London Design and Engineering UTC

About London Design and Engineering UTC Browse Features

London Design and Engineering UTC


Name London Design and Engineering UTC
Website http://www.ldeutc.co.uk
Inspections
Ofsted Inspections
Address 15 University Way, London, E16 2RD
Phone Number 02030197333
Type Academy
Age Range 14-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 574 (75.4% boys 24.6% girls)
Number of Pupils per Teacher 12.1
Academy Sponsor London Design &Amp; Engineering Utc
Local Authority Newham
Percentage Free School Meals 33.2%
Percentage English is Not First Language 44.8%
Persistent Absence 18%
Pupils with SEN Support 6.6%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school opened in September 2016.

Although smaller in size than the national average, it has grown quickly since it opened. It is currently oversubscribed. The school’s specialist (technical) subjects are engineering, art and design and construction and the built environment.

Its main sponsors are the University of East London, Thames Water, Costain, Skanska and Chelmsford Diocese Education Trust. The school currently has pupils in Years 10 to 13. Approximately 75% of current pupils are boys.

Almost 25% of pupils are from disadvantaged backgrounds. The proportion of pupils who have SEN and/or disabilities is broadly in line with the national average. Students come from a wide range of ethnic backgrounds.

Many pupils at key stage 4 begin their life at the school so that they can make a ‘fresh start’ in re-engaging with their education. The school does not currently use any alternative provision.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have faced significant challenges and are now taking the right decisions to improve the school.

However, there has not been enough time for their decisions to have had the desired impact. There is inconsistency in the quality of teaching, both within and between subjects. This means that, overall, some pupils are not making good progress across the curriculum.

Leaders have reviewed the curriculum and the range of subjects offered is now more suitable. However, some teachers are not consistently planning subject curriculums that meet pupils’ needs, including for those who have special educational needs (SEN) and/or disabilities. Leaders have not ensured that assessment information is used well to evaluate pupils’ progress accurately.

Pupils’ outcomes vary. Some do not have a deep enough knowledge and understanding of the subject content that they are learning. The school’s literacy and numeracy strategies are currently at an early stage of development.

Leaders do not monitor the use of pupil premium funding effectively. Some teachers do not have high enough expectations of their pupils. They do not consistently follow the school’s assessment policy.

Outcomes of post-16 study programmes vary, with students making stronger progress on technical rather than academic courses. The current quality of teaching in the sixth form is inconsistent. Attendance of Year 13 students is low.

The school has the following strengths The school is inclusive. Some pupils join so they can make a ‘fresh start’. Pupils typically settle into school life quickly.

They behave well and their attendance improves. Pupils benefit from the school’s effective promotion of their spiritual, moral, social and cultural (SMSC) development. They speak highly of the school’s chaplaincy work and the daily support that they receive from all staff.

There are some areas of stronger teaching in the school, for example in technical courses such as construction and the built environment. Pupils and students benefit from a range of opportunities to work and engage with employers. Most pupils go on to further study of science, technology, engineering or mathematics (STEM) subjects after leaving school.