School Development Plan
Caddington & Slip End Village Schools
School Improvement Plan Evaluation 2023 - 2024
Leadership and management
- For staff and Governors to receive targeted and relevant training to improve their ability to fulfil their role and to support continuous professional development
(Outcome –A programme of training has been in place for all Governors, the majority of which has been completed. The Chair has completed the NGA Chair of Governors course. Governors have a Governance action plan as a result of a Governance review in summer 2023. An in-house programme of CPD has been available to staff – part of this has been static and part flexible as a result of monitoring and identified training needs. All staff have received refresher training in key principles i.e. the Chris Quigley curriculum, phonics etc. Some staff have received external training through CBC, the English Hub, FFT – Reciprocal Reading, intervention programmes etc. The Heads of School have completed the Central Bedfordshire Headteacher Induction programme. Nine out of ten members of the Senior Leadership Team are undertaking NPQs – including the NPQH, Leading Literacy, Leading Behaviour and Culture and NPQSL. All ECTs and trainee teachers receive their entitlement to mentoring and professional development opportunities, for example, meetings with key staff (SENDCo/behaviour lead) and are encouraged to use part of their ECT time to observe colleagues)
Target met – Governors have applied their increased knowledge to school visits and have had more impact on school improvement. In meetings, their ability to support and challenge effectively has improved. Teaching and support staff have applied training received to classroom practice e.g. the agreed approach to the teaching of reading. Senior leaders have applied their learning to school improvement and day-to-day management of the school e.g. review of the vision and values. External review of Caddington has confirmed that standards of teaching and learning have improved and are now entering an embedding phase. External review of Slip End has not fully taken place at this stage.
- To instill a culture of coaching, mentoring, support and reward to ensure that staff feel listened to, valued and challenged
(Outcome –Subject Leaders have received coaching from our CBC SIA and School Improvement Partner. Two of our Governors have been appointed as wellbeing Governors. They have presented to staff and have carried out half-termly visits to be available for staff to meet with. Staff surveys and audits have been carried out across the year. Upper senior leaders have modelled coaching models to less experienced senior leaders. A programme of CPD and supervision has taken place with the Exec Head and senior leadership team.)
Target Met – As a result of the above actions, staff surveys and staff voice has shown that a supportive and collaborative culture has been created. All staff are happy to talk openly with senior leaders and feel that any worries or concerns raised are acted upon, particularly regarding workload. Staff are happy to work in our schools and staff turnover this year is minimal; staff leaving are moving to opportunities that are not available within the federation.
- To ensure that a rigorous monitoring programme drives an improvement in standards
(Outcome – Monitoring has taken place across the year following an agreed approach. This has consisted of general monitoring of teaching standards as well as Subject Leadership monitoring around the impact of the curriculum. The appraisal process focused on high expectations and raising standards. Leaders have a clear overview of the standards of teaching and learning. Feedback to staff is timely and well-received. The CPD training schedule has opportunities to respond to needs identified during monitoring. External reviews have taken place at both schools: LA review at Caddington; external reports from the English Hub at both schools.)
Target met – External reports show that standards are improving and continue to do so. External feedback indicates that both schools have strong systems in place to drive and sustain continued improvement. End of key stage 2 outcomes at both schools show that standards have improved.
- To ensure consistent and robust systems are in place to support the successful running of both schools (including health & safety; safeguarding; HR)
(Outcome –all processes around the running of each school have been reviewed and amended/updated as appropriate. There is still some work to be done to make these explicit to all staff, which has been planned into the SDP. Checks of these processes have been carried out and logged but this has not yet always been part of a systematic approach. Processes around safeguarding are robust and effective.)
Target partially met – School management processes need to be explicit and documented for staff as appropriate e.g. first aid flowchart to be updated. Reviews and checks to be planned and scheduled systematically.
