The Hyndburn Academy

The Hyndburn Academy

Address: Stourton Street, Rishton, Blackburn, Lancashire, BB1 4ED Unique reference number (URN): 144356

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders have put robust and coherent systems in place to monitor patterns of attendance to school. They act promptly to support any pupils, where attendance becomes a barrier to their success. For example, there are meetings held with parents and rewards issued to promote positive rates of attendance. As a result, typically, pupils, including those with special educational needs and/or disabilities and/or who are disadvantaged, attend school regularly. Moreover, leaders take effective action to reduce the number of pupils who are persistently absent from school.

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Attendance and behaviour Expected standard

Leaders have raised expectations of pupils’ behaviour. They teach pupils explicitly how they should behave at school. Leaders’ clear communication of expectations means, generally, pupils know how to behave throughout the school day. Staff apply the behaviour systems effectively. As such, the school is calm and orderly. Pupils and staff comment that behaviour has improved. During lessons, pupils can learn and at social times, they enjoy time with their friends in a relaxed manner. Bullying is rare. Any cases of discrimination or intimidation are dealt with quickly and effectively. In lessons, pupils typically try hard. When needed, leaders make appropriate use of the ‘Reflection’ room to support pupils to regain their focus.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and teaching across the school. They monitor closely what is working well and what needs to improve. Working with colleagues from across the trust, leaders take prompt and appropriate action to strengthen teaching across the school. Consequently, the curriculum is typically taught well.

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Curriculum and teaching Expected standard

Teachers use their secure subject knowledge to deliver new learning effectively. In most cases, the curriculum is ordered logically with learning building effectively over time. Typically, teachers make appropriate adaptations to their lessons. This means that pupils with special educational needs and/or disabilities learn well. In some lessons, however, teachers do not check well enough what pupils know and can do. As a result, gaps in learning are not addressed quickly enough and this slows pupils’ progress through the curriculum.

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Curriculum and teaching Expected standard

In the main, leaders ensure that pupils are developing their reading, writing and mathematical knowledge effectively. There are, for example, regular opportunities for pupils to write at length. Leaders have secure systems in place to identify any pupils who do not read as well as they should. Leaders put in place appropriate support activities so that these pupils catch up quickly.

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Inclusion Expected standard

Leaders use a range of information to identify pupils’ barriers to their learning and/or wellbeing. They are proactive when pupils join the school to understand better what helps them to thrive. If any strategies fail to break down barriers to learning, leaders are prompt to reconsider their work and try something new. As such, pupils, on the whole, are supported well to access learning and participate fully in school life.

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Inclusion Expected standard

Leaders deliver effective training to staff to make sure that pupils receive the support that they need in the classroom. Typically, staff make appropriate adaptations to learning. For example, through the use of technology or the support of another adult. This means that pupils can study the ambitious curriculum.

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Inclusion Expected standard

Leaders support disadvantaged pupils effectively. They use research-informed strategies. For instance, leaders provide small-group support and help with the financial costs of trips to reduce barriers to learning and pupil participation.

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Inclusion Expected standard

Leaders ensure that pupils who are known to social care get the help that they need. They work constructively with the virtual school. Furthermore, leaders secure mental health services to support pupils' wellbeing more effectively. They make appropriate use of alternative provision for those pupils who need a different structure to their learning. As a result of these partnerships, pupils’ barriers to success are reduced.

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Leadership and governance Expected standard

Leadership in the school has undergone significant change in the last year. Leaders now know what is working well and where things require further development. With the support of the trust, leaders have taken decisive and effective action to bring about changes to the curriculum and the quality of teaching. As a result of this work, current pupils, typically, learn well. Furthermore, staff and pupils acknowledge the positive benefits brought about by changes to practices and systems that support pupils’ behaviour.

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Leadership and governance Expected standard

Those responsible for governance, fulfil their statutory duties. They have an increasingly sharp focus on raising attainment for pupils. There is an appropriate level of support and challenge to school leaders.

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Leadership and governance Expected standard

Staff, including those new to the profession, value the professional learning opportunities that they have received from leaders and the trust. They appreciate the time allocated to try new teaching strategies. This includes learning about how best to support pupils with special educational needs and/or disabilities. The training has helped achieve improvements in the quality of teaching. Furthermore, staff recognise that initiatives, such as shared planning, have had a positive impact on their workload and wellbeing. Staff are very proud to work at the school.

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Leadership and governance Expected standard

Some parents and carers are unhappy with the recent changes that leaders have made to systems to manage behaviour in school. Leaders are focused on strengthening their communication about this important aspect of their work.

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Leadership and governance Expected standard

Leaders, at all levels, share a resolute commitment to achieve the best for the pupils of The Hyndburn Academy.

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Personal development and wellbeing Expected standard

Leaders have designed a wide-ranging and thoughtful approach to pupils’ personal development and wellbeing. This includes a taught curriculum that is complemented by visiting speakers, workshops, trips and assemblies. Pupils know what constitutes a healthy friendship and the features of healthy relationships. They know how to keep themselves safe, including online.

