Caddington Village School
phone: 01582 726058
headteacher: Mrs Sue Teague
699 pupils capacity: 78% full
260 boys 48%
285 girls 52%
Last updated: July 21, 2014
Middle Deemed Primary — Community School
- Education phase
- Middle Deemed Primary
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 506859, Northing: 219512
- GPS coordinates
- Latitude: 51.864, Longitude: -0.44954
- Accepting pupils
- 3—13 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 25, 2014
- Region › Const. › Ward
- East of England › Luton South › Caddington
- Town and Fringe - less sparse
- Free school meals %
- Learning provider ref #
- 0.1 miles Willowfield Lower School LU14JD
- 0.3 miles Heathfield Lower School LU14HF
- 0.7 miles St Margaret of Scotland Primary School LU15PP (569 pupils)
- 0.7 miles St Margaret of Scotland RC VA Infant School LU15PP
- 0.7 miles Barnfield South Academy Luton LU15PP (1197 pupils)
- 1 mile Slip End Lower School LU14DD (124 pupils)
- 1 mile Farley Junior School LU15JF (275 pupils)
- 1 mile Whipperley Infant School LU15QY
- 1 mile Whipperley Infant Academy LU15QY (264 pupils)
- 1.2 mile Hillborough Junior School LU15EZ (357 pupils)
- 1.2 mile Hillborough Infant School LU15EZ (301 pupils)
- 1.4 mile Rothesay Nursery School LU11RB (116 pupils)
- 1.4 mile Foxdell Infant School LU11TG (261 pupils)
- 1.5 mile Chapel Street Nursery School LU15EA (108 pupils)
- 1.5 mile Dallow Primary School LU11LZ
- 1.5 mile Dallow Infant School LU11LZ
- 1.5 mile Tennyson Road Primary School LU13RS (263 pupils)
- 1.5 mile Foxdell Junior School LU11UP (342 pupils)
- 1.5 mile Broadmead School LU13RR
- 1.5 mile Rathbone School LU15BB
- 1.5 mile Oakwood Primary School LU13RR (150 pupils)
- 1.5 mile KWS Educational Services LU11LP
- 1.5 mile Dallow Primary School LU11LZ (607 pupils)
- 1.5 mile Education & Youth Services Ltd (Luton) LU15BB
8 October 2014
Caddington Village School
Dear Mrs Teague
Requires improvement: monitoring inspection visit to Caddington Village
Following my visit to your school on 7 October 2014, I write on behalf of Her
Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the
inspection findings. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in June and 2014. It was carried out
under section 8 of the Education Act 2005.
Senior leaders, governors and the local authority are taking effective action to tackle
the areas requiring improvement identified at the recent section 5 inspection. The
school should take further action to:
ensure that as the school forms a federation with Slip End Lower
School, its governance arrangements are clear and provide robust,
improve teaching and learning by:
developing a more systematic method of monitoring pupils’
progress in reading
monitoring the progress of pupils carefully, particularly following
interventions, in order to judge the impact on pupils’
|Serco Inspections |
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Text Phone: 0161 6188524
|Direct T: 0121 679 9169 |
During the inspection, meetings were held with you and other senior leaders, the
Chair of Governors and a representative of the local authority. The school
improvement and local authority action plans were evaluated. I looked at the
school’s data on pupils’ attainment and progress, and a range of key documents,
including the new marking and behaviour policies. Accompanied by you, I spent time
in a wide range of lessons looking at pupils’ work.
A review of governance has taken place. Governors have taken the decision to
formally federate the school with Slip End Lower School. A new governing body will
be formed to oversee governance in both schools. These changes are being well
supported by the local authority.
The senior leadership team has been strengthened with the addition of a deputy
headteacher. A member of your leadership team is currently acting as the
headteacher of Slip End Lower School.
When read in conjunction with the local authority plan, the school improvement plan
is detailed, thorough, and focused on the things that matter most. It is a clear
response to the most recent inspection report. The senior leadership team are rightly
focussing staff attention on these priorities.
Those with responsibility for different key stages have carried out new baseline
assessments of all pupils. This data has been checked for accuracy and moderated
against other schools. As a result, you are now more confident that the information
you have about the achievement of pupils is correct.
Your new marking policy is having an impact. Pupils get regular feedback on what
they need to do to improve their work. They understand the marking system and
how they can gain from it. Year 2 pupils were able to explain this to me very clearly.
However, some pupils are not being given time to respond to this improved marking,
and so are not getting the full benefit of it.
Very detailed monitoring of pupils’ work highlights those pupils who are falling
behind. Middle leaders hold regular meetings to plan support for and discuss the
progress of these pupils. The rigorous scrutiny of all pupils work means that the
school has very good information about what pupils are learning and the
achievement of all pupils.
Staff listen to pupils read regularly but do not record pupils’ specific difficulties which
means that teachers are not always aware of what needs to be addressed, for
example, which particular blends or sounds pupils are struggling with. The
opportunity to reinforce pupils learning of phonics is missed.
The leadership team, in consultation with staff, have designed and implemented a
new curriculum. This is well planned and pupils’ progression in learning through the
school is evident. It was clear on our walk around school that pupils are engaged
and enjoying the new teaching strategies, many of which are part of research
projects being carried out in the school. An example of this is the two classrooms
which have display-free walls as ‘learning zones’ where pupils engage with the
activity creating a display reinforcing their learning during the lesson. This innovative
work is being monitored carefully and its impact will be shared with staff. Pupils
were clearly enjoying their learning in these spaces.
Pupils have helped to lead work to change the behaviour policy. This is centred on a
‘praise and consequence ladder’. Pupils understand this simple system and respond
well to it. It helps them to develop their sense of right and wrong, and supports your
work on developing the social, moral, spiritual and cultural aspects of your pupils.
The school is improving rapidly and is successfully addressing the areas for
development identified at the last inspection.
Ofsted will carry out further visits and, where necessary, provide further support and
challenge to the school until its next section 5 inspection.
Since the last inspection, the local authority has increased the level of support
provided to the school which the school values. This includes a wide range of
actions, including brokering support from other schools and training for staff. The
school improvement partner provides high-quality challenge to the leadership team.
The local authority also carried out the review of governance and continues to
support the governing body as it moves to federate with another school.
I am copying this letter to the Chair of the Governing Body and the Director of
Children’s Services for Central Bedfordshire.
Her Majesty’s Inspector