Bowland High

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About Bowland High

Name Bowland High
Ofsted Inspections
Headteacher Mrs Laura Fielden
Address Riversmead, Sawley Road, Clitheroe, BB7 4QS
Phone Number 01200441374
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 557
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Bowland High enjoy coming to school. Leaders have high expectations of all pupils and routinely remind them to follow 'The Bowland Way'.

This means that most pupils, including those with special educational needs and/or disabilities (SEND), are motivated to achieve well and attend school regularly.

Most pupils meet staff's high expectations of behaviour in lessons. They are generally polite and well mannered.

Most pupils follow the school routines and respect their teachers. Leaders deal quickly and effectively with bullying incidents. The positive relationships that teachers have fostered with pupils mean that they know who to turn to if they have ...concerns or any worries.

This makes pupils feel happy and safe in school.

Pupils really enjoy attending clubs and activities outside the academic curriculum. Many pupils complete The Duke of Edinburgh's Award scheme and participate in competitions and local events.

They particularly enjoy performing arts, sports and the school choir. They have access to a range of international experiences, from skiing and water sports to historical visits.

Leaders give all pupils opportunities to discuss careers and their future regularly.

Pupils have access to the careers library and are able to participate in activities on 'Future Fridays' and college networking. As a result, they are extremely well informed about their next steps.

What does the school do well and what does it need to do better?

Leaders ensure that the curriculum is ambitious for all pupils, including those with SEND.

Most curriculum leaders have carefully identified and ordered the key knowledge that pupils should learn. They have designed the curriculum to be as ambitious as the national curriculum in key stage 3. In key stage 4, leaders encourage pupils to study the English Baccalaureate suite of subjects, especially languages.

They also guide pupils from disadvantaged backgrounds and pupils with SEND to choose a wide range of subjects in key stage 4. This helps pupils to achieve well.

Most subjects have specialist teachers.

Their expert knowledge enables them to design appropriate activities that develop pupils' knowledge over time. Teachers enable pupils to revisit topics and concepts to ensure that new learning builds on their prior knowledge. In some subjects, this helps pupils to know more and remember more.

However, some teachers do not check pupils' understanding well enough. This means that teachers are not able to spot and then address gaps in pupils' learning. At times, this limits pupils' ability to secure their learning as best as they can.

Leaders and staff are well equipped to identify the needs of pupils with SEND. Leaders involve parents, carers and external agencies in determining the appropriate support to help these pupils flourish. Teachers make sure that pupils with SEND access the full curriculum and achieve as well as their peers.

Staff are particularly effective in encouraging pupils with SEND to make the most of wider opportunities that are on offer to all pupils.

Leaders have prioritised reading. Pupils use the library enthusiastically and take advantage of the wide range of books available to them.

Leaders check the reading knowledge of pupils and identify any gaps quickly. They then provide suitable support for pupils who struggle to read or comprehend texts. This enables pupils to become confident and fluent readers and to develop a love of reading.

Pupils behave well in lessons and are eager to work hard. There is very little low-level disruption. Pupils are focused and attentive in their learning.

However, some pupils are less able to manage their behaviour at social times. As a result, some pupils do not build positive and respectful relationships with their peers.

Leaders ensure that pupils' personal development is promoted well.

Pupils have ample opportunities to develop as active citizens. For example, they hold many leadership roles responsibly. This includes coaching, organising events, leading school performances and sports activities as well as supporting the well-being of their peers.

Leaders provide plentiful opportunities for pupils to engage in discussions and debates. For example, pupils explore moral decisions and different faith perspectives during the 'Big Question' days. This enables pupils to develop an understanding of different religions and cultures.

It helps most pupils to develop a positive appreciation of diversity.

Pupils benefit from high-quality careers provision. Leaders create meaningful opportunities for pupils to encounter the world of work.

They provide impartial careers advice and facilitate a wide range of opportunities for pupils to find out about different careers. After leaving Bowland High, all pupils enter further education, employment or training.

The local governing body and trust leaders challenge school leaders regularly.

Governors are keen to establish views and feedback from parents, staff and pupils. Leaders also take staff workload into account when making decisions about the school. As a result, most staff feel valued and enjoy working at the school.


The arrangements for safeguarding are effective.

Leaders and teachers are adequately trained to identify pupils at risk of harm. Staff follow the safeguarding procedures to report and record concerns diligently.

Leaders work productively with external agencies to support vulnerable pupils and their families.

Pupils are taught how to keep themselves safe. They are aware of risks such as sexual harassment, online safety and inappropriate relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not use suitable assessment strategies to identify gaps in pupils' knowledge. Nor do they address misconceptions effectively. Leaders should ensure that teachers are well equipped to spot, and then tackle, pupils' misconceptions before deciding what they need to learn next.

• Leaders and staff do not have consistently high expectations of pupils' behaviour at social times. As a result, some pupils do not behave as well as they should. Leaders should ensure that staff apply the behaviour policy consistently well and help pupils to manage their behaviour outside of the classroom.

Also at this postcode
Grindleton Church of England Voluntary Aided Primary School

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