The Leigh UTC, located in Dartford, Kent, is a university technical college that specializes in science, technology, engineering, and mathematics (STEM) education for students aged 11 to 19. The school has received a Good rating in its recent inspection, with its sixth-form provision rated as Outstanding. The curriculum is designed to meet the requirements of the International Baccalaureate, ensuring that students acquire essential knowledge and skills in a structured manner. The school emphasizes the importance of STEM subjects, and students express pride in being part of an institution that aims to develop future professionals for the global market.
Pupils appreciate the well-equipped engineering suite and the mentorship opportunities provided by local businesses, which help them understand the realities of the workplace. The school fosters a positive environment where students generally get along well, and they feel supported by staff in both academic and social matters. The school has effective measures in place to address any instances of poor behavior, including bullying, ensuring that such issues are resolved quickly. The sixth-form students particularly value the professional relationships they have with both peers and staff.
The school is committed to preparing students for their future roles in society, teaching them how to apply their STEM knowledge to make a positive impact. However, older students have expressed a desire for more education on healthy relationships and how to handle harassment. The curriculum is well-structured, with clear identification of the knowledge and skills students need to learn. Assessment procedures are robust, allowing staff to identify gaps in learning and adapt their teaching accordingly. The school has made significant efforts to address learning disruptions caused by the pandemic, ensuring that students have opportunities to review and reinforce their knowledge.
Leaders work closely with employers to align the sixth-form learning programs with local industry needs, particularly in engineering, where students engage in projects that meet industry standards. This approach has resulted in a high percentage of students pursuing STEM careers after graduation, with a notable increase in the number of girls entering these fields compared to national averages. Staff are generally effective in delivering lessons, although there are instances where adaptations for students with special educational needs and disabilities could be improved. The school is actively addressing these areas through additional training for staff.
Personal development is strongly promoted, with numerous opportunities for students to engage in STEM-related competitions and clubs. The school has revised its personal, social, and health education program to provide students with essential knowledge about safety, including internet risks and substance abuse. However, there is still a need for more comprehensive education on healthy relationships for older pupils.
Overall, the behavior of students is commendable, with high attendance rates and effective support systems in place for those who struggle. The school has implemented measures to restore high behavioral standards following the disruptions of the pandemic. Leaders maintain high expectations for student learning and well-being, and staff feel supported in their roles. The safeguarding arrangements are effective, with a strong culture of safety and well-trained staff who are vigilant about potential risks to students. The school is committed to continuous improvement, particularly in enhancing support for students with special educational needs and ensuring that the personal development curriculum is sequenced effectively.
