- Caldew School
- 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
- 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)
Overall school performance (for comparison or review only)
Results by exam and subject
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|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|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|
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
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:
sometimes, but not in this year