Silverstone UTC

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are keen to attend school. Most are positive about their school experience.

Many enjoy the school facilities and experiences linked to the Silverstone circuit. They hope that the school will prepare them well for their chosen career and get them 'work ready'. However, some pupils and parents/carers are disappointed that the quality of education has not lived up to their expectations.

There are good relationships between staff and pupils. As a result, most pupils behave and get on well with each other. They work hard and want to achieve.

Most pupils learn to work independently and are resilient to setbacks. They get better at thinking creatively and sol...ving problems. Pupils work safely and follow instructions closely, helping to make the school a safe environment.

Suitable experiences of the world of work help pupils appreciate how their studies are relevant to their future career aspirations. Some students in the sixth form benefit from extended placements with the school's business partners, where they work to industry standards. Pupils receive high-quality advice about careers.

Many are very successful at securing appropriate placements when they leave school. However, some pupils do not achieve as well as they could in all subjects, particularly at key stage 4.

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

There have been some significant changes to the school' curriculum recently.

In some subjects, the curriculum is well designed and effective, particularly in the sixth form. In these subjects, it is clear what pupils need to learn and when. However, this is not the case for all subjects, including in some of the courses in engineering.

When this is the case, teachers do not know exactly what knowledge and skills pupils need to learn, or by when. This limits pupils' ability to be successful.

Pupils benefit from teachers' strong subject knowledge.

Teachers usually present new information clearly. Pupils use high-quality resources and equipment to aid their learning. Some teachers use skilful questions to check what pupils can remember.

However, teachers do not always use information about what pupils can remember to adapt what they will teach next. Some teachers introduce new learning before pupils have secured their knowledge of the current topic. This leaves pupils with gaps in their knowledge.

In some subjects, pupils cannot recall knowledge in specific detail. They do not understand key concepts well. Some pupils say that they are not on track to achieve well enough in science and mathematics due to the way the subjects were taught previously.

Pupils with special educational needs and/or disabilities (SEND) study subjects that align to their strengths. However, the support provided for these pupils varies. While some of these pupils get the help they need, others struggle.

Teachers do not have sufficient information to know how to meet the needs of some pupils with SEND effectively. Recent training to help staff support all these pupils in lessons is yet to have an impact.

The school has not done enough to promote a love of reading.

Pupils who are reluctant readers do not receive prompt enough support to help them read confidently. This affects their ability to access some aspects of the curriculum.

The personal development curriculum is in the early stages of development.

Pupils learn about healthy relationships and British values during their study of personal, social, health and economic (PSHE) education. However, they are not always able to recall this learning. Most pupils do not know enough about different faiths and cultures, or how to stay physically healthy.

There are few opportunities for pupils to develop talents and interests.

Pupils appreciate the range of activities that prepare them for their next steps. For example, they receive many visits from external speakers to talk about careers.

Students in the sixth form are enthusiastic and committed to their learning. They produce high-quality work. They benefit from a range of opportunities that enable them to become confident, articulate and ambitious.

For example, they visit car manufacturers as part of their engineering studies. Students enjoy showcasing their final projects to leading industry experts.

Those with responsibility for governance have ensured that there is a clear vision for the school to become a leader in the specialist curriculums it offers.

The recent changes to improve the school are moving it in the right direction. This includes in relation to how well pupils learn in their different subjects, which is beginning to improve when compared with previous, published outcomes. Staff appreciate these changes and are proud to work at the school.

They say that leaders are mindful of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, what pupils should learn and when is not identified precisely enough.

As a result, teachers do not always know exactly what they should teach pupils. This limits how well some pupils can remember what they have learned and make links to what comes next. The school should ensure that there is precise clarification of what pupils should learn and be able to do in each subject so that pupils are supported to build their knowledge over time.

Some teachers do not use assessment effectively to identify misconceptions or gaps in pupils' knowledge. This risks pupils being moved on to new learning before they are ready. The school should ensure that teachers have the necessary knowledge and skills to use assessment effectively so that they fill any gaps in pupils' knowledge and understanding.

• The school does not have a clear strategy in place to promote pupils' love of reading. Pupils who are reluctant readers are not assessed or helped quickly enough. This impacts on their ability to access other aspects of the curriculum.

The school should ensure that all pupils who require it receive timely and effective support to become confident and fluent readers. ? Some pupils with SEND are not supported well in lessons. Teachers do not have sufficient information to provide some of these pupils with effective support.

As a result, these pupils' needs are not always well met. The school should ensure that teachers have the necessary information, knowledge and skills so that these pupils get the help they need to be successful. ? The personal development programme is not structured well enough.

Some significant aspects of the spiritual, moral, social and cultural curriculum are not thought through or delivered carefully enough. Pupils' understanding of different cultures and beliefs and of what it means to be British is too limited. The school should ensure that there is a well-devised programme for personal development that prepares pupil well for life in modern Britain.