Potential ISI Questions
Teacher Edition
Revised on 28/02/25
Revised on 02/06/25
STRATEGIC PLAN AND DEVELOPMENT PLANS
We have both. The Strategic Plan is the plan to get to a dot on the horizon and the Development Plans ensure we remain compliant with the ISSRs. I’d be grateful if you would skim read the first few sections of the Strategic Plan and then the headlines from both Theroshene’s area of responsibility and Sarah’s area of responsibility.
The front of the Strategic Plan….
Welcome
While our founder’s vision remains an inspirational constant, and the qualities he espoused –decency, tolerance and humanity – still ring true, Caldicott must continue to adapt and evolve. The world about which our founder spoke is, undeniably, a very different place today. Digital transformation is making our technology-driven workplaces more agile and fluid. Employers demand a more complex mix of highlevel skillsets than ever before. Critical thinkers are prized alongside creative minds. Leaders are defined by an ability to inspire and not their capacity to instruct. Individuals are praised for their drive to succeed, but they are also expected to show resilience in the face of adversity and generosity of spirit towards the wider world. In truth, these are qualities that have been familiar to us here at Caldicott for more than a century. And as we head towards our 125th anniversary in 2029, this document underlines how we are able to draw a clear line between our long-held values and our future vision. It illuminates how, irrespective of the times, we consistently provide our boys with an education that allows them to shine their light on a changing, dynamic world. Given the strongest foundations, they are prepared for the brightest futures.
Caldicott’s leaders & teachers/support staff, Governing Council, Parents, Old Caldicotians & their families must all work together to ensure this clear intent is delivered.
Our Present
Our beautiful 40-acre campus, located within easy reach of London, is currently home to around 250 boarding and day pupils between the ages of 7 and 13. We have a clear vision to support our boys in becoming well-rounded, confident, bright young men who go on to thrive at many of the best senior
schools in the United Kingdom. Of the many ingredients to a Caldicott education, a defining characteristic is our winning mentality. Per victoriam ad gloriam (through victory to glory) is more than a motto; it is a philosophy etched deep into the fabric of the school. It speaks to the journey that our boys take, our pride in their growth, and our ambition to help them build a platform to excel in their future endeavours. Equipped with character, compassion and courage, Caldicott boys will be fundamentally prepared to pursue a future full of possibility. They are buoyed by the immeasurable contribution made by teachers, staff and governors as well as the invaluable support of parents, Old Caldicotians and their families. Together, our school will draw strength from this community as Caldicott writes the next chapters in its history.
Our Vision
In fast-changing times, Caldicott must answer the evolving needs of its pupils without losing sight of the core strengths that give this exclusive school its dynamic spirit.
It remains a place of academic rigour and teaching excellence. It remains a place where boys, at a critical stage of their development, are nurtured to become problem solvers and critical thinkers. It remains a place where camaraderie fuels achievement and a sense of brotherhood.
At the same time, Caldicott boys demonstrate compassion and self-awareness. They are eager to play their part in the community and to help address society’s collective challenges. They have the values to guide them, the determination to persevere, and the capacity to lead but, crucially, they also know how to apply those qualities in today’s world.
Our Values
Perseverance: Neither difficulty nor delay will prevent a Caldicott boy from working towards his goals. He will understand the value of persisting against great odds in the pursuance of achievement
Integrity: A Caldicott boy appreciates the value in being honest. He will recognise that strong moral principles are the foundation of good character, and he will appreciate that acting with integrity serves him and his community well.
Courage: No boy can live a life entirely free from fear, pain or grief. A Caldicott boy will strive for success in spite of his fears. He will show courage by attempting mastery over his fears in every aspect of school life and beyond.
Compassion: A Caldicott boy will feel for those who have struck upon difficulty or misfortune. His compassion will spur him to provide comfort or aid to those in need.
Humour: A Caldicott boy strives to face life and its challenges with good humour and a positive disposition. He will value good cheer as a galvanising force, bringing him strength and bringing others together
Our School Aims
To nurture happy, resilient boys who thrive and face challenges with confidence.
To provide a strong sense of community, with Chapel playing a central role in the moral and spiritual life of the school.
To deliver an inclusive and holistic boys-only education, with sensitivity to the needs of each individual and encouraging participation at every level.
To deliver an innovative, broad and academically rigorous curriculum, with the facilities and technology to enhance learning.
