University Technical College Norfolk

Inspection of University Technical College Norfolk Old Hall Road, Norwich, Norfolk NR4 6FF

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Inspection dates: 14 and 15 January 2025

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

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The headteacher of this school is Francis Bray. This school is a member of the Community Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon Elliott, and is overseen by a board of trustees, chaired by Phoebe Clapham. 14 and 15 January 2025

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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.

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

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. 14 and 15 January 2025

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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.

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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. 14 and 15 January 2025

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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). 14 and 15 January 2025

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School details

School category University technical college

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form

Date of previous inspection 14 and 15 May 2019, under section 5 of the Education Act 2005

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Information about this school

 This is a university technical college. It provides technical education for pupils aged 14 to 19.  The headteacher started in September 2024.  The school currently uses one registered and one unregistered alternative provision for pupils.  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. 14 and 15 January 2025

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Information about this inspection

The inspector(s) 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, mathematics, science, computing and engineering. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects and visited a range of lessons.  Inspectors held meetings with a range of leaders including the special educational needs and/or disabilities coordinator.  The lead inspector met with members of the local governing body and the chief

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Information about this inspection

executive officer of the trust.  Inspectors observed pupils’ behaviour in lessons and at other times around school. They met with groups of pupils to discuss behaviour in the school.  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.  Inspectors scrutinised a range of records relating to behaviour and attendance.  Inspectors considered the responses and free-text comments received during the inspection to Ofsted Parent View. Inspectors took account of responses to Ofsted’s staff and pupil surveys.

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Inspection team

Steve Woodley, lead inspector His Majesty’s Inspector

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Inspection team

Sue Child Ofsted Inspector 14 and 15 January 2025

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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 children looked after, safeguarding and child protection.

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