Leigh UTC Dartford

Leigh UTC Dartford

Address: Brunel Way, Dartford, Kent, DA1 5TF Unique reference number (URN): 140987

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Leadership and governance Exceptional

Leaders have created a school where all staff and pupils seek to achieve their very best. At all levels, leaders' relentlessly high ambitions ensure that pupils flourish and thrive, helping pupils to exceed their own expectations of what they thought they could achieve. Leaders' extremely precise and expert work means that the school, which was already successful at the time of the last inspection, has improved even further to become highly effective across all areas of its provision. Nowhere is this more evident than in the profound impact that the sixth form has on students.

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Leadership and governance Exceptional

Leaders have achieved these impressive improvements while also making sure that staff are supported excellently in their professional development and with their workload and wellbeing. All staff are understandably very proud to work at the school and rightly recognise the special quality of leadership that they experience. Parents and carers invariably appreciate the unique education that their children receive. Leaders ensure that communication and relationships with parents are very effective, including when their children have additional needs.

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Leadership and governance Exceptional

In the same way that school leaders support staff to focus fully on pupils' education and wellbeing, the trust's highly effective work ensures that leaders' primary focus is on delivering excellence for pupils. Those responsible for governance hold school leaders to account very robustly, based on their highly accurate understanding of the school, but also provide expertise and support to help the school fulfil its ambitious vision. This includes taking innovative approaches. For example, an 'employer advisory board' is part of the governance structure, which makes sure that the school is delivering high-quality education which meets the requirements of local, national and global industry.

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Post 16 provision Exceptional

Sixth-form students' personal development is superb. They play a truly leading role in the life of the school and in developing its highly positive culture of aspiration and inclusion. They are inspirational role models. Students invest heavily in supporting other pupils' personal and academic development in a range of important ways. For example, they mentor all pupils in Year 7 so that they make a brilliant start to their time at the school. Equally, students support younger pupils to develop their literacy skills very skilfully so that pupils are able to flourish in their learning.

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Post 16 provision Exceptional

Leaders design the curriculum expertly, revising and adjusting it so that it meets students' range of needs and their very high aspirations. The curriculum is extremely ambitious and enables students to gain the knowledge, skills and qualifications to progress to incredibly impressive onward destinations beyond school. The school's innovative work with employers means that students are prepared comprehensively for their future in employment, higher education or apprenticeships. Excellent specialist teaching, combined with sector-leading resources, means that students achieve highly and make very rapid progress through the curriculum from their starting points, whatever their barriers or additional challenges.

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Strong standard

Underpinned by leaders' excellent work, all of these key factors combine to mean that students' lives are transformed by attending the sixth form. The school fully realises its mission to develop science, technology, engineering and mathematics professionals for the future global market.

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Achievement Strong standard

Although pupils start school with levels of attainment which are typically below average, the rapid progress that they make through the curriculum means that they achieve in line with national averages by the end of Year 11. Pupils' outcomes have improved year on year because of leaders' highly effective work. Pupils with special educational needs and/or disabilities make great gains in their learning because of the very careful and precise support that they receive. Disadvantaged pupils' achievement is rising alongside other pupils, and gaps between their attainment and that of their peers are closing continually. Pupils catch up in the key skills of reading, writing and mathematics when necessary, so that they flourish across the curriculum. All pupils are, therefore, very well prepared for the next stages in their education.

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Achievement Strong standard

In the sixth form, the vast majority of students study technical and engineering qualifications in which they achieve very highly. The relatively small proportion of students who solely study A levels also achieve impressively given their starting points and all progress to excellent courses or employment beyond school, for example to study subjects such as neuroscience at university.

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Attendance and behaviour Strong standard

Overall, pupils attend regularly because of leaders' effective work to promote the importance of good attendance. The proportion of pupils whose attendance is very high is continually rising. This is particularly impressive given pupils' rates of attendance are typically lower than average when they start at the school. Leaders and staff have a proven track record of improving the attendance of pupils who struggle to come to school, often tackling a number of complex factors. Support for these pupils is highly effective. Rates of persistent absence are falling. Leaders are, rightly, constantly focused on improving pupils' attendance even further so that all pupils benefit fully from all that the school provides.

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Attendance and behaviour Strong standard

Pupils have excellent attitudes to school and their education, engaging very enthusiastically and positively with their peers and with staff. Underpinned by the school's 'habits', which leaders have introduced since the last inspection, pupils demonstrate high levels of respect, collaboration and care. This means that any form of bullying or poor behaviour is not tolerated by either pupils or staff. Suspensions are increasingly rare, therefore, and behaviour incidents have fallen markedly over recent years. Staff provide pupils who have specific challenges with their behaviour with very sensitive and effective support.

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Curriculum and teaching Strong standard

The curriculum prepares pupils extremely well for the world of work or further study, providing them with the technical knowledge and skills they need. Employers are involved in the design and review of the curriculum to ensure that it is up to date, relevant and innovative. In all year groups, the curriculum reflects leaders' high ambitions for pupils to achieve their very best, whatever their needs or barriers. Although the school is a leading provider of technical and engineering courses, leaders also ensure that the curriculum provides pupils with a broad and deep education, tailored to their needs and interests.

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Curriculum and teaching Strong standard

Staff are experts in their areas, which pupils rightly recognise and value. Teachers explain concepts skilfully, use questioning well and give insightful and timely feedback so that pupils know what they are doing well and how to achieve more highly. Teachers make the most of the school's excellent resources to have an effective impact on pupils' learning. Staff ensure that pupils are adept at using technology purposefully in their learning. Teachers make clear, appropriate adaptations in lessons for pupils when required, for example for pupils with special educational needs and/or disabilities. At other times, they take more nuanced, highly skilful approaches. The school takes swift and effective action to remedy any gaps in pupils' reading, writing and numeracy skills and knowledge.

