Bacup and Rawtenstall Grammar School

Bacup and Rawtenstall Grammar School

Address: Glen Road, Rossendale, BB4 7BJ Unique reference number (URN): 150261

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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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Achievement Exceptional

Leaders and staff are unapologetically high-reaching for what pupils at this school can achieve. From their starting points, pupils achieve remarkably well across the curriculum. Pupils’ work and the way that they talk about their learning show that they think critically, express themselves clearly and can consider different viewpoints with maturity and sophistication. Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, make impressive progress across all curriculum subjects and year groups.

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Achievement Exceptional

In national GCSE examinations, pupils’ attainment is consistently and significantly above all others nationally. This includes for disadvantaged pupils and pupils with SEND who outperform non-disadvantaged pupils nationally. Students in the sixth form achieve equally well. Attainment across many A level subjects is significantly higher than national averages, with a large proportion of students securing the highest grades. They are extremely well prepared for high-quality onward destinations when they leave the school.

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Attendance and behaviour Exceptional

Pupils attend regularly because this school is a place where they feel comfortable, cared for and able to do well. Even though many pupils travel long distances, they demonstrate excellent dedication through consistently high attendance and punctuality. Leaders’ robust and tenacious work has ensured that, over time, attendance has been consistently and significantly above the national average, for all groups, including for pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders respond swiftly and sensitively to individual circumstances, providing tailored pastoral support where needed. Levels of persistent absence are very low.

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Attendance and behaviour Exceptional

Across the school, pupils and students in the sixth form, show high levels of self- determination and respect. In lessons, pupils work diligently and are agents in their own learning. The school’s atmosphere is harmonious. Pupils move purposefully around the school, embodying the well-established rules and routines. Social times are joyful. Whether pupils are playing the school’s grand piano, sharing a meal with friends or taking part in an organised activity, they do so with a genuine desire to team up with their peers.

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Attendance and behaviour Exceptional

Records show extremely low instances of poor behaviour, including bullying, over time. Since the school joined the trust, there has been a sharp shift in culture, with discriminatory behaviour now very rare. If incidents occur, pupils recognise and proactively report them. They are confident that these issues will be dealt with effectively.

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Curriculum and teaching Exceptional

Leaders have a forensic understanding of the quality of the curriculum and teaching across school. They use high-quality research and evidence to think deeply about what pupils and students need to know over time. For each curriculum subject, across all key stages, learning is sequenced carefully so that new ideas and concepts connect logically to what pupils have learned before.

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Curriculum and teaching Exceptional

Leaders are unwavering in ensuring that the school’s agreed pedagogical methods are used consistently. This creates a highly coherent and rigorous approach to teaching across all curriculum subjects and lessons. Teachers check pupils’ understanding systematically. They adapt lessons nimbly when pupils need extra support. Teachers routinely strengthen pupils’ understanding by returning to essential concepts. They make sure pupils can rehearse new material and link important knowledge over time. Leaders maintain a detailed oversight of each pupil’s progress through the curriculum for each subject and sequence of learning. This precise understanding of what each pupil knows and remembers enables teachers to plan retrieval tasks and to revisit and reshape learning with accuracy. As a result, pupils, including those with special educational needs and/or disabilities, retain extensive knowledge over time.

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Curriculum and teaching Exceptional

Lessons consistently develop pupils' vocabulary and spoken and written communication to a high standard. Students in the sixth form read and talk confidently about a wide variety of sophisticated texts that they have read during their time at school. Any pupils who may have gaps in literacy and numeracy receive timely support to close them quickly.

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Inclusion Exceptional

Leaders have created a highly inclusive school where their commitment to knowing every pupil well, drives their success in dismantling barriers to learning and wellbeing. Pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those with other vulnerabilities, thrive.