- To research and plan to improve future financial viability of the federation
(Outcome – potential sources of income e.g. lettings have been investigated and offered where appropriate. The schools are working with CBC regarding the deficit budget at Caddington. At Slip End, two mixed-age classes are in place for 2024-25. This is a potential option to reduce staffing costs at Caddington for 2025-26 and is being considered. A working party of USLT and Governors is working on a 3-5 year strategic plan for the federation.)
Target partially met – The schools are responding to their current financial situation. As a result of UPR staff leaving and less-experienced staff being recruiting, staffing costs are being reduced where possible. This is alongside the two class mergers at Slip End due to low pupil numbers.
- To increase pupil numbers through a targeted marketing strategy and improved online presence
(Outcome – pupil numbers have continued to fluctuate at both schools this year. The class mergers at Slip End has resulted in some pupil mobility away from the federation but there have also been pupils who had previous left, who are returning to the federation. There has been some small mobility between the two schools - within the federation. Two open days for prospective parents took place in the autumn term, as well as tours of the schools. Whilst the open days did result in further tours through word-of-mouth, they did not have significant impact on pupil numbers above what was anticipated. Social media presence has been greater and avenues to further improve this have been explored.)
Target partially met – The schools are responding to their current financial situations. As a result of UPR staff leaving and less-experienced staff being recruiting, staffing costs are being reduced where possible. This is alongside the two class mergers at Slip End due to low pupil numbers. A communication plan has been created for 2024-25 which includes a more strategic and systematic approach to promoting the two schools and pushing social media out to a wider audience. Plans are in place for a marketing strategy to be created.
Quality of education
- To refine the curriculum to ensure it is fit for purpose, and effectively sequenced and planned to enable pupils to 'know more, remember more, do more'
(Outcome –long-term planning is fit for purpose, sequential and aligns with assessment milestones. Planning is easily accessible to staff. Progression maps are in place for all subjects and on the websites. Deep dives have been carried out as part of a coaching programme delivered by our SIA and SIP – these have been with upper SLT and with subject leaders. Action plans were originally created for subjects but following SIA training, morphed into subject journals. Time has been given to subject leadership (during covered PE lesson) as well as during staff meeting time. Set proformas have been developed and used for monitoring. End-of-year subject reports have been produced.)
Target met – As a result of long and medium-term planning and progression maps being firmly in place, teachers have known what to teach and when: external monitoring has shown that plans have been adhered to, learning is sequential and pupils have been able to talk competently about their learning ‘knowing more and remembering more’. Learning is planned to encourage links across subjects. Work is still to be done to embed the threshold concepts and make end points more explicit.
- For high expectations for all to drive an improvement in the quality of teaching and for the pace of learning to enable rapid progress
(Outcome – Regular monitoring of the quality of teaching and learning has taken place as a ‘drop in’ approach with teachers receiving immediate feedback in a ‘well done, wish and I wonder’. Strategies are in place for those working below ARE through adaptive teaching or specific intervention. The pace of teaching and learning has improved and pupil engagement in learning is high. The peer monitoring system was reviewed and feeds into the coaching approach.)
Target met – as a result of a focus on high expectations and raising the quality of teaching and learning, statutory assessment results are pleasing: GLD above national at both schools; phonics is improving but is still below last year’s national average for the Y1 check however data shows that where pupils will have followed the FFT scheme from EYFS, they will be on track to surpass national averages. Outcomes at Key Stage 2 were very strong at both schools with the best results in three years and well-above national averages in most areas.
- For assessment systems to be used effectively to inform teaching and learning without creating unnecessary workload for staff
(Outcome –Staff have received training on the Chris Quigley Depth of Learning assessment platform and this has been updated throughout the year. The assessment cycle was reviewed to ensure that data collected was necessary and timely so as to consider staff workload. Assessment data has been used effectively to inform teaching and learning in some areas of the curriculum.)
