University of Liverpool Mathematics School

University of Liverpool Mathematics School Monitoring visit report

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Name of lead inspector: Helen Whelan, His Majesty’s Inspector

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Address: Sir Alastair Pilkington Building Back Bedford Street Liverpool L69 7SH Monitoring visit: University of Liverpool Mathematics School, 8 and 9 February 2023

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of education programmes for young people within the further education and skills sector. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

The University of Liverpool Mathematics School was formed in 2019 and opened to students in September 2020. The school provides education for 16 to 19-year-olds in Science, Technology, Engineering and Mathematics (STEM), with A-level courses in mathematics, further mathematics, computer science and physics. There are currently 76 students at the school: 43 in Year 12 and 33 in Year 13. Students are mainly from the Liverpool city region, but some travel from Chester, Southport and North Wales. The school is the third mathematics school to be established in the United Kingdom.

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Significant progress

Leaders have an ambitious vision to prepare students for significant professional roles within the local and global STEM communities. They do this through an academically rigorous curriculum and a nurturing, inclusive culture. Leaders carefully recruit students who have exceptional mathematical talent, students who have been disadvantaged in their education, and students who are less likely to participate in high-level STEM.

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Significant progress

Leaders have high expectations for what students can achieve. They are not simply satisfied with preparing students for external examinations. They want students to think and behave as mathematicians and scientists.

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Significant progress

Students achieve excellent A-level grades and are exceptionally well prepared for success at university. All 25 students who completed their A levels last year progressed to STEM-related degrees, most at highly prestigious universities.

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Significant progress

Students benefit from a wide range of extra-curricular activities, trips and visits that enrich the taught curriculum. There are frequent visits to universities, museums and national competitions. There is a comprehensive schedule of weekly enrichment Monitoring visit: University of Liverpool Mathematics School, 8 and 9 February 2023 clubs. These include anime, chess, debating and philosophy. Students enjoy attending these clubs and the opportunity to develop their talents and interests. Managers recognise that students would benefit from formalised work experience.

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Significant progress

Teachers are very well qualified in their subject areas. Many have higher degrees and extensive teaching experience. Leaders provide weekly professional development sessions for teachers. These include teaching strategies, mental health awareness and ways to support students who have autism spectrum disorder.

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Significant progress

Leaders undertake a range of quality assurance activities to evaluate teaching at the school. They have a close understanding of teachers’ practices and how they can continue to develop. Teachers appreciate the collegiate and supportive culture at the school.

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Significant progress

The board of trustees consists of highly qualified individuals from universities, schools and industry. They bring a wealth of experience of education and STEM and use this effectively to develop the school’s distinctive nurturing and aspirational ethos.

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Significant progress

Leaders and teachers plan the curriculum very well. Students receive a broad overview of topics in lectures, deepen their understanding in lessons and further extend their learning in small supervision groups. Students benefit from an aspiring mathematician programme that gives them the experience of mathematics studied at university. Teachers encourage students to engage in university-style seminars by creating problems that lead to discussions.

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Significant progress

Teachers expertly plan a logically sequenced curriculum to meet the needs of their students. They begin with a ‘boot camp’ to check students are confident in GCSE topics. They then move on to develop students’ deeper understanding by focusing on proofs and mathematical reasoning. Teachers individualise the curriculum by ensuring that students undertake appropriate further mathematics options. For example, those students who want to specialise in physics study mechanics, and those who want to specialise in computer science learn modelling and algorithms.

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Significant progress

Teachers skilfully teach sessions that make students think deeply and widely about how to solve problems. They use a variety of methods to develop students’ knowledge. These include modelling answers on the whiteboard, setting students problems to solve and jointly working with students on longer questions. Students Monitoring visit: University of Liverpool Mathematics School, 8 and 9 February 2023 expertly explain the development of their knowledge and understanding of differential equations.

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Significant progress

Teachers use effective assessment practices to identify gaps in students’ understanding. Their feedback ensures that students have the knowledge and mathematical thinking to solve similar problems in the future. In weekly supervision sessions, teachers explore marked homework with students to ensure they have a comprehensive understanding. Students grow in confidence because of the immediate feedback they receive.

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Significant progress

Students have extremely positive attitudes to learning. They display high levels of respect for their teachers and peers. In peer activities, they are not afraid to challenge each other about their work in the spirit of seeking the best solutions to mathematical problems.

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Reasonable progress

Leaders use a comprehensive range of policies and procedures to help them to keep students safe. They risk assess the safeguarding of young people carefully, and they regularly review their safeguarding practices to ensure they are rigorous.

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Reasonable progress

Leaders ensure that new staff are recruited safely and are subject to an appropriate range of pre-employment checks and a comprehensive induction programme. All staff and trustees receive safeguarding training that is updated annually.

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Reasonable progress

Students are introduced to a number of important themes relating to life in modern Britain through a pastoral and personal enrichment programme. Despite this, students have only a basic understanding of the dangers of radicalisation and extremism and the importance of fundamental British values. Students feel that teachers’ approach to teaching these topics has an emphasis on statistics and research. They would appreciate more discussion and debate.

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Reasonable progress

Students feel safe and happy at school. They know who to speak to if they have any concerns about their welfare. Monitoring visit: University of Liverpool Mathematics School, 8 and 9 February 2023 regulates and inspects 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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Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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