Silverstone UTC, located at Silverstone Circuit in Northamptonshire, was inspected on November 28 and 29, 2023. The overall effectiveness of the school is rated as requiring improvement, with specific areas of education quality and personal development also needing enhancement. However, the behavior and attitudes of pupils, as well as leadership and management, are rated as good, and the sixth-form provision is also considered good. The principal, John McAfee, leads the school, which is part of The Silverstone Academy Trust, overseen by a board of trustees chaired by Karen Campbell.
Pupils generally express enthusiasm for attending school and appreciate the facilities and experiences related to the Silverstone circuit. They hope the school will adequately prepare them for their future careers. However, some students and parents have voiced concerns regarding the quality of education not meeting their expectations. Positive relationships between staff and pupils contribute to a conducive learning environment, where most students demonstrate good behavior and a desire to achieve. They are encouraged to work independently and develop resilience, creativity, and problem-solving skills.
The school provides suitable experiences related to the world of work, helping pupils understand the relevance of their studies to future career aspirations. Some sixth-form students benefit from extended placements with business partners, gaining valuable industry experience. Despite these strengths, there are concerns about the performance of some pupils, particularly at key stage four, where not all students achieve their potential across all subjects.
Recent changes to the curriculum have been implemented, with some subjects showing effective design and delivery, especially in the sixth form. However, inconsistencies exist in other subjects, including engineering, where clarity on what pupils need to learn is lacking. This gap can hinder students' success. While teachers generally possess strong subject knowledge and present information clearly, there are instances where assessment is not effectively used to identify gaps in knowledge, leading to potential learning gaps.
Pupils with special educational needs and disabilities receive varied support, with some benefiting from appropriate assistance while others struggle due to insufficient information for teachers. The school has not sufficiently promoted a love of reading, with reluctant readers not receiving timely support, impacting their ability to engage with the curriculum.
The personal development curriculum is still in its early stages, with pupils learning about healthy relationships and British values. However, their understanding of different cultures and faiths is limited, and opportunities for developing talents and interests are few. Pupils appreciate the range of activities that prepare them for future steps, including visits from external speakers discussing careers.
In the sixth form, students are engaged and produce high-quality work, benefiting from various opportunities that foster confidence and ambition. The governance of the school has ensured a clear vision for becoming a leader in its specialist curriculum areas. Recent improvements are noted, particularly in how pupils learn across subjects, and staff express pride in their work environment, feeling supported by leadership.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school needs to clarify learning objectives across subjects, enhance assessment practices, promote reading more effectively, and provide better support for pupils with special educational needs. Additionally, the personal development program requires better structure to prepare pupils for life in modern Britain. Overall, while there are areas needing improvement, the school is making progress in several key areas.
