School etc

Broadgreen International School, A Technology College

Broadgreen International School, A Technology College
Queens Drive

phone: 0151 2286800

head teacher: Ms S Beevers

reveal email: anda…


school holidays: via Liverpool council

1140 pupils aged 11—19y mixed gender
1409 pupils capacity: 81% full

645 boys 56%


495 girls 43%


Last updated: June 18, 2014

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 339982, Northing: 390762
GPS coordinates
Latitude: 53.41, Longitude: -2.9043
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 14, 2014
Region › Const. › Ward
North West › Liverpool, Wavertree › Old Swan
Urban > 10k - less sparse
Admissions policy
Main specialism
Technology (Operational)
SEN priorities
PD - Physical Disability
Special classes
Has Special Classes
Private Finance Initiative
Part of PFI
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Trust school
Is supported by a Trust
The Fiveways Trust
Learning provider ref #

rooms to rent in Liverpool

Schools nearby

  1. 0.2 miles Broadgreen Primary School L135UE (239 pupils)
  2. 0.2 miles Broadgreen County Junior School L135SE
  3. 0.4 miles East Prescot Road Nursery School L141PW (102 pupils)
  4. 0.4 miles Central Liverpool Pupil Referral Unit L135TF
  5. 0.4 miles Northway Primary and Nursery School L157JQ (231 pupils)
  6. 0.4 miles St Oswald's Catholic Junior School L135TE (321 pupils)
  7. 0.4 miles St Oswald's Catholic Infant School L135SB (351 pupils)
  8. 0.4 miles Finchlea School L135TF
  9. 0.4 miles Broadgreen County Infant School L135TF
  10. 0.4 miles Northway Infant School L157JQ
  11. 0.5 miles Allenby Square Nursery School L132BR
  12. 0.7 miles Corinthian Community Primary School L136SH (443 pupils)
  13. 0.7 miles Knotty Ash Primary School L145NX (253 pupils)
  14. 0.7 miles St Anne's (Stanley) Junior Mixed and Infant School L133BT (394 pupils)
  15. 0.7 miles Christ The King Catholic Primary School L157LZ (310 pupils)
  16. 0.7 miles Clifford Holroyde Centre of Expertise L147NX (47 pupils)
  17. 0.7 miles Millstead School L158LW (72 pupils)
  18. 0.7 miles St Mary's CofE Primary School L131BD
  19. 0.7 miles Underlea Special School L147NX
  20. 0.8 miles Childwall School - A Specialist Sports College L156XZ
  21. 0.8 miles Alder Hey Children's Hospital School L122AP
  22. 0.8 miles Sandfield Park School L121LH
  23. 0.8 miles Sandfield Park School L121LH (78 pupils)
  24. 0.8 miles The Hospital and Home Tuition Team at Sandfield Park School L121LH

List of schools in Liverpool

School report

Broadgreen International

School, A Technology College

Queens Drive, Liverpool, Merseyside, L13 5UQ

Inspection dates 14–15 May 2014
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Requires improvement 3
Achievement of pupils Requires improvement 3
Quality of teaching Requires improvement 3
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because
The school has the following strengths

As a result of a sharp dip in standards,
The impact of teaching over time has not
Teachers do not always check whether the
achievement for students in Year 11 in 2013
was inadequate in English and mathematics.
been strong enough to ensure that the large
majority of students make consistently good
progress in developing knowledge, skills and
understanding across the range of subjects
they are taught.
quality of work in students’ books is good
The most able students do not always make
The sixth form requires improvement. The
sufficient progress.
progress of students is not yet securely good
on all courses. Not all students are fully aware
of their targets.
Lower ability students, disabled students and
Students in the three resource bases are very
The behaviour of students is good. Students
those who have special educational needs
make good progress across the school.
well supported so that they make good
progress. These units are well managed.
are welcoming, friendly and courteous. Their
spiritual, moral, social and cultural
development is good.
Students say that they feel safe in school and
The headteacher, senior leadership team and
The school supports disadvantaged students
free from bullying. The vast majority of parents
governors have taken decisive action in
response to the drop in standards and have
improved teaching and subject leadership.
and families very effectively.