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Inclusion Strong standard

Pupils from a wide range of backgrounds and with some significant barriers are supported very effectively to succeed. These include pupils coming to the country as refugees, those known to social care and others with significant behaviour or social, emotional and mental health needs. Pupils flourish because of leaders' highly effective identification of pupils' particular needs and the way leaders subsequently design careful, individual support. Leaders use additional funding very judiciously and make sure that it has a very positive impact, for example on the achievement and attendance of disadvantaged pupils.

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Inclusion Strong standard

Staff are trained to provide the right help for pupils and have detailed information about the specific approaches to take with individual pupils, including the relatively high proportion of pupils with special educational needs and/or disabilities. Pupils, therefore, feel very well known and recognise the high levels of care and support that they receive to ensure that they achieve their best. Any short-term use of alternative provision by leaders for a small number of pupils is woven into well-considered approaches which are in the best interests of these pupils. Leaders' rigorous monitoring of provision means any necessary adjustments for pupils are made swiftly. The school is highly inclusive and leaders have made demonstrable improvements to this vital aspect of the school's work in recent years.

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Personal development and wellbeing Strong standard

Pupils develop deep levels of knowledge through the rich 'personal professional studies' curriculum, which incorporates a wide range of stimulating, important and relevant topics. Taught by specialists, pupils learn very effectively about healthy relationships and lifestyles, the differences in people's backgrounds and beliefs, and how to keep themselves safe, especially online. Understanding the importance of respecting others is a central feature and one that pupils live out in daily life at the school. Leaders' tight oversight of this aspect of the school's work ensures that provision meets all pupils' needs fully.

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Personal development and wellbeing Strong standard

Pupils have a strong sense of the values that underpin British society and how these relate to their lives, both now and in the future. In particular, they are knowledgeable about different cultures and why having a strong moral compass is important. Pupils' very positive character traits are continually developed, linked to the school's 'habits', which support pupils to develop such qualities as responsibility, integrity, independence and perseverance. Sixth-form students are role models to other pupils in the way that they display these characteristics. Staff support pupils' pastoral needs very sensitively and effectively.

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Personal development and wellbeing Strong standard

The school's 'talent acquisition pipeline' maps out for all pupils in every year group the very wide range of enrichment opportunities that the school provides. These are very impressive, from activities exploring other cultures and traditions, to charity work, to work-related experiences. Leaders and staff make sure that all pupils have access to these, focusing particularly on pupils who have any potential barriers to their participation. Pupils value the wide range of extra-curricular clubs, some of which are run by pupils, and attendance at these is high.

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Personal development and wellbeing Strong standard

Pupils are supported very well with their careers education. It is a central and vital component of pupils' personal development, leading to pupils achieving highly ambitious onward destinations when they leave the school. Importantly, all pupils gain valuable experience of the world of work, which informs their education in school and broadens their horizons.

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What it's like to be a pupil at this school

Pupils achieve highly in both the subjects that they study and in their personal development. This is particularly the case in Years 12 and 13, building on pupils' very positive experiences in key stages 3 and 4. Pupils engage with their learning extremely well and enjoy coming to school because of the high-quality opportunities that they have. Expert teaching means that pupils learn very effectively, which is reflected in the work that they produce, some of which is really excellent. The wide range of activities which nurture their talents helps them to grow as mature young people. Students in the sixth form take a leading role in school life and act as inspirational role models for other pupils, making a significant contribution to the highly positive culture of the school.

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What it's like to be a pupil at this school

Pupils are very respectful of each other and the staff that they work with. Pupils develop professional 'habits' in their learning and conduct which prepare them very well for life beyond school. Consequently, pupils' behaviour is of a high standard day to day. They work very well together and are keen to help one another. Pupils have high aspirations for their future lives and careers, which leaders and staff make sure they achieve. All students in the sixth form go on to incredibly ambitious higher education courses, apprenticeships or employment. Their lives are transformed by attending the school.

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What it's like to be a pupil at this school

Pupils recognise and greatly appreciate how the school cares for them, including the vigilant way that staff keep them safe. Pupils are fully confident about talking to staff about any issues or concerns that they have, knowing that these will be dealt with very effectively. If

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Team inspectors:

Peter Cox, His Majesty's Inspector Linda Culling, His Majesty's Inspector Andy Rees, Ofsted Inspector pupils are experiencing any key challenges in their lives or their learning, staff address these expertly. Consequently, the majority of pupils come to school regularly and an increasing proportion have very high levels of attendance.

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Next steps

Leaders should build on their very successful work to raise pupils' overall attendance even further so that all pupils benefit fully from the excellent education that the school provides.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the principal and other senior leaders, the chief executive officer, the chair of the trust, other trust officers, a number of governors, members of the employer advisory board, representatives of middle leaders at the school, a range of staff and pupils during the inspection.

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About this inspection

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.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The current principal took up his post shortly after the last inspection took place.

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About this inspection

The school currently makes use of one registered alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 28.9%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 43.4% 45.4% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 44.4 46.1 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 28.0% 25.8% Close to average

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national average

2023/24 (final) 17.5% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 34.4 34.9 Close to average

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national average

2023/24 (final) 32.5 34.6 Close to average

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national average

2022/23 (final) 31.0 35.0 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2023/24 (revised) 0.2 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 7.3% 8.4% Close to average

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national average

2022/23 (3 term) 9.2% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 22.8% 23.4% Close to average

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national average

2023/24 (3 term) 23.0% 25.6% Close to average

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national average

2022/23 (3 term) 30.6% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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