School etc

South Craven School, the Technology and Engineering College Closed - academy converter April 30, 2011

see new South Craven School

South Craven School, the Technology and Engineering College
Holme Lane
Cross Hills
West Yorkshire

01535 *** ***

Headteacher: Dr Andrew Cummings


School holidays for South Craven School, the Technology and Engineering College via North Yorkshire council

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Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
April 30, 2011
Reason closed
Academy Converter
OSGB coordinates
Easting: 400829, Northing: 444837
GPS coordinates
Latitude: 53.9, Longitude: -1.9889
Accepting pupils
11—18 years old
Ofsted last inspection
May 19, 2008
Region › Const. › Ward
Yorkshire and the Humber › Skipton and Ripon › Glusburn
Urban > 10k - less sparse
Admissions policy
Main specialism
Engineering (Operational)
and Technology (Operational)
SEN priorities
ASD - Autistic Spectrum Disorder
Special classes
Has Special Classes
Sixth form
Has a sixth form
Trust school
Is supported by a Trust
Learning provider ref #

Rooms & flats to rent in Keighley

Schools nearby

  1. South Craven School BD207RL (1718 pupils)
  2. 0.3 miles Sutton in Craven Church of England Voluntary Controlled Primary School BD207JS (83 pupils)
  3. 0.4 miles Glusburn Community Primary School BD208PJ (305 pupils)
  4. 0.5 miles Sutton-in-Craven Community Primary School BD207ES (191 pupils)
  5. 0.7 miles Eastburn Junior and Infant School BD208UX (192 pupils)
  6. 0.7 miles Kildwick Church of England Voluntary Controlled Primary School BD209BH (131 pupils)
  7. 1.2 mile Malsis School BD208DT (92 pupils)
  8. 1.7 mile Steeton Primary School BD206NN (281 pupils)
  9. 1.8 mile Cononley Community Primary School BD208NA (119 pupils)
  10. 2.1 miles Hothfield Junior School BD200BB (277 pupils)
  11. 2.2 miles Aire View Infant School BD200AW (291 pupils)
  12. 2.4 miles Bradleys Both Community Primary School BD209EF (136 pupils)
  13. 2.7 miles Cowling Community Primary School BD220DF (110 pupils)
  14. 2.8 miles Laycock Primary School BD220PP (97 pupils)
  15. 2.9 miles Braithwaite Special School BD226PR
  16. 2.9 miles Whinburn Pupil Referral Unit BD206LU
  17. 2.9 miles Whinburn Residential School BD206LU
  18. 3.2 miles Merlin Top Primary School BD226HZ
  19. 3.2 miles Greenhead High School BD206EB
  20. 3.2 miles The Phoenix Special School BD226HZ (78 pupils)
  21. 3.2 miles Beechcliffe Special School BD206ED (92 pupils)
  22. 3.2 miles University Academy Keighley BD206EB (661 pupils)
  23. 3.2 miles Merlin Top Primary Academy BD226HZ (349 pupils)
  24. 3.3 miles Calversyke Middle School BD226JG

List of schools in Keighley

Ofsted report transcript

South Craven School

Inspection report

121692Unique Reference Number
North YorkshireLocal Authority
314084Inspection number
1920 May 2008Inspection dates
Peter Cox HMIReporting inspector

This inspection of the school was carried out under section 5 of the Education Act 2005.

SecondaryType of school
CommunitySchool category
1118Age range of pupils
MixedGender of pupils

Number on roll

3116th form
The governing bodyAppropriate authority
Mr Iain HarrisChair
Dr Andrew CummingsHeadteacher
29 November 2004Date of previous school inspection
Holme LaneSchool address
Cross Hills
West Yorkshire
BD20 7RL
01535 632861Telephone number
01535 632859Fax number

11-18Age group
1920 May 2008Inspection dates
314084Inspection number


© Crown copyright 2008
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.

Inspection Report: South Craven School, 1920 May 2008


The inspection was carried out by one Additional Inspector on secondment to Ofsted and four
Additional Inspectors.

Description of the school

South Craven is a larger than average school with a sixth form. Students come from a variety
of backgrounds, including rural and urban, and advantaged and disadvantaged communities.
Overall, the intake is of average socio-economic status, although there is low unemployment
and generally low income in the catchment area. The vast majority of students are of White
British heritage. A small minority of students come from other minority ethnic backgrounds.

