Greater Peterborough UTC

Highlights from Latest Inspection

What is it like to attend this school?

Around Greater Peterborough University Technical College (UTC) and in classrooms, pupils get on well with each other and with staff. Pupils say that 'everyone cares' and that because the school is small it allows you to 'know something about everyone'.

Pupils understand the uniqueness of the school and its curriculum. There is an emphasis on science, technology, engineering and mathematics (STEM) subjects. Pupils enjoy working in their well-equipped engineering suites and learning through their carefully planned project-based activities.

Pupils behave well. They say they want to learn. As a result, pupils are largely focused in lessons.

On the very rare occas...ions that name calling or bullying does happen, staff deal with it quickly and effectively. Pupils feel safe in the school. They learn about staying safe in lessons, assemblies, crew (form) time and through visitors to the school, for example the local police.

This provides pupils with the knowledge they need to stay safe.

Pupils, including students in the sixth form, learn about opportunities beyond school. They understand the next steps that are available to them, for example apprenticeships.

What does the school do well and what does it need to do better?

Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

In most subjects, the curriculum is well designed, and the content progressively builds upon pupils' prior learning. This allows pupils, including sixth-form students, to develop important knowledge and skills over time.

A few curriculum areas are less clear about the knowledge pupils are to learn and when they should master it.

Leaders have thought carefully about how the curriculum develops pupils' independent learning skills. Leaders prioritise a themed approach to the curriculum in key stage 3.

This themed approach has a STEM focus. Pupils are able to recall their learning and link it to real-life experiences. Pupils, including those in the sixth form, say that this is special to the UTC.

Teachers have expert knowledge. They use subject-specific language. Pupils confidently use this language when talking about their learning.

Teachers check how well pupils are doing and explain what they need to do to improve. Students in the sixth form peer review project work. This helps students to improve the prototypes they have designed and replicates what happens in an industry setting.

As a result, the curriculum content ensures pupils are being well prepared for the next stages of their lives.

Leaders have high expectations for pupils with SEND. Leaders accurately identify their additional needs and share helpful information and strategies with staff.

Teachers use this information to adapt their teaching to allow all pupils with SEND to achieve well. Pupils with SEND are well supported and this enables them to successfully access the same curriculum offer as their peers.

Pupils respond well to leaders' clear expectations of behaviour.

As soon as they join the school, pupils feel well supported and build strong relationships with other pupils. Pupils joining in Year 7, for example, take part in a residential activity. Pupils say this has helped them to develop teamwork skills.

Pupils develop an age-appropriate understanding of relationships through the personal, social and health education (PSHE) curriculum. Through this curriculum pupils also learn about different faiths, cultures and sexuality. There are many clubs that develop pupils' wider interests.

In addition to the widerange of STEM clubs that are available, pupils can participate in clubs which focus on, for example, sports and gaming. Attendance at these clubs is high. Leaders provide opportunities for pupils, including those in the sixth form, to engage with employers, UTC sponsors and local universities.

This gives them a solid foundation upon which to plan their next steps.

Staff feel well supported in school. Leaders are considerate of staff's workload and well-being.

Staff feel valued and supported. Curriculum leaders engage with established trust-wide networks that provide opportunities to share best practice.

The trust and governors, through their wide range of experience and skills, hold leaders to account through the questions they ask.

They also support the vision of leaders to equip pupils with the knowledge, skills, values, and experiences that are essential for life.

Safeguarding

The arrangements for safeguarding are effective.

All staff understand that safeguarding is a priority in the school.

Training that all staff receive helps them to identify behaviours that might indicate that a pupil is at risk of harm. Leaders carry out rigorous checks on employees, governors and visitors to the school. Safer recruitment training is completed by leaders involved in recruiting new staff to the school.

Pupils have an age-appropriate understanding of how to stay safe in the local community and online. Pupils say they learn about keeping safe in PSHE lessons, in assemblies and during crew time. Pupils know how to report any concerns that they may have.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of curriculum areas, the knowledge that pupils need to know and understand is not clearly set out. This hinders how effectively pupils build on what they have learned before. Leaders should ensure that all curriculum thinking clearly sets out the sequence of learning which will most effectively support pupils, including those pupils with SEND.

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