Pendle Vale College

What Ofsted said

From the inspection on 10 February 2026

Pupils build a firm sense of belonging throughout their time at Pendle Vale College. They forge positive relationships with staff that endure long after pupils have left the school. This is in no small part due to the strengths of the pastoral care that Pendle Vale pupils benefit from. The school's calm atmosphere helps pupils to feel happy and safe here. They can enjoy their learning because it is rarely disrupted by poor behaviour. Pupils know that they can rely on staff to help them if they are in need. This includes if they experience bullying or derogatory language. Pupils rightly have faith in staff to deal with these problems swiftly. Repeat occurrences are uncommon. Staff also quickly identify pupils in need of support or reassurance in other ways, including pupils who find learning difficult or those who are vulnerable. This support typically helps to reduce pupils' barriers to learning. Pupils typically attend, learn and achieve well at Pendle Vale. Leaders' high ambition for pupils' achievement stems from a firm belief that education is pivotal to overcoming social disadvantage. Leaders' high aspirations are reflected in the high proportions of pupils that study an ambitious range of GCSE subjects. Over time, pupils make considerable progress from their starting points. This is particularly true of those pupils who are disadvantaged and is reflected in their national examination outcomes. The school's work to engage positively with its community is noteworthy. Leaders draw on examples from the school's locality to help pupils learn about the importance of tolerance and cohesion. In turn, this influences pupils' treatment of one another, for example through their positive interactions with pupils from the adjoining special school. This learning, alongside a comprehensive programme of personal development and careers guidance, helps to ensure that pupils are well prepared to play an active role in modern Britain.

What the school should improve

• Leaders should ensure that teachers use strategies effectively to take account of pupils' differing starting points, including their special educational needs and/or disabilities, reducing any inconsistencies in the quality of pupils' classroom experiences.
• Leaders should further reduce the barriers to learning experienced by pupils who lack foundational skills such as spelling, handwriting and number.

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