| Name | Cambridge Academy for Science and Technology |
| Website | http://www.cam-ast.org.uk/ |
| Ofsted Inspection Rating | Good |
| Inspection Date | 16 May 2017 |
| Address | Robinson Way, Cambridge, CB2 0SZ |
| Phone Number | 01223724300 |
| Type | Academy |
| Age Range | 13-19 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 277 (66% boys 34% girls) |
| Number of Pupils per Teacher | 16.0 |
| Academy Sponsor | United Learning Trust |
| Local Authority | Cambridgeshire |
| Percentage Free School Meals | 4.9% |
| Percentage English is Not First Language | 18.4% |
| Persisitent Absence | 7% |
| Pupils with SEN Support | 27.6% |
| Catchment Area Information Available | Yes, our catchment area data is FREE |
| Last Distance Offered Information Available | No |
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Highlights from Latest Inspection:
Information about this school The UTC meets requirements on the publication of specified information on its website. The UTC complies with Department for Education guidance on what academies should publish. In early October 2016, the national leader of education who had been supporting the UTC became the executive principal. Following the September inspection, the specialist leader of education who had been supporting the UTC was allocated to the UTC full time and appointed as acting principal on 1st November. She became the headteacher in April 2017. The UTC is smaller than the average secondary school. The majority of students are White British. A small proportion of students are known to be eligible for the pupil premium. The specialism of the University Technical College Cambridge is science, technology, engineering and mathematics. The main sponsor is Cambridge University Health Partner. The college is governed by a board of trustees who are also governors. The college does not use alternative providers, nor does it have specialist provision on the premises. Parkside Federation Academies has been contracted to provide support to the UTC. The chief executive officer of Parkside Federation Academies has taken on the role of executive headteacher of the UTC since October 2016. It is anticipated that the UTC will formally join the Parkside multi-academy trust in September 2017. In 2016, students’ progress from the end of key stages 2 to 4 led to the college being below the current floor standards. Summary of key findings for parents and pupils This is a good school The new headteacher has acted quickly to establish a culture where teachers and students enjoy working hard in an atmosphere that is highly conducive to learning. Leaders’ systematic and organised approach has rapidly and successfully addressed the flaws found at the previous inspection. As a consequence, students are happy and safe. Students’ personal development is exceptionally strong. Students take a real pride in the UTC and are enthusiastic ambassadors for its values. There is outstanding pastoral support for students. The preparation for the world of work is exceptional. The excellent behaviour of students in lessons and around the college creates an environment in which it is a joy to teach and study. The highly positive impact of the new assessment system in helping students make good progress and teachers’ planning for students’ differing interests and abilities is clearly evident. The sixth form is very well led. Students are well cared for and make good progress in most subjects. In the sixth form, outcomes in applied courses are not as good as for academic courses. ‘Challenge projects’ provide students with wonderful opportunities to work with scientists and explore scientific issues beyond the examination curriculum. Some teachers, especially in science, do not provide sufficient opportunities for students to develop their reading and writing skills. Leaders’ hard work has resulted in the improved attendance of disadvantaged students, but a small group do not attend as well as they should. Provision for students’ personal, social, health and economic (PSHE) education is well planned, but its quality is not checked, leaving gaps in students’ learning. |
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