Cambridge School in White City offers specialist provision for 11 to 16-year-olds with diverse special educational needs, including autism spectrum conditions and social, emotional, and mental health challenges. Rated Good by Ofsted in its most recent inspection (October 2024), the school operates under the motto "Learning for Life, Learning for Work," emphasising individual student wellbeing and practical life preparation. With a capacity of 129 and a favourable 7:1 pupil-to-teacher ratio, Cambridge School organises its provision into two distinct departments—Atlantic Pod for students with social communication difficulties, and Pacific Pod for those experiencing anxiety who have struggled in mainstream settings. All students must have an Education, Health and Care Plan to attend, and admissions are managed through the local authority SEND team rather than direct parental application.
Cambridge School's vision centres on creating "a creative, dynamic and happy school at the heart of a community where all people are valued and respected." Headteacher Alan Campbell leads a school underpinned by five core values: Adaptability, Equity, Empathy, Respect, and Nurture. These principles shape a learning environment designed to challenge, enrich, and empower each child toward living "an independent and rewarding life as active citizens in our society."
The school's pod-based structure reflects a commitment to personalised support matched to individual needs. Atlantic Pod focuses on students with social communication difficulties, whilst Pacific Pod serves those experiencing anxiety who found mainstream environments challenging. This differentiated approach allows staff to tailor teaching strategies, pastoral care, and therapeutic interventions to distinct student profiles. Parent feedback frequently highlights happiness as a foundation for learning, with one parent noting, "My child comes home happy every day."
Cambridge School participates in several enrichment programmes, including the Duke of Edinburgh Award scheme and the Jack Petchey Achievement Award. Students from the school have been recognised in local award ceremonies for demonstrating resilience, supporting peers' mental health through activities like baking and singing, and contributing positively to the school community. Winners receive grants to spend on resources or activities of their choice, with recent recipients funding wellbeing hubs, netball equipment, and library books.
The school holds Healthy Schools status and engages with community partnerships such as The Nourish Hub. A house points system—Bears, Eagles, Lions, Sharks, Tigers, and Wolves—encourages participation and positive behaviour, with attendance incentive trips and rewards forming part of the school's motivational culture.
Cambridge School does not publish traditional academic performance data such as Attainment 8 or Progress 8 scores, as these metrics are not applicable to special schools serving students with moderate learning difficulties and complex needs. Instead, the school focuses on individualised goal-setting, with pupils' personal targets visibly displayed in every classroom. This approach ensures that both staff and students maintain focus on bespoke learning objectives aligned to Education, Health and Care Plans.
The curriculum framework is designed to be comprehensive yet adaptable, allowing teachers to adjust content and pace to suit diverse learning profiles. The school offers opportunities for learning outside the classroom, home learning programmes, and careers education to prepare students for post-16 destinations. However, Ofsted's most recent inspection noted that whilst most lessons are well-suited to pupils, teachers' expectations are not consistently high across all subjects—an area the school is working to improve.
Support services are central to the school's offer. A dedicated SENCO, Anthea Dawkins, oversees provision for students with a broad range of needs, including Speech, Language and Communication difficulties (SLCN), Autistic Spectrum Disorder (ASD), Social, Emotional and Mental Health challenges (SEMH), and Moderate Learning Difficulty (MLD). The leadership team, which includes three assistant headteachers—Jane Ogunbowale, Cynthia Richards, and Mehr Shakir—ensures that wellbeing and safety remain paramount through regular staff training.
Ofsted inspectors found that pupils are positive about behaviour in the school and report no concerns around bullying. Leaders are systematically driving improvements, and staff feel well-supported in meeting students' complex needs. Parental engagement is strong, with families expressing satisfaction about communication regarding pupil safety and progress.
Cambridge School is located at 61 Bryony Road in the White City area of Hammersmith and Fulham, serving students from the local authority and surrounding London boroughs. The school roll currently stands at 143, slightly above its formal capacity of 129, reflecting demand for specialist places.
The pod-based campus structure facilitates tailored environments suited to different student needs. Whilst specific details of specialist facilities are not widely published, the school's commitment to enrichment is evident through participation in Duke of Edinburgh programmes, sports activities funded by Jack Petchey grants (such as netball), and wellbeing initiatives including dedicated hubs with colouring resources and reading materials.
Students benefit from a small-school atmosphere where individual relationships and community belonging are prioritised. The house system fosters a sense of identity and friendly competition, and transition sessions for incoming Year 7 pupils in the summer term of Year 6 help new students meet peers and staff before the September start.
Cambridge School exclusively serves students with Education, Health and Care Plans, offering a highly specialised learning environment for secondary-age children. The school supports a broad spectrum of needs, with expertise in four primary categories: Speech, Language and Communication (SLCN), Autistic Spectrum Disorder (ASD), Social, Emotional and Mental Health (SEMH), and Moderate Learning Difficulty (MLD).