The proportion of students for whom English is an additional language is well below the national

average. Those students who take up their eligibility for free school meals is below average, as
is the proportion of students with learning difficulties and/or disabilities, although those with
a statement of special educational needs is close to the national average. The school has
specialist Engineering and Technology College status, Artsmark, Sportsmark, Healthy Schools
awards and Investors in People status. The school has had Foundation status since 2006 and
will become a Trust school in June 2008.

Key for inspection grades

OutstandingGrade 1
GoodGrade 2
SatisfactoryGrade 3
InadequateGrade 4

3 of 13Inspection Report: South Craven School, 1920 May 2008

Overall effectiveness of the school

Grade: 2

South Craven is a good school. It is held in high regard by the majority of parents and those
within the immediate community. Some students travel long distances to attend because of
its good reputation and wide range of subjects on offer, particularly in the sixth form.
Achievement is good and standards are above average because a high proportion of lessons
are lively, engaging and enjoyed by students. In these lessons students are clear about what
they have to do, they work well together and make good progress. However, not all lessons
are planned well enough to inspire and challenge the full range of abilities and some parents
have expressed concern that their children are not being pushed hard enough in their learning.
While the school uses data effectively when analysing the performance of groups of students,

it does not track the performance of individuals well enough and consequently not every student

reaches their full potential.
The curriculum is a strength of the school and it is outstanding in the sixth form. It offers
throughout a wide range of opportunities to meet the needs of the students and their future
aspirations. However, literacy across all subject areas in the main school is underdeveloped.
The enrichment of the curriculum, including extra-curricular activities, is impressive and
supported by the high participation rates. The specialist status has helped provide wider
opportunities to study courses that match well the needs of the community. Partnership
involvement with local industries, commerce, further education colleges and a university is
outstanding and enables students to experience learning in different contexts.
Personal development and well-being across the school is good. The school provides good
opportunities for students to lead a healthy lifestyle. Students respond well and make the most
of what is on offer. The local business community speak well of the behaviour of students and
their respectful attitudes towards others in the village. This is a reflection of what happens

within the school. The school provides good care, guidance and support. There is strong provision

for vulnerable students and those with learning difficulties and/or disabilities who achieve
good progress in line with other groups. Academic guidance is well structured and effective,
although more work needs to be done when teachers plan lessons to ensure individual needs
are sufficiently well met.
Leadership and management of the school at all levels are good. Priorities for improvement
are clearly focused on raising standards. Governance and the school's self-review processes are

outstanding. Governors regularly review the progress made by the school using well understood

and effective self-review methods. They support well and challenge robustly the headteacher
and subject leaders, holding them firmly to account for students' development. The school
knows itself very well because it evaluates what it does regularly. The move from Foundation
to Trust status is well reasoned and is seen by the school as a key to further improvement in

standards. The school has dealt effectively with issues from the last inspection, represents good

value for money and demonstrates good capacity to make further improvements.

Effectiveness of the sixth form

Grade: 2

The school has a growing sixth form which provides a good quality of education for its large
number of students. Standards improved in 2007 and were broadly average. Results in the
applied subjects are above national averages. Given the low attainment on entry to the sixth

4 of 13Inspection Report: South Craven School, 1920 May 2008

form, achievement overall is good. However, some students in Year 12 do not make sufficient
progress and a small number fail to complete their courses; as a result the school has introduced
new strategies to enhance the effectiveness of initial guidance which is beginning to have an
effect. Students have access to an outstanding curriculum that offers a very broad range of

academic and vocational courses satisfying their needs very well. The 'graduation' system allows

students to take responsibility for their own achievements by broadening their learning to
include key skills, citizenship, and a personal challenge such as the Duke of Edinburgh Award.
They participate in the wide range of extra-curricular activities available to them. Students feel
that the strongest aspects of teaching and learning are the productive relationships they enjoy
with their teachers and the extensive opportunities for them to work independently. What most
frustrates them is the large size of some classes and limited resources.
Students told us they were very well cared for: 'If you need help with anything, you've only to
ask your teacher. They give up their time willingly to help us.' Another added: 'They work us
hard.' The effective support provided for students with learning difficulties and/or disabilities
enables them to make progress at a similar rate to others. Students and their teachers know
how well they are doing because of the good tracking and monitoring systems in place that
helps identify any underachievement. Personal development is good and sixth formers are
mature and sensible members of the school. They organise and chair the student council and
are trained to help with paired reading in the main school. They adopt tutor groups in Years 7
and 8, offering advice, support and guidance. Good careers advice, work experience for all, and
activities like the successful Young Enterprise programme in Year 12, prepare students well for
their future. The sixth form is well led and managed. Its work is robustly monitored as part of
the school's overall self-evaluation process and it acts upon students' recommendations. Its
improvement agenda is accurately focused and achievement is rising. The extent to which it
works in partnership with others to promote learners' well-being is outstanding. One impact
of the effect of the school's specialist status can be seen in the increasing number of students
opting for mathematics and science which is contrary to the national trend.

