggling with reading to enhance their access to the curriculum.
