Admissions
Welcome to The Cavendish School Admissions page! Here, you'll find information about our admissions criteria, the process, a virtual tour, and FAQs to answer questions you may have.
Our Admissions Criteria:
Our admissions criteria requires pupils to have an Education, Health, and Care Plan (EHCP) in place, along with a formal diagnosis of Autism identified as their primary need. Additionally, pupils must be working within two academic years of their peers to be considered for placement at The Cavendish School.
The Admissions Process:
All admission are completed through a consultation process via the Local Authority in conjunction with your child's EHCP.
For information regarding Post-16 Provision, please see bottom of page.
Virtual Tour
Frequently Asked Questions
Please view all our Frequesntly Asked Questions below.
At present, The Cavendish School is at full capacity and unable to accommodate additional placements due to health and safety limits. When spaces become available, we notify the relevant Local Authorities, who can then submit/resubmit consultations for consideration.
Please see the information below, which provides more details about our capacity:
The Cavendish School first opened its doors in 2021. Since then, it has grown year-on-year, exceeding its original planned numbers. The original building capacity for the school was 80 pupils. However, due to extremely high demand for places, TCS has worked with Local Authorities and the Eastern Learning Alliance to complete works that allow the school to maximise its pupil admission numbers without compromising the quality of education for current pupils.
The Department of Education has completed a Net Capacity Assessment (NCA) for TCS, which outlines the number of pupils the school can safely and appropriately accommodate on-site:
Minimum workplaces available: 77
Maximum workplaces available: 103
The report also highlights ways to extend this capacity through building works or reconfiguration, increasing the maximum capacity to 124 pupils.
As of September 2024, our pupil roll data is as follows:
KS2: 40 pupils
KS3: 41 pupils
KS4: 35 pupils
Allocated Post-16 (2025): 8 places
This brings our total admission number to 124, which matches our current maximum capacity.
At The Cavendish School, our approach to teaching and supporting children with autism is centred on creating an inclusive, understanding, and supportive environment where every student can thrive. We believe that every child is unique, and our goal is to provide a tailored educational experience that meets each child's individual needs.
In Years 3–8, we follow the International Baccalaureate (IB) curriculum, which is designed to be flexible and adaptable to a wide range of learning styles. The IB encourages inquiry-based learning, critical thinking, and the development of skills that are essential for life beyond school. This approach allows us to provide a personalised education that builds on each child’s strengths while supporting their challenges. In Year 9, we implement a hybrid English exam curriculum while maintaining the IB philosophy. In Years 10–11, our pupils follow a mainstream English Qualification curriculum, and Key Stage 5 is a blend of life skills and Open University certificates of higher education or Year 1 open degrees. Click here to visit our Curriculum Page.
Our teaching strategies incorporate evidence-based practices to support academic development, social skills, and emotional regulation. We focus on enhancing communication, fostering independence, and building self-esteem, while also encouraging positive social interactions. We work closely with parents, caregivers, and specialists to create individualised learning plans for each student, ensuring their unique needs are met.
Classrooms are designed to minimise distractions and provide sensory-friendly spaces where pupils can feel safe and focused. Our staff members are highly trained in autism awareness and behaviour management strategies, allowing them to respond effectively to each student's needs.
At The Cavendish School, we view autism as an integral part of our pupils’ identities. We are committed to nurturing their potential, helping them build confidence, and empowering them to achieve their goals—both in school and beyond.
At The Cavendish School, we maintain a low pupil-to-teacher ratio to ensure that each child receives personalised attention and support. Each classroom has up to 10 fulltime pupils, with a class teacher and 2-3 teaching assistants. This structure allows for tailored learning experiences and ensures that every student’s individual needs are met. The smaller class size and additional support staff provide an optimal environment for both academic and social development, allowing pupils to thrive in a nurturing and focused setting.
Our physical classroom sizes indicate that we should not exceed this number.
At The Cavendish School, we recognise that every pupil is unique, and as such, we tailor our approach to meet their individual needs. While it is difficult to list every strategy we use, as each pupil’s requirements are different, we rely on a set of core principles and interventions that support children with autism:
-Modified Environment – Classrooms are adapted to minimise distractions and promote focus. This helps create a space where pupils can concentrate and feel comfortable.
-Specialist Training – Staff receive continuous professional development to support autism awareness and effective behaviour management. This ensures that our staff are well-equipped to understand and respond to the needs of our students.
