Benefits of Cadmus federation:
An influential partnership working together to achieve better outcomes for children through shared expertise, supported autonomy and the provision of specialised services
Included in the Cadmus Leadership team are, two National Leaders of Education, a National Leader of Governance who is now Chairman of the Walsall Governors’ Association, Company Secretary and is a current advisor to a number of Governing Bodies and Trusts as well as being active on other Governing Bodies/Trusts.
Positions held/experience and benefits to Cadmus Schools
2 National Leaders of Education
• Accredited Pupil Premium Review
• Access to NLE audit forms to assist strategic leadership of schools
• Access to and support with completing National Behaviour Audit
• Nationally accredited school to school support
• DFE approved Financial Health Check
• Regular Ofsted updates
• School reviews pre-inspection
• Training for Leaders, Governors and Staff on the inspection process
• Support during an inspection
National Leader of Governance and Chair of Walsall Governors’ Association
• Governor reviews
• Support for Governing Body Chairs
• Governor training
• Assistance with constitutional matters
• Advice on changes in school structures
• Assistance with required documentation
• Creating useful links with Local Authority and various Trusts
NAHT National Executive Member
• Up to date information on all aspects of government policy which affect schools and school leaders
• Opportunity to influence the negotiation of policies with the DFE
• Opportunity to influence the local interpretation of the policies
• Opportunity to influence the future direction of Ofsted
Cadmus Leadership Team
• Membership of various groups and committees giving strategic influence over local policy direction and implementation to Cadmus Schools
• Membership of Cadmus cluster of schools giving us access to funding and influence over direction of funding within Walsall
• Chairmanship and membership of School Forum giving direct influence on how all finance is allocated to Walsall schools.
• Access to Cadmus Inclusive
• Advice to meet the needs of vulnerable learners this can be for individuals, groups or whole cohorts
• Individual pupil assessment
• SEND Reviews
• Bespoke staff training
• Identification of dyslexia
• Access to our SENCo Network for Cadmus Family schools
• Support for parents
• Coaching and mentoring to promote best practice for pupils with SEND
• Setting up interventions and monitoring their impact.
• Assessment of pupil need
• Working in partnership to produce bespoke individual behaviour plans
• Intervention work delivery and/or capacity building
• Facilitation of targeted behaviour/social skills groups.
• Support to implement local and national directives, including the SEND Code of Practice linked to social, emotional and mental health
• Quality assurance of behaviour systems
• A ‘deep dive’ style review to explore behaviours and attitudes and personal development
Within the federation there are a range of highly skilled practitioners who meet with school staff to share good practice. Meetings are arranged according to need with particular year groups or subject areas being the focus. This also develops the less experienced staff and encourages them to take ownership of their CPD requirements, enabling them to access the expertise they need in a simple and timely fashion. As the meetings occur in a non-threatening environment, there is an openness between Cadmus staff which means that difficulties are aired and shared with solutions being provided through discussion and coaching techniques. In some circumstances, experienced staff have provided cover free of charge where a Cadmus school has needed a teacher urgently, for example during an Ofsted inspection. Cadmus Leaders provide training for NQTs in Cadmus Schools. The NQTs meet regularly for training and networking and this means that they are able to support each other throughout their time in the federation.
One striking feature of the Cadmus family of schools is that we are a federation where schools are encouraged to maintain their own identity. Schools have developed uniquely over time to suit their stakeholders and environment and we value this individuality. Each of the Cadmus Schools is different in many aspects. Schools are not expected to conform to a particular style, instead support is given to schools to further develop to their own strengths. Support is also given to schools where there are external pressures to change the structure of the school. In practice, our schools are run by their Headteachers and their Governing Body Committees. Cadmus is there to support them where needed.
Provision of Specialised Services
Part of Cadmus Services (a not for profit school support business) – Cadmus Inclusive – comprises of an SEND Advisory and Behaviour Support service which provides a holistic range of expert, fast and easy to access services that will support educational settings to maximise the learning potential, educational access, well-being and life chances of vulnerable learners. Cadmus Inclusive is recognised as a centre of assessment excellence by GL Assessment. This not only recognises the high quality of our assessments, but also means that we work both nationally and internationally with GL Assessment to share and promote best practice.
We will be able to offer you:
– A service level agreement spanning the academic year that provides regular visits to your setting to support with all aspects of SEND and behaviour. Each visit will be planned in partnership with you and could potentially include individual pupil assessment for learning work, SEND development work and a range of project-based approaches. Included in this service level agreement is virtual support via phone and email contact and resources from our website.
– INSET packages: in addition to our ‘Ready to Go’ courses we can offer sessions that are designed with you to ensure that the needs of your staff are met effectively.
– SEND reviews: following a ‘deep dive’ approach the reviews are designed to identify and celebrate strengths and provide a clear, actionable development plan. Support to action this plan can be included.
– Formal identification of dyslexia via an assessment for learning approach.
– Conferencing to share and further inspire best practice.
– Access to our resource library via our website.
– A range of central courses at one of our Cadmus locations.
– Bespoke SEND specific school improvement projects.
Testimonial from Palfrey & Butts – Angela Hill
I am Angela Hill Executive Headteacher of Butts Primary and Palfrey Junior School. Prior to joining Cadmus both schools suffered under a lack of support and increased external pressures. Cadmus helped give the school’s direction and protection from the pressure that the school leadership was being put under.
The schools benefit from collaboration on curriculum matters, sharing good practice, shared resources, better procurement and shared CPD for teaching and learning.
Testimonial from Chuckery – James Pearce
Chuckery Primary School joined the Cadmus Family of Schools in November 2017 having spent some time looking for a formal supportive partnership that would provide the school with support and challenge whilst enabling the school to maintain its autonomy. At the time, Chuckery was a school that Ofsted judged “Requires Improvement”.
Leaders and Governors knew that as a standalone school, within a Local Authority structure, Chuckery could not be as effective as they wanted it to be as quickly as they wanted it to be. Cadmus was the ideal partner as:
- it offered a clear commitment to providing the support the school needed as well as providing a balance of challenge and thinking time.
- the organisation enabled the school to maintain its own autonomy as it recognises the schools know how to meet the needs of their unique local communities.
Since joining Cadmus, Chuckery has been rated as a “Good” school and has continued to work closely with colleagues from across the Federation. We are proud of our school and proud to be part of the Cadmus Family of Schools.
Testimonial from Alumwell & Millfield – Michelle Sheehy
We joined CADMUS as a single form entry school as we thought that it was becoming more and more difficult for small schools to survive alone. We didn’t want to join an Academy Trust and we saw that the CADMUS would enable us to be part of a useful collaborative group without Millfield Primary losing its identity as an outdoor learning school and without the school leadership losing their autonomy.
Since joining we have found the collaboration to be invaluable in moving our practice forward and have benefited from the many effective practitioners within the group.
Please contact us.
01922 254 007