Darwen Vale High School Blackburn Road, Darwen, Lancashire, BB3 0AL

School report

Inspection dates 12–13 June 2013

Previous inspection: Good 2 Overall effectiveness This inspection: Inadequate 4 Achievement of pupils Inadequate 4 Quality of teaching Inadequate 4 Behaviour and safety of pupils Requires improvement 3 Leadership and management Requires improvement 3

Summary of key findings for parents and pupils

This is a school that has serious weaknesses.  Standards have declined since the last  Some students are too passive. Sometimes, inspection. In 2012, a well-below-average they are reluctant to complete work because it proportion of students achieved five or more is not interesting or challenging enough. GSCE A* to C grades including English and Behaviour, therefore, requires improvement. mathematics. From students’ broadly average  While some improvements are evident, the starting points, this represents inadequate actions taken by leaders have not had enough progress, particularly in English and time to demonstrate the full impact on mathematics. improving teaching or achievement for all  Students supported by the pupil premium and students, including those who are disabled, disabled students and those with special have special educational needs or are educational needs underachieve. supported through the pupil premium.  Teaching is inadequate. Too much requires  Governors do not yet have the necessary skills improvement. Teachers do not provide work to effectively review information about that is matched well enough to students’ students’ progress. This limits their ability to varying needs and fail to check students’ challenge the school about the achievement of understanding in lessons. groups of students.  Students are not given enough opportunities to respond to comments in marking so they learn from their strengths and weaknesses.  Attendance is below average. The school has the following strengths  The headteacher successfully motivates the  The school is improving, as is students’ staff. They share her drive and ambition to progress. There are more examples of quickly improve the school. There are clear outstanding and good teaching. A higher signs of improvements. proportion of students in Year 11 are on track  Leaders effectively review data about to achieve five A* to C grades, including students’ progress, have an accurate picture English and mathematics, than last year. of strengths and weaknesses and are clear  Students are proud of their school and feel about what improvements are needed. safe. Inspection report: Darwen Vale High School, 12–13 June 2013 2 of 11

Information about this inspection

 Inspectors observed 38 parts of lessons involving 38 teachers. Five of these were jointly observed with senior leaders. Three registrations were observed.  Meetings were held with the three members of the governing body, a representative of the local authority, senior leaders and those responsible for subjects, staff and various groups of students.  Inspectors looked closely at a range of documents including information related to teachers’ performance and minutes of meetings of the governing body. They examined policies, whole- school and departmental improvement plans, records of observations of the quality of teaching and data showing the attainment and progress of students.  Inspectors analysed 21 responses to the on-line questionnaire (Parent View) and considered the analysis of a survey of parental views carried out by the school over the last academic year. Staff questionnaires and a school survey of students’ views were also considered.

Inspection team

Pankaj Gulab, Lead inspector Additional Inspector

Peter McKay Additional Inspector

Clarice Nelson-Rowe Additional Inspector

Michael Blakey Additional Inspector

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Full report

In accordance with the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

Information about this school

 This is a slightly larger than average-sized secondary school.  The proportion of students for whom the school receives the pupil premium is higher than average. The pupil premium is additional funding given to schools by the government for those students known to be eligible for free school meals, children from service families and those children that are looked after.  Almost all pupils are White British. The proportion of students who speak English as an additional language is much lower than the national average as is the figure for students from ethnic minority families.  The proportion of disabled students and those with special educational needs students supported through school action is higher than average. The proportion supported through school action plus or with a statement of special educational need is much higher than average.  The school meets the government’s current floor standard, which sets minimum expectations for students’ progress and attainment.  The school uses alternative provision for a small number of students through Skillforce, the PRU and the Alternative Provision Service.  The headteacher joined the school in January 2012.

What does the school need to do to improve further?

 Improve the quality of teaching so that it is at least good and more is outstanding in order to raise students’ achievement, particularly in English and mathematics and for disabled students, those students with special educational needs and those supported through the pupil premium by: making sure teachers use assessment data more effectively to plan and provide work at the appropriate level to challenge students of all abilities ensuring teachers check students’ learning regularly and adjusting the next steps to get the most from students providing more opportunities for students to work on their own, practise their skills and find out things for themselves so that they are engaged, enthused and excited about their work so that their behaviour improves making sure teachers provide students with more opportunities to respond to their marking so they can learn from their strengths and weaknesses sharing the good and outstanding teaching practice more widely across the school.

 Building on the school’s strategies to improve the attendance of those students who do not come to school as regularly as they should.

 Improve the effectiveness of leadership and management, including governance by: making sure that new leaders, such as those responsible for subjects, evaluate the impact of

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the recent initiatives aimed at improving the achievement of students driving forward with more urgency the actions planned to support disabled students and those students with special educational needs and those supported through the pupil premium developing the skills of the governing body so that they can more effectively review information about students’ progress and challenge school leaders.

An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.

