Lincoln UTC

Highlights from Latest Inspection

Outcome

Lincoln UTC has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Stuart Hamer.

This school is a single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Andrew Ogg.

What is it like to attend this school?

Lincoln UTC has ensured that there is an ambitious curriculum that supports pupils who want to pursue a career in science, technology, engineering or mathematics.

The school has high expectations of what pupils can achieve. Pupils and students in the sixth form enjoy learning here and ac...hieve well.

There are highly effective transition arrangements in place.

Pupils who start in Year 10 quickly settle in and develop excellent attitudes to learning. They are exceptionally well supported by staff. Pupils who have disengaged with education previously, flourish at this school.

As one parent commented, reflecting the views of many, 'My child is thriving under the holistic care and high expectations of Lincoln UTC.' Pupils are polite and respectful. They demonstrate maturity in how they conduct themselves in lessons and around the school.

Pupils enjoy various extra-curricular activities that develop their talents and interests. For example, they attend business lunches, chess club and tabletop club. Pupils also enjoy taking part in the 'Greenpower' project, where they design, build and race an electric car.

Pupils are proud to take part in the school council. Students in the sixth form enjoy contributing to the school by supporting younger pupils with reading and mathematics.

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

The school has set out what it wants pupils to learn and when.

This ensures that pupils build on their prior knowledge. Pupils benefit from high-quality facilities that enhance the delivery of the curriculum. They learn in a business-like environment.

Students in the sixth form have access to a range of academic and technical qualifications. They gain the qualifications they need to progress to destinations that meet their aspirations.

Most teachers use their strong subject knowledge to deliver the curriculum effectively.

They use activities that are well matched to what they want pupils to learn. Most teachers use effective questioning to check and develop pupils' understanding. However, some teachers do not do this consistently well.

As a result, they are not aware of gaps in learning that some pupils have, and these gaps are not addressed. This means some pupils do not learn as well as they could.

The school accurately identifies pupils needing help to improve their reading.

These pupils get regular support that enables them to gain the knowledge and skills they need to become confident readers.

The school knows the needs of pupils with special educational needs and/or disabilities (SEND) well. Teachers use effective strategies to support these pupils to access the curriculum.

Staff also provide high-quality pastoral support for these pupils. Pupils with SEND gain the qualifications and life skills they need to be successful.

The school has ensured that there are high expectations of how pupils should behave.

These expectations are based on a business-like approach that prepares pupils for the world of work. Pupils rise to these expectations. Most pupils' behaviour is exemplary.

Pupils learn in a calm and orderly environment. There are highly positive relationships between staff and pupils. Pupils appreciate how staff go 'above and beyond' for them.

This motivates them to attend school and do well. Pupils' attendance is excellent.

The school has planned well for pupils' broader development.

Developing pupils' skills for employment and character is central to this approach. During 'project' lessons, staff set pupils tasks that help them to develop these skills. They learn how to be resilient and overcome setbacks and the importance of teamwork.

Staff teach them how to present and speak in public. This prepares pupils exceptionally well for their next steps. In 'life guidance' lessons, staff teach pupils how to be physically and mentally healthy.

Pupils learn about different religions and cultures. Staff teach pupils about the importance of showing respect to others. Pupils learn about how to be safe online and in the community.

Students in the sixth form learn about topics that prepare them well for adulthood.

Central to the school's ethos is ensuring that pupils are well informed about careers relating to their aspirations. The school organises an extensive range of trips and visits to employers and universities.

Students in the sixth form have high aspirations and an impressive knowledge of the options available to them when they leave school.

The school is well led and managed. Leaders have an accurate view of the school's strengths and areas for development.

They have taken effective action so that the school continues to improve. Staff are proud to work at the school. They appreciate the support leaders give them and the cohesive staff community.

Those responsible for governance provide effective support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not check pupils' understanding of key knowledge carefully enough.

This means they are not aware of the gaps in learning that pupils have, and they do not address these gaps. As a result, some pupils do not learn as well as they could. The school should ensure that teachers systematically check pupils' understanding so they can address gaps in learning.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.