To live the values of our school through our work and in our relationships.
To make the best use of our extensive grounds and facilities to support the effective delivery of curricular and extra-curricular activity
To use our resources wisely, with consideration for achieving educational aims but also with consideration for sustainability, the delivery of public benefit, and the fulfilment of our charitable status.
And on The Curriculum, Teaching and Learning…(TRN)
Forward thinking and ambitious, our academically rigorous approach to teaching is allied to a 21st century skills-based curriculum informed by evidence-based research. Every boy is encouraged through a focus on equal opportunity while being expected to strive for the highest standards. In tandem, boys participate in a wide range of leadership, boarding, sporting and cultural opportunities that all contribute to the development of good character and resilience. They are equipped to communicate well and challenged to think outside the box, skillfully guided to fulfil their potential.
Objectives
1. Deliver a challenging, broad curriculum that develops pupils’ confidence and encourages them to take appropriate risks, think independently, and question the world around them.
2. Inspire pupils to perform at their highest level, providing them with the firm foundation of intellectual curiosity and ambition they need to succeed in the next stage of their education and as global citizens of the modern world.
3. Deliver consistently excellent results in senior school examinations to maintain our position as the leading source of first-choice students for top tier UK independent senior schools.
And our focus is on:
A. Maintain our strong emphasis on academic excellence and life-long learning.
B. Support the development of independent, critical and creative thinking skills.
C. Retain a learning environment shaped by British values.
D. Empower teachers to capitalise on every opportunity for innovation.
E. Increase academic enrichment to stretch pupils’ capabilities in all subjects.
F. Embed and uphold a reading culture across the school
G. Extend inter-departmental teaching and cross-subject learning initiatives.
And on Pastoral Care and Wellbeing….(SJB)
As educators, we have ambitions to deliver academic success, but we also have a clear moral responsibility to provide pupils with a happy, supportive environment in which to learn. Here, boys are known and valued as individuals. They are fortified by the friendships they forge within their year groups and across the school. They can rely on a community geared towards promoting their wellbeing. Through further development of our tutor system under Heads of Year, we are able to give every boy the supportive platform they need to develop as an individual, achieve balance in themselves, and understand what is meant by personal success
Objectives
1. Deliver a recognisably outstanding pastoral experience for all pupils, aimed at promoting their holistic wellbeing and grounded in values that prepare boys for today’s world.
2. Enable a culture of positive action, empowering all staff to see every pupil interaction as an opportunity to support the child’s interests and enhance their sense of wellbeing.
And our focus is on:
A. Promote the sense of connection:
Among pupils, including a focus on mentoring.
With parents, including emphasis on international families.
In the community, including development of a Citizenship Programme.
B. Enforce a robust safeguarding culture among all staff while underlining the value of the tutor system, time on duty in boarding, and active participation in the House system.
C. Expand the available platforms for pupils to contribute their views, particularly seeking out opinions to support the development of our mental health and wellbeing provision.
D. Encourage daily reflection and mindfulness among pupils, including welcoming a diverse range of thought-provoking speakers to Chapel services.
E. Develop our counselling provision further in concert with the work of the Health Centre and the wider pastoral team.
Our Priorities for Caldicott in 2025 and 2026 in light of VAT etc
1. Deliver a great inspection outcome which is fully compliant and with significant strengths.
2. Ensure the number of pupils on roll is maintained at 250.
3. Enhance the current organisational structure for pastoral care to meet the evolving needs of the school.
The key issue for Caldicott is to avoid two pitfalls:
1) Despite no kickback on our stance on fees in January, some parents see Caldicott as being expensive and a school that only leads to the very top boarding schools.
2) The calibre of the new boys dropping which dilutes the brand and status.
Conversely we are helped by three observations:
1) Local 13+ prep schools have had a larger number of grammar school applications at 11+.
2) Day Plus continues to get rave reviews from west London parents and locally too.
3) Schools groups are expanding in London and the rich diversity of different types of prep school is diminishing. Some parents see Caldicott as a refuge.
Back to the ISSRs and other inspection preparation
SECTION 4: PERSONAL DEVELOPMENT
Do you know what FBVs are?
Fundamental British Values: democracy, rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Actively promoted through our SMSC provision throughout the curriculum and thematic PSHEE curriculum. Assemblies are linked to British Values and we mark events whereby British Values can be celebrated. Displays are all over the school to remind boys and staff.
