|Name||TBAP Cambridge AP Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||19 September 2018|
|Address||Ascham Road, Cambridge, CB4 2BD|
|Religious Character||Does not apply|
|Number of Pupils||31 (74% boys 26% girls)|
|Percentage Free School Meals||38.7%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
TBAP Cambridge AP Academy converted to become an alternative provision school on 1 October 2015. The school joined the Tri-Borough Alternative Provision Trust (TBAP), a multi-academy trust at this time. When its predecessor school, The Cambridge Learning Base, was last inspected by Ofsted, it was judged to be good overall. The head of school reports to a local advisory board and the executive headteacher reports to a regional advisory board, both of whom then report to the trust board. Audit, safeguarding, human resources, finance and premises committees monitor standards in these areas and report to the trust board. The current head of school and executive headteacher both took up post in September 2018. The last substantive head of school left in December 2017. There were three interim headteachers in the spring term. At Easter, the trust appointed an experienced executive headteacher from another school in the trust because it was concerned about attendance and behaviour. There are 24 pupils on roll. While pupils have social, emotional or mental health needs, no pupils currently at the school have an education, health and care plan. At the time of the inspection, the school did not use any alternative provision.
Summary of key findings for parents and pupils
This is a school that requires improvement The last academic year was a turbulent time for the school. A series of interim headteachers in the spring term coincided with a decline in standards, where behaviour deteriorated and attendance fell sharply. Year 11 pupils last year did not make good progress from their different starting points, because too many missed school too often. Leaders do not always monitor pupils’ progress closely enough. Systems are improving but need to become fully developed. Leaders cannot clearly demonstrate the effectiveness of their actions to improve outcomes for disadvantaged pupils. Leaders need to refine their systems in order to identify and provide better support with their learning for pupils who have additional needs. Leaders’ systems for recording information are not systematic or efficient. Staff are sometimes unable to access the information that they need readily. The school has the following strengths The new executive headteacher and head of school are building on the improvements of the previous executive headteacher. Current pupils make better progress because : teaching, learning and assessment are good. Staff plan interesting activities that challenge pupils and help them to learn. Attendance has improved markedly since Easter. The incremental increases month-on-month show that improvements are being sustained. Leaders have improved behaviour. Pupils say that they notice the difference since Easter. Staff morale is high. Staff build strong relationships with pupils. Pupils are polite, respectful and value the education that they receive. Many pupils arrive with a history of severely disrupted education. The vast majority are supported into employment, education or training by the time they leave. Parents appreciate the work of staff and notice the difference it makes to their children’s lives. The trust and governors provide effective support and challenge to ensure that improvements are maintained.