UTC Portsmouth Review 2026: A STEM-focused UTC with employer projects and a longer school day

Choosing a University Technical College at 14 is a deliberate decision. UTC Portsmouth is built around science, technology, engineering and mathematics (STEM), with students joining in Year 10 or Year 12 rather than Year 7, and a timetable designed to include employer-linked projects alongside GCSEs, A-levels and technical routes. It is state funded, so there are no tuition fees.

The most recent Ofsted inspection (18 November 2025, published 23 January 2026) set this college apart on personal development, awarding an Exceptional standard there, and Strong standards across the other evaluated areas; safeguarding standards were met.

For families, the key question is fit: does your child want a STEM-heavy curriculum, and are they ready to leave their current school at 14 for a longer day and a more professional, workplace-facing culture?

UTC Portsmouth positions itself as a specialist STEM college, and it makes that identity explicit in how it talks about learning and personal development. Its stated “STEM habits of mind” emphasise communication, creative problem solving, curiosity, responsibility, resilience and teamwork, and the idea is that these run through lessons, enrichment, and employer-set projects.

Leadership is anchored by Principal James Doherty. The college’s senior leadership information notes that he has been involved since before it opened its doors, which matters in a setting where employer partnerships and curriculum design depend on continuity and long-term relationships.

A distinctive feature of the culture is the “industry standards” framing that appears in official reporting, linked to expectations around behaviour, professionalism and how students work with one another. The practical implication is that this can suit young people who like clear routines and purposeful norms, and it can feel demanding for those who prefer a more traditional secondary school atmosphere.

This is a specialist 14–19 provider, so headline measures need careful reading. At GCSE level, the college’s Attainment 8 score is 49.2, and Progress 8 is -0.47 provided. Within Portsmouth, the FindMySchool GCSE ranking places it 6th locally, with an England rank of 2,564, which sits in line with the middle 35% of schools in England (25th to 60th percentile). (FindMySchool rankings are proprietary and calculated from official performance data.)

The EBacc picture is uneven: the average EBacc APS is 3.64, and the percentage achieving grades 5 or above across the EBacc is recorded as 0. That combination suggests GCSE outcomes may be more variable across subjects and pathways than parents might expect from a STEM-branded institution.

At A-level, the FindMySchool ranking places the college 3rd locally in Portsmouth and 1,927th in England, which is below England average overall. (Again, this is a proprietary FindMySchool ranking based on official data.) The grade distribution shows 2.97% at A*, 16.1% at A, and 31.78% at A*–B, compared with an England average of 47.2% at A*–B.

The best interpretation is not “avoid”, but “match the pathway to the student”. UTCs often do best when a student’s programme aligns with their strengths, whether that is A-levels, engineering diplomas, or a combined route.

The college’s core proposition is STEM specialism, with employer and higher education partners shaping projects and keeping the curriculum aligned with current expectations in the sector. Portsmouth City Council’s overview describes GCSE study including sciences, maths, English language and literature, and engineering-related subjects, with additional GCSE options such as computer science and engineering principles.

Formal reporting from the latest inspection describes a curriculum with a substantial STEM focus, regular real-world projects set by employers, and teaching that adapts to close gaps in knowledge, which is particularly relevant for a Year 10 intake drawn from a wide range of prior schools.

A distinctive academic detail, drawn from staff information, is explicit preparation for mathematics university admissions tests (including TMUA, STEP and MAT) and participation in UKMT competitions, plus enrichment such as LaTeX maths typesetting. The practical implication is that for mathematically inclined students, there is credible stretch beyond the specification.

Where Students Go Next

Parents generally want two things here: credible progression data, and clarity about whether the college is more “university route” or “apprenticeship route”. The available destination dataset for the 2023/24 cohort indicates 44% progressed to university, 18% to apprenticeships, 25% into employment, and 2% into further education (with a cohort size of 107).

