Cambridge Park Academy

What Ofsted said

From the inspection on 2 February 2023

Cambridge Park Academy is a special school which caters for pupils with autism spectrum disorder and moderate and severe learning difficulties. Leaders have high expectations for all pupils. Using personalised learning targets, teachers support pupils to develop the knowledge and skills they need to be prepared for later learning and adulthood. High-quality communication and interaction are key features of the school. Staff have expert knowledge of how to structure language development. They support pupils well to use a range of communication aids such as now and next boards, visual timetables and signing. These aids ensure that pupils access their personalised learning pathways. As pupils progress through the school, they learn to communicate with confidence. Leaders have established clear expectations for pupils' behaviour. The learning environment is calm. Leaders provide staff with effective behaviour management training. As a result, staff understand the reasons for pupils' behaviours. All staff foster warm and caring relationships with pupils. Adults support pupils who struggle to manage their behaviour and emotions sensitively. Pupils have a range of strategies to help them if they are feeling angry or worried. Leaders ensure they include parents and carers in the design of their child's learning targets. Teachers provide regular information to help parents support their child at home. Most parents speak highly of the support their child receives.

What the school should improve

• Procedures for assessment in subjects other than English and mathematics need further development. Teachers do not have a precise picture of pupils' subject knowledge and understanding. Leaders should ensure that there is a consistent approach to assessment in all subjects that helps teachers prepare pupils for the next steps in learning.
• For some pupils working in the formal pathway, the curriculum does not provide sufficient opportunities to challenge and deepen pupils' learning. This limits opportunities for these pupils to access higher-level accreditations. Leaders should extend the curriculum sequence within the formal pathway to ensure that pupils can achieve the highest outcomes possible.

Read the full Ofsted report (opens in a new tab)