Maghull High School

What Ofsted said

From the inspection on 28 April 2026

Pupils are proud to attend Maghull High School. They know that staff are mindful of their wellbeing and that they can share their worries if needed. Pupils understand how to keep themselves safe. Bullying and discrimination are not tolerated. The school's systems mean that any concerns are dealt with quickly and effectively. Pupils know this. Pupils benefit from a much calmer atmosphere now than in the past. Older pupils speak positively about the improvements that leaders have made to their learning environment. Clear routines and a shared vision of sharp lesson starts mean that most pupils arrive promptly, ready to learn. Pupils say that disruption to learning is uncommon and that staff deal with this fairly and consistently. Pupils value staff’s commitment to rewarding positive behaviour. This helps pupils to feel safe and cared for. Furthermore, it is reflected in the reduction in suspensions and exclusions. Despite the improvements that have been made, too many pupils do not attend school regularly enough. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. As a result, these pupils do not benefit fully from the school's tranquil and purposeful classrooms. Improvements to the curriculum and some aspects of teaching are beginning to have a positive impact on pupils’ learning in many cases. Staff know pupils well and provide support for those who may have barriers to their learning. That said, too many pupils leave school without achieving their potential in national examinations at the end of key stage 4. There are many opportunities available to all pupils to broaden their horizons, for example science, technology, engineering and mathematics club, as well as a variety of sports. Pupils receive careers guidance and support that enable them to leave school with a clear purpose, ready to take their place in society.

What the school should improve

• Leaders should ensure that effective assessment systems are in place to allow teachers to identify misconceptions in pupils’ learning, ensure that any gaps are swiftly addressed and raise standards of achievement for all pupils.
• Leaders should continue to further strengthen the strategies in place to improve attendance, particularly for pupils with special educational needs and/or disabilities and disadvantaged pupils.
• Leaders, including the trust, should refine the processes in place to rigorously evaluate the impact of their actions so that they can continue to drive improvements.

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