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Inclusion Exceptional

Leaders identify and assess pupils’ needs intelligently and with precision. Any unmet need is picked up immediately and addressed. They act swiftly and proactively to remove barriers to learning and/or wellbeing before gaps can widen or escalate. This is because clear, well embedded processes enable staff to make thoughtful and agile adjustments so that pupils achieve their full potential, whatever barriers they may face. Careful and consistent tracking of each pupil’s progress, lesson by lesson and over time, deftly shapes teachers’ future adaptations to learning and ensures that interventions are precisely targeted to pupils' needs.

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Inclusion Exceptional

The pupil premium strategy is highly impactful. The achievement of disadvantaged pupils, and those with SEND, bucks national trends. They flourish in all aspects of school life. Many of these pupils, including those who face other challenges in their lives, undertake leadership positions, such as school councillors or multi-faith ambassadors. The school uses alternative provision judiciously and only when it is in a pupil's best interests.

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Leadership and governance Exceptional

Since joining Star Academies, school leaders have worked closely with trust leaders, taking swift and timely action to address any shortcomings. They have shown courage in making difficult decisions in the best interests of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. This has resulted in a seismic shift in the school’s behaviour and learning culture, with a transformational impact on pupils, staff and the wider community. Leaders’ ambition for pupils is unwavering and clearly evident in the sustained improvements secured.

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Leadership and governance Exceptional

Nothing here happens by chance. The vision of the trust and leaders is communicated with clarity and purpose. Underpinned by extensive research and evidence, leaders’ policies and processes are the lever that drive high expectations and exceptional outcomes for all pupils. Leaders’ relentless focus on establishing the right systems and implementing them consistently well is what sets this school apart. They analyse information intelligently, identify priorities with precision and act swiftly and strategically.

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Leadership and governance Exceptional

Governors are highly experienced and deeply committed to their work. They fulfil their statutory duties diligently and identify areas for improvement accurately. Their wide-ranging expertise strengthens their ability to hold leaders to the highest account to secure the best possible standards for pupils.

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Leadership and governance Exceptional

Professional learning for staff is truly unparalleled. Leaders set the pace for others, driving forward new approaches with consistency and ensuring the school remains ahead in ambition and practice. They share this work widely including with other high-performing schools and organisations. Staff feel valued and exceptionally well supported with their workload and wellbeing. The overwhelming majority of staff are proud to work at the school. Those in the early stages of their career receive excellent support to develop their craft. Parents and carers are equally positive, recognising the significant difference the school makes to their children's lives and development.

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Personal development and wellbeing Exceptional

Provision for pupils’ personal development is impressive. The school is relentless in ensuring every pupil benefits from a rich tapestry of experiences that build character, skills and knowledge for life beyond school. Leaders are resolute in providing opportunities that deepen pupils’ understanding of different perspectives, beliefs and viewpoints. Their astute design of the wider personal development offer significantly broadens pupils’ horizons, particularly for disadvantaged pupils. This work results in well rounded, independent and confident young people.

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Personal development and wellbeing Exceptional

Leaders are determined to ensure equitable opportunities for all pupils, and participation rates are high. They remove barriers, for example, through subsidised trips, dedicated bursaries, covering the cost of the driving theory test for sixth form students and bespoke university transition support for students with special educational needs and/or disabilities.

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Personal development and wellbeing Exceptional

Pupils enjoy a rich variety of clubs, including orchestra, the school's 'MedSoc', debating and theatre. They take part in clubs, workshops and sessions with visiting speakers as active participants, embracing opportunities to try new things, hear different perspectives and step outside their comfort zone. They also engage in national arts programmes, volunteer and fundraise extensively in the community, and compete in national competitions. Many complete the Duke of Edinburgh’s Award. A diverse programme of local and global trips deepens pupils’ experiences and expands their outlook on the world. These carefully designed experiences open doors for all pupils.

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Personal development and wellbeing Exceptional

The personal, social and health education programme is planned meticulously. It meets statutory requirements and gives pupils meaningful, detailed knowledge about topics such as health and wellbeing, relationships and consent. Pupils speak confidently about what they have learned and why it matters. Pupils are rightly proud of their leadership and involvement in the school’s ‘culture week’ and ‘pride week’, talking with passion about celebrating difference and challenging stereotypes. Pastoral support across the school is highly effective, providing nurturing and responsive care for pupils.

