Pendle Vale College
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1067
AGES
11 - 16
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
0300 123 6707

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(7/12/16)
Full Report - All Reports
55%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Oxford Road
Nelson
BB9 8LF
01282682240

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is improving because there is a culture of high aspirations and accountability across the school. As a result, pupils’ outcomes are improving apace. You have successfully addressed most areas for improvement since the last inspection because of the good leadership that you and other members of the senior team provide. Leaders across the school are ambitious and are keen to pursue excellence. You have ensured that strong values and inclusion permeate the school. Pupils’ background, culture, ethnicity or social group are not seen as barriers or obstacles to success. Staff believe that leaders are driving the school in the right direction and, as a result, are confident to take proposed leaps of faith when you set out on new initiatives. Leaders heavily invest in developing pupils’ character, life skills, confidence and resilience. They recognise the challenges facing pupils in the modern world and have a desire to ensure that they are fully equipped to become successful citizens. Staff work collaboratively to ensure that pupils have access to a multitude of nonqualification activities. These cultural opportunities and personal challenges sharpen pupils’ skills, confidence and self-esteem. Their growing maturity contributes to more pupils being successful in their academic achievements. Leaders encourage all pupils in key stage 3 to try something new from a programme of 50 things, known as the ‘Pendle Vale 50’. Leaders have ensured that the curriculum is well matched to pupils’ capabilities and wishes. As a result, pupils embark on successful learning pathways from the day they arrive at Pendle Vale College. Leaders have been adventurous in developing a non-qualification programme in key stage 4, known as ‘The ASPIRE programme’. In this programme pupils take part in community projects, physical activities, volunteering and work experience. These opportunities build pupils’ aspirations, self-reliance, perseverance and interpersonal skills. Developing pupils’ character and celebrating success are strong themes that permeate the school. Relationships between staff and pupils are strong and inspectors saw no disruption to learning during the inspection. Teachers provide purposeful lessons sculpted around the needs of pupils. The majority of pupils show pride in their work and have good attitudes to learning. During break and lunchtime, pupils cooperate and clearly enjoy spending time together. Pupils walk calmly around the well-maintained site and display good manners and respect for others around them. Pupils who spoke with inspectors stated that behaviour in lessons is good and that their learning is rarely disrupted. A strength of the school is the effective system used to track pupils’ progress. Leaders discreetly display current pupils’ progress on walls called ‘war boards’. This allows leaders to identify visually any pupils who require further support. This approach stimulates in-depth discussion between senior and middle leaders. As a result, barriers to pupils’ learning are removed and timely and appropriate interventions are applied, leading to improved achievement for pupils. Senior leaders seek external checks and validation and consequently their predictions of pupils’ attainment are accurate. They constantly shine an unforgiving light on any underperformance and demand to know teachers’ next steps in driving up standards. As a result of this approach, pupils who left the school in 2016 made strong progress from their starting points. You have communicated your vision for the future development of the school clearly and there is a discernible thirst and desire for continued improvement. School leaders are not complacent and frankly acknowledge that boys’ achievement is still not good enough throughout the school. Leaders have already made initial steps towards tackling the areas for improvement identified during the current inspection. However, there is limited evidence so far on how these new systems are raising standards throughout the school. Safeguarding is effective. The leadership of safeguarding in the school is strong. Safeguarding arrangements and procedures operate properly and promptly. Records are detailed and relevant. The school’s safeguarding policy is clear and informative, reflecting current guidance and requirements. Leaders ensure that keeping pupils safe is a fundamental part of the everyday life in the school. They ensure that staff are well trained and well versed in their responsibility to ensure the welfare and safety of all pupils. Pupils are well informed about how to keep themselves safe and leaders have ensured that relevant information is delivered through the curriculum. All staff have a detailed understanding of the needs of every pupil because systems for sharing information across the school are robust. Inspection findings Results from the most recent examinations in the summer of 2016 show that pupils at the end of Year 11 had made faster progress from their starting points than all pupils nationally. The number of pupils making good progress in English and mathematics has risen dramatically compared to the previous year. The most able disadvantaged pupils and all disadvantaged pupils made strong progress in many subject areas. Current pupils also make good progress from their various starting points in a range of subjects and across year groups. Leaders ensure that the extra funding provided to support disadvantaged pupils makes a difference to their overall progress and personal development. Leaders’ actions have been successful in diminishing the difference between the achievement of disadvantaged pupils and that of other pupils nationally. Differences in English and mathematics are closing more rapidly than in some other subjects. A higher proportion of the most able pupils than is seen nationally made strong progress in the school. However, inspection evidence revealed that the most able pupils and the most able disadvantaged pupils are not consistently challenged effectively across a wide range of subjects. The school’s current data confirms they are not yet making strong enough progress from their starting points. Pupils who have special educational needs and/or disabilities generally make good progress from their individual starting points. The new special educational needs coordinator has injected fresh ideas and sharpened the support for pupils. She has systematically reviewed the provision and made sweeping changes in her drive to improve outcomes for pupils. Recent initiatives are having a strong positive impact on pupils’ achievements and life chances. Teachers are well versed in the need to plan for different pupils to ensure that all pupils make good progress from their starting points. However, some teachers do not provide enough opportunities to stretch and challenge pupils in lessons, particularly the most able. As a result, a few pupils do not make the progress of which they are capable. Improvements to the overall quality of teaching and learning have been at the heart of the school’s work since the last inspection. Teachers benefit from regular scheduled opportunities for professional development. They have many opportunities to share good practice, including through coaching groups, teaching and learning bulletins and optional learning surgeries where staff can top up their skills. Monthly staff meetings provide a platform for leaders to engage teachers with new approaches to improve their practice. Pupils’ behaviour and their attitudes to learning are good. Teachers consistently uphold the behaviour policy and this promotes an environment where pupils can enjoy learning. Leaders have strengthened school’s systems for recording pupils’ attitudes to learning. Pupils with poor attitudes are swiftly identified by middle and senior leaders. However, leaders have not yet effectively tackled or made the improvement needed in the attitude of some boys throughout the school.

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