Burnley High School

What Ofsted said

From the inspection on 6 May 2026

Burnley High School maintains a deep and enduring commitment to serve its local community well. The school’s mantra 'make it better to be better' reflects the care given to ensure that each pupil feels valued and looked after. Pupils enjoy warm and respectful relationships with staff and their peers. They trust staff to respond quickly and effectively when concerns arise, including any issues related to bullying. This shapes a culture where pupils feel consistently safe and welcomed. Pupils display positive attitudes to their learning. They value the support that teachers give to help them to understand new subject content. Staff work closely with pupils, particularly for the high proportion of pupils who are disadvantaged and those who face barriers to learning. This ensures that these pupils receive the support that they need to access the curriculum successfully. Many pupils make steady progress from their starting points. Pupils' behaviour is exemplary. Attendance rates have improved notably as pupils increasingly understand the importance of regular attendance for their learning. Pupils benefit from a wide range of experiences that extend their learning beyond the academic curriculum. For example, pupils enjoy performing in the annual school production, cheering on their friends in talent shows and having fun on international ski trips. These opportunities promote the development of pupils’ confidence and teamwork skills. Pupils understand the importance of respecting others and have a sharp awareness of their responsibilities in the wider community. They relish opportunities to contribute, such as visiting nursing homes and raising money for local hospices. These experiences help pupils feel valued and reinforce their sense of belonging.

What the school should improve

• Leaders should improve the systems for monitoring the impact of additional support given to pupils, particularly in developing literacy and numeracy skills, so that barriers to learning are addressed more effectively.
• Leaders should ensure that staff use information about gaps in pupils’ knowledge more accurately so that misconceptions are corrected more quickly.
• Leaders should use enrichment activity tracking data more effectively to widen participation in enrichment opportunities so that the most vulnerable pupils benefit fully from the school's offer.
• Leaders should ensure that older pupils consistently build sufficient depth of understanding of the personal, social, health and economic education curriculum.

Read the full Ofsted report (opens in a new tab)