St Francis Xavier's College
phone: 0151 2881000
headteacher: Mr Leslie David Rippon
1324 pupils capacity: 91% full
1175 boys 97%
35 girls 3%
Last updated: June 24, 2014
Secondary — Academy Converter
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Academy Converter
- Establishment #
- Open date
- Aug. 1, 2012
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 341544, Northing: 387674
- GPS coordinates
- Latitude: 53.383, Longitude: -2.8803
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 22, 2013
- Archdiocese of Liverpool
- Region › Const. › Ward
- North West › Garston and Halewood › Woolton
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Maths and Computing (Operational)
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- St Francis Xavier's College L256EG
- 0.1 miles Abbot's Lea School L256EE (214 pupils)
- 0.1 miles Woolton High School L256JA (45 pupils)
- 0.1 miles Harold Magnay Special School L256JA
- 0.1 miles Springwood Heath Primary School L256JA
- 0.3 miles Palmerston School L256EE (112 pupils)
- 0.4 miles Newborough School L256HD
- 0.6 miles Bishop Martin Church of England Primary School L255JF (215 pupils)
- 0.6 miles Childwall Church of England Primary School L160JD (423 pupils)
- 0.6 miles Carleton House Preparatory School L183EE (180 pupils)
- 0.6 miles Beechenhurst Preparatory School L183EE
- 0.8 miles Woolton Junior School L255NN
- 0.8 miles Woolton Infants' School L255NN
- 0.8 miles Calderstones School L183HS (1516 pupils)
- 0.8 miles Ashfield School L165EY
- 0.8 miles Gateacre CofE Primary School L253PG
- 0.8 miles Alice Elliott School for Deaf Children L165EY
- 0.8 miles Liverpool Hope University L169JD
- 0.8 miles Woolton Primary School L255NN (606 pupils)
- 0.9 miles Our Lady's Bishop Eton Catholic Primary School L182EP (414 pupils)
- 0.9 miles Our Lady of Assumption Junior School L252RW
- 0.9 miles Our Lady of Assumption Infant School L252RY
- 0.9 miles St Julie's Catholic High School L257TN (1022 pupils)
- 0.9 miles Watergate School L258QA
St Francis Xavier’s College
High Lee, Liverpool, Merseyside, L25 6EG
|Inspection dates||22–23 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Not previously inspected|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The current Year 11 is well placed to make |
The overall quality of teaching is good and a
Students’ behaviour around school and
good progress overall given their starting
points in English and mathematics since the
beginning of September 2012. So too is the
current Year 10 according to the wide-
ranging and accurate school tracking data.
small proportion is outstanding. The strong
teaching quality supports the good
achievement secured by students.
attitudes to learning in lessons are good
overall. They say they feel very safe and are
well cared for. They possess a well balanced
view of their responsibilities to others and
| Senior leaders and the governing body know |
Social, moral, spiritual and cultural
The overall effectiveness of the sixth form is
the school well and are committed to
improving it even further. They set a clear
direction of improvement for the school and
monitor its performance regularly.
development is good. Students have a
comprehensive awareness and experience
through the well-designed curriculum. They
understand right from wrong and possess a
well-developed understanding of current affairs
and issues based on the school’s strong moral
code and Christian character.
good. There is effective monitoring of students’
progress throughout and leaders and
managers act quickly to support students in
danger of underachieving.
| A small proportion of teaching requires |
improvement. Because of this, the learning
that some students make, when considering
their starting points, is not as rapid as it could
| Some subject leaders do not yet hold their |
teachers closely enough to account for the
performance of the students in their classes.
Furthermore, they are not rigorous enough in
evaluating their colleagues’ teaching quality to
support improvements in this area.
|Inspection report:||St Francis Xavier's College, 22–23 May 2013||2 of 9|
Information about this inspection
- Inspectors observed teaching in 43 part lessons across each key stage. Joint observations were
undertaken in eight lessons with senior leaders. During the two days of inspection the majority
of students in Year 11, 12 and 13 were undertaking examinations.
- Meetings were held with students from each year group, teaching staff, middle and senior
leaders, a group of teaching assistants, representatives from the governing body and the School
- Inspectors scrutinised a wide range of documentation including students’ work, data relating to
the progress of current year groups since September 2012 and individual students, records of
the monitoring of teaching, minutes of meetings held by the governing body, the school’s checks
on how well it is doing and the school development plan. A wide range of policies were
- Inspectors took account of the school’s own analysis of recent student and parental responses.
