Corby Technical School

Highlights from Latest Inspection

What is it like to attend this school?

Corby Technical School is a welcoming, inclusive school. Teachers develop strong relationships with pupils.

Pupils feel safe and say they trust staff to provide support when they need it. Pupils are known to staff by name. Teachers work hard to provide a rich curriculum to broaden their horizons.

The school ensures that each pupil is well prepared for the next steps. Pupils appreciate the work of the school to make them the 'most employable in Corby'.

The school has high expectations of all pupils.

Staff and pupils share an aspirational culture. The school's priority to improve academic outcomes is being realised across the curriculum.

A str...ong emphasis is placed on attendance.

Pupils behave and attend well. They move around the site sensibly and are polite. Bullying is rare and pupils feel confident that staff quickly sort it out when it does occur.

The school offers a wide range of extra-curricular activities. Pupils participate in clubs to develop their interests, for example in sport, cooking and creative and performing arts. Pupils are proud to secure silver or gold in the Duke of Edinburgh's Award scheme or represent the Combined Cadet Force.

Sixth-form students embrace leadership opportunities, including the delivery of assembly and leading committees.

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

The school has designed an ambitious curriculum to build pupils' academic knowledge over time. The curriculum is designed to prepare pupils for the next steps in their education, employment or training.

Explicit links are made between the skills that the curriculum develops and potential careers. In key stage 3, pupils study a full range of subjects. Staff know pupils well and use this knowledge to guide pupils in choosing their pathways.

In key stages 4 and 5, pupils select from a broad range of options which support their career aspirations.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). Their needs are quickly identified and communicated clearly to staff through 'pupil passports'.

Pupils who need additional help are well-supported, for example through small groups to develop literacy and numeracy.

The school ensures that all pupils are taught by subject specialists. Teachers have strong subject knowledge.

In many subjects, teachers explain clearly, check pupils' understanding and identify possible misconceptions. In these subjects, pupils respond well to questioning and effective feedback. They produce high-quality work.

Occasionally, teaching is not as effective. On these occasions, explanations are not always clear, and teachers do not check pupils' understanding well. When this happens, some pupils do not fully commit to their learning and their knowledge is not deepened as a result.

The school has prioritised reading. It identifies pupils who need support early. A range of interventions improves these pupils' reading.

These include specialist support with phonics and sixth-form students listening to younger readers. Pupils make regular use of the well–stocked library. The school checks that pupils become confident readers.

In the sixth form, staff provide students with personalised academic and pastoral support. Students feel well prepared for the next stage. Many go on to aspirational destinations, including universities and apprenticeships.

Examples of the extensive development programme include students leading culture and diversity events, in addition to some school communications.

The school has set high expectations for pupils' conduct. Staff model and reinforce this well by directing pupils to 'move with purpose'.

The school has considered how they teach good behaviour and provides pupils with opportunities to practise it. The selective use of the 'ambition centre' and 'reflection room' ensures that learning is not disrupted. These approaches support pupils well.

The school has developed a strong team, which supports pupils to attend well.

The school's promotion of pupils' wider development is a real strength. Pupils learn about age-appropriate consent, online safety and healthy relationships.

Students appreciate these lessons. The school's drive for inclusion ensures that pupils learn about different cultures, characteristics and beliefs and how to respect these. A comprehensive careers provision ensures that all pupils benefit from personalised guidance, for example through interviews, a careers fair and meeting many local employers.

Staff are proud to work at this school. They unite to support the school's culture of aspiration. They appreciate the work of leaders to reduce workload and support their well-being.

Some staff have benefited from opportunities to develop their expertise and leadership both within the school and across the wider trust. Trust leaders, trustees and governors know the school well. They exercise their statutory duties.

They strive to provide continued support and challenge to school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always routinely check for pupils' understanding or provide effective feedback.

This means that pupils do not learn new knowledge consistently across the curriculum. The school must ensure that feedback to pupils helps to improve their knowledge and understanding. Sometimes, learning activities are not delivered well.

This means that pupils can be passive or opt out of activities. The school should ensure that lesson tasks engage and support pupils to commit to their learning. This will enable them to study more effectively.