University Technical College Norfolk

Highlights from Latest Inspection

What is it like to attend this school?

University Technical College Norfolk (UTCN) prepares its pupils exceptionally well for employment in the fields of science, technology, engineering and mathematics (STEM).

Pupils participate in an extensive range of encounters with employers. This includes the Year 12 'Find Your Futures' programme, in which students research topics such as wind farms and present to business leaders. All pupils take part in work experience.

The school has very high expectations of how well all pupils can achieve. The ambitious curriculum is usually well taught. As a result, pupils often achieve highly.

Pupils behave exceptionally well. Staff have clear and high expectations of... all pupils, and pupils work hard to meet these. If pupils need support to improve their attitudes to learning or their attendance, staff work tirelessly to help them do so.

Over time, pupils become increasingly confident and resilient learners.

The school teaches pupils how to stay safe, for instance, on the roads and online. Pupils learn about consent and healthy relationships.

Pupils say, however, that they would like a wider range of clubs and more opportunities to develop their leadership skills.

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

The curriculum at UTCN is, in most subjects, precisely designed. The school rigorously checks pupils' knowledge when they start in Year 10.

Staff use this information to plan and adjust the curriculum to address any gaps and errors in pupils' understanding. The curriculum builds knowledge well, ensuring that pupils learn what they need to achieve well in most areas of the curriculum.

Teachers use highly consistent approaches in lessons.

They systematically check how well all pupils have learned the intended curriculum. They use these checks to adjust their teaching with real skill to ensure pupils have grasped important knowledge securely, ready to move onto new content at an appropriate pace. In a few subjects, the curriculum is not as well designed and taught.

Consequently, pupils do not develop the breadth and depth of knowledge that they should in these areas of the curriculum.

The school is determined that all pupils achieve their potential. The school checks how well pupils can read.

Pupils receive highly effective support from well-trained staff. This helps them become fluent and accurate readers. Staff identify the needs of pupils with special educational needs and/or disabilities (SEND) very effectively.

They ensure that pupils receive the support they need to access the curriculum and achieve highly.

Students in the sixth form benefit from an exceptional provision. They have a raft of opportunities to learn, through first-hand encounters, about the world of work.

This includes high-quality work placements in T-level programmes. Outcomes in applied and technical qualifications are very strong. As a result, many students progress into high level and degree apprenticeships and gain employment in leading engineering companies.

Pupils treat each other and adults with politeness and respect. Lessons are a haven of calm. Pupils are highly self-motivated.

They are determined to be the best they can be. Sixth-form students mentor younger pupils to achieve their goals. Pupils attend very well.

The school's personal, social and health education (PSHE) curriculum teaches pupils about topics such as personal finance and how laws are made. They participate in clubs such as art, Formula 1 and sporting competitions. Some pupils, however, feel that the scope of these is too narrow to fully explore their interests outside STEM.

They would like a broader range of experiences and opportunities. The school is aware that these aspects of its personal development offer should be developed further.

The school is relentless in its determination for all pupils to succeed.

All staff receive high-quality training to carry out their roles. Staff feel very well supported with their well-being and workload. They use high-quality resources developed with and from other schools in the trust.

This reduces the amount of time they need to plan. As a result, staff turnover is low. Trustees and governors check the school's work thoroughly to ensure its quality.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some areas of the curriculum are not as well developed and taught as others. Pupils, therefore, do not develop the breadth and depth of knowledge that they should in these subjects.

The school should review its curriculum offer and provide support for staff to ensure its provision in all areas of the curriculum is consistently effective. ? Pupils would like a wider range of clubs to broaden their interests outside STEM, and more opportunities to develop their leadership skills. The school should review its provision and work with pupils to develop its extra-curricular offer and increase the range of student leadership opportunities.