Thomas Telford University Technical College

Highlights from Latest Inspection

What is it like to attend this school?

An overwhelming sense of community and mutual respect greets you as you arrive at this school. Relationships between pupils and staff are supportive, caring and focused on pupils achieving their potential. Pupils appreciate their teachers and know that they want them to be successful in their learning.

As a result, pupils achieve well. Pupils understand and follow the school's values, which include aspiration, integrity and kindness. They are safe and know who to talk to about any concerns they have.

There is a purposeful atmosphere around the school. Pupils can focus on their learning. They work hard and want to do well.

During social times, pupils move arou...nd and mix in a calm and orderly manner. This is evident in pupils' exemplary behaviour, the smartness of their uniforms, and how they speak to visitors and staff.

The school prioritises pupils' personal development exceptionally well.

They receive an extensive range of employment, cultural and leadership experiences. This includes mentoring and employment placements across all year groups. In addition, many pupils regularly take part in a range of clubs, such as myth mania and film club.

These opportunities enhance their wider experiences effectively.

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

The school has undergone a significant and effective period of change and development since the last inspection, including changes to staff in senior, subject and pastoral leadership roles. The school has designed a highly ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND).

As a result, many pupils demonstrate significant achievement in their learning and are well prepared for their next stage.

Students in the sixth form are exceptionally positive about their learning and enrichment opportunities. Sixth-form teachers engage students in ambitious, challenging and independent learning.

This enables students to achieve very well. Students make a significant contribution to the life of the school, for example through organising many charity events and acting as 'reading buddies' to younger pupils.

The school has precisely identified the important things that pupils need to know to succeed.

Teachers generally present new subject matter clearly. They focus carefully on the knowledge that pupils need to gain. Teachers often assess what pupils know and help them to learn and remember key knowledge.

This enables pupils to build their knowledge well. For example, in history, Year 9 pupils explain clearly their understanding of propaganda and link this to their work on the cold war. However, sometimes teachers do not routinely check pupils' understanding carefully enough.

This means they do not have a sufficiently detailed understanding of whether pupils remember what they have learned before. Consequently, learning is not adapted well enough to address the gaps in pupils' knowledge.

The school supports pupils with SEND effectively.

It ensures that they access the same ambitious curriculum. The school quickly identifies pupils who are not confident readers. Staff support them to address weaknesses in phonics, grammar and comprehension.

The school continues to review its range of strategies to support pupils' wider reading in all year groups. However, it does not yet provide an effective and extensive range of activities in and outside school. This limits the opportunities pupils have to deepen their understanding of vocabulary across a broad range of texts.

Pupils' behaviour is exemplary. They show high levels of focus and engagement in their learning and respect for each other during breaktime and lunchtime. They welcome the positive rewards with 'Gill's Bills', which motivate them to set a positive example in lessons and around school.

Overall, school attendance is exceptionally high. The school takes decisive action to support the small number of pupils who need to catch up on their work quickly when they return.

The school's work to support pupils' personal development is exceptional.

They understand the importance of healthy relationships and respect other people's opinions. Pupils and students in the sixth form receive information on 'next steps' through high-quality careers guidance. Alongside work experience, in a range of settings, all key stage 4 and 5 pupils receive employer mentoring specific to their interests.

School alumni engage with key stage 3 pupils to support their aspirations when they leave. Pupils are excited and exceptionally well prepared for life beyond school.

All leaders, including those responsible for governance, know this school well.

They understand how the local context impacts pupils' learning and attendance. The school reviews and develops many aspects of its development well.

The school has developed a well-thought-out professional development programme for staff.

Staff are consulted about policy changes. Leaders carefully consider staff workload. Staff appreciate the way the school involves them in policy changes and is considerate of their workload.

Safeguarding

The arrangements for safeguarding are effective.

The school's current practice and implementation of the monitoring, recording and communication with all absent pupils is not sufficiently rigorous. As a result, the school does not check on some absent pupils as often as it could.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, some teachers do not consistently check on pupils' learning nor adapt their teaching well enough. As a result, some pupils do not build their knowledge well enough over time. The school should ensure that all teachers check what pupils know and remember across all subjects and use this to inform future learning.

• The school has not fully developed an effective strategy to support pupils who do not read widely and regularly in school and at home. This means that some pupils do not have opportunities to deepen their understanding of vocabulary across a broad range of texts. The school should develop and embed its reading strategy to carefully monitor and support pupils and parents and carers in engaging with regular and wider reading.

• The school does not ensure that it communicates sufficiently often and directly with pupils who have been absent for a long time. As a result, the school does not know enough about the welfare of these pupils when they are not attending school. The school should review its practice to ensure that it monitors pupils' absences robustly.