Welcome to Pendle Community High School and College
Pendle Community High School and College is a Generic Learning Difficulty (GLD) Community Day
School and College for 135 pupils aged 11-19 years.
Pendle Vale
Campus housing
Pendle
Community High
School and
College and
Pendle Vale
College
Location and building
Pendle Community High School and College (PCHS & C) was established on Pendle Vale Campus in
September 2008 with the first phase of the Building Schools for the Future (BSF) in the Burnley area.
The large purpose built campus houses two schools and is a Privately Funded Initiative (PFI). Upon
re-location we became Lancashire’s first co-located special school with our mainstream partner
school, Pendle Vale College, a Secondary School, with 979 pupils aged 11 – 16. The two staff teams
work together to maximise inclusive opportunities for all pupils and students.
Students learn very effectively as a result of good partnership arrangements with the main stream
school within the shared campus.
OFSTED, March 2013
Our campus has outstanding internal and external resources with extensive grounds including allweather multi-use games areas (MUGAS), an adapted, easy access play area and bike/exercise track.
Internally we have a large hydrotherapy pool, a Multi-Sensory Environment (MSE) and dance studio.
All of our classrooms have overhead hoists and IWB with a bank of computers adapted for
individuals and groups. Our College has its own suite of rooms with a large common room and
kitchen. Our school nurse has her own medical room and our Physical Development team have a
specialist physiotherapy space. Rebound takes place in our school hall. Throughout the campus all
areas have ease of access and a lift can take non-ambulant pupils and staff to all floor levels. In
keeping with many new schools all staff have identity cards which act as a pass for access to the
different areas of school. These cards are also a ‘rite of passage’ for our prefects who are entrusted
with a pass for independence across the campus.
Outdoor adventure area with easy access
equipment and wheelchair swing
Pendle Vale Campus is situated on the outskirts of Colne and Nelson with easy links to the M65 and
into east Yorkshire, the Pennines, Yorkshire Dales and Bronte Country. Our area is steeped in history
from the 17th Century dark days of the Pendle Witch trials to early industrial heritage and the canal
network.
Pendle Community High School and College in context
PCHS & C is located in the Pendle borough of East Lancashire in the Marsden ward. The school is
ranked on the 71st centile for multiple deprivations. 72.5% of our population reside in wards rated D
to E* and the Health and Disability index is very high across all of our wards, rated E to E* (25% to
less than 5% most deprived in England and Wales.) Within school we have a multi-disciplinary team
(health professionals, a social worker and safeguarding officer) that works with families and external
agencies to ensure the best possible outcomes for pupils and students.
The outstanding behaviour and attendance of students contributes significantly to the school’s
excellent climate for learning and its inclusive ethos.
OFSTED, March 2013
Pupil Characteristics
A large proportion of our population is White British. 18% of our population is classed as EAL (English
as an Additional Language) with 21% of our population being of Pakistani heritage. Our school is
multi-faith and holds weekly assemblies with a wide range of guests from different faiths and
charitable organisations. Our charitable work promotes common values and supports charities at
home and across the world most notably Derian House, a local hospice, and the Masai in Kenya.
Just under half of our current population are eligible for Free School Meals (FSM) and 50% are
eligible for Pupil Premium. In order to ensure equity and provide easy access to support for our most
disadvantaged families we have used some of our premium to fund a Safeguarding Officer and
access to afterschool clubs.
The school’s evaluation of the use of Pupil Premium funding shows that individual student’s progress
has improved as a result of the extra support and reading.
OFSTED, March 2013
Our Pupils
Similar to other GLD schools all of our pupils have a statement of special educational needs (SEN)
with a learning difficulty categorised from Moderate (MLD) to Profound (PMLD). All of our pupils
have additional needs with an increasing number of young people with complex medical needs.
Within school 5% of our pupils have a sensory impairment (Visual Impairment (VI), Hearing
Impairment (HI) and Multi- Sensory Impairment (MSI)) as a primary need. In addition we have pupils
with Autistic Spectrum Condition (ASC) some of whom have significant sensory difficulties and
challenging behaviour. Most of our pupils join us in Year 7 from our sister primary special school,
Pendle View (PVPS), after an extensive Transition period however we have pupils joining from feeder
mainstream primary schools and throughout KS 3 and KS4. We offer inclusion opportunities and
support to pupils who require either social or academic respite so as to help maintain a mainstream
placement. We have an extensive mainstream inclusion programme with Pendle Vale which
stretches are most able pupils and provides access to GCSE and BTEC programmes to complement
our own accredited routes. Social Inclusion is also provided in joint counsels, lunchtime
arrangements and break times.
…students are fully involved and carefully challenged.
OFSTED, March 2013
Assessment and Monitoring
The attainment on entry for the majority of our pupils is well below the national standards for the
end of KS2. All of our pupils are base lined within 4 weeks of entry using in house and commercially
available assessment tools. From this period of assessment the teachers and supporting
professionals make recommendations on priority targets for each pupil which covers all aspects of
the individuals needs these may include social, behavioural, postural, medical, sensory, motor,
language and cognitive areas of development although this list is not exclusive. An Individual
Learning Plan (ILP) is written which succinctly informs all staff of the areas of focus for the term and
strategies to employ in less structured times. It also sign posts staff to more detailed documentation
if pertinent. The assessment process and the priority targets set for the pupil will determine the
curriculum balance. (See figure 1 below).
As a secondary school we believe our pupils should have a timetable which models that of a
mainstream high school and, as such, our pupils travel to lessons delivered by, in most cases, a
dedicated subject teacher. The ILP ensures all staff are aware of the bespoke needs of each pupil and
that new members of the team and cover staff have ready access to the same information. All pupils
are set challenging but realistic targets for each term based on Annual Review targets for the year.