Information about this inspection

  • Inspectors observed 51 lessons taught by 49 teachers, two of which were joint observations with
    senior leaders. They visited taught sessions in the three Resource Base Units and observed
    several registration sessions.
  • Discussions were held with the Chair of the Governing Body, the vice-Chair and several other
    governors, the senior leadership team, faculty leaders, the head of sixth form, the special needs
    co-ordinator, representatives of the local authority and students from every year group.
  • Inspectors took account of the views of parents from the 17 responses to Parent View, the on-
    line questionnaire, and results from the school’s most recent survey of parental views taken this
  • The views of members of staff were gained from the 41 responses to the staff questionnaire, as
    well as in meetings and discussions with teachers.
  • Inspectors looked at a wide range of documentation including the school’s examination results
    and current progress data, case studies of disadvantaged children, attendance and behaviour
    records, improvement planning, safeguarding documents, minutes of governors’ meetings,
    performance management systems and information about how the school uses pupil premium
  • The inspection team looked at the work in students’ books in a range of subjects including
    English, mathematics, science and history.

Inspection team

Judith Straw, Lead inspector Additional Inspector
Alison Thomson Additional Inspector
Irene Lavelle Additional Inspector
Andrew Henderson Additional Inspector
Kathleen Harris Additional Inspector

Full report

Information about this school

  • Broadgreen International School is larger than the average-sized secondary school and has a
    sixth form. There are fewer girls than boys.
  • The large majority of students come from White British backgrounds and the proportion from
    minority ethnic backgrounds is below average.
  • The school is an International Baccalaureate World School and a few international students join
    the sixth form each year. Overall, the proportion of students who speak English as an additional
    language is below average.
  • The proportion of students eligible for pupil premium funding is very high and has increased
    since the previous inspection. It includes over two thirds of all students. Pupil premium is
    additional funding for children in the care of the local authority and those known to be eligible
    for free school meals.
  • The proportion of disabled students and those who have special educational needs supported
    through school action is above average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is high and is well over twice the national average.
  • The school is host to three resource bases. One is for students who have hearing impairment,
    one is for students who have physical disabilities and the third is for students who have an
    autism spectrum disorder (ASD).
  • In 2013 the school did not meet the government’s current floor standards which are the
    minimum expectations for students’ attainment and progress.
  • A small number of students attend alternative courses at Greenbank College, Myerscough
    College, and do some activities with the Prince’s Trust.
  • Since the previous inspection, six new subject leaders have been appointed.

What does the school need to do to improve further?

  • Improve the quality of teaching in order to speed up the progress students make by:
    setting tasks at the right level to get the best out of students, especially the most able
    making sure that students have the opportunity to respond to the good advice they receive
    when teachers mark their books
    using sharper systems to track the progress of students in the sixth form and make them fully
    aware of their targets.

