Darwen Aldridge Enterprise Studio: A Studio School with Industry Focus

In the centre of Darwen, within the converted walls of a historic Victorian lodging house, sits a school unlike any other in Lancashire. The studio model that defines Darwen Aldridge Enterprise Studio (DAES) represents a fundamentally different approach to secondary education, one that emerged in 2013 to bridge the gap between classroom learning and real working life. The school occupies 19 Police Street, a £4.1 million transformation of the former Model Lodging House, completed in 2014. Students here don't simply study subjects; they work alongside industry partners and gain professional work placements. This is education as apprenticeship, blended with academic rigour. Non-selective admissions mean any young person aged 13-19 can apply, making it genuinely open to students of all abilities. The school is part of the Aldridge Education Multi-Academy Trust, established by Sir Rod Aldridge, the entrepreneur who founded the Capita Group.

The current principal is Miss Julie Green, who took the role in 2025. With approximately 264 students across Years 9 through 13, DAES is small by secondary standards — by design. This allows staff to know each student as an individual, something particularly valuable for young people who may have struggled in larger, more traditional settings. The school is rated Good by Ofsted, with inspectors noting that teaching quality, student achievement, sixth form performance, behaviour, safety and leadership all met this standard when last formally assessed.

Visitors to DAES encounter an atmosphere quite distinct from a comprehensive secondary. The building itself signals purpose: a heritage structure adapted for contemporary learning, with dedicated spaces for creative work, digital media production, and care sector training. The school's approach is unapologetically vocationational without being narrow. Students feel genuinely valued and understood, according to inspection evidence. Bullying is reported as rare; staff respond swiftly to any concerns. The calm, welcoming environment appeals especially to young people whose prior educational experiences have been fractured or disappointing.

The ethos centres on three specialist sectors: Creative Digital Media, Technical Digital Media, and Care Studies. Rather than diluting academic rigour, the specialism deepens it. Photography students, for example, study at GCSE and A-level in contemporary digital form, creating eBooks containing still and moving imagery, with instruction from staff possessing industry expertise who set live commercial briefs. This isn't hobby-level work; students are expected to meet professional standards. Similarly, graphic art blends traditional illustration with Adobe design software (Photoshop, Illustrator, InDesign), while game design covers industry licensing laws, production skills and marketing guidelines alongside the creative aspect.

The studio model means students progress through pathways of specialism. All complete core GCSEs in English Language, English Literature, Mathematics and Combined Sciences, but then choose a specialist direction. The Creative pathway combines GCSE Graphic Design, Photography and Film Studies. The Digital pathway offers GCSE Computing, plus BTEC Level 2 Digital Technologies and Game Design. The Care pathway takes GCSE Citizenship alongside BTEC Level 2 Health and Social Care and Child Development. This structure allows depth without sacrificing breadth. The school believes specialism should enhance, not limit, student potential. Work experience and industry partnerships are woven throughout; students gain real commercial exposure through projects, placements and employer engagement.

Pastoral care is notably attentive. The school operates an inclusive approach, with staff committed to meeting the needs of students with SEND in mainstream classrooms alongside specialist subject teaching. The SENDCo, Dawn Murray, worked in education for twenty years before joining the Studio. She is paired with Billie-Jo Shepardson, the SEND Manager, herself a former DAES student who returned to staff. This continuity matters. The school's ethos emphasises that all students are valued for their individual skills and qualities; supporting students to overcome barriers to learning is a core commitment.

Beyond the classroom, Aldridge Connect is the school's structured careers and enterprise programme. Every student from Year 7 onwards (noting that DAES only accepts entry at Year 9, but sixth form students benefit) experiences regular careers guidance, work experience tasters, CV building, and cultural trips ranging from museum and theatre visits to first aid workshops. The Aldridge Attributes — core employability skills including resilience, adaptability and problem-solving — thread through this framework. This is deliberately designed to build cultural capital for young people who might not otherwise access such experiences.

GCSE results require careful context. This is not a school that uses traditional banding and league tables as measures of success. As a studio school, DAES is exempt from the English Baccalaureate (EBacc) curriculum measures that typically shape secondary performance comparisons. The Attainment 8 score sits at 36.4, and Progress 8 at -0.82. These figures place the school in the bottom percentile nationally (FindMySchool data shows it ranks 3,676th nationally for GCSE outcomes, in the lower 40% of schools in England). Parents considering DAES must understand that this is not a school whose pupils arrive as high-achievers. Rather, it serves students of mixed prior attainment, including many who have experienced disrupted schooling, behavioural challenges or prior disengagement.

What matters here is trajectory and purpose. Only 25% of pupils achieved grade 5 (pass standard) or above in GCSE. This statistic reflects the student cohort: the school reports that 43% of students qualify for free school meals, a significant indicator of economic disadvantage. Ofsted inspectors found that pupils "enjoy learning work-related courses in creative and digital media" and "benefit from many opportunities to experience the world of work," which "helps them to be work ready." The school's own data suggests positive progress within Aldridge schools; it was reported to be number one in Blackburn for the progress its sixth form students make from GCSE to post-16 results. 50% of Studio students received unconditional university offers.