Student’s exemplary behaviour makes an outstanding contribution to their learning and progress.
OFSTED, March 2013
All of our pupils are monitored for progress against Progression Guidance and data held by the
English and Mathematics’ Co-ordinators tracks pupils to ensure progress against these and providing
appropriate interventions where needed. Teaching staff meet regularly at Progress Boards to discuss
pupils and a day in set aside each term to update targets on ILP’s.
The management of behaviour is excellent, with any student unable to manage his or her behaviour
being skilfully supported in returning to learning…The focus is clearly on student’s self-management
and management of their own behaviour.
OFSTED, March 2013
Curriculum
All of our pupils within KS3 and KS4 have access to the National Curriculum appropriately
differentiated to meet needs. In addition we compliment and extend this by building in therapeutic
interventions. We believe in a holistic approach and look at the pupil’s individual needs building, as
much as possible, a curriculum around the child. Whilst some pupils benefit from a creative and
sensory curriculum which focuses upon communication others require a very structured
environment with clear unambiguous language supported by the use of symbols and set tasks
promoting learning to learn skills and early independence. Our most able pupils access lessons akin
to mainstream with a focus upon functional numeracy, literacy and maximising social skills in order
to gain accreditation to move on to local college provision.
Having fun making the production props.
Teachers enjoy an extremely positive relationship with students and use humour to engage students
further in learning.
OFSTED, March 2013
Enriching the curriculum
and extending experiences.
Moving on 14-19
Within Pendle Community College we provide a curriculum which meets the needs of those young
people for whom local colleges do not have the provision or expertise. The curriculum is
individualised however the main focus is upon maximising independence and promoting selfconfidence and self- esteem in order to make choices and take an active as possible role in the local
community. The College accepts that the young people are maturing and as such staff are called by
their first name. All students take on a responsibility and the more able students advocate for their
less able peers. Life in the College is very different and this acknowledges the rite of passage
afforded to all young people at 16.
Students in sixth form (sic) benefit from very detailed and frequent assessment of their needs so that
they can develop independence and achieve qualifications in key life skills and vocational areas so
they are well prepared for life after school.
OFSTED, March 2013
Experiencing the world of work
Teaching Staff
The school has had, for many years, a static teaching population. Due to the changing needs of our
pupil population we have recently recruited a wide range of support staff. New staff are provided
with an Induction Package which supports them through a 90 day period of training with the support
of a named, experienced, mentor. All staff undergo Appraisal on a yearly basis which goes some way
to informing CPD (Continuing Professional Development) for the year. All staff are encourage to take
responsibility for some aspect of school life depending upon their interest, skills and expertise.
The school compromises of the Senior Leadership Team (SLT) – Head, Deputy, 3 Assistant Head
teachers and the School Office Manager. Within school there are 9 teaching staff, 3 HLTA’s and a
large support staff of 35. Within College there are 15 Teaching Assistants 4 of whom have HLTA
commitments. The HLTA’s have additional whole school responsibilities as well as a small teaching
commitment which complements our therapeutic interventions. We have appointed a member of
staff to develop our Inclusion Links with PVC and 2 members of staff to work with pupils who have
sensory impairments and 1 member of staff to work with a pupil with significant medical needs.
International Basketball, Toro, Spain 2013
We are constantly striving to provide a rich and vibrant learning environment for all our young
people. Extra curricula opportunities include visiting theatres and educational trips and residential
opportunities (one annual residential with year 6 from PVPS), lunchtime clubs, School Council and
Campus Parliament (2013/14), Themed Afternoons and whole school activity days, Work Placement
and in-house work experience ( a Charity Shop in 2012), visiting artists and dance practitioners. Last
year we wrote and produced our own Christmas production for the first time. We are very proud to
be working with the British Council and are the only special school to be active participants in the
Commenius Project which will take representatives of our young people to Bulgaria, Spain, & Turkey.
The school’s provision of a range of enterprise opportunities makes a good contribution to spiritual,
moral, cultural and social understanding.
OFSTED, March 2013
Catching up on the news from Turkey - via
Skype.
The Future
Our plans for the future include a reworking of our IAG with increased links with local colleges and
businesses. An exciting venture with PVC which will see a number of our KS4 pupils taking part in an
Enrichment Afternoon with pupils from Year 10. Introduction of new assessment packages within
College with a focus upon further developing our 14-19 provision. In addition we will be rolling out
further training in PECS and further developing our early communication interventions. We will be
welcoming onto staff a Social Worker who will take over some of the roll currently delivered by our
Assistant Headteacher. We will be hosting the final meeting of the Commenius project welcoming
schools from across Europe to our Campus, Town and County.
As all dynamic school’s we are constantly striving to better our knowledge and practice to meet the
changing needs of our population and meet challenges of local and National agendas. We are
pleased that you have joined us on our journey.
All pupils are assessed upon
entry. Careful consideration is
given to the priority needs of
the pupil and an ILP (Individual
Learning Plan) is drawn up. A
decision as to the correct
balance of curriculum (Formal,
Supplementary and Sensory
elements) is made. The balance
of the Venn diagram for each
pupil will be quiet different!
Formal Curriculum
National Curriculum
Programmes of study including
Core and Foundation subjects
Supplementary Curriculum
An extensive programme of
interventions and school
initiatives to meet the individual
needs of pupils and to ensure
access to the formal and
developmental curriculum.
Inclusion, external agencies,
external specialist teaching staff,
Care and Control, counselling,
medical care, language Groups,
residentials and school trips etc
Figure 1 Design of Individual Curriculum
ILP and
Subject targets
Developmental/Sensory
Curriculum
Early communication including
AAC
Early cognition and Learning To
Learn skills
Social and personal skills and selfcare
Sensory Integration, rebound,
occupational therapy
etc