TBAP Octavia AP Academy


Name TBAP Octavia AP Academy
Ofsted Inspection Rating Good
Inspection Date 15 January 2013
Address Coalwharf Road, Wisbech, Cambridgeshire, PE13 2FP
Phone Number 02031080367
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 21 (76% boys 24% girls)
Local Authority Cambridgeshire
Percentage Free School Meals 52.4%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

This school makes provision for pupils who are at risk of permanent exclusion or who, in a few cases, are pupils placed from out of county and are permanently excluded. It is located on sites in two different towns and a city: March which caters for pupils from Year 9–11; Huntingdon which caters for pupils from Year 7–11; and Cambridge which caters for pupils from Year 9–11. In addition there is a Year 11 class at Huntingdon Regional College as part of the ‘Step-up-to-College Programme’ which is a course to prepare pupils to be ready to cope with going to college. Most of the vocational courses are delivered by teachers within the school. A few, such as hair and beauty, are delivered by college staff. All except for a few pupils (those placed from out of county) are dual registered. This means they remain on the roll of the mainstream school from where they come as well as being placed on the roll of this school. All pupils were on the special educational needs register in their previous schools because they were not coping in their mainstream schools, but none have a statement of special educational needs. Most pupils are White British. However, the number of pupils from minority ethnic backgrounds, particularly from Eastern Europe, is increasing as is the proportion from families where English is an additional language. An above average proportion of pupils are known to be eligible for the pupil premium which is extra funding from the government for pupils in local authority care and those known to be eligible for free school meals. This school opened in September 2011 following the merger of an outstanding pupil referral unit with one that was in special measures and one which had been identified by the local authority as being at risk of failing to provide an adequate education. There is an executive headteacher with oversight of the three settings and a teacher-in-charge based on each site. The executive headteacher and the three teachers-in-charge all worked previously in the outstanding pupil referral unit.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress in English and mathematics because they are taught well. By Year 11, pupils gain good work-related skills and valuable vocational qualifications. Almost all Year 11 pupils succeed in gaining a place at college when they leave school. The care and support pupils receive is outstanding. They are very safe in school. Most pupils make rapid gains in confidence as their reading improves. Most say the school, ‘turns our lives around’. Parents and carers agree with the views of their children. Behaviour is good. Pupils’ understanding of how to keep safe is outstanding. All leaders, including members of the management committee, are committed to removing obstacles that get in the way of learning for pupils. They help pupils overcome their emotional difficulties and support them in believing that they can succeed. Thorough checking of teaching and listening to each pupil so as to find out how pupils best learn has resulted in changes which have contributed to raising pupils’ achievement. This new school improves daily. It is not yet an outstanding school because : In a few lessons, teachers do not plan work that helps pupils to build on what they already know. Marking is a little inconsistent and so pupils are not always clear about what they need to do to improve their work. Occasionally, teaching assistants do not contribute sufficiently to pupils’ learning in lessons. Some pupils do not come to school as often as they should. This slows their progress. Money given to mainstream schools to provide extra support for pupils entitled to free school meals is not passed on to this school when such pupils, who are also at risk of permanent exclusion, are sent here by their mainstream schools.