Thomas Telford University Technical College

Inspection of Thomas Telford University Technical College Springfield Campus, Cambridge Street, Wolverhampton, West Midlands WV10 0JR

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Inspection dates: 22 and 23 October 2024

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Sixth-form provision Outstanding Previous inspection grade Good

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The principal of the school is Avtar Gill. This school is part of the Thomas Telford Multi 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, Fiona Seddon, and overseen by a board of trustees, chaired by John Bowater. 22 and 23 October 2024

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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.

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What is it like to attend this school?

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 around 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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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. 22 and 23 October 2024

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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.

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(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 22 and 23 October 2024

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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.

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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). 22 and 23 October 2024

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School details

School category University technical college

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form

Date of previous inspection 19 June 2018, under section 5 of the Education Act 2005

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Information about this school

 The school joined the Thomas Telford Multi Academy Trust in March 2020.  The school introduced a key stage 3 for Year 7 pupils in September 2020.  Year 10 as a point of entry ceased in September 2023.  The school uses two registered alternative provisions.  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. 22 and 23 October 2024

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time judgement 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 carried out deep dives in these subjects: English, history, mathematics, physical education and the ‘built environment’. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. The inspectors also looked at the curriculum, lessons and examples of pupils’ work in other subjects.  Inspectors reviewed a range of school documents. These included information about pupils’ behaviour, attendance, the school’s curriculum and improvement planning. The school’s website was also checked.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, 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.  Inspectors observed informal times of the day as part of their evaluation of safeguarding and pupils’ behaviour. Additionally, inspectors spoke to pupils to discuss their views about school life.  Inspectors met with the principal, other senior leaders, subject leaders, teachers, support staff and pupils.  The lead inspector met with the chair of the board of trustees, the chief executive officer and the chair of the local governing body.  Inspectors considered responses to the online survey for parents, Ofsted Parent View. They also took into consideration the online staff and pupil surveys.

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Inspection team

Stuart Clarkson, lead inspector His Majesty’s Inspector Natasha Rancins Ofsted Inspector Huw Bishop Ofsted Inspector Russell Hinton Ofsted Inspector 22 and 23 October 2024

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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 looked-after children, safeguarding and child protection.

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