The two-pod system provides differentiated support. Atlantic Pod caters to students with social communication challenges, whilst Pacific Pod serves those experiencing anxiety who have found mainstream settings overwhelming. This organisational model allows for targeted teaching approaches, sensory accommodations, and therapeutic interventions aligned to each cohort's specific profile.
SENCO Anthea Dawkins leads a team committed to ensuring each child's learning, health, and wellbeing needs are met. Regular staff training keeps educators informed about best practice in supporting neurodiverse learners and those with mental health needs. The school actively involves students and parents in decision-making, inviting families to visit before placement and holding admissions meetings to share relevant support strategies once a placement is confirmed.
Admission to Cambridge School is exclusively via Education, Health and Care Plan consultation. Parents cannot apply directly; all placements are managed by local authority SEND departments through Hammersmith & Fulham's Special Needs Placement Panel (SNAP). Once a local authority names Cambridge School on a child's EHCP, the placement is confirmed.
The school serves primarily Hammersmith and Fulham, but also accepts students from surrounding London boroughs where the local authority determines Cambridge School to be the most appropriate setting to meet a child's needs. There is no traditional catchment area or admissions distance, as placement is based on matching provision to individual requirements rather than proximity.
Prospective families are encouraged to visit the school before placement to understand the provision and for students to have input into the process. Once placement is agreed, parents attend an admissions meeting where staff outline how they will support the child's learning, health, and wellbeing. Transition sessions during the summer term of Year 6 help incoming students familiarise themselves with the school, meet peers, and reduce anxiety ahead of the September start.
Transport arrangements for students attending Cambridge School are typically organised by the local authority after placement is confirmed.
Cambridge School offers a thoughtful, specialist provision for students aged 11 to 16 with a range of special educational needs. Its pod-based structure, small class sizes, and 7:1 pupil-to-teacher ratio create an environment where individualised learning and pastoral care are genuinely prioritised. The school's Good Ofsted rating reflects effective leadership, positive behaviour, and strong safeguarding, though inspectors have identified the need for more consistently high expectations across subjects.
For families navigating the often challenging landscape of SEND provision, Cambridge School provides a community-focused, nurturing alternative to mainstream settings. The emphasis on wellbeing, practical life skills, and "Learning for Life, Learning for Work" aligns well with the needs of students who require tailored support to thrive. Participation in enrichment programmes like Duke of Edinburgh and Jack Petchey awards, alongside partnerships with local organisations, broadens students' experiences beyond the classroom.
The school's location in White City offers access to a diverse urban setting within Hammersmith and Fulham. Whilst it serves a specific cohort—those with EHCPs naming moderate learning difficulties, autism, or social-emotional challenges—it does so with clear values, a structured support system, and a commitment to helping each student reach their potential.
Parents considering Cambridge School should visit to assess whether the pod structure and ethos align with their child's needs, and should work closely with their local authority SEND team to ensure the school is named on the EHCP. For the right student, Cambridge School provides a supportive environment where happiness, respect, and individual progress are genuinely central to the school's mission.
Cambridge School is rated Good by Ofsted (October 2024). It offers specialist provision for students aged 11 to 16 with special educational needs, including autism, moderate learning difficulties, and social-emotional challenges. The school operates a pod-based system with a 7:1 pupil-to-teacher ratio, individualised goal-setting, and a strong focus on wellbeing. Ofsted noted positive behaviour, effective safeguarding, and systematic leadership improvements, though expectations across subjects are not yet consistently high.
Parents cannot apply directly to Cambridge School. Admission is managed exclusively through local authority SEND departments via Education, Health and Care Plan consultation. If your child has an EHCP and Cambridge School is deemed the most appropriate setting to meet their needs, your local authority will name the school on the plan through Hammersmith & Fulham's Special Needs Placement Panel (SNAP). Prospective families are encouraged to visit the school and attend an admissions meeting once placement is confirmed. Contact SENCO Anthea Dawkins at a.dawkins@cambridge.lbhf.sch.uk to arrange a visit or discuss the admissions process.
Cambridge School supports students with Speech, Language and Communication difficulties (SLCN), Autistic Spectrum Disorder (ASD), Social, Emotional and Mental Health challenges (SEMH), and Moderate Learning Difficulty (MLD). The school operates two pods: Atlantic Pod for students with social communication difficulties, and Pacific Pod for those experiencing anxiety who struggled in mainstream settings. All students must have an Education, Health and Care Plan to attend.
Cambridge School maintains a 7:1 pupil-to-teacher ratio, allowing for small class sizes and individualised attention suited to the needs of students with special educational needs.
No, Cambridge School serves students aged 11 to 16 and does not have a sixth form. The school provides careers education and support to help students transition to appropriate post-16 destinations, including further education colleges, specialist provisions, or training programmes.
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