Crosby High School

What Ofsted said

From the inspection on 24 June 2025

Pupils enjoy coming to school at Crosby High. They feel part of a safe and caring community. Pupils share warm relationships with staff. They know that there is always someone that can talk to if they have a worry or a concern. Pupils value the wide range of social opportunities that the school provides for them. The school is in the process of making changes to the curriculum offer for pupils. Currently, the school's expectations for the academic achievement of some pupils is not as high as it should be. The quality of education that pupils receive is variable. Some pupils do not access a curriculum that meets their academic abilities well enough. The teaching that pupils receive in some subjects does not help them to learn as well as they should. In the main, pupils behave well. They are polite and respectful towards each other in lessons. The school atmosphere is calm and friendly. The school has improved the way that it helps pupils to manage and understand their own behaviour. For example, it provides individualised support and counselling for pupils when they struggle to access learning. There is a varied programme of activities in place for pupils to develop themselves beyond the academic curriculum. For example, pupils take part in outdoor learning, animal care and residential trips. Many pupils complete the Duke of Edinburgh's Award scheme. This helps pupils to build their confidence, social skills and their understanding of the world.

What the school should improve

• In some subjects, the school has not clarified the important knowledge that pupils should know and remember. This hinders pupils from building knowledge securely based on their prior learning. The school should ensure that teachers are clear about the essential knowledge that pupils require so that pupils can embed their knowledge securely in readiness for subsequent learning.
• The school does not use the information that it gathers about the precise needs of pupils, all of whom have SEND, well enough. This means that some pupils learn a curriculum that is not well matched to their needs and abilities. It limits some pupils from achieving as highly as they could. The school must ensure that it uses the information that it gathers about pupils' needs so that they study a suitably challenging and ambitious curriculum.
• The school's systems to check how well pupils are learning and retaining new knowledge are underdeveloped. Pupils develop misconceptions in their learning that go unchecked. The school must ensure that teachers are well trained to use assessment systems that identify and address where pupils are insecure in their learning.
• There are some inconsistencies in teachers' pedagogical choices. Consequently, some pupils do not build knowledge as they should. The school should ensure that teachers have the necessary knowledge and expertise to make the most appropriate pedagogical choices to deliver the curriculum well.
• Over time, turbulence and instability of leadership has led to weaknesses in the curriculum that have not been addressed as quickly as they should. This has hindered the achievement of some pupils. The school and governing body should ensure that recent actions to improve the curriculum are followed up and embedded swiftly to improve the quality of education that pupils receive.

Read the full Ofsted report (opens in a new tab)