A-Level Performance

Where DAES shows genuine strength is post-16. In August 2019, the studio achieved a 100% pass rate at A-Level, with over half of passes being A*-B grades. More recently, the school's A-level results show 39% of grades at A*-B, placing it in the middle 35% of schools in England (41st percentile nationally). While this sits slightly below the England average of 47%, it is a meaningful achievement for a school serving disadvantaged backgrounds. A-levels include Photography, Film Studies, Health and Social Care, Childcare, Computing, Digital Technologies, Game Design, Graphic Design, and others, with flexibility for students to combine pathways across the three sectors.

The A-level cohort size is small — supporting small-group teaching — and students demonstrate resilience and motivation. Work-related experience continues into sixth form, with many students progressing directly into employment in creative, digital and care sectors. The school's partnership model means employers see sixth formers as potential employees, not just pupils. This direct pipeline into work is a real distinction.

The school's approach to teaching is notably hands-on and industry-focused. In Digital Technologies, for example, students study data management, digital project planning, digital practices and cybersecurity through hands-on activities rather than theory alone. Computing students learn from IT hardware fundamentals to programming, games design, multimedia production and web design. Photography instruction comes from staff with professional industry experience. English teaching explores "a breadth of texts from various historical, cultural and social perspectives," deliberately exposing students to diverse voices rather than a narrower canon.

The curriculum is designed to provide "breadth and depth in specialist areas building on a strong foundation of core studies." That foundation matters. Mathematics teaching challenges students to "deepen their understanding of a wide range of mathematical skills," with explicit connection made to real-world application and career destinations. Science prioritises practical work; "practical work is central to learning," with students developing the skills that form the basis for discovery in higher-level study or vocational pathways.

A particular innovation is Virtual Aldridge, an online English and Maths GCSE tutoring service available to all students in Years 7-11 across Aldridge schools. Sessions are small-group (three students per tutor), delivered in evenings and weekends by specialist tutors, and completely free. The support is worth over £500 per student. This targeted intervention recognises that some students need additional help to close learning gaps and reach their potential. Teachers communicate regularly with tutors about student progress, ensuring coherence between school and online support.

The studio model is explicitly about transition. For Year 11 leavers, employment outcomes reflect the specialism. The school reports that many students in sixth form "move into these fields when they leave school," suggesting a pipeline from student to worker in creative, digital or care sectors. Recent data on leaver destinations shows 31% progressed to university, 19% entered employment, and 6% continued in further education. This profile is distinct from traditional secondaries; fewer university destinations, but higher direct employment, reflects the vocational pathway many students deliberately choose.

The sixth form, now branded D6 as part of a collaborative three-school partnership, brings together students from Darwen Vale High School, Darwen Aldridge Community Academy and DAES itself. This creates access to broader resources and subject offerings while maintaining the studio specialism. D6 students benefit from teaching and facilities across three sites, with transport provided. Recent sixth form achievements show students progressing to universities including the University of the Arts London and Edgehill University, alongside apprenticeships and direct employment. The collaborative model allows a student interested in, say, Fine Art taught at DACA alongside Photography at DAES to combine both, assembling a bespoke pathway.

The school's extracurricular programme reflects its size and character. Rather than an exhaustive list of many clubs, DAES offers focused, well-attended opportunities that genuinely engage students. The Football Club draws keen participation. The Photography Club leverages the school's specialist curriculum, allowing students to develop skills beyond the formal course. The Gardening Club connects to environmental stewardship and provides quiet, purposeful activity. Tech clubs including MineCraft serve both recreational and learning purposes, particularly valuable for students who benefit from non-traditional engagement. The Wreck My Journal creative club encourages personal expression through mixed media.

Physical activity is woven throughout. The school runs a structured programme of physical activity once weekly, with activities including spinning, football, circuits, boxing training and swimming. These options cater to different preferences and fitness levels, making activity accessible rather than exclusive. The school completed installation of a Multi-Use Games Area (MUGA) featuring 4G artificial grass surfacing, surrounded by mesh fencing and roof netting, allowing numerous sports including football, netball, hockey and athletics to be played in all weathers year-round. A raised viewing platform with a canopy provides shelter for spectators. An active gym area complements the MUGA, expanding physical activity options beyond traditional team sports.

Cultural capital building is explicit. Aldridge Connect ensures all students experience theatre and museum visits, first aid workshops and diversity days. These trips are intentional: the school recognises that for students whose families may not routinely access cultural institutions or have professional networks, school-organised exposure is transformative. One reported outcome: "Many pupils overcome their previous poor experiences of school. They enjoy coming here." This is not hyperbole; for a cohort with sometimes fractured educational histories, the studio environment offers genuine re-engagement.

Careers education is embedded. Students benefit from regular sessions with careers advisors, annual careers activities, work experience tasters and CV building. The workplace itself is present in the curriculum; employers set live briefs for student projects, and students complete placements across local businesses. By sixth form, the boundary between school and workplace has become deliberately porous.