Oxbridge data shows 7 applications, 1 offer and 1 acceptance in the measurement period, with the successful outcome coming through Cambridge (1 acceptance). That is not a mass pipeline, but it is evidence that the most academic students can compete at the very top when their programme and support align.

The latest inspection evidence also points to a strong progression model, including employer relationships and an emphasis on ambitious destinations, plus a reference to the Turing Scheme for some post-16 students (studying, working or volunteering abroad).

UTC Portsmouth manages its own admissions and applications are made directly rather than through a Year 7 local authority process. The college publishes separate entry routes for Year 10 and Year 12, with a clear warning that applications for the 2026/27 academic year are now closed and places operate via a waiting list at this point in the cycle.

For Year 10 entry, the published pattern is specific: applications typically open at the beginning of October in the academic year before starting, and for the 2026/27 cycle the published closing point was 14 November 2025 at 12 noon.

For Year 12 entry, the college’s published sixth form information states that applications close on 12 January 2026.

Because this is a mid-secondary transfer, families should treat readiness as part of admissions. The college itself explicitly prompts applicants to consider whether they are ready to leave their current school, and whether they can commit to the longer day and the daily journey.

If you are comparing options across Portsmouth, FindMySchool’s Local Hub and Comparison Tool can help you look at outcomes and sixth form measures side by side, rather than judging in isolation.

A specialist STEM environment still succeeds or fails on day-to-day support. The most recent inspection evidence describes students feeling safe, trusting staff with concerns, and a culture where unkindness is rare. It also highlights targeted support for disadvantaged students and students with special educational needs and disabilities, with needs identified quickly on entry at Year 10 or Year 12.

The same evidence base suggests strong attendance and behaviour norms, built on consistent systems and professional expectations. For families, the practical point is that this can be a good reset for students who want a fresh start at 14, but it does not remove the need for motivation. The longer day and STEM intensity are not passive experiences.

Extracurricular life here is deliberately tied to personal development and STEM identity, rather than being a bolt-on after school. The college describes enrichment as part of every student’s timetable, aligned to its values around teamwork, resilience and problem solving.

Specific examples of enrichment named in school communications include chess, forensic science, astronomy, illustration and cosmetic chemistry, plus student-led sessions such as Rocket Club and British Sign Language. That mix matters because it shows the college is not purely engineering workshop time; it is building broader skills and interests around the STEM core.

Employer partner projects are presented as a regular feature, aimed at leaving students with skills and experience alongside qualifications. Combined with the inspection reference to real-world projects, the implication is that students who learn best by applying knowledge to concrete briefs are likely to get more from this model than those who prefer a purely classroom-led approach.

The college day is longer than most mainstream secondaries: Monday to Thursday runs 8:30am to 4:40pm, and Friday 8:30am to 2:45pm.

Travel planning should be treated as part of the decision, since students are joining from across Portsmouth and beyond at Year 10 and Year 12. Families should also budget for the standard secondary-school extras (uniform, trips, and optional activities), even though tuition is state funded.

• Leaving at 14 is a big change. Entry is at Year 10, so students switch schools mid-way through secondary education. This suits self-starters; others may prefer continuity through Year 11.

• The longer day is a real commitment. A 4:40pm finish four days a week affects travel time, homework windows, and part-time work. It is a strength for structured learning, but it can feel heavy for some.

• STEM-first means exactly that. Students need to be comfortable with maths and committed to a STEM-heavy programme. Those whose interests are primarily in arts or humanities may find the balance less satisfying.

• Sixth form outcomes look mixed on published grades. A-level results sit below England average overall, so families should ask clear questions about pathway fit, subject combinations, and the balance between A-level and technical routes.

UTC Portsmouth is a clear option for students who want STEM specialism, employer projects, and a more worklike culture than many mainstream secondaries. It is best suited to students who are ready to switch at 14 or join at 16, can manage the longer day, and want their timetable to connect directly to engineering, technology and progression planning. The key trade-off is breadth and conventional school rhythms, this model is purposeful, but it is not designed to feel like a standard Year 7–11 secondary.