Cambridge Arts and Sciences Review 2026: International Boarding Excellence in the Heart of Cambridge

Cambridge Arts and Sciences (CATS and CSVPA) occupies a purpose-built campus a short walk from the historic heart of Cambridge, serving students aged 13-24 from over 80 nationalities. The school, established in 1994, operates as two closely linked but distinct entities: CATS Cambridge, which focuses on academic pathways including GCSE, A-level and University Foundation Programme, and Cambridge School of Visual and Performing Arts (CSVPA), offering specialist creative arts qualifications. With over 35 years of experience in international education, CATS Cambridge has built a strong reputation for preparing international students for progression to prestigious universities. The school's April 2025 ISI inspection report assessed it as offering good progress and quality education, though noted safeguarding and operational coordination as areas requiring development. A-level results demonstrate solid academic performance, with 80% of grades achieving A*-B, placing the school in the top 13% of sixth forms in England (FindMySchool ranking).

Once past the entrance at 1 High Street in Chesterton, you step into a distinctly international environment. Boarding houses named Elizabeth House and Varsity House suggest an establishment designed from the ground up for student life away from home. The 2.5-acre campus represents a genuine investment in boarding infrastructure, with Elizabeth House purpose-built and attached to the main academic buildings, offering 236 en-suite rooms for students aged 14-17. Older students reside in Varsity House, a short walk away, accommodating 214 students in independent living arrangements with 24-hour supervised support.

Dr Hugh McCormick took over as Head in July 2024, bringing a background in academic leadership. The school values stated on campus, Wisdom, Innovation, Responsibility, are embedded throughout the community rather than simply displayed. Students describe staff as approachable, with teaching characterised by inclusivity and engagement. The International student body creates an inherently multicultural atmosphere, with over 215 students identified as having English as an additional language, making immersive English a core pedagogical strategy.

The boarding model organises students into Houses that function as residential and social units, with inter-house competitions driving community engagement. House Parents, who live on-site, provide continuous pastoral oversight. This residential infrastructure creates what many international students experience as genuine belonging, a critical factor when studying thousands of miles from home.

GCSE Performance

The school's 46% of students achieving grades 9-7 at GCSE compared to the England average of 54% reflects an intake heavily weighted towards international students with varying educational backgrounds. 16% achieved grades 9-8, against the England average of 16%, and 47% achieved across the grades 9-7 spectrum. The school ranks 536th in England for GCSE performance (FindMySchool ranking), placing it in the top 12%, described as "above England average" performance positioning. As an independent sixth form college, the school's GCSE cohort comprises students primarily repeating or accelerating study rather than a standard secondary intake.

A-Level Performance

A-level results reflect stronger performance at senior level, with 80% of grades achieving A*-B. Specifically, 10% attained A*, 27% achieved A, and 43% secured B grades. These figures place A-level performance well above the England average of 47% achieving A*-B. The school ranks 337th in England for A-level results (FindMySchool ranking), positioning it in the top 13% and classified as "above England average" performance. The school offers 13 A-level subjects, providing breadth alongside depth in core academic areas.

University progression data from the 2023-24 cohort indicates 69% of leavers progressed to university, reflecting the academic profile of an international boarding college serving students with varying prior qualification levels. One student secured a Cambridge offer in the measurement period, alongside consistent progression to Russell Group institutions including University College London and the London School of Economics.

Teachers at CATS demonstrate secure subject knowledge across most disciplines, according to the April 2025 ISI inspection, though the report notes inconsistency in applying support strategies for students with identified special educational needs. The curriculum approach emphasises effective teacher-pupil relationships as the foundation for learning. Pupils apply themselves well to both classroom tasks and independent study, with inspectors confirming that pupils make good progress and achieve success in university applications.

