UTC Swindon, located in Swindon, Wiltshire, is a university technical college specializing in engineering and digital technologies. The school underwent an inspection from May 8 to May 9, 2024, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development and sixth-form provision were rated as Good. The executive principal is Samantha Knowlton, and the school is part of the Activate Learning Education Trust, overseen by CEO Joanne Harper and chaired by Nicholas Evans.
Pupils at UTC Swindon have the opportunity to specialize in engineering and digital technologies, benefiting from high-quality resources and strong industry relationships that enhance their learning experience. Students express enjoyment in their specialist subjects, and those in the sixth form can pursue A levels alongside their specialized studies. Most pupils maintain respectful relationships with staff, contributing to positive attitudes toward learning. However, some students in key stage four exhibit poor behavior, prompting the school to reset behavior expectations and implement clear systems to address unacceptable conduct. While there has been a reduction in certain behaviors, inconsistencies in the application of these systems mean that some poor behavior remains unchallenged.
The school excels in providing robust career education, offering numerous opportunities for pupils to engage with employers and learn about apprenticeships. Sixth-form students successfully transition to various destinations, including universities and apprenticeships, aligning with their career aspirations. Recent leadership changes have created a period of instability, but staff have responded positively to new systems for assessing pupils, leading to improved understanding of their starting points and progress.
The curriculum is well-planned, with clear identification of learning objectives. In subjects like English, the school has focused on essential knowledge and vocabulary for future learning stages. However, the implementation of some key subjects has been disrupted, affecting pupils' progression. Many staff changes have resulted in an inequitable curriculum experience for some pupils, hindering their achievement. In contrast, sixth-form students are less impacted by these disruptions.
Attendance remains a significant concern, with many pupils not attending regularly, which affects their learning and achievement. The school is actively tracking attendance and following up on issues, but a culture of non-attendance persists. The school is working to understand the reasons behind poor attendance and to remove barriers to improvement.
Pupils with special educational needs and disabilities receive good support, with tailored training for teachers to adapt learning. However, when the curriculum is not well implemented, these pupils face similar challenges as their peers. The school has established a whole-school approach to reading for pleasure, with interventions in place for those needing support. Nonetheless, the lack of precise diagnosis for reading difficulties limits the effectiveness of these interventions.
The school has raised expectations for writing standards, particularly in English, and aims to extend this focus across all subjects. Through global and cultural learning, pupils receive a well-rounded personal, social, and health education, fostering a safe environment where they feel confident to report concerns. The safeguarding arrangements are deemed effective, ensuring pupils' safety and well-being. Overall, while UTC Swindon has strengths in certain areas, significant improvements are needed in attendance, behavior management, and consistent curriculum implementation to enhance the educational experience for all pupils.
