St Michael’s Church of England High School in Crosby underwent an inspection on June 19 and 20, 2024, and received an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, personal development, and leadership and management were rated as requiring improvement. The sixth-form provision was similarly rated as requiring improvement. The head of school is Claire McIntyre, and the school is part of the Liverpool Diocesan Schools Trust, overseen by CEO Laurie Kwissa and a board of trustees chaired by Margaret Swinson. The executive headteacher is Jane Galbraith.
The school aims to support all pupils, including those with special educational needs and disabilities, but has struggled to provide a standard of education that enables students to achieve well. The curriculum has been poorly designed and delivered, leading to many pupils, especially the most disadvantaged, leaving without the necessary qualifications. While some students report positive experiences and feel cared for due to strong relationships with staff, the overall educational experience is lacking.
Recent efforts to manage unacceptable behavior have shown some improvement, but inconsistencies in staff responses to poor behavior remain a concern. Many pupils express frustration with these inconsistencies, which affects their attitudes toward learning. Although some students appreciate extracurricular opportunities, such as sports clubs and leadership awards, the overall atmosphere in the school is marred by behavioral issues.
The school has faced significant leadership and staffing turbulence, which has hindered its ability to improve educational quality. Despite the trust's support, previous weaknesses identified in inspections have not been adequately addressed. Recent leadership changes have led to a better understanding of the school's shortcomings, but actions to implement change are still in the early stages.
The curriculum redesign is underway but is at a very early stage, with teachers lacking clarity on essential content to be taught. This has resulted in pupils having a weak understanding of their subjects. While teachers are knowledgeable, many lack the expertise needed to deliver the curriculum effectively due to insufficient training and development. Consequently, many teaching activities do not facilitate effective learning, and systems to assess pupil knowledge are still being developed.
Pupils in key stages three and four are not well prepared for their subsequent education, often starting Year 10 with significant knowledge gaps. This lack of foundational knowledge leads to poor progress and attainment by the end of Year 11, which is significantly below the national average. In contrast, the sixth form shows some improvement, with smaller class sizes allowing for better identification of student needs, although similar curriculum weaknesses persist.
The school identifies pupils struggling with reading, and some receive appropriate support. However, most pupils who find reading difficult do not receive the necessary help, hindering their overall learning. The needs of pupils with special educational needs are identified, but support across the school is inconsistent, leading to further challenges in their educational experience.
The school has made strides in enhancing its careers provision, providing useful information about future opportunities. However, the inconsistent delivery of personal development programs means that some pupils are not adequately prepared for life beyond school. While the school is working to improve attendance rates, many pupils still do not attend as frequently as they should. Overall, the school requires significant improvement to provide an acceptable standard of education and support for its pupils.
