Welcome to Meols Cop High School.....

Inspection Report: Meols Cop High School, 14–15 November 2007

Overall effectiveness of the school Grade: 2

Meols Cop High School is a good school which provides outstanding care, guidance and support for its students. The school’s culture fosters the development of positive relationships and provides an environment conducive to mutual respect.

Students enter the school with below average attainment. They make good progress and leave with average qualifications. Examination results improved significantly in 2007, but attainment in English and information and communication technology (ICT) was not as good as in other subjects.

The vast majority of parents are very positive about the school, but a few have concerns, mainly about behaviour. Inspectors found student behaviour, both in lessons and around school, to be very good. There are very few exclusions. Students’ personal development is good and their contribution to the school and wider community is outstanding. Attendance is satisfactory, but a few students arrive late in the morning. All students receive very high quality support and guidance, and particular care is taken to support students who are new to the school to help them to integrate. Student views are actively sought through the school council and surveys.

Teaching and learning are good overall and at times outstanding, especially in mathematics. Teachers have high expectations and activities are varied and well paced. Assessment is thorough. The curriculum is good. At Key Stage 4 there are some vocational options as well as a range of GCSE subjects. However, there are few design and technology options and the range of vocational courses offered is limited. A few students are not able to access college courses of their choice. Extra-curricular opportunities are excellent and the high level of participation in sports encourages students to have healthy lifestyles.

Leadership and management are good. The headteacher, ably supported by a capable senior team, provides strong leadership and drive. Self-evaluation is thorough. Monitoring of departments by the senior team is rigorous. Improvement strategies are well focused and their impact can be seen in the improving exam results and high quality of teaching and learning. The school has good capacity to improve. Governors fulfill their obligations well and have a sound knowledge of the strengths and weaknesses of the school. Value for money is good.

Standards are broadly average and achievement is good. Standards on entry to the school are below average but by the time students leave standards are broadly average. This represents good achievement. This is because targets are used effectively and teaching is good.

The 2007 national test results show that students in Key Stage 3 made good progress in mathematics and science to reach standards that are broadly average. However, in English, many students did not do as well as expected, especially boys of lower ability, and standards remain below average.

Standards increased significantly at Key Stage 4 in 2007, particularly in the number of students gaining five or more A* to C GCSE grades including English and mathematics. Results improved in many subjects, including English, mathematics, French, geography and history. However, in GCSE English, standards are still too low. Students were very successful on the vocational science course but results for vocational ICT courses were unsatisfactory in 2007.

Progress made by learners in many lessons is good as a result of good teaching. In some subjects, for example in mathematics, physical education and religious education students make very good progress. Students with learning difficulties and/or disabilities achieve well. Vulnerable students and those who are learning English as an additional language make at least satisfactory progress.

Students’ personal development and well-being are good. This small and caring school community ensures the inclusion of all students. For example, students from another local school were successfully integrated, following its closure, and a significant number of students, for whom English is not their first language, thrive and flourish. There is a wide range of opportunities that promotes good spiritual, moral, social and cultural development. Attendance is improving as a result of a range of effective strategies, but a few students do not arrive promptly in the morning. The school provides a safe and secure environment in which students are happy and behave very well. They show respect and care for one another and are proud of their school. Students feel that bullying is effectively dealt with and they are appreciative of the help and support available. The ‘Pupil Active Listening Service’ is excellent, offering support and providing excellent leadership development, as did the Young Sports Leader program. In addition, the student council and projects with the Youth Service and other agencies significantly contribute to students’ personal development. Extensive surveys to gather the opinions of students have helped to improve the quality of their lives in school. The personal and social development programme informs students about keeping safe and healthy. A broad range of sporting activities and opportunities ensures that students understand the importance of exercise. The extent to which the majority of students are involved in the school and the local community is outstanding. Work experience and effective careers guidance ensure that students develop skills and understand the world of work.

Teaching and learning are good and, in some lessons, outstanding. Planning is effective and in most lessons students are set clear objectives so they know what they are to learn and how it links to previous and future work. Good relationships between teachers and students have a positive impact on attitudes to learning and high expectations help to raise student aspirations. Students are attentive and interested and teachers are very encouraging. Students understand their targets and there is an appropriate emphasis in lessons on the requirements of different levels and grades. In most lessons, teachers use a variety of teaching strategies and activities, the pace of learning is brisk and students are challenged appropriately so that they make good progress. In the best lessons very good use is made of self and peer assessment. In several outstanding mathematics lessons inspectors noted particularly effective use of ICT and particularly well structured activities which moved learning on in clear steps. Individual whiteboards were also used to good effect to check progress. Teachers and learning support assistants support individuals well in lessons. Occasionally there is too much whole-class teaching, or too much teacher talk where students are passive, which slows learning. Marking is helpful and often includes guidance on how work may be improved. Individual progress is monitored carefully.

The curriculum is good. It offers opportunities tailored to most students’ needs and aspirations and promotes enjoyment. It meets the needs of students with learning difficulties and/or disabilities. The school provides a balanced curriculum in Key Stage 3, which includes drama. At Key Stage 4, the curriculum offers a choice of GCSE courses, together with some vocational courses. Design technology options are very limited. A few students also have the opportunity to take up college placements in areas such as hairdressing and beauty therapy, but not all students who request a place gain one. For a minority of students, including those who are not suited to the more academic curriculum, or have learning difficulties and/or disabilities, the school offers a more personalised curriculum which can include extended work placement. There is an excellent range of extra-curricular and enrichment activities, including an ‘enrichment’ lesson at Key Stage 4. Students are prepared for their future working lives through careers education and work related provision. Their two weeks work experience may be linked with vocational courses they are studying. A valuable link with the youth service is used to good effect, for example, in delivering Duke of Edinburgh and Award Scheme Development and Accreditation Network awards.

The quality of care, guidance and support offered by the school is outstanding. Individual students are known well and given appropriate help and guidance. Strong pastoral leadership and the total commitment of the pastoral team ensure that there is a culture of support and inclusion that permeates the school. Excellent relationships between students and staff are a key strength. The system of rewards and sanctions is highly effective in promoting positive attitudes and behaviour. Exclusions are declining and the ‘on-call’ and ’remove’ provision ensure that behaviour support and intervention are effective. Vulnerable students, those with learning difficulties and/or disabilities and the small number in public care are very well supported, ensuring that they do well and gain confidence. Specialist provision for students with Asperger’s syndrome, dyslexia and those for whom English is not their first language, is o