SEND
Specialist autism school celebrates first ever
GCSE results The Cavendish School, Cambridgeshire’s first state-maintained free school for
autistic students, has celebrated its first ever cohort to sit GCSE exams. More than half (54 per cent) of its students, who all have Education,
Health and Care Plans (EHCPs), achieved a Grade 4 or higher in English and Mathematics. Nearly 40 per cent (38%) of students at the school achieved a Grade 5 or higher in English and Mathematics, exceeding the 2022/2023 national average of 6.9 per cent for students with an EHCP.
Freya C., achieved seven GCSEs, four of which were graded 8 or 9, and will study Biology at The Cavendish School’s Sixth Form. Matthew W., will also continue onto the school’s Sixth Form to study Maths and Science after he achieved two Grade 8s in his Science GCSEs.
The school, which opened in 2021 for autistic students in Years 3 to 13, is the first state-maintained special autism school in the world to offer the International Baccalaureate (IB) Primary Years Programme (PYP). The educational framework is rooted in inquiry-based, transdisciplinary learning and develops students’ academic growth and their social, emotional and physical wellbeing. Students build on the skills and knowledge that they develop in Years 3 to 8 during a transition year before commencing their GCSE studies in Year 10. To prepare students for success in their exams, students complete entry-level qualifications from Year 9. A gradual, trauma-informed approach to weekly and end of unit mini assessments also normalises the process of testing knowledge throughout students’ time at the school.
Stephanie Smith, Head of School and Director of Autism Education for Eastern Learning Alliance, said she is ‘extremely proud’ of the students’ accomplishment. “Anxiety is common in autistic children and, as such, the exam period can be challenging for them. An important part of their experience at The Cavendish School is to normalise the assessment process and build students’ confidence so that they feel ready to sit their exams. Over the past four years, it has been incredibly gratifying to see our students achieve their personal and academic aspirations, and we are tremendously proud of every single one of them.”
This year’s cohort will also be the first to have the option of progressing to the school’s new Sixth Form, which opens in September 2025, where they will be able to pursue an Open University Level One module Qualification. Credits from this module can be used towards further Open University qualifications, or like A Levels, to meet the entry requirements at a variety of universities including Anglia Ruskin University and Goldsmiths University of London. Alongside this, students will also benefit from work or volunteer experience and continued therapeutic Personal Learning Goal (PLG) support.
September 2025
Assistive technology: opening doors for every learner
Insights from EMMA SANDERSON, Managing Director of Options Autism
The Government’s recent announcement to pilot assistive technologies in 4,000 schools around the UK is very welcome news indeed. Every school’s central mission is to give every child the tools they need to thrive. For pupils with special educational needs and disabilities (SEND), this means teachers thinking creatively about how learning is accessed and experienced. One of the most powerful ways we can do this is through the considered use of assistive technologies.
Assistive technology (AT) isn’t
just about devices or software - it’s about inclusion, independence and unlocking potential. From simple accessibility features built into tablets, to advanced text-to-speech tools, voice recognition software, or augmentative and alternative communication (AAC) devices, these tools are transforming the educational landscape for pupils who might otherwise face significant barriers.
At its heart, AT exists to remove obstacles between the learner and the curriculum. The right technology ensures pupils can focus on the learning task rather than how to address the barriers in their way. One of the most transformative effects of AT is the way it builds autonomy. When pupils can work independently it boosts self-esteem and fosters a sense of control over their learning. The confidence gained from being able to ‘do it myself’ spills into other areas of school life, encouraging greater participation and resilience. A common concern among pupils with SEND is feeling different or singled out. Modern AT helps to level the playing field. Many tools are now built into devices that all pupils use, meaning support can be discreet and seamless. When every child in a class is using a tablet or laptop, the assistive features become just another part of learning, normalising inclusion and reducing any stigma. AT also enables highly personalised learning. It adapts to each pupil’s pace and style, providing support that is genuinely tailored to individual needs. This flexibility benefits not just pupils with SEND, but often the whole class.
Assistive technology doesn’t just help children succeed in school, it also equips them with essential skills for life. As our workplaces become increasingly digital, familiarity with accessibility tools can give SEND pupils a head start in employment, further education and independent living. So, by embedding AT in learning now, we are preparing pupils for a more inclusive future.
The tech itself is only part of the story. The true impact comes from those in schools who champion its use, provide training, and foster an environment where every pupil feels supported. We have a responsibility to ensure our staff are confident in using AT and that our pupils have regular opportunities to explore what works best for them.
When used thoughtfully, assistive technology is more than a tool, it’s a bridge to opportunity. By embracing its potential, we take a step closer to ensuring that every learner, regardless of their needs, can access education on more equal terms.
For more information, visit
www.outcomesfirstgroup.co.uk
www.education-today.co.uk 17
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