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  • Caldew School
    Dalston
    Carlisle
    Cumbria
    CA5 7NN
  • Head: Ms Victoria Jackson
  • T 01228 710044
  • F 01228 710390
  • E [email protected]
  • W caldew.cumbria.sch.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Cumbria
  • Pupils: 1046
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Requires improvement 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Requires improvement 1
      • Quality of teaching, learning and assessment Requires improvement 1
      • Personal development, behaviour and welfare Requires improvement 1
      • Effectiveness of leadership and management Requires improvement 1
    • 1 Full inspection 7th June 2018
  • Previous Ofsted grade: Good on 18th April 2013
  • Ofsted report: View the Ofsted report

What the school says...

Converted to an academy 2011.

What the parents say...

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2015 Good Schools Guide Awards

  • Excellent performance by Boys taking Design & Technology Product Design at an English Comprehensive School (GCE A level)
  • Excellent performance by Girls taking English Literature at an English Comprehensive School (GCE AS level)
Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

We do not have any segregated provision for pupils with special educational needs. All our SEN pupils attend mainstream lessons, supported where possible by teaching assistants, and differentiated teaching and learning materials. The system is supported by close planning between the teacher and the teaching assistant, and informed by Individual Education Plans (IEPs). Other support systems include paired reading provided by sixth form and other volunteers, weekly library sessions for poorer readers, withdrawal for literacy sessions, Key worker and mentoring systems, close home-school liaison and the occasional (and effective) use of parents in school. Strategic ASD Provision for the Carlisle Area is planned to open at Caldew School. Pupils in this provision will normally be able to meet the demands of a Secondary mainstream curriculum. Their ASD will inhibit or restrict their access to the curriculum. The purpose of the provision is to promote and support their access to the teaching and learning process. The facility will support most of its pupils, in most of their lessons, most of the time. At other times we will provide withdrawal and support arrangements to meet individual and immediate needs. We will provide appropriate accommodation that supports reflective study, social and life skills acquisition, individual and specialist tuition. We will, with the support of the local authority meet the criteria for the Cumbria Inclusion Chartermark Level 2, (The Establishing Stage).

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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