|Name||Pendle Community High School & College|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||24 October 2017|
|Address||Oxford Road, Nelson, Lancashire, BB9 8LF|
|Religious Character||Does not apply|
|Number of Pupils||128 (67% boys 33% girls)|
|Percentage Free School Meals||34.1%|
|Percentage English is Not First Language||30.5%|
|Pupils with SEN Support||0.8%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The headteacher took up her position on a part-time basis in April 2016, working alongside the previous headteacher to aid transition. She became headteacher full time in September 2016. The school provides for pupils and students with an education, health and care plan or a statement of special educational needs. Pupils and students have profound and multiple learning difficulties, physical disabilities, severe learning difficulties and moderate learning difficulties. A number of pupils have speech and communication needs, some of which are related to autism. Some have serious medical conditions and complex multiple needs. The proportion of students supported by the pupil premium is higher than the national average. Just over one third of students are from minority ethnic groups. Most of these do not have English as a first language. The school is co-located with Pendle Vale College and uses some of its facilities, such as the school canteen for pupils in key stage 4 and students in the 16 to 19 provision. The school does not use alternative provision.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher is inspirational. She has the highest quality of education for pupils at the school as a constant aim and empowers her staff to provide it. Leaders have been highly successful in improving the quality of teaching and learning so that it is now outstanding. Senior leaders have developed more sophisticated systems for assessing and tracking the progress of all pupils that takes into account their wide range of needs and abilities. Governors are very ambitious for the school. They challenge leaders rigorously. As a result, they are highly effective in holding the headteacher to account for the quality of education that the school provides. The quality of teaching, learning and assessment is outstanding. Excellent subject knowledge and carefully planned lessons that take pupils’ needs into account contribute significantly to this. From a range of typically low starting points, pupils make outstanding progress. Teachers have high expectations of pupils. They are determined to see them succeed. Students in the 16 to 19 study programmes make rapid progress from their starting points. Typically, high proportions go onto education, employment or training. The school is a caring and welcoming place where pupils feel very safe and are happy. They very much enjoy their learning. Pupils’ behaviour is exemplary. Their conduct around school is excellent. Highly positive attitudes to learning contribute very well to the wonderful progress that pupils make. Adults manage behaviour exceptionally well, when required. Leaders write very detailed individual education plans for pupils. However, reviews of their targets do not consistently evaluate how successfully pupils have met those targets.