Pendle View Primary School


Name Pendle View Primary School
Website http://www.pendleview.lancs.sch.uk
Ofsted Inspection Rating Outstanding
Inspection Date 11 December 2012
Address Gibfield Road, Colne, Lancashire, BB8 8JT
Phone Number 01282865011
Type Special
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 119 (76% boys 24% girls)
Local Authority Lancashire
Percentage Free School Meals 43.7%
Percentage English is Not First Language 32.8%
Catchment Area Information Available No, we only have catchment area data for schools in England

Information about this school

Pendle View Primary School provides for pupils with a wide range of special educational needs including moderate, severe and profound learning difficulties, autistic spectrum disorders and physical and sensory difficulties. Some pupils also have complex medical needs. Each of the pupils has a statement of special educational needs. The pupils are transported to and from school and, in the main, come from the district of Pendle in Lancashire. Numbers have risen since the last inspection. A little over a third of the pupils have transferred in recent years from local mainstream primary schools. There are about twice as many boys as girls. Around half of the pupils are from White British families with the next largest group being of Pakistani heritage. The government provides extra funding for the school for pupils who are known to be eligible for free school meals, who are looked after by the local authority or who are children of families in the services, through the pupil premium. The proportion of pupils known to be eligible to be supported by the pupil premium is a little above average. The awards the school has achieved include the Leading Parent Partnership award, Sports Active Mark and Healthy School award.

Summary of key findings for parents and pupils

This is an outstanding school. Pendle View Primary School has improved considerably since its last inspection. The quality of teaching has improved and is outstanding overall. It is never less than good and often excellent. Teachers use their assessments of pupils extremely well to plan work that is very well suited to their needs. Lessons are invariably interesting to the pupils because teachers use exciting resources and encourage them to be active rather than passive in their learning. There are frequent changes of activity. The pupils’ individual education plans guide their learning splendidly. These, as well as top-notch teaching, result in pupils achieving outstandingly well. Their progress is often much better than that of similar pupils in other schools, although occasionally not enough is demanded of more-able pupils. Pupils’ behaviour is outstanding. They get on well together and their relationships with staff are super. The rare pockets of difficult behaviour are invariably associated with pupils’ communication difficulties and frustrations. Staff expertly manage these so pupils get back on track and do not disturb the learning of others. Staff know the pupils exceptionally well and are very vigilant to ensure no pupil misses out. As a result, pupils are very safe and any underachievement is quickly spotted and rectified. Safeguarding arrangements are extremely strong. The staff are a tightly knit team who support one another very well. They are led outstandingly well by the impressive headteacher and deputy headteacher who are driving forward improvements at a pace. The leadership and management of teaching have been extremely effective and have resulted in improved recording and assessment, better use of information and communication technology (ICT) and planning of lessons. Feedback to teachers following lesson observations and well-focused training have contributed greatly to improved teaching. The senior staff and governors have an accurate view of the school. This is helped by the thorough and regular checks they make to ensure teaching is of high quality and pupils are achieving as well as they can.