West Craven High School

Overview

The report states that while many pupils have a “strong appetite for learning,” they “do not achieve as highly as they should” due to inconsistent curriculum delivery. Although behaviour has improved with many pupils being “polite and articulate,” some still fail to engage positively, and instances of discriminatory language remain unaddressed. The school is part of the Pendle Education Trust, which has provided support to stabilise leadership and staffing.

Strengths

• The school has designed an “ambitious curriculum” with careful consideration of key stage 4 courses and essential knowledge.
• In some subjects, staff maintain high expectations and “routinely check that pupils are not developing misconceptions,” helping pupils build secure knowledge.
• There are “effective strategies in place to identify the additional needs of pupils with SEND swiftly.”
• Pupils receive “extensive advice about careers” and opportunities to develop as active citizens through clubs and community events.
• Governors and trustees prioritise staff well-being, ensuring workload is “fully considered.”

Areas to improve

• Staff must raise expectations and select appropriate activities to ensure pupils, including those with SEND and disadvantaged pupils, successfully build knowledge in subjects where achievement is currently low.
• Staff need to use assessment strategies effectively to “swiftly identify and remedy pupils’ gaps in knowledge” to shape future teaching.
• The school must apply the behaviour policy consistently to address unacceptable behaviour and discriminatory language rapidly.
• Leadership must establish robust quality assurance processes to accurately identify and address weaknesses in all aspects of provision.

Safeguarding

The report states that “the arrangements for safeguarding are effective.”