|Name||University Technical College Leeds|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||26 March 2019|
|Address||2 Sayner Road, Hunslet, Leeds, LS10 1LA|
|Religious Character||Does Not Apply|
|Number of Pupils||309 (84% boys 16% girls)|
|Number of Pupils per Teacher||11.7|
|Percentage Free School Meals||9.6%|
|Percentage English is Not First Language||11.7%|
Information about this school
The school opened on 1 September 2016. Governance is via the UTC Leeds board of trustees. Some powers are delegated to the governing body and two committees: resources and standards. The current principal was appointed in September 2018. He is seconded from the trust for a period of two years. The school is funded by the Department for Education (DfE). It has industry partners, including: 4B Group; Agfa; Arla; CAE; EEF; Engineering UK; Ecco Safety Group; Leeds Chamber of Commerce; National Physical Laboratory; Northern Gas Networks; OPM Group; Royal Air Force; Siemens UK; Smart Buildings; Thorite; Unilever; and the University of Leeds. The key stage 4 curriculum consists of ‘core’ subjects including mathematics, English, science and geography, ‘specialist’ subjects including engineering design and engineering manufacturing and ‘personalised’ subjects including GCSE product design. The key stage 5 curriculum consists of A-level mathematics for most students, engineering qualifications, including academic and technical qualifications, in addition to other A levels and an extended project qualification. One in 10 pupils speak English as an additional language. The proportion of pupils who are disadvantaged and receive support from the pupil premium is above the national average. Pupils typically join the school at the start of Year 10 or Year 12. The vast majority of pupils are boys. The school has links with the UTC North Lincolnshire. A very small number of pupils attend alternative education provision at Southways, Leeds and Ethos, Kirklees.
Summary of key findings for parents and pupils
This is a school that requires improvement Although improving, the quality of teaching, learning and assessment is inconsistent across key stages 4 and 5. Some teachers do not plan to meet the needs of pupils from their different starting points. Furthermore, some pupils with special educational needs and/or disabilities (SEND) are not always supported effectively in class. Some teachers do not consistently follow the school’s assessment policy or display strong subject knowledge. As a result, pupils sometimes make errors that are not addressed. The attendance of disadvantaged pupils remains below that of their peers and other pupils nationally. Some pupils with low levels of literacy receive effective support with their reading skills in Year 11. However, this is not fully embedded across the school. Some pupils in Years 11 and 13 have gaps in their underpinning knowledge, skills and understanding. This is due to a legacy of weaker teaching over time and turbulence in staffing. The progress of disadvantaged pupils differs from other pupils with similar starting points. Leaders, including governors, are improving how they spend additional funding to support disadvantaged pupils but it is too early to see the effect of their recent actions. The school has the following strengths The principal has high expectations of each pupil and member of staff. He understands the founding aims of the school well and is successfully helping to achieve them. Pupils’ behaviour and attendance have improved markedly since September 2018. Highly effective teaching in some subjects, such as English and engineering, is leading to pupils making significant gains in their learning. Careers education is strong. Nearly all pupils progress to their elected choice of work. A large proportion of pupils secure sought-after apprenticeships. Pupils develop a wide range of employment skills. The school’s excellent links with industry ensure that pupils can refine these skills during work experience, visits and employment. A strong culture of safeguarding exists.