-Zones of Regulation – We use this framework to help pupils manage emotions and behaviours. It encourages self-regulation and emotional awareness.
-Personalised Learning Goals (PLG) – Lessons are tailored to meet each child’s individual educational targets. This approach ensures that every pupil can progress at their own pace.
-Therapeutic Input – We collaborate with a variety of specialists to offer additional support. This allows us to address the diverse needs of our pupils holistically.
-Social and Behaviour Curriculum – Structured lessons to develop social skills and appropriate behaviours. This curriculum fosters positive interactions and communication.
-Cambridgeshire Therapeutic Thinking Approach – A set of strategies aimed at building emotional and behavioural resilience. It helps students develop coping strategies and resilience.
-Interest-based Curriculum within the IB – Learning is linked to pupils’ interests to increase engagement and motivation. This personalised approach fosters a love of learning.
-Access to Calming and Sensory-friendly Areas – Spaces are provided to help pupils regulate their sensory needs. These areas allow for breaks when pupils feel overwhelmed.
-Visual Schedules/Timetables and Support Tools – Clear visual aids help pupils understand daily routines and expectations. This promotes independence and reduces anxiety.
-Positive Language and Focused Praise – We use encouraging language to build confidence and reinforce positive behaviours. This boosts self-esteem and motivation.
-Fiddle and Sensory Objects – Pupils are provided with objects to help them focus and self-regulate. These items support concentration and reduce stress.
-Social Stories, Comic Strips, and Scripts – These are used to teach social situations and expectations in an understandable way. They provide visual and practical guidance for pupils.
-Adult Modelling of Social Interactions – Teachers model appropriate social behaviours for pupils to learn from. This provides a clear example for pupils to imitate.
-Simplified Language and Clear Communication – We adapt our language to ensure pupils can fully understand instructions and expectations. This promotes better comprehension and reduces confusion.
-Advance Warnings for Change – We give pupils notice of upcoming transitions or changes. This helps pupils prepare for changes and reduces anxiety.
-Sensory, Movement, and “Brain” Breaks – These breaks allow students to release excess energy and refocus. They are essential for maintaining attention and preventing overwhelm.
-Visual Prompts and Closed Choices – These strategies offer pupils clear guidance and manageable options. They reduce stress and help pupils make decisions.
-Processing Time (at Least 10 Seconds) – We allow pupils sufficient time to process information before responding. This ensures they have time to understand and act on instructions.
-Clear Routines and a Structured Day – A predictable schedule helps students feel secure and confident. This reduces anxiety and promotes a sense of stability.
-Errorless Reward Systems and School Community Projects via PeP – Pupils are given opportunities to succeed through a supportive reward system. This encourages positive behaviour and active participation in the school community.
-Multi-sensory Teaching Approaches – Lessons incorporate a variety of sensory experiences to engage pupils in different ways. This supports diverse learning styles and enhances understanding.
-Task Chaining (Step-by-step Support) – We break tasks into smaller, manageable steps to support student success. This helps pupils complete tasks independently.
-Opportunities for Outdoor Learning
-Low-arousal Environment
-Explicit Teaching of Social Rules – We teach clear, structured social rules to guide interactions. This helps pupils navigate social situations more confidently.
We avoid using 1:1 support outside of specific interventions, as research shows that this can negatively impact a pupil’s mental health, sense of inclusion, and development of independence.
At The Cavendish School, supporting social and communication development is a key part of our curriculum and daily routines. We integrate these skills into all aspects of school life to ensure our pupils are equipped to navigate social situations and communicate effectively.
Key ways we provide this support include:
-PLG (Personal Learning and Growth) Lessons: These dedicated sessions focus on developing social and communication skills through structured activities, role-play, and group discussions. Pupils learn strategies for effective communication, understanding social cues, and building positive relationships.
-Supported Social Times: Social interactions are woven into the school day, with staff support to guide and encourage positive peer interactions during break times, lunchtimes, and extracurricular activities.
Interwoven Curriculum: Our curriculum is designed to embed social and communication skill development across all subjects, providing consistent opportunities for pupils to practise and apply these skills in a variety of contexts.
Tailored Interventions: For pupils requiring additional support, we provide targeted interventions, including small group or individual sessions, to address specific needs.
By embedding social and communication development into everyday school life, we create a supportive environment where pupils can thrive socially and emotionally while gaining confidence in their ability to communicate effectively.
