The Discovery School, in Newcastle, focuses specially on science, technology, engineering and maths subjects at GCSE and A Level
A school watchdog has slammed a £9m science and technology school as failing pupils who hoped for top-quality training in technical subjects.
Ofsted have branded the Discovery School, in Newcastle, inadequate in a damning report just three years after the flagship school opened.
The Discovery School, in central Newcastle, was opened in 2014 to offer an "alternative option to a traditional school" for students particularly interested in STEM (science, technology, engineering and maths) subjects.
But inspectors said developed a "narrow and unbalanced" curriculum which "is falling to meet pupils' needs".
Despite the school's special focus, results in science, technology and mathematics were described as "broadly average", while English scores were "disappointing"
And though "excellent" facilities are provided, inspectors note a considerable lack of enthusiasm for the school's unusual offering among prospective students and parents. There is space for 700 pupils at the Discovery School, but fewer than 200 are actually on the roll.
Attendance rates fall below the national average, though they have improved over the last year.
Nonetheless, the school avoided falling into 'special measures' - a category reserved by Ofsted for the worst-performing schools.
The school recently moved to quash rumours that the departures of former head teacher, Dr Wendy Allen, and a number of senior members of staff, were related to the result - which at the time had not yet been published.
In the report , Dr Allen's "tireless" work is praised, while inspectors note that many pupils and staff are committed to the specialist focus, which is motivational to many children.
But they insist that the lack of timetable space for languages, arts or humanities breaches the school's duty to provide a "broad and balanced" curriculum. Leaders are also slammed for not offering PE lessons or any opportunity to exercise during the school day.
Yet some aspects of the unusual approach appear to have paid dividends.
Inspectors noted many "well-organised and independent" pupils, and said "the school's ethos and culture helps pupils to develop and mature".
Good careers guidance helped to ensure all pupils found places in further education, employment or training last year.
And some improvements were observed in the areas which caused concern.
The report said: "The ongoing efforts of leaders to improve the quality of teaching, learning and assessment have begun to ensure more consistent progress for all groups of pupils.2
But the school launched a staunch defence and said they have the right leadership team to take the school forward.
A statement added: "We have a strong leadership team and have put in place robust improvement plans which will be regularly scrutinised by our board of trustees and a teaching, learning and assessment framework with third party quality assurance.
"We are reviewing the school's curriculum to ensure it meets the needs of all our students and we will be closely monitoring in-year student progress.
"We have had an external review of pupil premium, special educational needs and our wider pastoral provision and personal development programme. We have implemented new systems and procedures in line with best practice.
"We are adding more beneath and balance to our curriculum in all areas. For example we are strengthening the inter-curriculaties between all subjects, with a special focus on modern foreign languages and humanities. We will also be offering thse subjects within the pre-16 curriculum from September 2018."