Spen Valley High School

What Ofsted said

From the inspection on 2 June 2026

Pupils feel safe and cared for at this warm and supportive school. They know that leaders and staff will try to get to know and understand them as individuals. Pupils value the restorative and supportive approaches that staff use. Almost all pupils say that they enjoy coming to school. However, pupils do not attend school as often as they should. This means that they miss out on learning and do not achieve as well as they should by the time they leave school. Pupils learn how to keep themselves safe, both online and in their communities. This includes how to be tolerant of differences between people. Pupils report that bullying and other unkind behaviour are not tolerated. They are confident that staff will intervene quickly if bullying or other more serious behaviour incidences occur. Pupils generally treat each other and staff with respect. Poor behaviour in lessons is uncommon, and staff deal with it quickly and calmly. There is plenty of support for pupils who need more help to manage their behaviour. Pupils who receive this support improve their behaviour over time. Leaders have improved teaching. As a result, pupils increasingly enjoy their learning. In some subjects, they make good progress and develop deeper knowledge and understanding over time. However, this is not yet consistent across the school. Pastoral care is a strength. There is a range of support for pupils, including those known to social care. Pupils know that there are adults around them who will help them with problems both in and out of school. Pupils have a range of opportunities to explore their abilities and interests outside of lessons. The school offers after-school clubs in everything from sport to drama, as well as a wide choice of trips and visits. Leaders make sure that all pupils, including vulnerable pupils and those with special educational needs and/or disabilities, can participate in these wider opportunities.

What the school should improve

• Leaders should ensure that teachers give pupils opportunities to practise and review what they have learned so that they develop deeper knowledge and understanding across all subjects, including within the personal development programme.
• Leaders should ensure that pupils who are at the early stages of reading receive the support that they need to progress.
• Leaders should further develop their analysis and use of attendance information to remove barriers to pupil attendance.
• Governors should rigorously assure themselves of the quality of the school's work so that they provide effective support and challenge to leaders, leading to sustainable improvements.

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