Target partially met – As a result of staff training and increased staff confidence in using the Depth of Learning platform, the accuracy and validity of assessment data has also increased across the year. Moderation of judgements and staff meeting time being used for assessment discussion (largely between more and less experienced staff and across year groups) has contributed positively to this. Teachers and Subject Leaders are beginning to use assessment data to inform teaching and learning and curriculum planning – this happens best in Upper Key Stage 2.
- For the importance of early reading to be embedded across all key stages and evident in academic outcomes
(Outcome –All teaching and support staff have received training in the new FFT Success For All phonics scheme and there is fidelity to the scheme. Daily story time is embedded into all classes to encourage a love for reading and model good reading. A book swop has been introduced at both schools. Pupils are reading books matched to ability. Reading scheme texts have been updated, where financially possible, to include more diverse and inclusive texts. Specific intervention programs have been in place for the bottom 20% of readers. ‘Routes to Reading’ has been implemented in Years 2 and 3 (where applicable) and Reciprocal Reading has been implemented in Years 3-6. Relevant staff have engaged with the English Hub and staff have received reading training from FFT. Stay and Read has taken place weekly at both schools. The learning environment at both schools reflects a love for reading.)
Target partially met –External reports by the English Hub show that fidelity to the scheme has improved across the year and is now consistent in both schools. Although the Year 1 phonics outcomes are below the 2023 national average, data shows that where pupils have been exposed to the phonics scheme in EYFS, there are on track to achieve at least in line with the national average in summer 2025. Pupil voice shows that pupils enjoy reading and doing AR quizzes. Data shows that where specific interventions have taken place, these have been effective, for example, the Y2 cumulative data at Caddington is above the national average. The LA review at Caddington reported that book matching was not consistently in place – subsequent work action has addressed this and systems are in place to monitor it. Pupil voice shows that pupils enjoy daily story time.
- For there to be a common approach to the teaching of writing to ensure consistency
(Outcome – research into good practice around the teaching of writing was undertaken, with staff voice taken into consideration. A consistent approach was introduced in January 2024 and documentation around this was created. Lesson observations, book looks and pupil voice has monitored the impact of the new writing process.)
Target partially met – Monitoring has shown that standards in writing have improved as a result of the new writing process. Lesson observations and staff voice show that staff have the knowledge to deliver this and confidence is increasing. The teaching of writing is part of the end-of-year English subject report.
Behaviours and attitudes: Caddington
- For attendance to be at least in line with the national average and for punctuality to improve
(Outcome –a decrease in absence from end of year 2023 to end of year 2024)
2023-24 End of Year attendance incl GRT 93.03 (excl GRT 94.35%) PAs= 60 = 24% (12 PAs are GRT – 5%) Primary national 94.3%
2022-23 End of Year attendance incl GRT 92.7% (excl GRT 93.5%) PAs = 58 pupils = 18.9%, compared with the previous year
2021-22 End of Year attendance incl GRT 88.95% (excl GRT 91.24%) PAs = 93 pupils = 31.7%)
Data from FFT
Target met – Attendance is monitored and analysed by pupil grouping in house on a weekly basis. There has been regular communication with parents and we have been issuing warnings, FPNs and reporting CMEs. Regular meetings with the School Attendance Officer and liaison with the Access and Inclusion Team at CBC have had little impact. The school has received very little support from CBC regarding the GRT community (concerns have been raised to the Local Authority around processes, lack of communication and the lack of implementation of procedural guidance by the LA). Punctuality has improved largely due to senior staff being on the gate each morning and speaking with parents. Attendance updates have been included in every half-termly newsletter. Following a recommendation from the School Council, gold stars for 100% attendance in a week were introduced in Years 1-6 and were well-received by pupils and parents. Termly attendance certificates and badges continue to be awarded and individual letters for improved attendance are now sent. Studybugs has been introduced and the DFE “Monitor your school attendance” has been signed up to. Parents are using Studybugs and automatic messages get sent out when a child is absent or no reason has been given for absence. This has increased parents giving us reasons and therefore has also reduced the amount of unauthorised absences. This system will be extended in September to include late alerts.
