LIFE Wirral Sports School

Inspection of Life Wirral (Independent) Sport School 126 Victoria Road, Wallasey, Merseyside CH45 9LD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not previously inspected

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils and students who attend this school have previously experienced considerable periods out of education. They settle well in the safe and nurturing environment that leaders have created. Pupils say that adults understand them and keep them safe. The attendance of pupils significantly improves once they join the school.

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What is it like to attend this school?

As pupils settle into leaders’ well-established routines, they learn how to manage their emotions more effectively. They begin to show tolerance, respect and understanding for others. Pupils start to understand how their behaviour can affect those around them. Pupils’ behaviour and attitudes to learning improve over time. Any bullying, or unacceptable behaviour, is dealt with appropriately by skilled staff through discussion and resolution.

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What is it like to attend this school?

Leaders and staff are aspirational for all pupils to succeed. Pupils are prepared well for life in modern Britain. Pupils contribute to their local community, for example, through fundraising events for local charities and working with a local environmental group. Pupils enjoy the broad range of sports education that leaders provide. This helps them to develop their resilience, determination and perseverance.

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What is it like to attend this school?

Pupils and students are supported well to overcome their barriers to learning. They work hard and focus on their learning. This helps them to achieve well from their individual starting points. Pupils thrive academically and socially. Most parents and carers spoke highly of the positive change in their children’s behaviour, self-belief and achievements since joining this school.

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better?

Before joining the school, pupils have had their education severely disrupted. This has led to them missing important knowledge and understanding across a range of subjects. Many pupils struggle to manage their emotions and their high levels of anxiety. This often hinders their ability to engage with learning.

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better?

Over time, highly skilled staff help pupils to develop effective strategies to be able to manage their own emotions appropriately. Pupils learn to take account of the needs of others, such as their classmates. This improved behaviour means that learning continues without disruption. This helps pupils to focus on their learning and to achieve well. Pupils are polite and well mannered. They work hard and take pride in their achievements.

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better?

A range of assessment strategies are used effectively by skilled staff. This helps them to accurately identify what pupils know and can do academically, physically, socially and emotionally. Leaders use this information to design a personalised curriculum which supports pupils’ individual special educational needs and/or disabilities. 14 to 16 June 2022 Across a range of subjects, leaders have identified the key knowledge that they want pupils to know and the order in which it is to be taught. Teachers ensure that pupils have the important knowledge that they need before new learning is introduced. Over time, this helps pupils to build their confidence. They begin to apply their knowledge more confidently to new situations. This helps pupils to make links across subjects when learning something new and their achievement improves.

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better?

In most subjects, leaders have ensured that staff have the expertise and subject knowledge that they need to deliver the curriculum well. Leaders provide opportunities to enhance the curriculum further with fieldwork in the local area and visits to places of interest. A love of reading is promoted well through the quality texts that pupils study and the wide selection of texts available in the school library. Pupils talked enthusiastically about the plays that they have seen and the books that they have read. However, in a few subjects, staff lack the expertise needed to deliver the curriculum confidently beyond key stage 3.

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better?

Pupils’ personal, social, health and economic education is promoted well. The curriculum has been carefully designed to provide pupils with the skills and understanding that they need to be positive citizens in modern Britain. Leaders actively promote the importance of tolerance and respect for difference. Pupils are introduced to the world of work and learn about the different options available to them when they leave school. The curriculum is complemented by a programme of assemblies and visitors which promote pupils’ personal development well.

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better?

The proprietor has a comprehensive understanding of the school. The advisory board ensures that the school’s resources, accommodation and premises are maintained to a high standard. Staff feel valued and listened to by leaders. They appreciate the weekly yoga sessions provided to support their well-being. The proprietor has ensured that all of the independent school standards are met. The school’s website provides parents and carers with the information they might require. This includes a complaints procedure and safeguarding policies. The proprietor ensures that there is a suitable accessibility plan in place to comply with the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know pupils well and are extremely vigilant. The training that staff receive enables them to act appropriately when looking out for any subtle changes in pupils’ behaviour or demeanour which could mean that they are at risk of harm. Staff understand the procedures that they need to follow should they have any concerns about pupils’ safety and/or welfare. Leaders engage well with external agencies to ensure the safety of pupils and to make sure that any additional help is provided.

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Safeguarding

Pupils are taught how to keep themselves safe, and how to recognise risks, in a variety of situations. These include when they are out in the local community or when they are using social media. 14 to 16 June 2022

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(Information for the school and proprietor)

 In a small number of subjects, staff lack the confidence and expertise needed to deliver some aspects of the curriculum to older pupils. Consequently, these subjects are not currently available for all pupils to study beyond key stage 3. Leaders should ensure that staff have the expertise that they need so that pupils can opt to study, and achieve well, in a broader range of subjects.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the provider and you are not happy with the inspection or the report, you can complain to Ofsted . 14 to 16 June 2022

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School details

Date of previous inspection Not previously inspected 14 to 16 June 2022

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Information about this school

 This was the first standard inspection of the school.  The school caters for pupils who have an education, health and care plan primarily for attention deficit hyperactivity disorder and autism spectrum disorder.  The route for a place at the school is via a referral from the commissioning local authority.  Leaders do not use any alternative provisions.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school leaders and have taken that into account in their evaluation.

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Information about this inspection

 During the inspection, the lead inspector spoke with the proprietor. The lead inspector had a telephone conversation with a representative from the local authority. Inspectors also spoke with the headteacher and staff.  Inspectors carried out deep dives into these subjects: English, mathematics and science. They also reviewed the curriculum for history and geography. They met with subject leaders, visited lessons and spoke to staff. They also looked at pupils’ and students’ work and spoke to pupils and students about their learning and their experience of the school.  Inspectors reviewed all survey responses, including those from pupils and students, staff and parents and carers. This included taking into account the responses to Ofsted Parent View. The lead inspector also had a telephone conversation with a parent on request.  Inspectors looked at the single central record and checked the school’s systems

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Information about this inspection

for monitoring and reporting safeguarding concerns. They also met with the designated safeguarding lead. Inspectors reviewed a range of documentation relating to safeguarding, including risk assessments completed for when pupils are off site.  Inspectors reviewed a range of documentation relating to the independent school standards and made a tour of the premises with the proprietor. 14 to 16 June 2022

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Inspection team

Amanda Stringer, lead inspector Her Majesty’s Inspector

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Inspection team

Mavis Smith Her Majesty’s Inspector 14 to 16 June 2022 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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