Inspection judgements

The achievement of pupils requires improvement
  • Most students who join the school in Year 7 have achieved well below average standards in their
    primary schools. Over the last three years, attainment had been rising steadily but fell back in
    2013 so that the achievement of Year 11 students in 2013 was inadequate. Students did not
    make enough progress in either English or mathematics.
  • Progress in the current year, as seen in the work in students’ books and in their learning in
    lessons, is much better. Tracking data show that students will match national figures for
    progress in English and be much closer to national figures in mathematics. Some students
    already have results for early entry in English and mathematics which confirm this judgement.
  • Students are making good progress in many subjects but there is too much variability to judge
    progress overall as good. Progress is especially strong in history, religious education, English
    literature, Spanish and design technology. Progress is improving in geography, mathematics and
    the sciences.
  • Some most able students are not making the progress expected of them because they are not
    always challenged by demanding work which enables them to reach their potential.
  • Lower ability students and disabled students who have special educational needs make good
    progress because of the high level of expertise available in school to support their learning. The
    expectation is that these students will be able to make the same rate of progress as others.
    Several nurture groups are run for students in Years 7, 8 and 9 to enable them to make the best
  • Students supported in the three resource bases make good progress. At each assessment point
    in the year, their work is analysed to identify any underachievement and extra mentoring
    support is given if it is required. Most of the students spend some time in mainstream classes as
    well as in the different resource bases.
  • Students known to be eligible for support through pupil premium funding attained on average
    two thirds of a GCSE grade below that of other students in English and one full GCSE grade
    below in mathematics in 2013. However, over a five year period, this gap is narrowing every
    year and continues to do so.
  • The school has used early entry for GCSE examinations in English and mathematics for some
    years. However, new heads of faculty intend to discontinue this practice because it has not
    delivered the best outcomes for students.
  • Students who are supported by the Year 7 catch-up grant (additional funding for those students
    who have not made the expected progress in English and mathematics at the start of Year 7)
    are making good progress and the gap in performance between them and other students is
    closing rapidly.
  • The school has many strategies to raise levels of literacy. Students in Years 7 and 8 benefit from
    a focus on developing their reading skills as part of the school’s drive to improve standards of
    literacy. There are accelerated reading courses and phonics courses for those students who have
    low levels of literacy when they start secondary school. Reading is encouraged at registration
    time and many students bring in their own books which they read for pleasure.
  • Numeracy is promoted across all subjects and the focus on better numeracy skills is one reason
    why progress is improving in science, mathematics and geography.
  • The small number of students who attend alternative vocational courses for one day each week
    study catering, hairdressing and motor mechanics, sometimes in a work-based environment. In
    school, these students follow a reduced timetable of GCSE subjects. Their progress and
    attendance are carefully checked and, in recent years, all such students have gained the
    necessary qualifications and many have gone on to higher level study.
  • Students enter the sixth form with attainment that is below average, and sometimes well below.
    From their starting points, they make progress in line with national expectations on both
    academic and vocational subjects. At the time of the previous inspection, the progress of
    students following vocational subjects was below average but this has improved. However, there
    are still variations within different subjects so that, although sixth-form achievement has
    improved, it is not yet consistently good. Many students go on to higher education or vocational
    training and the number of students who complete their courses is higher than national figures.
The quality of teaching requires improvement
  • Students make good progress in many lessons because they listen, follow instructions and
    discuss their learning. However, this good progress is not consolidated in the work in students’
    books. Too often, the work over time in the books does not match the good quality of learning
    which takes place in the lessons.
  • Teachers mark books regularly. Students are usually offered good advice on how to improve or
    get to the next level. Sometimes, students are asked to complete unfinished work or correct
    mistakes. But they do not provide enough opportunities for this to take place and do not check
    whether it has been done. As a result, work which is not good enough to revise from, and is
    incomplete or incorrect, remains unaltered. This is why good work in classrooms is not resulting
    in good progress over time and higher achievement.
  • Teachers manage behaviour well while demonstrating good subject expertise and the ability to
    communicate their enthusiasm and knowledge. Questioning is used particularly well so that
    students start to think for themselves and deepen their understanding.
  • Disabled students and those who have special educational needs are well supported by teachers
    and teaching assistants so that they make good progress. Teaching assistants provide bespoke
    care and attention, supporting the learning of their students but not doing the work for them.
    However, the most able students sometimes find work too easy and lacking in suitable challenge
    so that they do not reach their potential.
  • Students in all three resource bases make good progress because activities and support are
    tailored precisely to their needs and they enjoy their learning. Where appropriate staff
    instructions are simplified and guidance is provided but, at the same time, students are
    encouraged to do things for themselves. Staff have high expectations of all resource- base
    students, including those who have complex needs. In the resource base for hearing impaired
    students, British sign language is used by teachers and students to support learning. Students
    make good progress because their misunderstandings are corrected quickly. Levels of challenge
    are increased gradually so that learning is rapid. In the ASD base, students have the individual
    support that they need. Students and parents and the local authority hold the base in high
    regard because of the good quality of learning and support it provides.
  • Students speak highly of the teaching they receive in the sixth form but some feel that they are
    not as well informed as they could be about the level at which they are working and their precise
The behaviour and safety of pupils are good
  • The school’s work to keep students safe and secure is good. The site is extremely well-managed
    and all safeguarding procedures are followed robustly.
  • Students say that they feel safe at school and trust the adults. They learn about how to live
    healthy lives from personal, social and health education lessons and how to use the internet
    safely is covered effectively in information technology classes. Students say that they are proud