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Inspection judgements

The achievement of pupils is inadequate

 In 2012, students’ attainment at the end of Year 11 in English and mathematics was significantly below average and lower than in previous years. Students made inadequate progress. Only just over a half of Year 11 students made the expected three levels of progress in English and mathematics. This is much lower than the national proportion.  Results that the school has already for this year show that attainment in English at GCSE has improved strongly. The proportion of students making more than expected progress in mathematics has increased considerably, but not as much as in English. Careful monitoring by leaders and the resulting interventions have led to the percentage of students on track to secure five or more A*-C grades at GCSE, including English and mathematics, rising to what is currently the national average. While their improving progress in mathematics is helping to raise their attainment, students have not yet made up for their previous underachievement. This is because there is not yet enough good or better teaching.  Disabled students and those with special educational needs underachieve. Too many teachers do not provide work that is appropriate to their needs. Too often, they are given the same work and resources as other students which they sometimes find too challenging, and they are not given the necessary support to make sure they make enough progress.  Students supported by the pupil premium also make inadequate progress. In the past, the school has not planned carefully enough how this funding, as well as additional funding for students who join the school with lower-than-average attainment in reading, will be spent. As a result, the gaps between eligible students, including those known to be eligible for free school meals, and other students have widened.  Students known to be eligible for free school meals have been about one and a half GCSE grades behind their peers. Similarly, their average point scores and the proportion who secure five A* to C grades, including in English and mathematics has been lower than similar students nationally.  All students who have gaps in their knowledge and understanding, including those supported through the pupil premium, now receive more focused additional support. However, the impact of this action has yet to be fully felt. The support for disabled students, those with special educational needs and those supported by the pupil premium has been carefully reviewed. Clear plans of action are now in place to ensure the school meets their needs more effectively.  The school has revised its policy for entering students early for GSCE examinations. This is because previously it did not enable some students to make enough progress and was limiting the potential of the most-able students. Early entry is now only used selectively. The school’s data indicate that most of those entered this year are making, and some exceeding, the expected rates of progress.  Students’ progress in developing literacy and numeracy skills remains too variable, because in lessons, students are not always given enough opportunities to practise their skills. In literacy, there are signs that this is starting to improve. In mathematics however, there are not enough opportunities for students to apply their mathematical skills in other subjects.  External provision attended by a small number of students is providing appropriate experiences for those who otherwise might struggle with their learning. Monitoring of the progress of these students shows that most benefit and are successful in their studies.

The quality of teaching is inadequate

 Teaching is inadequate over time because it has not been good enough to make sure that students make the progress they should in English and mathematics. As a result of the actions of leaders to improve its quality, teaching is improving. For example, more teachers now plan activities which better match the needs of their students. However, there is still not enough good

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and better teaching to raise standards quickly.  Students still have gaps in their knowledge and skills as a result of previous underachievement. Leaders are taking positive and determined action to fill these gaps, and some success is already evident, particularly in English.  Although teachers have accurate information on their students’ attainment and progress, in too many lessons, they do not use it to good effect. While the planning of activities has improved, not all tasks are challenging enough or extra support is not always given to those who need it. Too often, the same activity is set for all students, irrespective of ability which means that some students find work too easy while others find it too difficult. Teachers do not always check carefully enough how well students are getting on throughout lessons. They miss opportunities to adjust the lesson to meet students’ needs at that time.  Teachers do not always plan their lessons well enough to ensure students have enough time to work on their own, to practise their skills, and find out things for themselves. Consequently the pace of students’ learning often in lessons is too slow.  Teachers do not always make sure that all students fully contribute to lessons. Teachers’ questions, for example, are sometimes directed to the same students, leading to others being too passive and losing interest. As a result, for some, behaviour requires improvement.  Where teaching is good or outstanding, relationships are very positive. Teachers have high expectations of students’ involvement. Teachers plan interesting, challenging and engaging activities and are not afraid to allow students take the lead in their learning. Effective questioning is used to check and extend learning and when necessary activities are adjusted to meet the needs of students. Students are encouraged to play their part in pairs and groups and take responsibility for their learning.  The quality of marking and of written feedback is too variable across the school. Where there is good practice, marking is regular and students receive both credit for their efforts and comments on how they can improve their work. Too often, however, students are given too few opportunities to respond to teachers’ marking. This means that opportunities to learn from marking, particularly so that they do not repeat mistakes, are overlooked.

