Deyes High School

Deyes High School is a mixed 11–18 academy within the Lydiate Learning Trust. Pupils generally enjoy school, behave well and benefit from calm classrooms, positive relationships with staff and a wide personal-development offer. The curriculum is ambitious and logically sequenced, reading is a clear priority, careers and extracurricular provision are strong, and sixth-form students achieve well. Safeguarding is effective. The main weaknesses are in how the curriculum is delivered in key stages 3 and 4. Some teachers do not use the school’s agreed learning and assessment strategies consistently, so pupils do not always build secure understanding and some are moved on before they are ready. Support for pupils with special educational needs and/or disabilities (SEND) is not consistently high quality, and some of these pupils do not achieve as well as they should. Leadership and management also need improvement because quality assurance does not focus sharply enough on how well pupils are learning the curriculum, which makes it harder for leaders to identify the right improvements. This was the school’s first routine inspection since the COVID-19 pandemic, and it remains part of a trust that shares the school’s commitment to improvement.

Strengths

• Pupils enjoy school and have positive relationships with staff.
• Pupils are well mannered and classrooms are calm and orderly.
• The curriculum is ambitious and logically sequenced from Year 7 to Year 13.
• Teachers are knowledgeable about the subjects they teach.
• The school has a strong reading culture and effective support for pupils who struggle to read.
• Sixth-form students achieve well and benefit from teaching that builds on their starting points.
• Personal development is strong through the Peak programme, extracurricular activities and careers education.
• The school takes effective action to reduce absenteeism for vulnerable pupils.
• Safeguarding arrangements are effective.
• The trust and school share a strong commitment to high-quality education.

Areas for Improvement

• Teaching in key stages 3 and 4 does not consistently embed pupils’ learning.
• Assessment is not used consistently to identify and address gaps in pupils’ knowledge.
• Some teachers move pupils on before they are ready.
• Support for pupils with SEND is not consistently effective, and some do not achieve well.
• Quality assurance processes do not give leaders sufficient oversight of how well pupils are learning.
• Expectations for sixth-form punctuality are lower than the school’s wider expectations.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Deyes High School attended 90.3% of sessions (the national figure for secondary schools was 91.6%). 27.3% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 5.3% of pupils at Deyes High School were suspended at least once (nationally 7.3%). One pupil was permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Deyes High School had 18.3 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 25.3% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 15.4% of pupils at Deyes High School were on SEN support (nationally 14.1%) and 2.2% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Deyes High School received £7,113 and spent £7,417 for each of its 1,362 pupils. It ended the year with a deficit of £1,515,000 (-£1,112 per pupil).

Across all 4 schools of Lydiate Learning Trust, income was £8,720 and spending £8,725 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Liverpool · Sefton local authority: places and applications

Deyes High School is part of Lydiate Learning Trust, which runs 4 schools. The nearest others:

• The Grange Primary School Bootle
• Knotty Ash Primary School Liverpool
• Childwall Sports & Science Academy Liverpool

What is Deyes High School's Ofsted rating?

The latest Ofsted rating for Deyes High School is Requires Improvement, from an inspection in November 2024.

When was Deyes High School last inspected by Ofsted?

Deyes High School was last inspected in November 2024.

How many pupils does Deyes High School have?

Deyes High School has 1,336 pupils on roll.

What age range does Deyes High School cover?

Deyes High School for pupils aged 11 to 18.

What are Deyes High School's GCSE results?

In 2026 its average Attainment 8 score was 44.1, and 41% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Deyes High School?

Deyes High School is at Deyes Lane, Maghull, Liverpool, Merseyside, L31 6DE.