Lesson planning follows well-structured schemes of work, particularly in creative arts subjects where the expertise and enthusiasm of staff drives high intellectual and creative effort. The creative environment supports students in developing their own ideas independently as well as through collaborative work. However, the inspection noted that teachers do not always plan for effective learning during personal tutor sessions, and some inconsistency exists in differentiation for pupils with SEND.

English language immersion forms a deliberate pedagogical strategy, with all school life conducted in English. This creates natural opportunities for international students to develop academic English alongside subject expertise. The school offers University Foundation Programme pathways for students transitioning between qualification systems, a structured bridge between high school and university degree study.

69% of students in the 2023-24 cohort progressed to university, with one student securing a Cambridge offer. Beyond Oxbridge, students regularly secure places at Russell Group universities including University College London, the London School of Economics, and other prestigious institutions. The school maintains established university partnership programmes, offering conditional progression agreements, scholarship opportunities, and guaranteed interview pathways at several medical programmes.

The University Foundation Programme serves as the formal pathway for students whose prior education does not directly align with UK university entry requirements. This programme undergoes regular development in collaboration with leading academics to ensure alignment with top university expectations. For students pursuing postgraduate study, the school also offers Pre-Master's programmes in aligned subjects.

Clubs and Student-Led Activities

The school explicitly welcomes and accommodates student requests to start new clubs and societies, recognizing that extra-curricular engagement strengthens international student integration. The Book Club and Board Game Club rank among the most popular activities, providing low-stakes social connection. The Debate Club, founded by 2024 graduates Sa'ad and Arslan, represents the depth possible when students lead initiatives around shared intellectual interests. AI Club serves students exploring artificial intelligence and computational thinking. Football operates as a physical activity alongside specialist STEM offerings.

Students are actively encouraged to engage with Cambridge's university-level opportunities. The Cambridge Science Festival and Cambridge Festival of Ideas, both run annually by the University of Cambridge, attract significant student participation, embedding the school within the broader intellectual ecosystem of the city.

Facilities and Campus Environment

The 2.5-acre purpose-built campus integrates academic and residential space in a single cohesive environment. Elizabeth House, purpose-built specifically for CATS students, connects directly to the main academic buildings, providing protected pathways and shared social spaces. Varsity House, positioned a short walk away, offers older students greater independence while maintaining residential supervision and support structures.

Within the broader Cambridge community, students access leading museums, galleries and theatrical venues. The Fitzwilliam Museum, Ashmolean perspectives, and multiple art galleries provide cultural enrichment. The historic Round Church stands less than five minutes' walk from the CSVPA campus. The River Cam and Cambridge's numerous parks offer recreational spaces, while the Grafton Centre shopping district and food venues provide informal social gathering spots.

International Dimension and Enrichment

The international composition of the student body, over 80 nationalities and 215 identified EAL students, creates a genuine multicultural learning environment. Rather than simply accommodating diversity, the school positions it as a core educational asset. International friendships forged through shared experiences in a new environment often become enduring relationships. Student services and House Parent support specifically acknowledge the distinct transition challenges facing international learners far from home.

Cambridge itself functions as an extended classroom. The proximity to one of the world's premier universities creates natural academic engagement opportunities. The city's cultural institutions, historical significance and intellectual culture shape student experience beyond formal curriculum.

Day fees range from £13,990 to £18,990 per term, depending on the specific programme (GCSE, A-level, etc.). Boarding fees range from £14,595 to £21,465 per term. These figures exclude VAT. The school notes that scholarships and bursaries are available, though specific award details should be sought directly from the admissions office. As an international boarding institution, the school price point reflects substantial residential infrastructure and 24-hour pastoral care. Scholarships recognising academic merit, prior achievement in specific subjects, or financial need may reduce effective cost, and families should enquire about the breadth of assistance available.

The school operates a non-selective admissions policy, accepting applications from international and UK students seeking GCSEs, A-levels, pre-A-level preparation, High School Term (Year 9), University Foundation Programme, and postgraduate pathways. Entry at age 14+ aligns with completion of lower secondary education in students' home countries. The school accommodates students across a wide range of prior achievement levels, recognising that international qualification systems do not map neatly onto English academic progression.

