The Prescot School, located in Knowsley, Liverpool, underwent an inspection on May 8 and 9, 2024, and received an overall effectiveness rating of Requires Improvement. The acting principal, Simon Kevan, leads the school, which is part of The Heath Family Trust, overseen by CEO David Donnelly and chaired by Helen Stevenson. The inspection highlighted that while the school has made strides in increasing its ambition for pupils, challenges remain in achieving optimal educational outcomes.
Pupils are generally learning more effectively than in the past, but some still do not achieve to their full potential due to the legacy of previous curriculums. The introduction of new behavior systems has raised expectations for pupil conduct, resulting in improved behavior during lessons. However, outside of the classroom, behavior is inconsistent, with some pupils not responding promptly to staff instructions during break times, leading to discomfort among peers.
Most pupils express happiness in school, appreciating the care and support provided by staff, including revision sessions and extracurricular opportunities. Participation in sports teams, dance clubs, and talent shows is evident, and pupils value their roles in leadership positions, such as the student council, which has successfully influenced changes like adopting eco-friendly cutlery in the canteen.
The school has implemented positive changes to the curriculum since the last inspection, offering a broad and ambitious curriculum that includes options for pupils with special educational needs and disabilities. An increasing number of pupils are opting for the English Baccalaureate suite of subjects. Despite these advancements, some older pupils still face gaps in their learning due to previous curriculum weaknesses, which affects their overall achievement.
The curriculum is generally well-structured to build on prior learning, and teachers demonstrate strong subject knowledge. However, there are instances where teachers do not provide enough opportunities for pupils to apply their learning in various contexts, hindering their ability to deepen understanding over time. While staff have received training to address misconceptions in learning, the implementation of this training varies, leading to some gaps in knowledge not being addressed promptly.
The school effectively identifies the needs of pupils with special educational needs, allowing for appropriate support in the classroom. Reading is prioritized, with targeted support helping struggling readers become more confident. However, attendance remains a concern, with a significant number of pupils arriving late or having low attendance rates, which hampers their learning and achievement.
The personal, social, health, and economic education curriculum is designed to enhance pupils' awareness of personal safety and respect for others. Pupils appreciate the information provided about career options, feeling well-informed about their future steps. The school offers a growing number of extracurricular activities, but participation, particularly among disadvantaged pupils and those with special educational needs, is low, limiting their broader experiences.
The school has made efforts to strengthen staff expertise through training and the appointment of additional leaders. However, there is insufficient oversight of the impact of these changes, making it difficult to assess their effectiveness. Feedback from staff, parents, and pupils indicates a positive reception to improvements, with support provided to manage workload effectively.
The safeguarding arrangements in place are deemed effective. To improve, the school needs to ensure that teachers select activities that promote the application of knowledge across contexts, check pupils' understanding more rigorously, enhance attendance strategies, maintain consistent behavior expectations outside the classroom, and increase participation in extracurricular activities. Additionally, the school should establish effective systems to monitor the impact of its improvement efforts on pupil experiences and education.
