Cambridge Academy for Science and Technology

On the Cambridge Biomedical Campus, where groundbreaking medical research surrounds the campus, students arrive each day at a school designed with extraordinary purpose. Cambridge Academy for Science and Technology opened in 2014 , originally as UTC Cambridge before rebranding in September 2017 . Today, mixed-gender cohorts of 13 to 19-year-olds converge on a state-of-the-art facility that treats science, technology, engineering, and mathematics not as separate subjects but as a unified pathway to meaningful careers. The academy's current results profile places its sixth form in the middle tier nationally, while GCSE indicators remain shaped by its specialist STEM curriculum. The school was rated Good by Ofsted in June 2023 . Notably, students engage in Challenge Projects with regional employers such as AstraZeneca and Zeiss between 10 and 20 hours per week for six to eight weeks, cross curricular in nature and designed to foster innovation and enterprise while upskilling students in the latest scientific and computer technology . This distinctive work-experience model sets the academy apart from traditional secondary schools, offering direct industry engagement from Year 9 onwards.

The physical environment reflects the school's STEM identity without feeling sterile. The state-of-the-art building, opened in 2014, prioritises space and is free from crowding and clutter, with areas set aside for social time, independent study, small group work, and classrooms, laboratories and lecture theatre offering dedicated purpose-built provision . The atmosphere is purposeful and professional. Sixth formers occupy independent learning spaces arranged as a flexible office environment, encouraging students to develop professional working habits by moving between independent study, lessons, practical work, and social time. The contemporary dining area 'The Strand' is lively and sociable, serving snacks and cooked lunches.

Mrs Danielle Pacey leads the academy as Head, having steered the school through its evolution from a new institution establishing itself to a secure, well-regarded provider. The school is part of the United Learning Cambridge Cluster, alongside Parkside Community College, Coleridge Community College, Trumpington Community College, and Parkside Sixth . Membership of this broader network gives students access to facilities and partnerships beyond CAST's own campus.

Students report a sense of authentic purpose. The challenge-project structure means engagement with real employers from the start; this creates a culture where learning connects to career possibility. Behaviour is generally calm; there is a focus on professionalism and preparation for the workplace.

GCSE Performance

In the 2024-25 / 2025 dataset, the academy achieved an Attainment 8 score of 56.8. This indicates that, on average, pupils here are entering solid grades across their eight best qualifications. The Progress 8 score of +0.45 confirms that students make above-average progress from their starting points, a positive indicator of school effectiveness in driving improvement from entry.

Approximately 63.5% of pupils achieved grades 5 or above in both English and maths, while 76.9% achieved grades 4 or above. English Baccalaureate uptake remains notably low, with 1.9% of pupils entering the EBacc and 1.9% achieving grades 5 or above in all EBacc subjects. This reflects the academy's deliberate focus on STEM and technical subjects rather than the broad EBacc curriculum.

A-Level Performance

At A-level, 50% of grades achieved A* to B standard. The academy's A-level cohort is smaller and the profile of students differs from traditional sixth forms. A* grades account for 0% of entries, with a further 20% at A grade. The breakdown indicates solid performance in science and mathematics, though the overall position reflects the academy's positioning as a technical pathway rather than purely academic pursuit.

The academy ranks 1,315th nationally for A-level results (FindMySchool data), again placing it in the typical national band.

The curriculum is structured around STEM specialism with integrated work-based learning. Rather than traditional subject silos, teaching emphasises how science and technology apply to real-world challenges. All students, regardless of year group, participate in Challenge Projects. These are employer-led initiatives, coordinated with partners including Cambridge Regional College, Cambridge University Health Partners, and the Sanger Institute. Students spend between 10 and 20 hours weekly on these cross-curricular projects, learning directly from working scientists and engineers.

For Years 9-11, the curriculum covers English, mathematics, sciences (taught separately), and humanities, alongside technical qualifications and GCSE subjects. Sixth formers select from A-level and T-level courses, with subject options spanning mathematics, physics, chemistry, biology, computer science, and further mathematics. Extended project qualifications (EPQs) allow deeper investigation. In sixth form, students continue Challenge Project work, tailored to support university and apprenticeship applications.

Interactive projectors and video walls feature in learning areas. The lecture theatre is one of the largest in Cambridge , used for whole-year group sessions and guest speakers from industry. Teaching staff include specialists with current industry experience, bringing authenticity to technical content.

Sixth Form Destinations

In the 2023-24 cohort, 52% of leavers progressed to university, 25% entered employment, 6% began apprenticeships, and 2% pursued further education. University destinations reflect the strong STEM focus; leavers have secured places at institutions including Russell Group universities, with particular emphasis on STEM courses. The academy provides personalised university application support, including Oxbridge familiarisation sessions and mock interviews. Extended projects in science and technology are common among sixth formers; students have undertaken work in molecular biology, ecology, organic chemistry, and engineering.

Oxbridge engagement is modest but present. The academy submitted 2 applications to Cambridge, resulting in 1 offer and 1 acceptance. While small numbers, this reflects the academy's STEM remit and student profile.

