Meols Cop High School

Meols Cop High School

Address: Meols Cop Road, Southport, Merseyside, PR8 6JS Unique reference number (URN): 149828

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Inclusion is at the very core of the school. It is lived and breathed by everyone because leaders are committed to ensuring that no pupils are left behind. Some pupils who have previously struggled to engage with education thrive here. Pupils feel a profound sense of belonging which is reflected in their high rates of attendance.

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Inclusion Strong standard

Leaders are meticulous in their approach to identifying any barriers to pupils' learning or wellbeing, or any potential vulnerabilities that they may have. Leaders have meticulously crafted multi-layered support that is highly effective in reducing, and often dismantling, those barriers. Pupils with special educational needs and/or disabilities (SEND), including those in the 2 specially resourced provisions for pupils with SEND, benefit from expert support that is precisely matched to their needs. The impact of leaders' work is particularly evident in how successfully these pupils learn in the classroom alongside their peers.

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Inclusion Strong standard

Leaders make the best possible use of all available resources. For instance, they make judicious use of alternative provision and spend additional funding thoughtfully to ensure that it has a positive impact.

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Inclusion Strong standard

Parents and carers are overwhelmingly delighted by the extensive, bespoke and impactful support that their children receive. Some parents noted that the school has been a lifeline, helping their children to overcome any barriers and blossom into self-assured individuals, ready to embark on their next steps with confidence.

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Achievement Expected standard

Leaders' highly effective approach to inclusion means that some pupils who have previously struggled to engage in education make impressive progress through the curriculum from their starting points. These pupils acquire qualifications which enable them to access suitable next steps in education, employment or training.

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Achievement Expected standard

In the main, pupils learn successfully across the curriculum. Effective strategies to address any gaps in pupils' literacy or numeracy knowledge are complemented by carefully tailored support to help pupils overcome any barriers to their learning. This provides them with a firm foundation from which to access the whole curriculum. Pupils typically build knowledge securely in each subject, so that they are well prepared for their next steps.

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Achievement Expected standard

Pupils typically achieve well. This is reflected in their attainment in national examinations at the end of key stage 4, which has improved over time. In 2025, in most subjects, pupils' outcomes were in line with those of their peers nationally.

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Attendance and behaviour Expected standard

Leaders are tenacious in their approach to removing any barriers that might affect how regularly pupils attend school. Careful scrutiny of patterns and swift intervention when absence occurs has helped to ensure that pupils' attendance is broadly in line with the national average. The success of leaders' work around inclusion is reflected in the particularly high rates of attendance of pupils with special educational needs and/or disabilities, pupils who are disadvantaged and those with other barriers to their learning or wellbeing. Pupils enjoy school. Most want to attend.

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Attendance and behaviour Expected standard

The 'PROUD' framework provides pupils and staff with a shared understanding of how pupils should behave. Pupils appreciate the consistency with which staff enforce these expectations. In lessons, pupils are attentive and eager to learn. They are typically quick to respond to prompts from staff and to adhere to the rules and routines that help the school day to run smoothly. Those pupils who need a little extra help to behave as leaders expect benefit from thoughtful and effective support to manage their behaviour and emotions. As a result, suspensions for unacceptable conduct are uncommon.

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Attendance and behaviour Expected standard

Leaders have established a culture characterised by respect. Pupils feel safe and at ease in school because they know that any form of bullying or discriminatory behaviour will not be tolerated.

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Curriculum and teaching Expected standard

The curriculum is broad, ambitious and logically ordered. Leaders have used their accurate understanding of its quality, together with information from checks on pupils' learning, to further refine the curriculum over time.

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Curriculum and teaching Expected standard

Staff are experts in their subjects. They explain new concepts clearly. The school's agreed teaching strategies are consistently embedded across subjects, and staff typically use these to promote learning well. For instance, staff use suitable approaches to encourage all pupils to engage in learning and they frequently check whether pupils have understood. However, there is occasional variability in the quality of teaching. For example, at times, staff do not address misconceptions or gaps in knowledge swiftly, or they do not provide sufficient opportunities for pupils to apply and deepen their learning. This hinders a few pupils from learning as successfully as they could.

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Curriculum and teaching Expected standard

Leaders ensure that pupils with any barriers to their learning or wellbeing, including those in the specially resourced provisions for pupils with special educational needs and/or disabilities, have the support that they need to learn alongside their peers. Staff are adept at adapting their teaching and providing any additional help that these pupils might need. This includes promptly identifying and remedying any gaps in pupils' reading, writing or number knowledge.

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Leadership and governance Expected standard

Leaders have sensitively navigated the school through very challenging and tragic circumstances. They have been resolute in their determination to ensure that pupils have the support and care that they need to overcome any experiences of trauma. As such, pupils' wellbeing is absolutely paramount. With notable tenacity, leaders identify any barriers to pupils' learning or wellbeing, or any potential vulnerabilities that they may have. Leaders' carefully crafted support is exceedingly effective in helping pupils to overcome those barriers. These pupils experience success and build a deep attachment to the school. As a result, they flourish.

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Leadership and governance Expected standard

Those with responsibility for governance share leaders' passion for championing those pupils who face the most obstacles to engaging in school. Trustees and governors have prioritised ensuring that leaders have sufficient support and resources so that these pupils get the help that they need. Leaders at all levels have an accurate understanding of what works well and what could be further refined, and this informs their improvement priorities.

