The Cavendish High Academy

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of The Cavendish High Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding The Cavendish High Academy.

To see all our data you need to click the blue button at the bottom of this page to view The Cavendish High Academy on our interactive map.

About The Cavendish High Academy


Name The Cavendish High Academy
Website http://www.chs.academy
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Principal Principal Elaine Haver
Address Lincoln Close, Runcorn, WA7 4YX
Phone Number 01928561706
Phase Academy (special)
Type Academy special converter
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 101
Local Authority Halton
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Main findings

Cavendish High is an outstanding school. The 'dream catcher' logo engraved into its windows reminds students of their hopes and aspirations every day. These provide a background to the rich, creative and progressive experiences of a school in which students flourish.

Students say they enjoy their lessons and feel very safe in the school's warm and supportive environment. Parents and carers are fulsome in their praise, with representative comments describing 'progress beyond our expectations', 'amazing improvement' and 'absolutely outstanding support given to us as a family'. Students make good progress and show much perseverance and determination to succeed.

The development of their social an...d communication skills is outstanding. By the time they leave school, they are well skilled in making their needs and wishes understood, with many students articulate and thoughtful in their responses. Teaching is good, sometimes outstanding, and is enhanced effectively by associate and support staff contributions.

Planning is thorough and students are involved well in setting and reviewing their personal learning goals, using information and communication technology (ICT) programs. Progress is tracked systematically and expectations are high. The school is aware that occasionally the challenge for a small number of more-able students could be even greater.

It is taking action to address this and is increasing the number of courses leading to higher qualifications. Provision for students with ASD is evolving very effectively but is currently good rather than outstanding. As a result of the excellent care, support and guidance they receive and their own enthusiastic engagement in the imaginative and innovative curriculum, students' behaviour is outstanding.

Students' awareness of healthy lifestyles and their participation in physical activities are outstanding, and the school is justly proud of one of the students being selected for the Special Olympics. Outstanding provision is made in the sixth form, which has developed a more effective and distinct identity since the last inspection. Older students have excellent support and well-chosen opportunities to help them make the transition from school to the next stages of their lives.

These activities build on the independence they acquire as they progress through the school. The headteacher provides clear, confident leadership and is ably supported by a senior management team who have complementary skills. Embedded monitoring systems ensure very accurate self-evaluation.

Areas for improvement are precisely identified and acted upon in a timely and effective manner. Procedures and strategies for ensuring the safeguarding and protection of children are good. Specialist status has increased the school's wider community involvement and outstanding partnerships promote overseas links, music, media, sport, work-related learning and enterprise initiatives exceptionally well.

The school has good capacity to improve further.

Information about the school

Cavendish High School is a smaller than average school that provides education for students who have severe learning difficulties (SLD), profound and multiple needs (PMLD) and for those with autistic spectrum disorders (ASD). The school serves Halton and the surrounding area.

All students have a statement of special educational needs and boys outnumber girls by two to one. Most students are of White British origin; much smaller numbers are from other ethnic backgrounds. Three students speak English as an additional language.

There is a small number of looked after students. The proportion of students known to be eligible for free school meals is higher than the national average. The school was subject to re-designation from all-age (2-19) to secondary phase provision (11-19) in 2009 which immediately increased the proportions of students with PMLD and ASD.

A small number of primary-age students remain in the school. The school has achieved several awards including Artsmark Gold, Healthy School status and the Sportsmark. Cavendish High was awarded specialist school status in September 2010 for Cognition and Learning.


  Compare to
nearby schools