Telephone Ofsted rating Requires improvement Last inspection: 4 March Ofsted report opens in new tab. Data from other services Compare school and college performance opens in new tab Schools financial benchmarking opens in new tab.
Religious character Does not apply. Diocese Not applicable. Religious ethos None. Boarders No boarders. Nursery provision No Nursery Classes. Official sixth form Does not have a sixth form. School capacity Help with school capacity field Opens a dialog Number of pupils Section 41 approved Not applicable.
Open date 1 December Reason establishment opened New Provision. Closed date Not recorded. Reason establishment closed Not recorded. Special classes Not applicable. Percentage of children eligible for free school meals Help with percentage of children eligible for free school meals field Opens a dialog Type of SEN provision.
Type of resourced provision Not recorded. Resourced provision number on roll. Resourced provision capacity. Legal duty to provide governance information More details All maintained school governing bodies and academy trusts have a legal duty to provide all of the governance information requested on this page in so far as it is available to them.
Showing 1 - 1 of 1. District Blackburn with Darwen. Ward Darwen West. Parliamentary constituency Rossendale and Darwen. Easting Northing Leaders are improving the planning and delivery of the English and mathematics curriculums at key stage 4. As a result, the achievement of pupils in Year 11 in improved in English and mathematics. Pupils made more progress between key stages 2 and 4 in these subjects than previous cohorts have done. Younger pupils are also now learning better than before in some subjects, especially English and mathematics.
This is particularly the case for Years 7 and 8. Leaders are in the process of redesigning the curriculum across key stage 3. However, there remains much work to do to ensure that the quality of the curriculum enables pupils to know and remember more.
Across the school, in subjects such as science, geography, history and modern foreign languages, the development of the curriculum is still in its early stages. In these subjects, leaders have not given enough thought to what they want pupils to learn and the order in which they should learn it.
Where leaders have bought appropriate commercial curriculums, not enough consideration has been given to how to adapt them for the pupils at the school. As a result, older pupils do not learn new content as well as they should. Their ability to recall previously learned content is very mixed, as is the quality of their work.
Some pupils find it difficult to make connections between topics and concepts. Over time, leaders have not been ambitious enough for pupils, particularly those who are disadvantaged. This means that some staff have lower expectations of disadvantaged pupils. The low proportion of disadvantaged pupils entered for an academic curriculum, for example the EBacc, reflects this lack of ambition. Added to this, a minority of pupils are withdrawn from studying a modern foreign language to support their literacy development.
Pupils are pleased with the new systems that have been put into place to manage their behaviour. However, they told us that these systems are not used consistently by staff. Some pupils do not attend school regularly enough. Pupils with SEND do not achieve as well as they should.
They are in the process of introducing a new personal development curriculum which is delivered during form time. However, evidence from the inspection showed that some pupils do not take these sessions seriously. There are clear signs that leaders, governors and trustees have begun to address some of the issues that have prevented pupils from learning better. Parents and carers have greater confidence in the school. Nearly four fifths of parents who completed the Ofsted survey indicated that they would recommend the school to others.
Safeguarding The arrangements for safeguarding are effective. Leaders complete all necessary pre-employment checks on new staff. Staff receive training on a range of safeguarding issues. This enables them to spot any signs that pupils may be at risk of harm.
However, a small number of staff who have joined the school in the last 16 months have gaps in their training. Leaders now have plans in place to remedy this. What does the school need to do to improve? Information for the school and appropriate authority Leaders have been too slow to tackle the shortcomings in the curriculum. Although they have begun to address these issues in some subjects, such as English and mathematics, the improvements in other areas are very recent.
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