Waterfront UTC, located in Chatham, Kent, has recently undergone an inspection that highlighted its overall effectiveness as good across various aspects including the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision. The school, which caters to students aged 14 to 19, specializes in construction and engineering, and is part of The Howard Academy Trust. The inspection took place on January 10 and 11, 2023, marking the first routine inspection since the onset of the COVID-19 pandemic.
Pupils at Waterfront UTC report feeling respected and valued, with their individual voices acknowledged. They express enthusiasm for their learning, particularly in the specialized subjects offered. The school fosters an environment where students develop independence and maturity, exhibiting good behavior in lessons and during breaks. Staff maintain high expectations for both learning and behavior, and while occasional reminders are necessary, students respond positively. The school effectively addresses bullying incidents, contributing to a safe and happy atmosphere for all pupils.
The curriculum at Waterfront UTC is ambitious and well-planned, closely aligned with local employer needs. This connection is reinforced through regular interactions with local businesses, which inspire students and provide insights into potential career paths. Work experience opportunities further enhance students' understanding of the workplace. The curriculum is designed to bridge the gap for students transitioning from previous educational settings, particularly through a discovery curriculum in Year 9 that prepares them for specialized studies in construction and engineering.
Students generally learn well, with lessons tailored to meet individual needs, including those with special educational needs and disabilities. However, there is recognition that further consistency is needed across all subjects, particularly in how learning is assessed and feedback is provided. Reading is emphasized within the curriculum, with dedicated time for reading sessions and opportunities for students to engage with texts in various lessons.
While many students demonstrate positive attitudes towards learning, attendance remains an area for improvement, as some pupils do not attend school regularly enough to fully benefit from the education provided. The personal development of students is supported through a comprehensive personal, social, health, and economic curriculum, which covers essential topics such as peer pressure and financial literacy. However, Year 11 students have fewer opportunities to engage with these discussions compared to other year groups.
Leadership at Waterfront UTC has shown resilience and ambition, particularly in the face of challenges posed by the pandemic and staffing changes. The governing body is knowledgeable about the school’s strengths and areas for development, allowing for effective scrutiny of leadership practices. Safeguarding measures are robust, with staff well-trained to identify and address concerns promptly.
Despite the positive aspects, the school acknowledges the need for stronger subject leadership to ensure consistent implementation of the curriculum across all areas. Additionally, strategies to improve attendance must be timely and effective to ensure all students can access the education on offer. The PSHE curriculum requires review to ensure all year groups receive consistent and comprehensive coverage of important topics. Overall, Waterfront UTC is making significant strides in providing quality education and preparing students for their future careers, while also recognizing areas for further development.