Applicants should contact the school directly for current entry requirements and application processes. As an independent boarding institution, the school accepts students from outside the UK and across diverse educational backgrounds, prioritising evidence of academic commitment and willingness to engage with the English-speaking learning environment.

The residential dimension fundamentally shapes the CATS experience. Live-in House Parents provide day-to-day pastoral oversight, while on-site night staff ensure 24-hour support. For younger students in Elizabeth House, a dedicated supervision wing provides additional care. The House Parent role explicitly acknowledges issues outside the classroom, homesickness, homework difficulties, social integration, ensuring no student struggles in isolation.

A dedicated welfare team coordinates mental health and emotional support. Personal tutors and the Student Services Team act as connective tissue between subject teachers, house staff and parents. Formal communication includes half-termly grade updates and a half-termly school newsletter. Parents remain welcome to meet with any member of staff at any time, reflecting the school's positioning of family engagement as integral to student wellbeing.

The House system extends beyond accommodation. Each tutor group nominates a student council representative, and each House elects a House Captain. These representatives form the student council, meeting with the Head Teacher and Vice Principal twice each term. This structure ensures student voice shapes decisions affecting daily life. Council members also form student-led committees supported by staff, with explicit responsibilities including charity fundraising, promotion of school values, and creation of opportunities for celebration and community building.

Safeguarding coordination and safeguarding culture. The April 2025 ISI inspection identified that leaders do not rigorously embed a culture of safeguarding throughout CATS, and pupils do not consistently know the names of designated safeguarding leads. While safeguarding processes exist, the school should prioritise ensuring all pupils know who to approach with concerns and that accurate contact details for designated staff are publicly available. Families should satisfy themselves that the school's recent appointment of new leadership (July 2024) includes renewed commitment to strengthening safeguarding embedding.

Two-entity structure. CATS Cambridge and CSVPA are registered as one institution but operate largely as separate entities. This can create communication challenges and unclear responsibility lines for maintenance and health and safety concerns. While academic and pastoral structures appear sound, families should verify that coordination has improved following the recent leadership transition.

SEND consistency. The inspection noted that teachers do not consistently apply support strategies detailed in pupils' individual support plans. Students with identified special educational needs do not always make expected progress. While the Learning Support department provides effective identification and support, classroom application requires strengthening. Families with students requiring SEND support should discuss implementation detail with the school to understand how strategies will be applied across all lessons.

International boarding context. This is fundamentally an international boarding school. While day places exist, the culture, facilities and support structures are designed around residential life. For families considering day entry, the school environment is shaped by the 24-hour residential community. UK day students experience an international school culture rather than a traditional English secondary environment.

Cambridge Arts and Sciences succeeds in its core mission: preparing international students for progression to prestigious universities within a supportive, immersive residential environment. The 1994 founding has grown into a genuinely international operation with strong university placement outcomes and deep engagement with the Cambridge academic ecosystem. Results demonstrate solid academic performance at A-level, placing the school in the top tier in England. The residential infrastructure, purpose-built Elizabeth House and supervised Varsity House, provides genuine boarding quality.

Recent ISI inspection identified legitimate concerns about safeguarding embedding, coordination between the two entities, and consistency in SEND support. These are specific operational matters requiring attention rather than fundamental educational concerns. The appointment of new leadership in July 2024 may signal renewed focus on these areas. Families considering entry should enquire specifically about safeguarding improvements and SEND provision consistency.

Best suited to international families seeking a genuine boarding experience with strong university preparation, cultural immersion in an English-speaking environment, and access to Cambridge's intellectual community. Families valuing the single-entity, tightly coordinated model may find the two-entity structure (CATS and CSVPA) less integrated than traditional schools. For those committed to residential study and international community, the school offers exceptional opportunity.