- To promote consistently high standards of pupil behaviour, attitude to learning and conduct
(Outcome – A review of the behaviour policy and procedures and raised expectations has led to a general improvement in behaviour and conduct around the school site. The behaviour policy and procedures have been aligned across both schools and includes more opportunity for pupil voice. These have been communicated to parents, Governors and assemblies held for pupils. Monitoring of behaviour has taken place through specific behaviour learning walks, general lesson observations, drop ins and informal observations around school. Parents are informed through newsletters about pupil behaviour and conduct. Behaviour plans have been in place for pupils where applicable. Engagement with external agencies has supported positive behaviours and self-regulation.)
Target met – Monitoring of pupil behaviour has shown that pupil engagement and behaviour is consistently good across all classes. Data from the behaviour processes shows that where incidents or low-level disruption occur, these are dealt with swiftly and in accordance with the procedures. Pupil voice shows that they are happy with the changes made to the behaviour procedures and agree that behaviour has improved as a result.
Behaviours and attitudes: Slip End
- For all pupils to be actively engaged in their learning, all the time
(Outcome – Leaders have successfully encouraged a culture of raised expectations of staff and pupils and this is evident in the classroom. The pace of teaching and learning has increased and most pupils are actively engaged the majority of the time. This still needs to be a focus to ensure that the culture and expectation is sustained.)
Target met – As a result of changes in staffing from the previous year and leaders driving a culture of high expectations and raising standards, the quality and pace of teaching and learning has improved. Monitoring shows that most children are engaged in learning most of the time, although this does vary between classes. Staffing changes for 2024-25 should address this. This needs to remain a focus for monitoring going forwards.
- For pupils to reflect on their own behaviours, self-regulate and model pro-social choices
(Outcome – The revised behaviour procedures are being implemented consistently by all staff, though some still seek advice as they grow in confidence to apply these. These include greater opportunity for pupil voice. The language around pro-social behaviours and choice is becoming increasingly apparent amongst staff and pupils. Support staff are using agreed strategies to promote self-regulation with success. Parents are informed through newsletters about pupil behaviour and conduct. Behaviour plans have been in place for pupils where applicable. Engagement with external agencies has supported positive behaviours and self-regulation.)
Target met – Pupil voice shows that they are happy with the new behaviour procedures. Behaviour data shows that the procedures are being implemented by all staff and whilst there was initially some increase in low-level incidents, this demonstrates that staff were managing behaviours in accordance with the agreed approach. Now that pupils have an increased understanding of the procedures, behaviour incidents have decreased and behaviour has improved.
Personal Development
- For a wide and varied extra-curricular offer to enable pupils to discover and develop skills and talents and to have new experiences
(Outcome – There has been a consistent breakfast and after-school club offer in place at both schools. A ‘Community Spotlight’ newsletter promotes local opportunities for extra-curricular activities and support within the community for all pupils/families (including SEND and disadvantaged). There has been a varied offer of trips and visits to all pupils from Early Years through the Year 6 including the Year 6 residential. Both schools have enjoyed success in sporting opportunities with increased involvement in the local sports offer – particularly at Slip End – due to transport being provided, making the events much more accessible.)
Target met – Breakfast Club has been popular and near to or at capacity at both schools. The after-school club offer has included at least one club for Years 1-6 each day of the week so that all ages are catered for – in response to parent voice. At Caddington there has been 1-3 clubs per day. At Slip End there has been at least one – this is dependent on staff willing to run clubs. Additional opportunities have been available at both schools including Alternative sports day, Voice in a Million, the ‘Got Talent’ events, Bikeability, to name but a few. An extensive sporting offer at both schools, including pupils of all ages and abilities resulting in an increase in children partaking in competitive and non-competitive sport. All pupils have participated in more than one sporting event across the year. Caddington particularly has had notable success e.g. 1st place in Curling and reaching then placing well at county level in Indoor Athletics.