    of their school which is very inclusive; everyone is treated in the same positive way. They
    respect school property and there is no graffiti and very little litter.
  • Students fully understand the different forms of bullying, including abusive, homophobic and
    racist language and cyber bulling and say that bullying is not a problem here. A community
    police officer regularly visits and is available for students to discuss any concerns. Any bullying is
    quickly sorted out and stopped. The vast majority of parents who expressed an opinion agree
    that the school deals well with bullying.
  • The behaviour of students is good. Students behave well in lessons and around the school site.
    Students move quickly and quietly to their lessons. They hold doors open for staff and visitors
    and offer friendly greetings.
  • Behaviour for learning in lessons is typically good. However, not all students carry out follow up
    work in their books when requested to do so by teachers. Relationships are positive and
    students and teachers show each other respect. The students in the resource bases agree that
    they feel safe and are fully included in the life of the school.
  • School leaders keep up a relentless focus on the importance of attendance. Although it is still
    below average compared to national figures, attendance rates have improved every year since
    2010 and continue to do so. The proportion of students who are persistently absent has dropped
    considerably. The school works with families and outside agencies to support those who find
    school difficult. Their procedures to improve attendance are gradually having an impact.
    Punctuality to school and lessons continues to improve throughout this year.
  • The behaviour and safety of sixth-form students are very good. Students in the sixth form
    appreciate the many opportunities for work experience and to develop leadership skills, for
    example as community sports’ leaders. They enjoy mixing with the students from overseas so
    that there is a vibrant international dimension. The numerous extra-curricular activities and trips,
    such as that to India, help students to gain confidence, understand other cultures and broaden
    their horizons.
The leadership and management are good
  • The headteacher, senior leaders and governors acted promptly to limit the damage of last year’s
    dip in standards and have shown decisive leadership in improving the English and mathematics
    departments. New subject leaders and teachers have been appointed and the focus on
    improving teaching and subject leadership has been relentless. Leaders have stayed true to their
    principles of providing an inclusive school which welcomes students of all abilities and
  • Since 2010 there had been a steady improvement in achievement and teaching. After the dip in
    standards in 2013, school leaders put in extra systems for checking on the quality of teaching
    and supporting those teachers who require it. Lessons are observed formally and informally
    during learning walks by senior leaders and subject leaders. Inadequate teaching has been
    eradicated and the quality of teaching is improving. Well-structured professional development is
    provided by the teaching and learning development group which meets half-termly.
  • Staff morale is high with the great majority of teachers and teaching assistants responding
    positively to the renewed focus on teaching. New faculty leaders are making sure that all
    teachers and subject leaders know they are accountable for the progress their students make
    and the accuracy of their assessments. Sharing of good practice is now the norm.
  • Support for disabled students and those who have special educational needs is very well
    managed by the special educational needs coordinator and three assistants who work in the
    three resource bases. The department also offers nurture groups for students in Years 7 and 8
    who need extra support in settling into secondary school and for students in Year 9 who do not
    follow modern languages courses. In addition, there are numerous literacy and numeracy catch-
    up courses.
  • Pupil premium funding is used to provide whatever support school leaders feel will have the best
    impact. This can vary from giving eligible students free bus passes to help their attendance to
    one–to-one tuition in English and mathematics. The sixth form is highly inclusive and the
    students say that they appreciate being in a school which ‘gives people a second chance’ and
    does not give up on them. The sixth form is improving because the gaps between the
    achievements of different students are closing, the curriculum suits the various student cohorts
    by providing different levels of courses and the international dimension gives students a window
    on the world.
  • The curriculum is a strength of the school because it provides a wide range of interesting options
    which suit the different levels of ability of the students. There is a good mix of academic courses
    which provide a good foundation for the International Baccalaureate qualification in the sixth
    form as well as advanced level subjects and vocational courses, GCSE and BTEC qualifications.
    Students receive good advice on how to make the best choices to suit their needs. There is a
    very wide range of additional activities to add depth, interest and variety to students’ learning.
    All students have the opportunity to gain credits for the Children’s University.
  • Students’ good spiritual, moral, social and cultural development is fostered well throughout the
    curriculum. Students support many local charities, they understand other cultures because of the
    exchange links with India and Japan and make a strong contribution to their local community.
    Students with disabilities have the same opportunities to join in all activities as other students.
  • The local authority has provided sterling support by setting up a Challenge Board, to help the
    school get back on track and to verify its data are accurate; it confirms that achievement is
    improving. The local authority has also helped the governors improve their understanding of how
    to measure the quality of the school’s work. This support is on-going and will continue until
    achievement is good.
  • The governance of the school:
    Governors know the school well. They reacted promptly to the dip in results last year by
    reviewing and changing the way they monitor the school. They now review data more closely
    and have half-termly updates on the progress of all students. Staff are expected to personally
    account for the progress their pupils make so that governors have a much clearer view about
    the quality of teaching and learning. Governors understand the data on students’ progress in
    greater detail so that they are able to compare the school’s performance with that of others.
    They are rigorous in working to ensure all students have the same opportunities to succeed
    and insist on seeing the gaps in achievement narrow. Checks on spending are thorough and
    pay progression is closely linked to successful outcomes for students. Governors ensure that
    arrangements for safeguarding students are met.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 104696
Local authority Liverpool
Inspection number 442321

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary
School category Foundation
Age range of pupils 11–19
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1,142
Of which, number on roll in sixth form 121
Appropriate authority The governing body
Chair Sandra Tai
Headteacher Sally Beevers
Date of previous school inspection 4 October 2012
Telephone number 0151 228 6800
Fax number 0151 220 9256
Email address reveal email: sall…


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