At The Cavendish School, we are a trauma-informed school and take a compassionate approach to behaviour management. We use the Cambridgeshire Therapeutic Thinking approach to support our pupils, which prioritises understanding the underlying causes of behaviour and fostering positive relationships.
We believe that behaviour is a form of communication and work with pupils to help them express their needs and emotions in a constructive way. Logical consequences are applied thoughtfully and consistently, ensuring that they are fair, restorative, and promote learning and growth.
Our approach creates a safe, nurturing environment where pupils feel understood, respected, and supported, allowing them to thrive both academically and socially.
At The Cavendish School, we value strong communication with parents and carers to keep you informed about your child’s progress and experiences. We offer a variety of ways for you to stay up to date with your child’s learning and development:
Daily Communication Option: Parents can opt to receive daily updates from their child’s class teacher through a written communication book or via email. You can choose the frequency of these updates to suit your preferences.
Learner Portrait: Each term, your child will receive a Learner Portrait that highlights their progress over the term.
EfL (Evidence for Learning): Parents have access to EfL, an online platform that allows you to view photos of your child’s work and what they have been up to throughout the week.
Weekly Newsletter: A newsletter is shared with parents each week, providing updates on school activities, upcoming events, and key achievements.
Parent-Teacher Meetings: Formal meetings are held throughout the year to discuss your child’s progress in more detail, alongside informal check-ins whenever necessary.
We believe in fostering an open, collaborative relationship with families, ensuring that you are actively involved in your child’s educational journey. If you have any specific communication preferences, please feel free to contact us to discuss options.
At The Cavendish School, we are committed to making the transition for new pupils as smooth and welcoming as possible. We understand that starting at a new school can feel daunting, so we provide a range of personalised support to ensure each child feels confident and ready for their new journey.
One-on-One Tour: We offer a personalised tour for both the pupil and their family. This allows them to explore the school, meet key staff members, and ask any questions they may have about the school environment. It helps familiarise them with the setting before their first day.
Home Visit: To help build a connection and ease any concerns, a member of our team will visit the pupil’s home prior to their start. This provides an opportunity to discuss any specific needs or preferences, ensuring we tailor our support effectively.
Liaising with Current School: We work closely with the pupil’s current school to gather information about their academic progress and any specific requirements. This collaboration helps us ensure that we’re ready to support the child from day one and create a seamless transition.
Phased Transition Timetable: Some pupils that start at The Cavendish School, will follow a phased timetable. This gradual approach helps them adjust to the school routine at a comfortable pace, allowing them to settle in without feeling overwhelmed.
By offering a blend of personalised support, open communication, and a careful, phased approach, we ensure that every new pupil is given the best possible start at The Cavendish School.
At The Cavendish School, we offer a variety of extra-curricular activities and enrichment programmes that support students' personal growth and creativity:
-Football Club with Cambridge United – Pupils develop their football skills with professional coaching from Cambridge United.
-Secondary Art Club – A creative space for secondary pupils to explore different artistic techniques and media.
-Primary Art Club – Encourages primary pupils to develop their artistic talents in a fun, supportive environment.
-Construction Club – Pupils engage in hands-on building projects, developing practical skills and creativity.
-Duke of Edinburgh Award – A challenging programme involving volunteering, physical activities, skills development, and an expedition.
-Coding Club – Pupils learn coding and programming, enhancing their understanding of technology.
-Maths Circles – A space for pupils to explore advanced mathematical concepts and improve problem-solving skills.
Some of our extra-curricular activities are invite only due to the academic attainment they require.
These activities provide pupils with opportunities to explore new interests, develop skills, and engage with their peers.
At The Cavendish School, we ensure accessibility for all pupils. The school environment was built with pupils’ diverse needs in mind. We provide sensory-friendly spaces and calming areas, as every child at our school has sensory requirements, as this is part of the diagnostic criteria for autism. We also offer tailored support for students with medical conditions, ensuring their health and well-being are prioritised alongside their educational needs. While cognitive needs are outside the scope of our provision due to the specialist nature of our services, we focus on providing tailored support for pupils with autism, ensuring that all students receive individualised care in an inclusive environment.
At The Cavendish School, we prioritise the emotional well-being of every child and provide a range of support to ensure they feel safe, valued, and supported. Each pupil has access to Personalised Learning Goal (PLG) mentoring, where they receive one-to-one support to set personal and academic goals, helping them build confidence, resilience, and emotional awareness. We also foster a strong sense of community, with pupils supporting each other through collaborative learning and social activities, creating a network of peer support. Our staff are caring, understanding, and highly trained in a range of areas, including emotional well-being and behaviour management, ensuring they can offer effective support to all pupils. Our holistic approach ensures that emotional well-being is nurtured alongside academic growth, allowing every child to thrive in a supportive and caring environment.
