South Bank UTC, located in London, underwent an inspection on September 27 and 28, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was rated as Good, while Behaviour and Attitudes were also rated as Good. However, Personal Development, Leadership and Management, and Sixth-form Provision were rated as Requires Improvement. The school has a history of receiving a Requires Improvement grade in its previous inspection in January 2019.
The school aims to enhance pupils' employability skills through a curriculum designed around specific career pathways. Pupils engage in workshops and work placements with various business and education partners, which enriches their classroom learning. Educational visits are organized to expose pupils to a wide range of career options, and the provision for careers education, advice, and guidance is noted as excellent.
Pupils report feeling happy and safe at the school, demonstrating good behaviour and positive attitudes towards their studies. Leaders maintain high expectations for pupil behaviour, and respect for diverse cultures and beliefs is emphasized. Instances of bullying are rare, and when they occur, leaders take appropriate action. Year 11 pupils receive age-appropriate relationships and sex education, but there are fewer opportunities for broader personal development and exploration of interests.
The school has established strong partnerships with local businesses and further education providers, allowing pupils to participate in various projects and enrichment activities. For instance, sixth-form students studying engineering collaborate with a construction company on employer-led projects, which helps them develop confidence and independence. Extended work placements are also available for sixth-form students, particularly in health-related courses, where they gain practical experience in simulated health facilities and local hospitals.
In Year 11 and the sixth form, leaders have identified key knowledge and skills for pupils to learn and have sequenced the curriculum to build on prior knowledge. However, the sequencing is not consistently well thought out across all subjects, particularly in health vocational courses, where students may not develop as secure a grasp of subject knowledge over time.
Teachers demonstrate strong subject knowledge and typically provide clear explanations when introducing new learning. They effectively use assessment to check pupils' understanding and provide necessary support. Pupils exhibit calm and orderly behaviour in lessons and during break times, although sixth-form students show less maturity during personal development tutorial sessions compared to their academic classes.
Leaders have implemented training for teachers to support pupils with special educational needs and disabilities, ensuring that less confident readers receive additional help to improve their reading fluency. While leaders encourage wider personal development through assemblies and workshops, opportunities for spiritual, moral, social, and cultural development are not as well integrated as the academic curriculum.
The governing body possesses a strong understanding of the school's strengths and areas for improvement, supporting the school in enhancing its curriculum through partnerships. Staff feel supported in managing their workload, and leaders consider their well-being in decision-making.
The safeguarding arrangements at the school are effective, with leaders demonstrating a clear understanding of local safeguarding issues. Staff are well-trained to recognize signs of potential harm, and pupils are educated on keeping themselves safe, including online safety.
To improve, the school needs to expand opportunities for wider personal development, ensuring that pupils are equipped to engage in thoughtful discussions about various issues. Leaders should enhance the quality of spiritual, moral, social, and cultural development for all pupils and ensure that sixth-form students receive timely and appropriate relationships and sex education. Additionally, the curriculum in vocational subjects should be better sequenced to ensure consistent knowledge and skill development across all pathways.