Staff responses were considered from those who returned the Ofsted questionnaires. The 45
responses to Parent View on the Ofsted website were also considered.
|Peter Cox, Lead inspector||Additional Inspector|
|Osama Abdul Rahim||Additional Inspector|
|Derek Barnes||Additional Inspector|
|Kathleen Harris||Additional Inspector|
|Derek Davies||Additional Inspector|
|Inspection report:||St Francis Xavier's College, 22–23 May 2013||3 of 9|
Information about this school
- This is a larger than average-sized, all boys secondary school with a mixed sixth form.
- There is a below average proportion of students known to be eligible for the pupil premium.
(The pupil premium is additional funding for those pupils who are known to be eligible for free
school meals, children from service families and those children that are looked after).
- The proportion of students from minority ethnic backgrounds is well below average. Hardly any
students speak English as an additional language.
- The proportion of those students supported through school action is much less than that seen
nationally. However, the proportion supported at school action plus or with a statement of
special educational needs is twice the national average.
- A few students in Key Stage 4 attend part-time courses at The Young Persons Opportunities
- St Francis Xavier’s College converted to become an academy on 1 August 2012. When its
predecessor school of the same name was last inspected by Ofsted, it was judged to be good.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and eradicate that which requires improvement
so that even more students make outstanding progress by:
a sharper use of data by teachers to inform more accurate planning of learning activities that
match the range of students’ ability
promoting high standards of presentation in students’ work
ensuring the high quality feedback to students seen in some subject areas is used more widely
across the school.
- Strengthen further the effectiveness of subject leaders so that they hold their teachers and their
assistants more closely to account for the quality of teaching and its impact on learning.
|Inspection report:||St Francis Xavier's College, 22–23 May 2013||4 of 9|
|The achievement of pupils||is good|
- Students currently in Year 11 started at the school with attainment that was in line with the
national average. The accurate and comprehensive tracking data for this group of students is
indicating that by the summer the boys will have performed above the national average when
considering five or more good GCSE passes including English and mathematics.
- When taking account of their starting points the boys have made good rates of progress in their
learning. Overall the proportions making the expected three levels of progress and those
securing four levels of progress, according to the school’s data, compare well with the national
picture. However, leaders acknowledge the variance in some classes’ performance and have put
in place strategies to ensure that students of all abilities progress as well as they should in both
English and mathematics.
- Achievement is not outstanding because the proportion of students making rapid gains in their
learning and achieving high levels of progress is not large enough.
- Data on the progress of the current Year 10 students indicates that by the time they reach the
end of Year 11 they will have out-performed this year’s cohort because of the comparatively
strong progress they have already made.
- Students who are disabled and those with special educational needs make equally good progress
because their needs are accurately identified and the support received from staff is effective.
Those who study part-time courses away from the school make good progress too, as was seen
by the provider’s reports on students’ achievement.
- The funding used to help poor readers in Year 7 catch up with their peers is being used
effectively and early indications are that gains in reading ages are being secured.
- The school has an appropriate policy for entering students early for some GCSE examinations.
This does not stifle their potential because if they do not achieve their aspirational grade they
are able to re-take the examination at a later time.
- Pupil premium funding is well targeted according to the school’s data, the attainment gap in
both English and mathematics between those students known to be eligible for free school meals
and their peers is closing rapidly. The school promotes equality of opportunity well.
- Achievement in the sixth form is good and improving. Curriculum changes for next year and
better advice and guidance offered to the current Year 11 are in place to ensure good rates of
progression through to Year 13.
|The quality of teaching||is good|
- Teaching quality is good overall and a small proportion of teaching seen during the inspection
was outstanding, confirming the better rates of progress made by some students since
September. The good teaching of English and mathematics helps provide students with a secure
understanding of, and skills in, numeracy and literacy. These skills are helping them prepare well
for their next stage in education, employment or training. In mathematics, students are
encouraged to understand key concepts and so gain a secure understanding of mathematics in a
- Students spoken to talked of enjoying learning because most of their lessons are lively and
pacey. This was seen in a Year 8 history lesson where students had to stay very alert in order to
answer the quick-fire questioning of the teacher, who challenged their learning of Charles I.
Resources and practical activities in this lesson progressed learning extremely well.