At The Cavendish School, we are committed to preparing pupils for life beyond school by providing them with the skills, experiences, and confidence they need to thrive in adulthood. Our approach is holistic and personalised, focusing on both academic and life skills development.
Pupils work towards GCSEs and functional skills exams, which provide them with a strong academic foundation for future pathways, whether in further education, training, or employment. We also place a strong emphasis on fostering independence, social skills, and self-advocacy, equipping pupils with the tools they need to navigate the world around them. The Duke of Edinburgh Award offers pupils valuable opportunities for personal development through volunteering, physical activities, and expeditions.
Through personalised mentoring, work experience opportunities, and life skills lessons, pupils gain real-world exposure and develop crucial skills such as communication, problem-solving, and resilience. Additionally, we encourage pupils to explore their interests and passions, providing them with the foundation to make informed decisions about their future paths.
Our aim is to ensure that pupils leave The Cavendish School not only with academic qualifications but also with the personal strengths and skills necessary for success in life beyond school.
All admissions are completed through a Consultation Process.
1.Parent Request: Parents or carers should contact their Local Authority to request a consultation be sent to The Cavendish School.
2.Referral Submission: The Local Authority sends the child’s EHCP, professional reports, and relevant information to us for review.
3.Review and Assessment: Our Head of School reviews the paperwork to ensure the child meets our criteria and assesses whether we have the space and resources to support their needs.
4.Decision-Making: A decision is made based on the child’s needs, our ability to provide appropriate support and if we have space.
5.Outcome Notification: We inform the Local Authority of our decision, and they share the outcome with the family.
At The Cavendish School, we work closely with families and the Local Authority to ensure every consultation is carefully considered.
At The Cavendish School, we have a range of therapists available onsite to support the diverse needs of our pupils. Our team includes Occupational Therapists (OTs), a Speech and Language Therapists (SALT), an Educational Psychologist (EP), Psychotherapists, and an Art Therapist. Each therapist works closely with pupils, providing tailored support to address specific challenges and promote their overall development. They collaborate with class teams to ensure that strategies are integrated into daily learning and routines, offering a coordinated approach to meet each pupil's needs. Whether it's assisting with communication, emotional well-being, sensory processing, or academic support, our therapists play a key role in helping students achieve their full potential in a holistic and supportive environment.
No, you do not have to live in Cambridgeshire to apply to The Cavendish School. We accept pupils from other local authorities as well. The admission process remains the same, and all applications are completed through a consultation process. Parents or carers should contact their Local Authority to initiate the consultation, and we work closely with the Local Authority to review the child’s needs and suitability for our provision.
If you reside in Cambridgeshire County, and a pupil is currently taught in a different year group at their current school, it is not guaranteed that they will remain in that year group when transitioning to The Cavendish School. During the consultation process, the school will assess whether it is appropriate for your child to remain in their current year group or move to their chronological year group. This decision will be based on the information provided in your child’s annual reviews, EHCP, and any other relevant details shared with the caseworker. This information will then be presented at the Local Authority placement panel, where a decision will be made.
Other local authorities follow a similar process, and the possibility of remaining outside the chronological year group will also be considered during the consultation.
Post-16 Provision
We are excited to be launching our Key Stage 5 provision from September 2025.
We will have eight allocated Sixth Form spaces, with admissions based on our criteria, which require pupils to have a formal diagnosis of Autism, with this being their primary identified need. Additionally, students must meet the following academic criteria:
-A minimum of five GCSE passes at grade 4+ (or equivalent Level 2 qualifications). Evidenced by predicted gradesand exam results.
-Evidence of the ability to study a particular subject at the required level for Open University (OU) study. Evidenced through an academic reference from your current provision and an academic test.
Our post-16 curriculum is designed to support both academic and personal development, offering a blend of life skills and academic study. Pupils will have the opportunity to work towards Open University Certificates of Higher Education or Year 1 Open Degrees, depending on their individual needs and aspirations.
As with all admissions to The Cavendish School, a consultation will need to take place through your child’s Education, Health, and Care Plan (EHCP). This will be managed by the Local Authority as part of the application process.