Tendring Technology College

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils are keen to learn, but a minority do not behave well enough.

They show a lack of respect for staff and other pupils. Behaviour is not managed consistently. Lessons are regularly disrupted on both sites.

While some pupils engage well in learning, there are other pupils who do not apply themselves in the same way. Their poor behaviour and casual attitudes prevent them and others from learning.

Not all pupils feel fully safe in school.

A significant minority of pupils and parents feel that bullying is not dealt with properly. Not all pupils feel that if they report concerns to staff, they will help them sort things out. Homophobic language i...s used too often.

Consequently, in this school, there is a high proportion of pupils and parents who do not think it is okay to be different.

Pupils study a broad curriculum. New planning is in place across a range of subjects.

Pupils participate in a range of enrichment activities. Competitive sport is played to a high level. 'The hub' provides a safe, nurturing place for pupils to go to if they need support.

Pupils with special educational needs and/or disabilities (SEND) are well cared for and are included fully in school life. All pupils receive good careers guidance.

Students enjoy life in the sixth form.

They are provided with a safe, stimulating environment in which to learn.

What does the school do well and what does it need to do better?

Following a turbulent period, more recently, the trust has taken decisive action which is contributing towards the school becoming more settled. Newly appointed leaders are demonstrating the capacity to improve.

Priorities identified in the school's improvement plan include developing the curriculum and improving behaviour.

Although leaders are taking action to raise expectations, a minority of pupils continue to show a lack of respect for staff and other pupils. Several pupils have been suspended for unacceptable behaviour.

Lessons are regularly disrupted on both sites. Procedures for managing behaviour are not used consistently. A significant proportion of staff feel that senior leaders do not support them well enough with managing serious misbehaviour.

These staff are concerned about pupils' behaviour in and out of lessons, and about the safety of pupils and staff.

A significant minority of pupils have concerns about behaviour. They do not always feel safe when travelling to school, as well as when they are in school.

Bullying happens and not all pupils or parents feel incidents are dealt with well enough by staff. Some pupils do not report incidents as they feel staff will not sort things out.

Pupils' personal development, including their spiritual, moral, social and cultural education, is in the early stages of being developed.

Personal, social and health education (PSHE) lessons taught weekly during tutorials are not always taken seriously by some pupils. Consequently, their understanding of healthy relationships, fundamental British values and the protected characteristics is underdeveloped. Girls told inspectors that not enough is done to prevent boys from using abusive language towards them, or to deal with the over-sexualised behaviour of a small minority of boys.

Not enough is done to educate pupils about difference. Too many pupils face homophobic abuse in school. Pupils told inspectors that if you are 'different' you will be subject to bullying and offensive language.

Recent action taken on the lower site to teach pupils about the importance of tolerance and respect is leading to improvement. This does not extend to the upper site.

Most pupils attend regularly, but a small minority in each year group have low attendance, particularly those pupils with SEND and disadvantaged pupils.

Checks are made to ensure these pupils remain safe. However, while this information is starting to be shared with leaders overseeing attendance and safeguarding, this collaborative work is in its infancy.

Subject leaders have revised their curriculum plans.

The important knowledge and skills pupils must learn as they move through the school are identified. Learning is sequenced so that pupils build on what they already know and are ready for the next steps. The teaching of the revised curriculums varies.

Some are not complete and fully in place. In some subjects, pupils show a firm grasp of knowledge and understanding over time. In others, pupils struggle to remember what they have learned previously.

Where teaching is effective, behaviour is usually calm and purposeful. When it is less effective, pupils disrupt the learning of others. Not all pupils engage fully during questioning and discussion.

They listen carefully when teachers explain tasks but, when asked to learn by themselves, some lose interest and misbehave.

Pupils attending the specialist unit on site receive good care and support. They access all areas of the curriculum.

Those with an education, health and care plan (EHC plan) are well supported, enabling them to learn well. Other pupils with SEND throughout the school receive much less help with their work. Inspectors found few examples in lessons of how teachers adapt the approach to learning for them.

Careers education and guidance are a strength. Teaching pupils about opportunities available to them begins early in Year 7 and continues until they leave school. The vast majority of pupils successfully go on to further education or the workplace.

Governors know what the school does well and what it needs to improve. However, they have conflicting views about the quality of pupils' behaviour and how effectively it is managed. Communication between some governors and school leaders is not as good as it could be.

Students enjoy life in the sixth form. Study programmes are matched to their needs and include a broad choice of subjects and opportunities to retake GCSE English and mathematics. A small group of students study for a diploma in sporting excellence.

The standard of play in volleyball is very high. Students feel cared for and are helped to grow into active, responsible citizens. Leaders regularly monitor their progress and well-being.

Tutorials are used well to prepare students for university, apprenticeships or work. Students say they would like to be involved more in the life of the school.

Safeguarding

The arrangements for safeguarding are not effective.

Until recently, safeguarding leaders have not had the capacity to carry out all their duties effectively. This has changed. New procedures for recording safeguarding concerns are now in place and all safeguarding duties are met.

However, not all pupils feel fully safe in school. Over time, leaders have not done enough to tackle poor behaviour, eliminate homophobic and abusive language and teach pupils how to respect one another. Pupils are not confident in reporting concerns as they feel these will not be followed up by staff.

The single central record is up to date. All necessary checks are made when appointing new staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not enough has been done to improve pupils' behaviour on both sites.

Learning is regularly disrupted. Not all pupils feel fully safe in school. They feel that incidents of bullying or homophobic language are not always followed up.

Trust leaders and senior leaders should prioritise implementing systematic procedures to manage behaviour. They should provide staff with the training and support they need to implement these procedures fully and consistently. Leaders should ensure staff should feel fully supported by leaders when dealing with difficult situations.

• Improvements made to the curriculum are new and are not firmly established in all key stages and all subjects. Not all teachers understand how to use these plans to prepare and teach learning in a logical, orderly way. Leaders should monitor how well revised curriculum plans are implemented and evaluate the impact they are having on pupils' learning and achievement over time.