The Leigh UTC

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at The Leigh UTC enthuse about the school's emphasis on science, technology, engineering and mathematics (STEM) subjects. They are proud to attend a school that is realising its vision of 'developing STEM professionals for the future global market'. Pupils especially relish learning in the extremely well-equipped engineering suite.

They appreciate the access they have to mentors from local businesses who share their experiences of how to successfully navigate the world of work.

Pupils throughout the school typically get on well with each other. Pupils know that staff will help them with their learning or if they fall out with others.

They are confident... that any poor behaviour, such as bullying or banter, does not happen often, and that when it does, 'it gets shut down pretty quickly'. Students in the sixth form value the positive, friendly and professional relationships they have with each other and with staff.

Pupils are being well prepared for their future lives in society.

They learn how they can make a difference to the world by using the skills and knowledge they acquire through learning STEM subjects. However, older pupils would like to learn more about healthy relationships and how to deal with harassment in the wider world.

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

The curriculum is designed to meet the requirements of the International Baccalaureate (IB), including the Middle Years Programme (MYP) taught in Years 7, 8 and 9.

Across the school, the important knowledge and skills that pupils need to learn, and the order in which they should learn them, are clearly identified. Strong assessment procedures ensure that staff know what pupils have and have not yet learned. Staff make useful adaptations to fill gaps in pupils' learning, especially those resulting from the disruption of the pandemic.

Pupils appreciate routine opportunities to review their learning and embed their knowledge.

Leaders' close work with employers ensures that learning programmes in the sixth form are tightly aligned with local and regional needs. For example, in engineering, students undertake design project briefs that match industry standards and requirements.

They develop technical knowledge that is directly transferable when they start work in local industries, take up apprenticeships or begin university courses. Leaders, governors and the trust are rightly proud that a high proportion of pupils leave to take up STEM careers, including double the proportion of girls than is found nationally.

Typically, staff are adept at choosing activities that help pupils learn effectively.

Occasionally, where learning is not as well adapted to meet pupils' needs as it should be, pupils lose focus and become disengaged. Sometimes, methods used to adapt learning for pupils with special educational needs and/or disabilities (SEND), but without an education, health and care (EHC) plan, are not targeted carefully enough to meet pupils' specific needs. Leaders and governors' monitoring identified this.

Staff are receiving expert additional training in understanding pupils' different needs. As a result, staff are getting much better at meeting the precise needs of pupils with SEND.

Pupils' wider personal development is strongly promoted throughout the school.

There are numerous opportunities for pupils to participate in STEM-related competitions and clubs, such as one where they design, build and race an electric car. Before the pandemic, numerous work-experience placements supported pupils' preparations for their future. These are being reintroduced.

This year, leaders have revised the personal, social and health education (PSHE) programme. Pupils report that this is giving them some important knowledge to help keep themselves safe, such as about the risks relating to the internet, and drugs and alcohol. However, older pupils have not had as much education about healthy relationships and harassment as they should have.

Pupils' behaviour is good. Most pupils attend school very regularly. Effective support from the school's pastoral team helps those pupils who struggle to improve their behaviour and attendance.

The pastoral team acts promptly to provide bespoke support for those who need extra help to stay healthy and safe.

Leaders noted that the disruption caused by the pandemic led to a dip in some pupils' behaviour. Consequently, leaders have put in place a range of measures to bring pupils' behaviour back up to the high standards they expect.

While some pupils are still adjusting to these raised expectations, the new procedures are working well. Pupils' behaviour around the school is typically calm and focused on learning. Behaviour and attitudes to learning in the sixth form are exemplary.

Leaders, governors and the trust have high expectations of pupils' learning. Their close monitoring of the school's work allows them to act swiftly to make any necessary improvements. Staff feel well supported in managing their workload.

They appreciate that leaders look out for their well-being. They are enthusiastic about the additional training that is helping them to better meet the needs of pupils with SEND.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that there is a strong culture of safeguarding in the school. Leaders and staff are well trained. They know the local risks to pupils' safety and the signs that may suggest a pupil is at risk of harm.

Staff report any concerns and the pastoral team follows up on these well, including with other agencies where necessary.

All appropriate checks are completed to ensure the suitability of adults working in the school. Safeguarding records are well kept and monitored to ensure that information about pupils' well-being and safety contributes to the school's collective work to keep pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Rightly, leaders have identified that, although provision for pupils with an EHC plan is effective, provision for other pupils with SEND is not effective enough. Staff do not have the detailed knowledge they need about each pupil's different needs. Some staff are not well enough trained in how to adapt learning to meet pupils' needs.

Leaders should continue to improve provision for pupils with SEND so that their learning is maximised and they achieve well. ? The current programme of PSHE is not well enough sequenced to ensure that pupils are taught important knowledge sequentially throughout the whole time they are in school. Leaders should ensure that the curriculum for sex and relationships education is taught to pupils in an age-appropriate way so that older pupils have the knowledge they need about healthy relationships and harassment and are fully informed about risks.

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