Cambridge Park Academy
- Cambridge Park Academy
North East Lincolnshire
- Head: Mr Mark Eames
- T 01472 230110
- F 01472 230113
- E [email protected]
- W www.cambridgepark.co.uk
- A state special school for boys and girls aged from 3 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty.
- Boarding: No
- Local authority: North East Lincolnshire
- Pupils: 222
- Religion: Does not apply
- Fees: NA
- Latest Overall effectiveness Requires improvement 1
- 16-19 study programmes Requires improvement 1
- Early years provision Good 1
- Effectiveness of leadership and management Requires improvement 1
- 1 Full inspection 12th March 2019
- Previous Ofsted grade: Inadequate on 15th November 2016
- Ofsted report: View the Ofsted report
What the school says...
Cambridge park School caters for pupils who have learning difficulties. We have specialist bases to support children with autism and offer an outreach service to parents, schools and professionals within the area. The school offers a broad curriculum and all pupils access Entry levels. Some pupils are able to gain GCSE's and the school is equipped to offer 7 GCSE's as needed. As a school we strive to be flexible and a number of pupils benefit from a personalised timatable which offers them access to a range of activities or programmes as needed. We hold regular clinics to support communication, physical and social issues. Our aim is to maximise learning and increase independence for all pupils.
Converted to an academy 2011. ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Cambridge Park School caters for pupils who have learning difficulties, mainly MLD although some children have speech and language or emotional and behavioural difficulties. We also have bases to support children with autism and offer an outreach service to parents, schools and professionals within the area. The school offers a broad curriculum and all pupils’ access entry levels. Some pupils are able to gain GCSEs and the school is equipped to offer 7 GCSEs as needed. As a school we strive to be flexible and a number of pupils benefit from a personalised timetable which offers them access to a range of activities or programmes as needed. We hold regular clinics to support communication, physical and social issues. Our aim is to maximise learning and increase independence for all pupils.
|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||Y|
|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
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