North East Futures UTC, located in Newcastle upon Tyne, was inspected on February 8 and 9, 2023. The overall effectiveness of the school was rated as requiring improvement across all areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision. This was the first inspection under section five of the Education Act 2005 since the school opened in September 2018.
The school aims to provide high-quality technical education with a focus on science and computing. Leaders have a clear vision, but the implementation of this vision is inconsistent. While staff have established clear behavior expectations, many pupils, particularly in younger year groups, do not consistently meet these expectations. Additionally, the expectations for pupil achievement are not uniformly high, which affects the realization of the school's ambitious goals.
Pupils report feeling safe at school, and incidents of bullying are infrequent. The well-being of students is prioritized, and those entering the sixth form are welcomed into the school community. However, attendance rates are a concern, with many pupils not attending regularly enough, leading to missed learning opportunities. Efforts by leaders to improve attendance have had limited success, particularly among certain groups of pupils.
The school has developed strong partnerships with local businesses, providing valuable opportunities for pupils through initiatives like Project Days and visiting speakers. These connections help inspire pupils and support their career aspirations. Sixth-form students benefit from mentorship, aiding them in making informed decisions about their futures.
Despite some strengths, leaders lack a comprehensive understanding of the school's strengths and areas needing improvement. Quality assurance processes for teaching and assessment are not sufficiently precise, leading to poorly considered improvement priorities. Governors have a strong vision for education but receive inaccurate information regarding school performance, limiting their ability to support and challenge leaders effectively.
Curriculum delivery is generally well-defined, allowing some pupils to connect different topics. However, learning experiences vary across the school, with some staff not adequately considering pupils' prior knowledge when planning lessons. This inconsistency hampers pupil progress. While staff provide opportunities for pupils to revisit prior learning, the effectiveness of recall tasks varies, and some staff do not ask questions that deepen understanding.
Reading is a growing focus, with additional support for early-stage readers, but staff training in this area is lacking. Leaders are working to foster a love of reading, establishing a small library and incorporating reading sessions into the school week. Pupils with special educational needs and disabilities receive good support, but their attendance is often lower than that of their peers, limiting their access to available resources.
The personal development curriculum covers essential topics, but it is too narrow in the sixth form. While pupils demonstrate tolerance and respect for diversity, their understanding of different cultures and faiths is limited, leaving them less prepared for life in modern Britain. Careers education is a notable strength, with all pupils receiving independent guidance and valuable work experience opportunities.
The safeguarding arrangements are effective, with staff trained to recognize specific risks and provide necessary support. Leaders take appropriate action when pupils are at risk and ensure mental health support is available.
To improve, the school must enhance lesson planning by considering pupils' prior knowledge, implement a consistent approach to assessment, and develop a broader personal development curriculum. Leaders should also refine their self-evaluation processes to establish clear improvement priorities.