- Literacy is promoted well across the curriculum. Students’ communication skills and particularly
oracy are of a good standard although presentation of their work in exercise books and folders is
- Marking of students’ work and feedback from teachers exists but the quality varies across the
school and within subject areas. Students do not always respond to teachers’ marking or
comments in constructive ways. The better practice seen is not routinely shared across subjects.
|Inspection report:||St Francis Xavier’s College, 22–23 May 2013||5 of 9|
- Learning activities prepared by teachers do not always challenge well enough the full range of
student ability in the classroom. Teaching assistants offer helpful support and encouragement to
individuals but they do not routinely impact on the learning objectives in lessons and none were
seen to be teaching smaller groups of students.
- Students speak highly of the ‘Night owl’ sessions, these are regular after-school lessons put on
by many teachers to help further students’ knowledge and understanding of subjects.
- Teaching in the sixth form is good and supports well the good achievement seen during the
inspection and the school’s data.
|The behaviour and safety of pupils||are good|
- Students enjoy coming to school and have positive attitudes to learning. They arrive at school
and to their lessons during the day, on time and attend regularly, including those in the sixth
form. In the majority of lessons where teaching is good students are engaged in learning and
concentrate well. Behaviour around the school is good.
- Students are polite and courteous. They feel safe, as do those who attend the part-time courses
at different locations. They are sensible and mature and know how to protect themselves from
harm, including when using computer technology. Students say there is little bullying and the
school’s data confirm this. They understand the many forms bullying can take and know what to
do should it occur.
- Parents who responded to the school’s questionnaire and those on Parent View were positive
about students’ behaviour. The proportion that considers the school to manage behaviour well is
high. Pastoral care and personal development of students is a strength of the school.
- Behaviour is not outstanding because it is not exemplary. There are some lessons when there is
some off-task chatter and minor disruptions to learning when the teacher has to correct some
behaviours of the minority.
|The leadership and management||are good|
- Senior leaders and the governing body promote high expectations of all. There exists a clear
focus on improving achievement in all areas of the school through high quality teaching and
learning. Senior leaders set appropriate targets for the school when considering improvements.
They know the school inside out and checks on how well it is doing are very accurate. The
school is strongly placed to improve further.
- Arrangements for the review of the performance of teachers against agreed targets are robust.
There is a positive correlation between students’ achievement and teachers’ pay progression.
- The management of the quality of teaching is good. Procedures are in place for senior leaders to
monitor teaching and an accurate view of its quality is known. An increasing proportion of
classroom teachers and some middle leaders observe each other teach in order to strengthen
their own practice. There does not currently exist a formalised system of heads of subject taking
responsibility for the quality of teaching and learning in their area. Whole-staff training is
undertaken when areas of weakness are identified.
- The curriculum is good. It is designed to meet the interests and aptitudes of the students and
together with a rich programme of additional activities contributes to students’ overall good
achievement, both in the main school and the sixth form.
- The social, moral, spiritual and cultural development of the students is a strength of the school.
Students are encouraged to celebrate diversity, recognising differences and respecting them.
Staff and students do not tolerate discrimination on students’ ability, ethnicity or religion. As an
example of this in a Year 9 registration period, a recent attack on a serving solider in London
was discussed. The teacher sensitively and skilfully made the point that it would be wrong to
conclude that this attack was motivated by religious beliefs, because of initial preconceptions of
the attackers, without further information.
|Inspection report:||St Francis Xavier’s College, 22–23 May 2013||6 of 9|
- The local authority provides good support to the school through a range of training and
consultation programmes designed to improve the school’s effectiveness.
- Safeguarding procedures are robust and meet government requirements.
- The governance of the school:
The governing body provides good support and challenge to the school. They have an
accurate understanding of students’ achievement and the priorities for improvement. They
have a very accurate view of the quality of teaching because the headteacher and others keep
them fully informed of the strengths and weaknesses. Consequently, they are able to ensure
that salary progression of all staff, including the headteacher, is inextricably linked to students’
achievement. Pupil premium funding is monitored closely by the governors who consider it to
be distributed to best effect and offering good value for money. The governing body keeps
abreast of educational developments through appropriate training. Policies are effective and
appropriately reviewed and updated when necessary.
|Inspection report:||St Francis Xavier's College, 22–23 May 2013||7 of 9|
What inspection judgements mean
|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.
|Inspection report:||St Francis Xavier's College, 22–23 May 2013||8 of 9|
|Unique reference number||138463|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy converter|
|Age range of pupils||11–18|
|Gender of pupils||Boys|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1,247|
|Of which, number on roll in sixth form||240|
|Appropriate authority||The governing body|
|Date of previous school inspection||Not previously inspected|
|Telephone number||0151 288 1000|
|Fax number||0151 288 1001|