How does the school develop understanding and respect for other faiths?
PSHEE curriculum; TPR curriculum ; Wider SMSC provision across the curriculum: assemblies/ trips/ visitors. Also awareness of Protected Characteristics, which includes religion.
How often do you have safeguarding training?
Bi-annual whole school training with external provider. Annual updates and reminders from KCSIE every September inset from DSL. All new members of staff who join between bi-annual whole school training have Safeguarding training with SJB and complete specific module on educare. These are signed off on a checklist and each new member of staff joining at these points has an information pack. Additional information is provided through INSET in the Spring and Summer terms, when relevant or topical, through staff bulletin additions, emails when required and through Pastoral and Safeguarding meetings.
What are the key points of the latest safeguarding training you have received? What changes were brought in by KCSIE September 2024?
- Definition of ‘safeguarding and promoting the welfare of children’ – amended to reflect the updated ‘Working together to safeguard children 2023’.
- ‘Early help’ – amended to reflect revised ‘Working Together’ guidance
- ‘Abuse and Neglect’ – heading amended to include ‘exploitation’.
- ‘Indicators of Abuse and neglect’ – additional text included ‘including where they see, hear, or experience its effects’ when referring to domestic violence.
- ‘Safeguarding Issues’ – ‘deliberately missing education’ amended to reflect revised definition of ‘unexplainable and or/persistent absences from education’.
- ‘Alternative Provision’ – text added to clarify school remains responsible for the pupils they place in alternative provision.
- Data Protection Act 2018 and UK GDPR – paragraph included to comply with DPA/UKGDPR requirements. NB: If a child is at risk of harm, GDPR is not a barrier for info sharing then.
- Links added to NSPCC advice on protecting children with SEN; and deaf/disabled children and young people
- ‘Children who are lesbian, gay, bisexual, or questioning their gender’ – disclaimer added, and additional text includes further clarification to comply with gender questioning children guidance terminology
- ‘Children and the court system’ – two separate age-appropriate guides for schools to support children in the court system now included
- ‘Preventing radicalization’ – disclaimer added, and minimal changes to clarify schools’ duties in relation to Prevent is under review. ALL staff redid prevent – remember this!
- ‘Holding and sharing information’ – further guidance added regarding the rationale for making decisions. We must provide justification/the rationale for why we make decisions.
Have you read, understood and signed for Part 1 and both Annex B?
Yes, we all sign a declaration to state that we have read and understood KCSIE Part 1 & 5 and Annex A & B.
Can you give examples of children in need or at risk?
A child in NEED is unlikely to reach, or maintain a satisfactory level of health or development, or is disabled. A child at RISK might be a vulnerable child who is prone to abuse for various reasons. Consider the Pastoral Register. Speak to DSL/DDSL.
In what circumstances would you contact children’s services directly? Would you feel comfortable doing this?
I would contact them if I thought a child was at ‘immediate or significant risk of harm’. Yes, I would feel comfortable doing this. I can find the number for Children’s Services in the Safeguarding Policy and on the Bucks Social Care website.
What would you do if a pupil made a disclosure to you about a work colleague?
Listen; Reassure; Not promise confidentiality; Not ask leading questions; Record conversation asap via MyConcern; Report to DSL immediately
What would you do if a pupil made a disclosure to you about the Head?
Contact Malcolm Swift on chairman@caldicott.com
Does the school have a Prevent strategy? What training have you received?
All staff complete Prevent training when they join the school and all existing staff redid this in Sept 2024. We have a specific Prevent Policy which is on the Staff Portal. Contact details for Prevent guidance and reporting are in the safeguarding policy. All concerns should be raised with DSL, either through MyConcern or in conversation. We endeavor to prevent radical ideologies through messaging in PSHEE, education on Protected Characteristics, promoting FBV and promoting a culture of tolerance, kindness, compassion and empathy.
What are the risks to pupils at our school?
Prevent is the government’s strategy to avoid people being drawn into terrorism
We have a specific Prevent Policy.
SJB is our Prevent Lead.
We have all done Prevent Level 2 training on EduCare.
The risks to our pupils of being drawn into terrorism are quite slim but we are all aware of the signs to look out for that might indicate this such as.
SJB met with police in September 2024 to establish specific risk for this area which is minimal, but we remain vigilant due to social media and recognition of vulnerable children.
