Cumbria Academy for Autism, located in Workington, Cumbria, underwent its first inspection on 15 and 16 October 2024. The school, which caters to pupils with special educational needs and disabilities, received mixed evaluations across various aspects of its operation. The quality of education was rated as requiring improvement, while behaviour and attitudes, as well as personal development, were deemed good. Leadership and management, along with sixth-form provision, also required improvement. The head of the school is Kara Smallman, and it operates under The Eden Academy Trust, led by CEO Susan Douglas.
Pupils at the academy are greeted warmly and feel secure, knowing that staff are attentive to their needs. The school aims for all students to achieve well, but weaknesses in curriculum design and delivery have hindered some pupils from reaching their full potential. While pupils demonstrate respect and good conduct, the curriculum's effectiveness varies across subjects, particularly in the sixth form, where clarity on knowledge progression is lacking. This inconsistency affects teachers' ability to deliver lessons effectively, leading to gaps in pupils' learning.
Despite these challenges, the school has made strides in creating a stable and caring environment following a period of instability. The leadership team has worked to restore a sense of safety and support for pupils. The school offers a range of enterprise activities that engage students and help them develop skills relevant to the workforce, such as finance and marketing. Older students take on leadership roles, fostering a sense of responsibility and community involvement.
The school has prioritized reading, providing tailored support for pupils who struggle with literacy. Staff encourage a love of reading by offering diverse materials that cater to students' interests. However, the information regarding pupils' individual needs is not always precise, which can affect the setting of appropriate learning targets. This lack of clarity sometimes limits the effectiveness of the support provided to students.
Pupils generally behave well in lessons and are motivated to learn. The school emphasizes attendance and employs thorough analysis to address any issues related to pupil engagement. The wider development of pupils is a key focus, with opportunities for them to contribute to school policies and decisions, such as class rules and uniform changes. The school also provides comprehensive careers advice, helping older pupils gain practical experience and develop independence.
While the local advisory board and trustees share the school's commitment to high-quality education, the curriculum remains underdeveloped in several areas, including personal, social, health, and economic education. Staff appreciate the support they receive for their well-being and workload, contributing to a positive working environment. Overall, while the school has made progress in several areas, significant improvements are needed in curriculum design and assessment strategies to ensure that all pupils achieve their potential. The school is committed to addressing these challenges and enhancing the educational experience for its students.