What the school should do to improve further

  • Improve the quality of lesson planning so that the monitoring and evaluation of progress
    made by students of all abilities is used more effectively for them to reach their full potential.

  • Ensure literacy in all subjects across the main school is a common feature, so that students
    become more independent in their learning.

Achievement and standards

Grade: 2
Grade for sixth form: 2

Students' attainment on entry is broadly average. The above average standards reached at the
end of Year 11 means that a high proportion of students make good progress. Most groups
achieve equally well, including those with learning difficulties and/or disabilities, although a
small number of students learning English for the first time do less well. The school is aware
of this and is setting about making improvements. There is clear evidence to show that most
students make much better progress in Years 10 and 11 than in Years 7 to 9. This is the result
of an improved curriculum well matched to meet the needs of students. Regular checking of
students' progress and prompt intervention and support helps to raise achievement. The 2007

GCSE results revealed that three quarters of students gained good grades with half the students

securing good grades including English and mathematics. The accurate school information

5 of 13Inspection Report: South Craven School, 1920 May 2008

indicates that the number of current Year 11 students expected to achieve good grades will
continue to rise. Standards in national tests at the end of Year 9 in 2007 were slightly above
average overall but with above average standards in mathematics at the higher levels. Based
on the school's tracking data this improving picture is set to continue this year but with a wider
degree of success across most other subjects. In some subjects, however, not enough account
is taken of students' individual needs and opportunities to improve their progress are missed.
Students' attainment on entry into the sixth form is below average due to an open entry policy.

Standards reached at the end of Year 13 in 2007 were broadly average although in the vocational

subjects above average standards were gained. This represents good progress overall.

Personal development and well-being

Grade: 2
Grade for sixth form: 2

Students' attitude and behaviour, around the school and in lessons, are good. The school has
a carefully considered policy of allowing upper school students off site at lunchtime. At this

time students are supervised by a senior member of staff who patrols the area. Local shopkeepers

are supportive of the school and this policy and commented to an inspector how well behaved
and courteous the students were to each other and other customers. One shop owner

prominently displayed the message: 'Don't worry, we're all behind you, good luck in your exams.'

Students show respect for each other and enjoy very good relationships with their teachers.
They say that when bullying occurs the school deals with it effectively. They know who to turn
to if they have issues that need to be addressed. Attendance is good and students say they

feel safe and secure and enjoy school. Students' spiritual, moral, social and cultural development

is good. The school welcomes the increasing numbers of students from minority ethnic
backgrounds. It is aware of the growing cultural diversity within the school community and is
working to ensure that students have positive experiences of cultural, ethnic and religious
diversity. Students understand the benefits of living healthy lifestyles through the taught
curriculum and enjoy a wide range of physical and other activities during and after school. Their
contribution to the wider community through fundraising activities is good; for example, the
support given to Manorlands, a local hospice. Students take on responsibilities within the
school, such as librarians and through membership of the year and school councils, enhancing
their personal development. The school council is effective in seeking the views of students
which have contributed to school improvement. Recent issues, subsequently acted upon by

the school, have included the refurbishment of toilet facilities and the introduction of recreation

areas for younger students.
Preparation for later life through the development of good basic and interpersonal skills is
good. Students' understanding of work-related issues is supported well through strong links

with the local college. The Year 8 'Work Wisdom Event' provides an early insight to work-related

learning. Extended work experience opportunities are available to upper school students
including sixth formers, which helps them make appropriate decisions about their own future.

