Rainhill High School, located in Prescot, Merseyside, underwent an inspection from February 22 to 24, 2023, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, where it was rated as requiring improvement. Leaders and staff have raised their expectations for all pupils, including those who are disadvantaged, and this is reflected in the ambitious subject curriculums. Current pupils, including those with special educational needs and disabilities, are achieving well across most subjects.
The school environment is characterized by respect and kindness among pupils and staff. Most students feel safe and happy, with many reporting that there is an adult they can approach with concerns. The school has effective measures in place to address bullying, although a small number of pupils and parents express some reservations about the effectiveness of these systems. Older students appreciate the leadership opportunities available to them, such as participation in the student parliament and community projects.
Leaders have ensured that the curriculum is ambitious and well-structured, allowing pupils to learn subjects in depth. Changes made to the key stage three curriculum have provided pupils with a strong foundation of knowledge and skills. An increasing number of pupils, including those from disadvantaged backgrounds, are opting to study the English Baccalaureate suite of subjects in key stage four. The sixth form offers a wide range of academic and vocational courses, although some Year 11 pupils who left in summer 2022 did not fully benefit from the improvements made to the curriculum.
Teachers are generally well-informed about the essential content to be delivered, which aids in designing effective learning experiences. They provide clear explanations and ensure that pupils have opportunities to revisit and consolidate prior learning. However, in a few subjects, some teachers lack the confidence to deliver certain aspects of the curriculum, which can hinder pupil learning. Assessment strategies are used effectively to check pupils' understanding and address misconceptions promptly.
The school has made strides in supporting pupils with special educational needs, providing staff with the necessary training to identify and support these pupils effectively. Reading is encouraged, leading to an increase in pupils reading for pleasure, and those who struggle with reading receive appropriate support to catch up.
While attendance is generally good, a small number of pupils, particularly those who are disadvantaged, do not attend as regularly as they should, which impacts their learning. Leaders have systems in place to manage behavior effectively, ensuring that learning is rarely disrupted.
The school offers a well-planned program for pupils' wider development, including careers advice and guidance, which helps them understand their future options. Pupils learn about different cultures and religions, fostering an understanding of tolerance and respect.
Governance is effective, with members bringing a suitable range of knowledge and experience. However, there is a need for improved oversight of the quality of education for students attending off-site sixth-form provision. Staff express pride in working at the school, noting that leaders are supportive of their well-being and workload. Recent improvements in communication with parents and carers have also been noted.
The safeguarding arrangements are effective, with staff receiving regular training and being vigilant about potential risks to pupils. Leaders work closely with external partners to ensure that vulnerable pupils receive timely support. Overall, Rainhill High School demonstrates a commitment to providing a high-quality education and fostering a positive learning environment for all its pupils.