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Leadership and governance Expected standard

Staff describe a professional learning culture, built on trust, in which they are encouraged to improve. They benefit from a high-quality professional learning programme, as well as the time to both absorb this learning and to put it into practice. Leaders' work to ensure that all teaching is of a consistently high quality is ongoing. Staff are incredibly proud to be part of this school.

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Leadership and governance Expected standard

Leaders have established this school as a beacon in the community. Parents and carers, particularly those whose children have barriers to their learning or wellbeing, repeatedly described the school as an incredibly supportive place where children's best interests come first.

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Personal development and wellbeing Expected standard

Pupils benefit from a comprehensive programme of personal development. This has been carefully designed to equip them with the knowledge, skills and experiences that they need to become responsible citizens who contribute positively to society. Interwoven with this is the school's pastoral support. Leaders place great emphasis on pupils' wellbeing. As such, there is a wealth of support for any pupils who struggle with their mental health. In addition, leaders ensure that pupils develop strategies to help manage any feelings of anxiety or self- doubt that they may have.

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Personal development and wellbeing Expected standard

Enrichment opportunities are plentiful. Leaders have taken deliberate actions to ensure that barriers to participation are removed. For example, in Year 9, all pupils select an enrichment activity as part of the curriculum. Some choose to learn Latin or British Sign Language, while others become sports leaders or participate in the Duke of Edinburgh's Award. Pupils speak with great enthusiasm about these experiences. They relish opportunities to learn new skills or to be more independent. Similarly, pupils embrace opportunities to create meaningful change as pupil leaders. For instance, the student council recently worked with school leaders to make changes to the uniform policy.

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Personal development and wellbeing Expected standard

Pupils learn a wide range of topics which help to ensure that they are suitably prepared for life in modern Britain. For instance, they learn about consent, knife crime and the importance of being tolerant and respectful. Leaders are vigilant about ensuring that pupils know how to keep themselves safe, including in the local area. In the main, pupils develop an age-appropriate understanding of this important information. Leaders provide a thorough careers programme that offers pupils impartial guidance alongside opportunities to experience the world of work. This helps to ensure that pupils understand which skills and qualifications they need to access their chosen next steps in education, employment or training. Leaders ensure that those pupils who might find it more difficult to make the transition to those next steps receive the support that they need to be successful.

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What it's like to be a pupil at this school

Pupils, particularly those with any barriers to their learning or wellbeing, feel a deep sense of belonging to this school. Pupils are encouraged to find their 'tribe', be it those with a passion for performing arts who proudly showcase the school production in a local theatre, or groups of pupils with shared life experiences, such as young carers. These additional layers of belonging transcend year groups, which contributes to a profound sense of community throughout the school. Pupils feel happy and comfortable to be themselves, free from worries of bullying or harassment.

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What it's like to be a pupil at this school

Pupils benefit from leaders' determination to broaden their horizons while ensuring that they feel rooted in, and proud of, the local area. Thus, pupils enjoy residential trips to different areas of the country and beyond, they develop an understanding of different religions and cultures, and they learn about the job opportunities that are available in the local area. Leaders' focus on 'brokering aspirations' ensures that pupils are well informed about the qualifications and experiences that they need to access their chosen next steps in education, employment or training.

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What it's like to be a pupil at this school

A harmonious atmosphere permeates the school. Pupils are polite and welcoming. They develop highly positive relationships with staff, built on frequent warm interactions which make pupils feel known and cared for. This helps to ensure that pupils enjoy school and attend regularly. They are quietly diligent in lessons so that they benefit from the school's ambitious curriculum and effective teaching. Pupils typically achieve well.

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What it's like to be a pupil at this school

Pupils' wellbeing is of the utmost importance. Leaders are meticulous about identifying any barriers that might hinder pupils' learning or wellbeing. Multi-layered support is put into place, carefully tailored to each pupil's needs. This is immensely effective in helping pupils, including some who have previously struggled to cope in school or those in the specially resourced provisions for pupils with special educational needs and/or disabilities, to be successful.

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Next steps

Leaders should continue to ensure that highly effective teaching is embedded across the school, so that pupils learn and achieve as well as they can in all subjects.

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Team inspectors:

Michael Wright, Ofsted Inspector Michael Gun-Why, Ofsted Inspector Ahmed Marikar, His Majesty's Inspector Stuart Perkins, His Majesty's Inspector

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About this inspection

This school is part of Southport Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ian Raikes, and overseen by a board of trustees, chaired by Stuart Bellerby.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, including the designated safeguarding lead, during the inspection. Inspectors also spoke with a representative of the local authority, a group of trustees, the CEO and representatives of the local governing body.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school opened as a new school when it joined Southport Learning Trust in April 2023. The current headteacher was appointed shortly after the school joined the trust.

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About this inspection

The school has 2 specially resourced provisions for pupils with special educational needs and/or disabilities (specially resourced provision). One specially resourced provision supports pupils with specific learning difficulties and the other supports pupils with autism. Collectively, the specially resourced provisions cater for up to 22 pupils.

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About this inspection

The school makes use of 4 alternative provisions, including 3 that are unregistered.

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About this inspection

Headteacher: Martin Davis This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 44.7 46.1 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.17 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 20.9% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 34.6 34.9 Close to average

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national average

2023/24 (final) 33.7 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.49 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 8.2% 8.4% Close to average

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national average

2023/24 (3 term) 8.5% 8.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 23.1% 23.4% Close to average

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national average

2023/24 (3 term) 23.8% 25.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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