LIPA Primary and High School, located in Liverpool, underwent an inspection on March 12 and 13, 2024. The overall effectiveness of the school was rated as requiring improvement, while the quality of education and personal development were deemed good. However, behaviour and attitudes, as well as leadership and management, were identified as areas needing improvement. The school, part of The LIPA Multi Academy Trust, is led by headteachers Holly Lucas and Andrew Raven, with oversight from Greg Parker, the executive headteacher and accounting officer.
Pupils at LIPA appreciate the school's unique and ambitious environment, where staff are familiar with students and their families. Most students enjoy their lessons and maintain positive relationships with staff. The school has set high expectations for behaviour, attendance, and academic achievement, resulting in regular attendance among most pupils. However, some older students exhibit behavioural issues, leading to concerns about safety, particularly during break times. Additionally, there are instances of disrespect towards the school environment.
The school offers a variety of additional opportunities, particularly in the performing arts, which help build students' confidence and talents. Support is provided for disadvantaged pupils to access music tuition, and a range of extracurricular activities, including sports and arts, is available. The curriculum is ambitious across subjects, with a focus on building knowledge from early years through to key stage three. Most subjects show improvement in pupil attainment, especially in key stage one.
Teachers generally possess strong subject knowledge and effectively explain concepts. Training has enhanced their curriculum delivery, and activities are designed to help pupils build knowledge over time. However, assessment processes in some subjects do not adequately allow pupils to demonstrate their learning, leading to uneven learning experiences. For instance, pupils who struggle with writing may not complete assessments, hindering their ability to showcase their knowledge.
Reading is prioritized from the Reception Year, with a consistent phonics program in place. Staff effectively support pupils who face challenges in reading, ensuring they can catch up with peers. The reading strategy also benefits older pupils through whole-class reading sessions and access to an online library.
The school identifies the needs of pupils with special educational needs and disabilities (SEND) promptly, ensuring they have access to the same curriculum as their peers. Recent improvements in information sharing about individual needs have enabled better curriculum delivery for these pupils.
Personal development is a focus, with pupils learning about healthy relationships and online safety. Exciting visits complement their learning, and some pupils take on responsibilities, such as reading buddies. However, the recently updated behaviour policy has not been consistently applied, leading to varying experiences of behaviour across year groups. Some older pupils feel disconnected from the school, partly due to past negative experiences and changes in staffing.
The school has experienced rapid growth, resulting in significant policy and practice changes. This has increased staff workload and affected the implementation of updated policies. Governors and trustees are ambitious for the school's development but need to refine their roles to enhance monitoring and evaluation. The school must improve its understanding of the quality of provision, particularly for older pupils, to better address their needs and listen to their feedback.
The safeguarding arrangements are effective, ensuring pupil safety. To improve, the school must enhance assessment processes in certain subjects, ensure consistent application of the behaviour policy, and support older pupils in developing respect for each other and the school environment. Additionally, the school should consider staff workload when implementing changes and establish effective systems for quality assurance and stakeholder feedback as it continues to grow.