The school is non-selective, meaning any student who applies can secure a place (if spaces remain after looked-after children and those with EHCPs are accommodated). There is no entrance exam. For Year 9 entry, applications are managed through Blackburn with Darwen's coordinated admissions process. The school advises that while there are "no specific entry requirements," pupils should "demonstrate a strong interest in the Creative sector, game design sector or care sector and attend a pathway meeting to discuss their options."

For sixth form, minimum requirements apply: students should achieve a minimum of 5 GCSEs at Grade 4 / Grade C or above. For A-level options specifically, a minimum Grade 6 in relevant GCSE subjects is typically expected, including Maths and/or English where appropriate. This is reasonable and standard for A-level progression. However, the sixth form has now shifted to the collaborative D6 model, meaning students choosing to continue post-16 may study across multiple sites and must accept that model.

In-year admissions (outside the September intake) are possible, though spaces are limited. Students are added to a waiting list if places are unavailable at the time of application. The appeals process follows standard procedure, with appeal hearings before an independent panel. The school is notably transparent about admissions timelines and policies.

Pupils report feeling safe; they are "confident that staff will deal with any concerns." Bullying is reported as rare, with staff responding quickly to any incidents. This matters profoundly for a cohort that may previously have experienced victimisation or exclusion. Staff provide an explicit range of mental health and wellbeing support. The commitment to inclusivity means that students with SEND receive tailored support without being segregated; the school believes subject specialists can meet SEND needs in mainstream classrooms alongside differentiated teaching.

For students with more complex barriers, the school offers targeted intervention. Early identification happens through baseline assessments in reading, YELLIS testing and individual subject assessments. Where barriers are identified, the Learning Support team collaborates with subject staff to develop individual strategies. Parents are involved in planning; the approach is collaborative, not unilateral.

The pastoral Vice Principal oversees child protection and support. Behaviour expectations are clear and consistently applied. The school has a dedicated Behaviour and Welfare Manager and uses personal coaches to support students who need additional relationship building or conflict resolution.

The school day runs 8:40am to 3:10pm, with potential for after-school enrichment clubs and activities. The school indicates that additional tutor time has been recently introduced "to ensure full coverage of PSHE and literacy interventions," suggesting ongoing refinement of support structures. Most students are on-site by 8:40am anyway, so disruption to family arrangements is minimal, though the school acknowledges potential childcare implications for a small minority and invites feedback.

Transport is local within Darwen. The school is centrally located on Police Street, accessible by foot from much of the town. There is no published information on parking or dedicated transport links; families should contact the school directly about travel arrangements.

The building itself is modern within a historic shell: the £4.1 million refurbishment of the former Model Lodging House created purpose-built teaching spaces including digital media labs, creative studios, and specialist care sector training facilities. These are not makeshift; they reflect genuine investment in the infrastructure required to teach at professional standard.

Specialism is the point, not the flaw. This school is not a traditional comprehensive. It deliberately narrows focus to three sectors and designs curriculum around them. If your child has wide-ranging interests and wants traditional options (languages, sciences taught separately, classical humanities), DAES will feel limiting. If your child is certain about creative, digital or care pathways, or willing to explore within those areas, the depth and industry exposure are genuine strengths.

Entry at 13, not 11, shapes peer groups. The school opens at Year 9, meaning students arrive from many different primaries and primary feeder patterns are weak. This creates a genuinely mixed intake without the hierarchy of primary school labels. For some students, this fresh start is beneficial. For others, arriving at 13 to an unfamiliar institution can be disorienting. The school's inclusive approach and small size help, but it's worth considering whether your child thrives on continuity or prefers a reset.

Results profiles won't impress those chasing league table positions. If your primary concern is GCSE passes and Russell Group university progression, this school's outcomes are below national average. The progress it makes from students' starting points is noteworthy, but if your child is already high-achieving, they may outpace what DAES offers. Conversely, if your child has struggled academically and you prioritise their engagement and wellbeing alongside qualification attainment, DAES is genuinely differentiated.

The studio model is the whole point. You are not choosing DAES despite its vocational focus; the vocational focus is what makes it distinctive. Employer partnerships, work experience, industry-standard project briefs — these are not bolt-ons but core to daily learning.

Darwen Aldridge Enterprise Studio is a school with genuine purpose. It serves young people aged 13-19 with clarity about what it offers: industry-focused, hands-on learning within a supportive, inclusive environment. The Ofsted Good rating confirms this is a school where teaching is sound, students progress, and behaviour is managed well. Small size, caring staff and non-selective admissions mean many students who have struggled elsewhere find genuine re-engagement here.

This school suits families seeking a vocational pathway, particularly those interested in creative, digital or care sectors. It suits students who thrive when learning connects explicitly to work and when theory is grounded in real projects and placements. It suits young people who have experienced disruption and benefit from a fresh start in a school where they're known as individuals rather than a cohort number. It is less suited to those chasing traditional academic credentials or breadth of subject choice, and may feel too specialised for students whose interests are scattered or changing.

The collaborative sixth form model is a recent development that expands options while maintaining the studio identity. Parents should clarify what this means practically if their child plans to continue post-16. For those young people in the target audience — ambitious in creative or digital fields, or seeking care sector pathways — DAES offers education that feels genuinely purposeful rather than tokenistically vocational.