Are UTCs suitable for high achieving academic students?

Our students have gone on to study high quality STEM degrees in some of the UK’s leading universities, including Manchester, Southampton and Lancaster, alongside those graduates have secured STEM apprenticeships with companies including Wood Plc, Cavendish Nuclear, Nuvia and Kier Construction.

At UTCW, all of our students complete GCSEs that include Maths, English, Science and a range of high quality engineering subjects that are shaped around employer demand – Design, Manufacture, and Construction and Built Environment. At Sixth Form, students choose a specialist technical pathway that has been tailored by STEM employers to offer the academic and technical knowledge, alongside the professional confidence to equip graduates for University or a high quality apprenticeship.

Ofsted: “Students’ progress in academic and technical subjects has improved over the three years since the college opened. As elsewhere in the college, teaching is well planned. This leads to students’ strong progress. Students do particularly well in technical subjects. They show strong commitment to preparing themselves for their future careers or for higher education. The proportion leaving to take up higher apprenticeships is above the national average.” Ofsted, 2019

Do UTC graduates struggle to find work?

Destinations (young people going on to meaningful next steps and careers) are the reasons for UTCs existing.  This focused approach to education was set up by employers and is common in the North West of England. Students, parents, and employers say that  young people leave UTC with strong workplace skills and a confidence that sets them up for future careers.

I’ve heard UTC staff are ‘not proper teachers’?

Not only are the UTC’s teachers trained and qualified, they bring with them a wealth of industry-background and teaching experience. We are proud of our staff team; our parents say that teachers go above and beyond to help the students follow their aspirations and bring their careers to life both during the UTC curriculum and when they leave us.

With a smaller staff and student cohort, we build strong and positive relationships with our students. We have a dedicated pastoral team who oversee the welfare, development and progress of each student, and our teaching staff understand the strengths and barriers of each individual which creates a personalised learning experience.

Ofsted: “Teachers are knowledgeable about their subjects. This gives pupils confidence. It also allows teachers to ask relevant questions skilfully, in order to develop pupils’ understanding. Pupils are known very well by teachers and staff.” Ofsted, 2019.

Are UTC qualifications are less valued than others?

Students who join us in Year 10 complete core national curriculum subjects, alongside technical specialisms such as Computer Science, Engineering Design and Engineering Manufacture. This offer has been developed with leading university and employer partners who are seeking a bespoke workforce with specific technical knowledge and skills.

At sixth form, our BTEC pathways mix technical learning with traditional academic subjects such as A Level Maths and Physics. In 2018, 100% of students who completed their BTEC Level 3 Engineering qualification passed and the average grade was a ‘distinction’. You can read more about our alumni on our dedicated alumni page. 

Ofsted: “Leaders ensure that students develop the knowledge, skills and behaviours that will support them in their future studies or careers. The sixth-form curriculum is tightly focused on STEM subjects, in order to meet the needs of employers and students. Leaders ensure that the sixth-form curriculum is evolving to meet these needs.” Ofsted, 2019.

Is the UTC curriculum is too specialist?

Whilst Engineering is one of the UK’s broadest sectors and employees in the industry can be some of the highest earners, UTC Warrington does not solely focus on one branch STEM subjects.

UTC’s are designed to build expertise in subject areas and our curriculum and business partners aren’t just from the Engineering sector. Students can opt to focus on science subjects at sixth form or study some of our technology courses that create our Cyber Pathways for Year 10 and Year 12 students.

Alongside prominent employer support from each sector, our students receive a well-rounded view into the future potential opportunities of employment, apprenticeships or continued study in the field of STEM.

Ofsted: “The curriculum is very well matched to the particular focus of the college. Pupils in both key stage 4 and the sixth form are offered clear sets of subjects that relate to different STEM areas. In key stage 4, all students study a core of English language and literature, mathematics and science. Their particular interests and aspirations are catered for in other subjects. This allows for specialism in engineering, the built environment and cyber computing. These other subjects are often taught through practical activities. They are linked to, and enriched by, planned links and visits to and from local employers. A similar approach is adopted in the sixth form. Leaders ensure that the curriculum evolves to meet local employment needs.” Ofsted, 2019.

Why should I move to the UTC?

Students benefit from regular input and mentoring by local employers and Higher Education partners, as well as an opportunity to focus on specialist subjects that they are passionate about.

14 is the typical age that students start their GCSEs. We believe young people are mature enough to understand what pathway they want to follow. By opting for focused STEM qualifications at UTCW, students benefit from a wealth of industry expertise, outstanding facilities and a strong rapport with the region’s leading business leaders.

Those who join us in Year 10 come from a number of different schools around Warrington and local towns. Our personal development programme brings students from all backgrounds together in a professional learning environment.

Ofsted: “Pupils are motivated by the curriculum and how learning is organised. The college is effective in helping them to understand what attitudes they need to be successful in their learning. Pupils’ positive attitudes to their learning are sometimes very different from the negative approach to education that they had before they joined the college. Year 10 pupils’ workbooks in English provide evidence of how pupils have changed their attitudes, from only being prepared to put in minimal effort, to being determined to present high-quality work.” Ofsted, 2019.