UTC Oxfordshire

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are excited about the opportunities provided that will help them to pursue careers in science and engineering. The school's curriculum offer gives each pupil a good understanding of the industry they would like to work in and how to get there.

This confidence stems from the thorough workplace preparation that pupils receive and the school's ethos of support and ambition.

Pupils value their teachers' expert knowledge. Detailed learning across subjects is linked so pupils develop the different skills they need in readiness for their future career plans.

Lessons are positive, where pupils enjoy debating and testing their knowledge with their teachers and ...classmates. Pupils with special educational needs and/or disabilities (SEND) are sensitively supported to fully participate in class discussions and learning activities.

Pupils benefit from the school's close links to local businesses and other organisations.

They develop a detailed knowledge of industry local to the school. They are helped to develop a broad range of skills beyond their academic qualifications. When describing their experience of school, pupils explain how the school's environment reflects what they imagine they will find in the workplace.

In response, the majority of pupils show a mature attitude to their learning.

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

The school diligently prepares pupils for a possible career in science and engineering. A range of different qualifications are on offer.

The support provided in each subject links to pupils' individual strengths and ambitions. Because of this, pupils feel enabled and motivated. In many subjects, the curriculum is well organised, with a clear awareness of what knowledge and skills pupils will learn at each stage.

However, in a small number of subjects, this is not yet the case. This makes it more difficult for teachers to be clear on what pupils should be learning and when and to check whether pupils know everything they should.

Lessons are calm and purposeful.

Pupils appreciate the way that teachers link concepts from other subjects into their lessons. This helps pupils widen their technical knowledge. However, while teachers have good subject knowledge, there is some variability in how this is taught to pupils and how teachers check what pupils know and remember.

As a result, some pupils do not learn as much as they could.

Exploring and applying technical language is an important part of the school's curriculum. Pupils use identified vocabulary fluently when describing their work.

However, the school's help for pupils who find reading more difficult is not consistently provided. Leaders recognise the need to strengthen this support to ensure pupils can read fluently and confidently to understand what they are being taught.

Staff know the individual needs of pupils well.

The school recognises that when pupils join, they have a variety of individual needs alongside varied experiences of education. Staff receive training to identify pupils' SEND needs and any barriers to learning. This means that pupils, including those with SEND, get the support they need to learn well.

Many move into technical and specialist training after leaving school.

Pupils join the school from many different educational settings. Effective pastoral support systems provide support as pupils move into the school.

The school makes sure that it has all the information necessary to help each pupil settle in quickly. Skilled staff are also available to provide guidance if pupils have any concerns or worries. Systems and the tracking of information ensure that behaviour concerns are immediately identified.

Where needed, helpful support is quickly put in place to ensure pupils know how to meet the school's behaviour expectations.

Currently, leaders recognise that the attendance of a small number of pupils is not as regular as it should be. Specific support is in place, such as regular communication and meetings with parents to identify where additional support is needed.

This is beginning to ensure more pupils are not missing out on their valuable education.

Careers provision is detailed and focused on pupils' different aspirations. Pupils benefit from visits to local research organisations and businesses.

Trips to universities and apprenticeship providers help them to understand their future training options. Sixth-form students particularly value learning about the importance of teamwork, presentation skills, time management and other crucial skills for the workplace alongside their academic studies.

The wider personal development offer helps pupils learn the actions they need to take to keep themselves and their friends safe.

The school uses its precise knowledge of each pupil to plan activities to help individuals understand specific risks and how to manage these. Pupils are thoughtful about the needs of others and are respectful and welcoming.

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, leaders have not yet precisely set out the detail and sequence of knowledge that pupils need to learn. This means that pupils' knowledge does not always build sequentially and that teachers can find it more difficult to identify if pupils have gaps. Leaders must ensure that the curriculum in all subjects specifically sets out the knowledge that pupils need to learn, and when they need to learn it.

The school has not ensured that all teachers consistently teach the intended curriculum and sufficiently check that pupils have learned what they need before moving on to new learning. This means that pupils are not always learning as much as they could. Leaders must develop teachers' expertise to enable them to explore what pupils know and remember and to identify any gaps in knowledge and skills that need to be remedied.