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

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Darwen Vale High School Blackburn Road, Darwen, Lancashire, BB3 0AL School report Darwen Vale High School Blackburn Road, Darwen, Lancashire, BB3 0AL 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 Inspection report: Darwen Vale High School, 12–13 June 2013 3 of 11 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 Inspection report: Darwen Vale High School, 12–13 June 2013 4 of 11 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. Inspection report: Darwen Vale High School, 12–13 June 2013 5 of 11 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,
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