The behaviour and safety of pupils requires improvement

 The behaviour and safety of students require improvement. Students’ attendance has been low for a number of years. There are signs that it is improving, for example through leaders’ extensive targeted interventions, additional support for groups of students and the work of the pastoral team. A few students, for example, have improved their attendance in a short time from 83 per cent to 100 per cent. In addition, the proportion of students who are persistently absent is reducing. However, despite these improvements, attendance remains below average, especially for students supported through the pupil premium.  In lessons where teachers’ expectations are high and work is engaging, students cooperate well. However, in too many lessons where this is not the case, some students are passive and need a lot of persuasion to undertake the work set. Students say that in a few lessons, a few students disrupt their learning and that some teachers deal with this better than others. Most students conduct themselves in an orderly manner around the school, between lessons, and at lunchtime. They are courteous and polite to visitors and engage readily in conversations. Some students are too slow to move between lessons and arrive late, however. Teachers are not always on hand to hurry them along.  Detailed analysis now undertaken by leaders shows that students’ behaviour is improving. The number of bullying incidents, for example, has reduced significantly since September 2012. The proportion of fixed-term exclusions is well below the national average this year.  Students say they feel very safe and have every confidence that the numerous adults they can turn to will help them with any concerns they have. They have a good understanding of how to stay safe, such as when using new technologies. They know about the different forms of bullying. Assemblies and lessons in philosophy contribute well to their spiritual, moral, social and Inspection report: Darwen Vale High School, 12–13 June 2013 7 of 11

cultural development.

The leadership and management requires improvement

 The headteacher, alongside other leaders at all levels, has successfully developed a positive team approach. The drive to improve students’ achievement is clear. Confidence in the school’s leaders is strengthening as shown by the overwhelmingly positive views of staff who completed an inspection questionnaire and views gathered from students and parents. Further confidence is evident in the increase by one quarter in the number of applications to Year 7 for the next academic year.  The roles and responsibilities of senior and middle leaders have been restructured. As a result, individuals are working to their areas of strength and helping the school move forward. While the work of leaders who have recently taken on new responsibilities has not yet had time to show its full impact on improving teaching or achievement, some successes are emerging. Attainment in English, for example, is rising. Improvements in examination results are expected in a range of other subjects, including English literature, history, geography, German, art, physical education and the sciences. In addition, the rate of persistent absenteeism is beginning to fall. Likewise, the roles of those responsible for the achievement of students supported through the pupil premium and for disabled students and those with special educational needs have been extended. Actions planned to support the achievement of these groups are firmly in place and, while not fully realised, are beginning to address underachievement.  A detailed and accurate analysis is now undertaken of all areas of the school’s performance. Causes of underachievement are being tackled and are leading to some improvements in the quality of teaching and students’ achievement. The school’s evaluation of its overall performance is accurate. Leaders have a clear picture of the school’s strengths and weaknesses and understand what needs to be done to bring about improvement and where.  The procedures for checking the quality of teaching are now more rigorous. Senior leaders have the necessary skills to accurately evaluate teaching. A reorganisation of curriculum time has provided more opportunities for teachers’ professional development. Performance management arrangements have been revised to ensure that all teachers are accountable for the progress their students make.  Leaders now have a more accurate picture of students’ progress because it is assessed regularly and students are now set more challenging targets. Work to address past underachievement is well underway, with particular success in Key Stage 4 and especially Year 11. Students in Year 10 are also making faster progress than previous cohorts.  Clear and accurate analysis is being used to identify those students who are not making adequate progress, especially those who are supported through the pupil premium or have special educational needs. Intervention arrangements for these students are now in place where needed and beginning to address this underachievement. This shows that leaders are demonstrating the capacity to bring about necessary improvements.  The curriculum, while broad and balanced, has been adapted to address the gaps in students’ learning. Strategies, such as smaller groups in English and mathematics, fortnightly mentoring for every student and reading support from teaching assistants during registration time have been introduced. Students at the school action level of support are benefitting from these interventions and their attainment and progress are showing an improvement  There is a wide range of extra-curricular activities which includes trips to local places of worship. These, alongside the curriculum content of various subjects are making a positive contribution to promoting students’ spiritual, moral, social and cultural development.  The local authority appropriately supports the school’s leaders, including in various subject departments, in making improvements in teaching and learning. The local authority is confident that leaders have the capacity to continue to drive improvement.  The governance of the school: Governors are supportive of the school and its leaders. They share in the focus to quickly drive Inspection report: Darwen Vale High School, 12–13 June 2013 8 of 11

up achievement. In the past however, they have not held the school to account well enough for its performance. They are now taking action to strengthen their skills. They have, for example, undertaken training on how to review the quality of teaching. They are more involved in the performance management arrangements of staff, ensuring that they robustly check the link between proposed pay awards and performance in the classroom. Although governors have also undertaken training in understanding data, they do not yet have the skills to challenge the school about information they receive, including how to compare the school’s performance with other schools nationally. They do not yet give good enough consideration to the varying rates of progress of different groups. The impact of the expenditure of the pupil premium funding is not monitored effectively. Governors ensure that safeguarding arrangements are secure and that students, staff and visitors are safe.

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What inspection judgements mean

School Grade Judgement Description Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires A school that requires improvement is not yet a good school, but it improvement is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 119763 Local authority Blackburn with Darwen Inspection number 412780

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 944 Appropriate authority The governing body Chair Donald Heatlie-Jackson Headteacher Fiona Jack Date of previous school inspection 9 June 2010 Telephone number 01254 223000 Fax number 01254 223001 Email address [email protected]

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You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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