UTC Sheffield Olympic Legacy Park

Inspection of a school judged good for overall effectiveness before September 2024: UTC Sheffield Olympic Legacy Park 2 Old Hall Road, Sheffield, South Yorkshire S9 3TU

p.1

Inspection dates: 12 and 13 November 2024

p.1

Outcome

UTC Sheffield Olympic Legacy Park has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The principal of this school is Jessica Stevenson. This school is part of The Sheffield UTC Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nick Crew, and overseen by a board of trustees, chaired by Javid Mahdavi.

p.1

What is it like to attend this school?

Pupils enjoy attending this popular university technical college (UTC). Pupils specialise in health sciences and social care, computing or sport science. They develop strong aspirations for the future. The UTC supports pupils well to move on to their ambitious next steps.

p.1

What is it like to attend this school?

Pupils rise to the high expectations that the UTC has for their behaviour. They learn that these behaviours are important in the world of work and in wider society. For example, pupils understand how to demonstrate resilience in the UTC. They also learn why this is important for their future. Pupils enjoy the UTC’s calm learning environment. This helps them to focus closely on their learning.

p.1

What is it like to attend this school?

Pupils join the UTC from Year 9. They benefit from effective support that helps them to settle. The UTC has high expectations of pupils’ achievement. The qualifications that pupils achieve set them up well for the next stages in their education.

p.1

What is it like to attend this school?

Pupils benefit from the UTC’s strong links with employment partners. These provide opportunities to help pupils understand the world of work. For example, sixth-form students work with the NHS to develop their understanding of how artificial intelligence is used. These rich experiences help pupils develop important knowledge and skills for the future. 12 and 13 November 2024

p.1

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

The well-organised curriculum helps pupils to develop their knowledge over time. Pupils revisit what they have previously learned. This helps pupils to consolidate their learning. For example, Year 11 pupils revisit key mathematics skills, such as calculating averages. These opportunities help pupils to become more fluent in mathematics. In some subjects, however, the school does not check what pupils have remembered as effectively. This means that any misconceptions pupils have in these subjects are not identified well enough.

p.2

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

The UTC checks the starting points of pupils swiftly when they join. This ensures that the school puts support in place where pupils need it. This includes pupils with special educational needs and/or disabilities (SEND). Staff help pupils with SEND to access the same ambitious curriculum as their peers. For example, in English, pupils are given additional prompts to build their sentences.

p.2

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

Pupils enjoy reading. Carefully chosen texts help pupils to explore a range of important themes and often develop their understanding of different cultures. Pupils show respect for differences in the world. Pupils at the early stages of reading benefit from support. Personalised support helps these pupils to improve their reading skills.

p.2

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

Students in the sixth form benefit from specialist curriculum routes. The school’s sharp focus on careers helps students to progress to positive next steps. Students produce high- quality work. For example, students design a game in computer science. They adapt a balance board to make it an interactive experience. These impressive projects challenge students. They help them develop key skills, such as creative problem-solving.

p.2

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

Pupils join the UTC from many different secondary schools. Pupils quickly understand the school’s behaviour and attendance expectations. The school has reviewed its approach to supporting pupils to have high attendance. It has improved communication with parents and carers. The attendance strategies to support pupils to attend more often are starting to have an impact. However, the UTC recognises that the attendance for some pupils, including those who are disadvantaged, remains too low.

p.2

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

Pupils are taught about wider issues that support their personal development. They learn about healthy relationships in an age-appropriate way. Pupils can attend a range of different clubs. These include robotics, chess and art. The UTC does not fully analyse and understand the extent to which pupils benefit from these enrichment activities. This means that some pupils may be missing out on the opportunities that the school provides.

p.2

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

Pupils benefit from experiences that develop their understanding of life beyond the UTC. Year 10 pupils work with Sheffield Hallam University on a cancer research project. This is to help inform a new cancer strategy in the region. Pupils develop valuable skills, such as teamwork and communication, during these experiences. Some pupils take part in elite sports and are part of the talented athlete scheme. The UTC supports attendance at these and helps pupils keep up with their studies. 12 and 13 November 2024

p.2

3

The trust and the governing body are proud of the role the UTC has in preparing pupils for the world of work. They have maintained the effective standards of education that pupils receive. Adults in the UTC are proud to work at the school. Leaders support staff to balance their workload.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, the UTC does not consistently check what pupils remember. Some pupils have gaps in their knowledge that are not swiftly addressed. The UTC should develop strategies to check what pupils remember so that any gaps can be closed effectively.  The UTC does not analyse the impact of its wider curriculum. Some pupils do not access the valuable enrichment opportunities. The school should make better checks on how enrichment activities enhance school life for all pupils.  The school’s actions to improve attendance are having less impact on some pupils, including disadvantaged pupils. This means that these pupils miss out on the learning experiences the UTC provides. The UTC should continue to strengthen its attendance strategy and work with pupils, families and external agencies to improve attendance so that all pupils benefit from the learning on offer.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately. 12 and 13 November 2024

p.3

4

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2019.

p.4

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 November 2024

p.4

School details

School category University technical college

p.5

form

Dates of previous inspection 30 and 31 January 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 This is a university technical college. It provides technical education for pupils aged 13 to 19.  The school is sponsored by partner organisations. At the time of this inspection, its major partners include Sheffield Hallam University, Sheffield College, Sheffield Chamber of Commerce, Olympic Park Legacy Park Ltd, NHS and Sheffield Sharks.  The school uses two alternative provisions, one of which is unregistered.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 12 and 13 November 2024

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the principal of the school. They also met with other leaders and staff.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The lead inspector met with the chair of the trust board. They also met with members

p.6

Information about this inspection

of the local governing body, including the chair.  The lead inspector met with the special educational needs and disabilities coordinator. They also reviewed a selection of plans for pupils with SEND.  The inspectors considered the views of parents through the responses to Ofsted Parent View, including any free-text comments.  The inspectors considered the views of staff and pupils through discussions and through their responses to Ofsted’s online surveys.

p.6

Inspection team

Andrew Gibbins, lead inspector His Majesty’s Inspector

p.6

Inspection team

Karen Anderson His Majesty’s Inspector 12 and 13 November 2024

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7