6 of 13Inspection Report: South Craven School, 1920 May 2008

Quality of provision

Teaching and learning

Grade: 2
Grade for sixth form: 2

Teaching and learning both in the main school and the sixth form are good and, according to
older students, have improved recently. In lessons that are well planned, learning is brisk and
students know what they have to do. Good levels of independent and collaborative working
are evident and students show high levels of enjoyment. This was seen in an outstanding music
lesson where students developed confidence in their musical ability, then had the opportunity
to perform in small groups where they were able to assess each other's progress.
In lessons where planning is less well structured the full ability range of students is not met
and the teachers' expectations are less demanding. Consequently, students are not challenged
sufficiently well enough to meet their full potential, enthusiasm for learning decreases and
progress is limited. Students value the positive relationships between themselves and staff,
they have good attitudes to their learning, they attend well and behaviour is good. Where
teaching assistants are deployed, they are used effectively, supporting students with learning
difficulties and/or disabilities ensuring that they progress their learning in line with others.
Students know their targets, but in the main school are not always clear on how to achieve
them. Marking of students' work across and within subjects is variable in quality and impact,
and this affects learning. Particularly good practice is found in mathematics and across the
sixth form generally. The school is aware of these shortcomings and is working hard towards
greater consistency of good practice to secure improved learning in all areas.

Curriculum and other activities

Grade: 2
Grade for sixth form: 1

The curriculum is good with many strengths. The innovative lower school curriculum provides
opportunities for students in Years 8 and 9 to select additional courses including an additional
language and various art subjects. When choosing subjects to study in Years 10 and 11 students
can tailor their own curriculum within the innovative 'pathway' system. They can select from
a wide range of GCSEs, including vocational courses depending on their needs and aspirations.
Provision for numeracy is good, but the provision for literacy across all subjects is less well
The specialist status has a very positive impact on the curriculum because it provides excellent
opportunities for students to develop their learning and skills. These match very well the needs
of the local economy. The specialism helps by providing a wide range of vocational courses,

enabling the school to work very effectively in partnership with other local schools and colleges.

The school has used the additional funding to help improve the quality of accommodation and
resources for the whole school. These include improved information and communication

technology (ICT) facilities and moves to modernise the way teachers work and the way students

learn. Skills learned from team working within school, and workplace experiences, have prepared

the students exceptionally well for future working life. This is strengthened by students
improving their basic skills and their commitment to working hard.

7 of 13Inspection Report: South Craven School, 1920 May 2008

There is an outstanding range of extra-curricular and enrichment activities which are available
to all and are very well attended. Over half of the students take part in additional arts including

a tenth of the school participating in the annual drama production. Physical recreational activities

include archery and weightlifting and the school's specialism provides additional technology
and enterprise opportunities.

Care, guidance and support

Grade: 2
Grade for sixth form: 2

There is a very effective pastoral care system. The overwhelming majority of those parents who
completed the questionnaire felt that their child was safe, well cared for and received good
personal support. Students recognise and value the support given by their form tutors. The
move from primary school is managed well. Year 7 students tell of feeling welcomed to the
school and that 'many of the older students looked after us'. Students in Year 9 and their
parents receive clear guidance on their option choices and understand the 'pathways' available
within Key Stage 4. For those moving into sixth form, guidance is effective although the school
recognises some shortcomings which has led in the past to some Year 12 students dropping
out. Students value the input of older students already on courses. Academic guidance and
support is strong throughout the school. Students are aware of their targets and the school's

student progress monitoring system is well established and understood by all. However, marking

is variable in quality across subjects and not all students are clear about how to reach their
targets in lessons. The use of assessment information across subjects is inconsistent in helping
students of all abilities progress in line with their capabilities.
The school is working to ensure that the increasing proportion of minority ethnic students are
well integrated into the school. Students with learning difficulties and/or disabilities receive
good support enabling them to progress as well as others. Sixth form students support younger
children with their reading and are actively involved in established programmes as part of the

school's anti-bullying initiatives. Effective child protection policies and safeguarding procedures

are in place. Support is made available to vulnerable students through well conceived and
appropriate projects.
Termly health and safety assessments enable the school to address any issues ensuring that
safe working practices are implemented. Systems for monitoring health and safety matters and
recording accidents are appropriate.

Leadership and management

Grade: 2
Grade for sixth form: 2

Leadership and management are good. The headteacher has a clear vision of where the school
should be. He sets very clear direction and is very well supported by his senior colleagues,
including a dedicated and efficient administration staff. Governance is outstanding. They hold
the school to account very well. They challenge the school robustly and are wholly supportive
of the school's move to Trust status. Throughout the consultation process the school took
account of the views of students, parents and the primary schools that feed into South Craven.