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Personal development and wellbeing Exceptional

Pupils receive timely careers advice that is fully embedded in the curriculum. Through extensive work experience opportunities, guest speakers and targeted coaching from staff and alumni, pupils are exceptionally well prepared to make decisions aligned with their future goals. Students in the sixth form, including those with special educational needs and/or disabilities, progress to prestigious universities and other destinations that reflect their high aspirations.

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Post-16 provision Exceptional

Leaders have designed a high quality, relevant and ambitious curriculum for post-16 study. The carefully constructed study programme keeps learning broad while enabling academic excellence. As in the rest of the school, leaders check the quality of teaching frequently and track students’ progress, sharply, through the curriculum. Leaders provide individualised support, such as supervised study, targeted pastoral care and academic bursaries, to remove any barriers to success. Across curriculum subjects, A level students attain exceptionally well, with outcomes above national averages.

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Post-16 provision Exceptional

The provision for sixth form students far exceeds what is ordinarily on offer in schools. Consequently, students are motivated not only to strive to excel academically but also to commit fully to an impressive enrichment programme that develops leadership skills, prepares them for life beyond home and fosters civic responsibility. Through activities such as public speaking, outreach initiatives, and reading buddy roles, students develop a wide range of important skills. Leaders have designed a wide suite of career programmes, including for pathways into law, medicine, technology or engineering. Students greatly value the expert support and coaching they receive from alumni, which powerfully equips them for successful applications to sought after university courses and degree apprenticeships.

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

The school’s ethos of ‘Every Star Matters’ shines through in the deep sense of belonging pupils feel as part of this aspirational school community. Pupils, including students in the sixth form, are valued, heard and celebrated as individuals. Leaders are unashamedly ambitious for every pupil, regardless of background or circumstance. They act with unwavering intent to secure the very best for them.

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

Pupils receive a remarkably high-quality education. Their palpable love of learning is clear. Pupils are self-motivated, curious and articulate in sharing their thoughts and opinions about their learning with staff and peers. Leaders decisively break down any obstacles that might affect pupils’ learning or wellbeing. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, achieve academic excellence. Many students progress to a wide range of top universities and are extremely well prepared to take their place in the world as confident, responsible citizens.

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

Pupils enjoy school and attend regularly because feeling accepted and safe is simply part of daily life here. Their behaviour is impeccable. They uphold the school’s behaviour routines as a normal and expected part of the school’s culture. Pupils engage with a purposeful energy that reflects their commitment to learning. At social times, pupils are highly respectful and show kindness towards one another. Pupils know that any form of discriminatory behaviour will not be tolerated. If bullying occurs, it is dealt with swiftly.

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

Every pupil is empowered to succeed academically, socially and personally. Pupils relish the rich opportunities that spark their talents and interests. They take full advantage of the school’s extensive musical, sporting and cultural offer. Leadership skills, including for students in the sixth form, are nurtured through wide-ranging experiences including roles such as, editors of the ‘Squirrel’ newsletter and as participants in the empowering girls programme with Cambridge University.

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About this inspection

This school is part of Star Academies, 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 Mufti Hamid Patel CBE, and overseen by a board of trustees, chaired by Kamruddin Kothia OBE DL.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, including the special educational needs coordinator and the designated safeguarding lead, during the inspection. Inspectors also spoke with a representative of the local authority, members of the local governing body, and members of the trust including the chief executive officer of the trust.

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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 makes use of one unregistered alternative provision for a very small number of pupils.

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Team inspectors:

Paula Crawley, Ofsted Inspector Andy Burton, Ofsted Inspector Sue Farrimond, Ofsted Inspector Karen Lynskey, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 June 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 6 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.

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What does this mean?

The proportion of pupils with reported special educational needs support 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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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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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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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) 0.1 0.0 Close to average

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national average

2023/24 (revised) 0.1 0.0 Close to average

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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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Persistent absence

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

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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. 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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