- For deliberate strategies to support physical and mental health to improve engagement in learning and self-regulation
(Outcome – engagement in learning and self-regulation has improved but this target has evolved as the year has progressed. Although a sensory area at Slip End has not been possible at this time due to financial constraints, a sensory circuit is accessed by a selection of pupils on a daily basis.)
Target partially met – The sensory circuit has improved engagement in learning for select SEND pupils who access it, as it calms and focuses them. Monitoring has showed that they engage well with this deliberate strategy and subsequent engagement in learning is improved. As reported above, the reviewed behaviour policy and procedures have resulted in more noticeable incidences of self-regulation.
- For pupils to be able to access leadership opportunities across different fields to enable them to flourish alongside their academic learning
(Outcome – A ‘Community Champions’ initiative has been introduced for all Key Stage 2 pupils to have a leadership responsibility that impacts positively on the school community.)
Target met – All KS2 pupils at both schools have a specific leadership responsibility, for example: Sports Leader; Reading Ambassador; School Councillor. This has been implemented more successfully at Slip End, where dedicated time has been given to these roles on a regular basis. The initiative is more in infancy at Caddington as the organisation has required more time due to greater pupil numbers, however the system is in place for greater momentum in 2024-25. Pupil voice shows that they enjoy and are proud of their Community Champion role.
Early Years
- To ensure that the Early Years curriculum is relevant and ambitious and prepares all groups of pupils effectively to be able to succeed in key stage 1
(Outcome – GLD outcomes were good for both schools – 75% at Caddington and 75% at Slip End. These are above the 2023 national average of 67%. Work on the EYFS curriculum and long-term plans has been completed in detail to ensure that intended learning aligns with the Chris Quigley threshold concepts. Opportunities to facilitate smooth transition to Key Stage 1 are planned and implemented, for example, the use of purple polishing pens.)
Target met – Monitoring shows that the curriculum is being delivered according to the planning. Discussion with the EYFS lead demonstrates that planning is adapted weekly to meet the needs of the cohort and ensure that intervention is planned, targeted and delivered appropriately. Unstable staffing in one class at Caddington has resulted in pockets of inconsistency in some areas – this is being addressed by senior leaders. Monitoring shows that pupils are increasingly able to talk about their learning journey; the learning environment also reflects the learning journey.
- For the physical environment to be fit for purpose, appropriate for all and reflect the current learning
(Outcome – The physical environment at both schools has been de-cluttered and reflects the Hygge approach. This has included displays and working walls. Pupils display their learning across the week on pegs and take this home at the end of the week. The learning journey is visible in both settings. A visual timetable and Widget is used to make the learning environment accessible to all groups of pupils.)
Target partially met – The learning environment in both settings is significantly improved: the outdoor areas are fit for purpose but could be further improved to reflect the current learning more explicitly and encapsulate opportunities for forest school (at Caddington). Work needs to be done to continue to ensure that the quality of the learning environment continues to be prioritised and the improvements sustained. Further work should include making the current topic explicit all the time and ensuring that activities (and texts), inside and out, reflect this.
- To implement the new phonics scheme swiftly and effectively
(Outcome – all teachers and support staff have received training in the FFT Success For All phonics programme in accordance with the programme specification. Those delivering the programme directly, have received more in-depth training. Learning environments are reflective of the scheme. Interventions are in place to support communication and language in the Early Years, where relevant. Pupils (in all years) are exposed to daily story time. All EYFS pupils take home a copy of the current class shared reader, a matched book and a bedtime book each week.)
Target met – Internal and external monitoring (by the English Hub) shows fidelity to the schemes in place. Most staff are delivering the scheme with confidence and competence. Where the teacher in one EYFS class at Caddington joined the federation in the summer term, this is developing and is being supported by leaders. The modelling of standard English throughout the school has improved and there is now a collective culture of correcting staff and pupils where necessary. Assessment data shows that interventions are impactful. Books are match appropriately and there are systems in place to check this.