8 of 13Inspection Report: South Craven School, 1920 May 2008

The school recently achieved re-designation for the Investors in People award in recognition
of developing its staff. There are some very good examples of senior leaders being able to
widen their experiences, such as being a part of the extended leadership team where they are
given responsibility and held to account for improvements. Middle leaders support the school
well and there exists a common sense of purpose in raising standards. Good systems are in
place for providing subject areas with funding.
The school knows itself very well. There is a well established cycle of self-review at all levels.

This process is well structured, aids improvement and is regularly scrutinised by the headteacher

and the governing body, who acknowledge strengths and identify areas needed for improvement.

Financial management is strong. The school has secured significant funding for a new building
programme. The Skills Centre will provide teaching and learning facilities for the already
successful 14 to 19 Partnership. Construction will start in the near future.

9 of 13Inspection Report: South Craven School, 1920 May 2008


Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:

10 of 13Inspection Report: South Craven School, 1920 May 2008

Inspection judgements



Key to judgements: grade 1 is outstanding, grade 2 good, grade 3
satisfactory, and grade 4 inadequate

Overall effectiveness


How effective, efficient and inclusive is the provision of

education, integrated care and any extended services in meeting

the needs of learners?


Effective steps have been taken to promote improvement since
the last inspection


How well does the school work in partnership with others to
promote learners' well-being?

22The capacity to make any necessary improvements

Achievement and standards

22How well do learners achieve?

The standards


reached by learners


How well learners make progress, taking account of any significant
variations between groups of learners


How well learners with learning difficulties and disabilities make

Personal development and well-being


How good is the overall personal development and
well-being of the learners?


The extent of learners' spiritual, moral, social and cultural

2The extent to which learners adopt healthy lifestyles
2The extent to which learners adopt safe practices
2How well learners enjoy their education
2The attendance of learners
2The behaviour of learners

The extent to which learners make a positive contribution to
the community


How well learners develop workplace and other skills that will
contribute to their future economic well-being

The quality of provision


How effective are teaching and learning in meeting the
full range of the learners' needs?


How well do the curriculum and other activities meet the
range of needs and interests of learners?

22How well are learners cared for, guided and supported?


Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly

below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

11 of 13Inspection Report: South Craven School, 1920 May 2008

Annex A

Leadership and management


How effective are leadership and management in raising
achievement and supporting all learners?


How effectively leaders and managers at all levels set clear
direction leading to improvement and promote high quality of
care and education


How effectively leaders and managers use challenging targets
to raise standards

11The effectiveness of the school's self-evaluation


How well equality of opportunity is promoted and discrimination

tackled so that all learners achieve as well as they can


How effectively and efficiently resources, including staff, are
deployed to achieve value for money


The extent to which governors and other supervisory boards
discharge their responsibilities


Do procedures for safeguarding learners meet current
government requirements?

NoDoes this school require special measures?
NoDoes this school require a notice to improve?

12 of 13Inspection Report: South Craven School, 1920 May 2008

Annex A

Text from letter to pupils explaining the findings of the inspection

Inspection of South Craven School, Keighley, BD20 7RL
Thank you for making us so welcome when we recently inspected your school. We are pleased
to share our findings with you. Overall, we judged South Craven to be a good school.
There is much for you to be proud of. We found you very polite, courteous and friendly towards
visitors and each other. Those of you who have the privilege of going into the village at
lunchtime behave very well and the local businesses appreciate your custom and the way you
conduct yourselves. The school provides you with good opportunities for your development
and you take these seriously. You told us that you enjoy participating in the outstanding range
of extra-curricular activities. The curriculum in the sixth form is excellent because it offers such
a wide range of subjects to study.
The headteacher and his staff including the governors are working very hard to provide you
with the best education possible. To assist them in this I have asked them to look closely at
making improvements in two areas. First, we noticed that some lessons are not planned well
enough to engage and move you on in your learning. You can help the school in this by telling
your teachers if you find the work too easy and making sure that you make the most of every
lesson. Second, the school needs to do more with improving literacy across all subjects,
particularly in the main school. If you develop your skills in this area it will help you to learn
more effectively.
There is much to look forward to at South Craven and I hope that you seize every opportunity
provided to you. I wish you every success in the future. Good luck!

13 of 13Inspection Report: South Craven School, 1920 May 2008

Annex B

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