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Personal development and wellbeing Expected standard

Across the curriculum, leaders ensure that pupils are ready for life in modern Britain. Pupils know the importance of democracy. They are proud of the ways in which their voices have brought about changes in school. Furthermore, they know that tolerance is important. They respect and celebrate difference in their school community. Leaders develop pupils' teamwork and communication skills through the broad range of leadership opportunities that are open to all pupils in school. Pupils wear their leadership badges with pride and carry out their roles diligently. For example, they help to welcome visitors to the school and to run sports clubs.

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Personal development and wellbeing Expected standard

Leaders ensure that all pupils have the opportunity to take part in a broad enrichment offer. For example, a residential trip to a farm helped pupils with special educational needs and/or disabilities to develop friendships and team-building skills.

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Personal development and wellbeing Expected standard

Pupils are confident that there are members of staff to whom they can speak if they are worried about anything. Pupils feel empowered to talk freely about matters related to mental health. This open culture of support means pupils typically get the help that they need in a timely way.

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Personal development and wellbeing Expected standard

Leaders have planned many opportunities for pupils to learn about the world of work. They have organised visitors from local businesses to talk to pupils about different careers. Furthermore, older pupils have visited colleges and universities. Pupils in Year 10 have completed a work experience placement. This means that pupils are able to talk with more clarity and passion about their future plans and prospects.

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Achievement Needs attention

For too long, pupils have not achieved as well as they should in public examinations at the end of key stage 4. As such, they have not been prepared well enough for the next stage of their learning, employment or training. That said, the attainment of disadvantaged pupils is close to national averages across a range of measures.

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Achievement Needs attention

Leaders have now secured greater consistency in the quality of teaching. As a result, pupils, including those with special educational needs and/or disabilities, progress more securely through the curriculum across a range of subjects. Pupils, generally, demonstrate their understanding of new learning.

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Achievement Needs attention

Furthermore, pupils develop appropriate skills in reading, writing and the use of number. Those pupils who are new to English or who are at the earliest stages of reading are supported effectively to catch up. As such, overall, pupils are now better prepared for their next steps.

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What it's like to be a pupil at this school

Pupils arrive to school in a calm and orderly manner. They are greeted by staff, who know them well. Pupils start the day in a positive way. Any concerns are addressed so that learning can begin promptly. Pupils are safe. They are confident that any worries that they have, when reported, will be addressed by staff who care about them. Bullying is rare. If it does happen, pupils know that they can tell a member of staff and that it will be resolved promptly and effectively. This generally, calm and pleasant atmosphere helps pupils to attend school regularly.

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What it's like to be a pupil at this school

On the whole, pupils behave well, both in and out of lessons. Pupils know that the recent focus on high standards of behaviour have, typically, had a positive impact on school life. In lessons, pupils, generally, focus on their learning and try hard. On occasion, however, some pupils struggle and gaps in their knowledge develop. This is because teachers have not checked well enough what they know. Over time, pupils have not achieved as well as they should in the national examinations at the end of year 11. Pupils in school now, however, are typically making appropriate progress through the curriculum.

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What it's like to be a pupil at this school

Pupils who need help to reduce any barriers to their learning and/or wellbeing receive effective support through the ‘Thrive’ centre. They appreciate the specialist help that staff provide them with. As such, pupils benefit from the support the school has to offer.

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What it's like to be a pupil at this school

From pottery to dance and from rugby to taking part in the Duke of Edinburgh’s award scheme, there are lots of opportunities for pupils to develop new interests and skills. Those who are new to the school are supported to settle in quickly. Pupils typically enjoy positive relationships with their staff and their peers. They are proud of the diversity of the school community.

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Next steps

Leaders should ensure that teachers' checks of what pupils know and can do are carried out consistently and effectively so that any gaps in knowledge are addressed promptly. Leaders should ensure that pupils get the academic help they need, in a timely way, to achieve well in national examinations at the end of year 11. Leaders should further develop their work with parents and carers so that there is an effective partnership between home and school to support pupils' learning.

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Team inspectors:

Chris Meldrum, Ofsted Inspector Scott Maclean, Ofsted Inspector Ben Hill, His Majesty's Inspector Kevin Sexton, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of United Learning trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sir Jon Coles, and overseen by a board of trustees, chaired by Dame Reena Keeble.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, representatives for the CEO, a representative of the local authority and members of the local governing board during the inspection. Inspectors spoke to staff and pupils.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The school currently makes use of 4 alternative provisions, including 1 that is unregistered.

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About this inspection

Since the last inspection, the trust has appointed an executive principal and a new principal to run the school. The executive principal, Melanie Haselden, joined the school in April 2025. The new principal joined the school in January 2026.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support. National average: 3.09%

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 19.1% 25.8% Close to average

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national average

2022/23 (final) 18.2% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 33.6 34.9 Close to average

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national average

2023/24 (final) 32.7 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 7.6% 8.4% Close to average

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national average

2023/24 (3 term) 7.9% 8.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 20.8% 23.4% Close to average

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national average

2023/24 (3 term) 23.0% 25.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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