Work experience is integral. All Year 12 students undertake a week's placement, often with Challenge Project employers or linked organisations. Careers guidance is personalised, with staff helping students understand the breadth of pathways available in science and technology sectors.

STEM and Challenge Projects (The Core Distinctive Feature)

The Challenge Project model distinguishes CAST from mainstream sixth forms. These are not occasional visits but embedded curriculum features. Students meet engineers and scientists from major employers, tackle real research problems, and develop portfolios of work with direct industry relevance. Employers including AstraZeneca and Zeiss lead projects; students have completed forensic science investigations, sustainability challenges, and biomedical research tasks. This work-based learning element is unique among state-funded schools in the region and provides networking opportunities that extend beyond the classroom into career possibility.

Duke of Edinburgh Award

The school is launching the Gold Duke of Edinburgh's Award for Year 12 students , alongside broader DofE provision at Bronze and Silver levels. This opportunity develops leadership, resilience, and expedition skills complementary to academic work.

Clubs and Societies

The academy operates clubs across STEM and other areas, some hosted at CAST and others at partner schools in the United Learning Cambridge Cluster. While a full list of clubs is available in the school's extracurricular information sheet (downloadable from the school website), key areas include STEM societies focused on coding, data science, and engineering projects. Sports facilities on the Biomedical Campus include access to gymnasium and sports hall provision. Drama and performance opportunities exist, with access to theatre spaces at Parkside Community College.

Baker Award for Technical Education

All students participate in the Baker Award for Technical Education , a nationally recognised qualification recognising technical knowledge and professional readiness. This sits alongside or instead of traditional GCSEs for many students, aligning with the academy's technical specialism.

Facilities for Learning and Collaboration

The state-of-the-art building, opened in 2014, provides purpose-built facilities including classrooms, laboratories, and a lecture theatre . Specialist laboratories support physics, chemistry, and biology. Computer facilities are modern and regularly updated. The independent learning spaces for sixth formers are designed as professional office environments, preparing students for university and workplace contexts. The academy has spaces available including classrooms and laboratories of different sizes as well as a large lecture theatre.

The academy admits students in two entry routes: Year 9 (age 13) and Year 12 (age 16). The main catchment area is within a 25 mile straight line radius of Cambridge Academy for Science and Technology . Places are not limited to Cambridgeshire residents, widening access for motivated students from across the region. Admissions are managed directly by the college, not through the local authority's coordinated scheme.

Entry to Year 9 typically requires evidence of interest in STEM subjects, though the school aims to be inclusive. Sixth form entry requires GCSE grades appropriate to chosen A-level or T-level subjects. Many entrants come from non-selective state secondaries, though some transfer from independent schools or grammar schools seeking a more vocationally oriented pathway.

The campus is well-served by transport. Bus services serve the Biomedical Campus, with the Guided Busway available, and from spring 2026 Cambridge South Railway Station will be located only a short walk from the college . School hours are 8:50am to 3:20pm. Sixth formers may have staggered finish times depending on their timetable. The academy operates five days per week on a traditional term structure.

The academy has invested in pastoral systems befitting a specialist college. Student wellbeing is taken seriously, with dedicated support staff and links to external services where needed. Students behave well and treat each other and adults with honesty, tolerance and respect, seeing diversity as a strength, with very little bullying and staff responding swiftly if it occurs, and students feeling safe and knowing how to reduce risks . Sixth form students have access to independent learning support and personal tutoring.

STEM focus not for everyone. The academy's identity is tightly bound to science, technology, engineering, and mathematics. Students who are uncertain about STEM careers or prefer a more traditional academic curriculum should explore whether the challenge-project model and technical emphasis suit their interests. The low EBacc uptake reflects this deliberate choice.

Industry partnership as a key feature. Some students thrive with Challenge Projects; others may find the work-based focus and employer engagement less appealing than pure academic study. Families should discuss with the academy whether the model matches their child's learning style.

Transport requirements. While the Biomedical Campus is increasingly well-connected, journey times from across the catchment area can be substantial. The introduction of Cambridge South Railway Station in spring 2026 will improve rail access significantly.

Strong progress with a technical sixth-form profile. The strong GCSE progress sits alongside A-level results that reflect the diversity of the student cohort and the technical pathway structure. Students aiming for traditional academic universities should compare destinations with other sixth forms.

Cambridge Academy for Science and Technology offers a distinctive pathway for students genuinely engaged with science and technology. The state-of-the-art facilities, embedded Challenge Projects, and direct employer partnerships create authentic preparation for STEM careers. With Ofsted rated Good and consistent above-average GCSE progress, the academy delivers solid educational foundations. The low EBacc profile and technical sixth-form results reflect deliberate choices about curriculum breadth; students here are typically pursuing technical qualifications and vocational pathways rather than traditional A-levels alone. Best suited to students aged 13-19 with genuine interest in science or technology careers, who want engagement with industry and employers, and who are comfortable with a specialist rather than general curriculum. The academy's strength lies in career preparation and work-based learning rather than in offering a comprehensive traditional academic experience.