Outward appearance
Becoming increasingly argumentative; Refusing to listen to different points of view; Unwilling to engage with children who are different; Becoming abusive to children who are different; Embracing conspiracy theories; Feeling persecuted; Changing friends and appearance; Distancing themselves from old friends; No longer doing things they used to enjoy; Converting to a new religion; Being secretive and reluctant to discuss their whereabouts; Sympathetic to extremist ideologies and groups
Online behaviour
Changing online identity; Having more than one online identity; Spending a lot of time online or on the phone; Accessing extremist online content; Joining or trying to join an extremist organization
Does the school have a code of conduct or staff behaviour policy?
Yes, we have a [safeguarding] Code of Conduct which is in the safeguarding policy which covers all the behaviours laid out by KCSIE. In the Staff Handbook we also have a Staff Behaviour Policy which includes safeguarding but also other standards such as the dress code and gifts policy - this is issued as part of our induction.
Do you understand the rules over using your mobile phone in school and taking photos?
Yes, we can’t use mobiles in places where there are children. We further emphasize the change rooms, boarding house and swimming pool area.
We can use them in our offices or in the staffroom but not in front of pupils.
We use school devices to take pictures.
What training have you received on bullying, e-safety, cyber bullying, behaviour management, mental health issues, self-harm and eating disorders?
As part of induction, we receive the following policies. We have to read these, and these are then discussed with the DSL during our induction meeting:
KCSIE Part 1 and 5, Annex A and Annex B.
Guidance for safer working practice for those working with children and young people in education settings
Staff Handbook (including code of conduct)
Safeguarding Policy
Whistleblowing
Anti-Bullying
First Aid
Complaints
Health and safety
Safe use of IT
Behaviour Policy
We also have to complete the following courses on EduCare as part of our induction:
Educare Fire Training (also provided with regular updates/training in staff meetings, INSET, emails)
Educare GDPR training
Educare Prevent Level 2
Educare Child Protection in Education Level 2
Educare Child Exploitation
Online Safety covered with SWB and a user agreement signed.
We have a number of staff from the Pastoral Committee/Team who are Mental Health First Aiders
How are anti-bullying procedures made known to staff?
All new staff are signposted to/get the Anti-Bullying Policy at induction. Anti-Bullying is regularly spoken about in the Thursday Staff Meeting and Pastoral Committee Anti-bullying procedures regularly reviewed/monitored by Heads of Year
All bullying incidents (including alleged) are recorded in a bullying log. Antibullying messages are delivered in assemblies.
Antibullying messages appear in the Pupil Planner and staff review these with boys every start of year.
What kind of bullying happens here?
Rarely but: verbal and online
When might you refer a bullying issue to the DSL as a safeguarding issue?
Where there is reasonable cause to believe that a child is suffering or likely to suffer significant harm. I would follow the procedures as outlined in the safeguarding policy.
How are staff made aware of the school’s H&S procedures?
All risk assessments are accessible via the staff Portal. They are also embedded withing relevant SOW’s and for any external trips, staff must agree to having read the relevant risk assessment and also upload any others that may be useful.
Are there any areas of H&S that concern you? What is the mechanism for reporting them?
If minor, upload a request
If more of an issue, tell RPHV
If serious, go to JMB
How often do fire drills take place?
Once every term (at least), for day boys and boarders.
Have you done a lockdown practice?
Yes, but we could do better. We have just reviewed the invacuation policy, upgraded the alarms and completed a desk exercise. The boys were told about his recently and we completed a lockdown practice in mid-November.
What fire training have you had?
Staff living in the main Boarding House should have all received Fire Warden training.
How are staff informed about specific medical conditions including arrangement for trips?
Transfer meeting input from nurses at the start of each academic year/September INSET.
Boys are listed on the Pastoral Register.
Conditions are available to staff on the Pupil Portal.
Lists of allergies, EpiPens required and asthma are circulated to staff and displayed in the working staff room and where relevant.
Once the Trip Administration form is completed, a medical conditions form is generated for the staff. This is also the same for sports fixtures.
With residential trips, the DHP, SEN Lead and a nurse all meet with the trip leader and review the needs of every child who is on the trip.
Have you had training in writing risk assessments?
Staff don’t write their own risk assessments. This is completed in consulation with an outside company, Owen David.
ACADEMIC ACHIEVEMENT
Curriculum:
How does your curriculum show progression and build on previous knowledge? (Subject Leads)
How is the curriculum organised in your subject? (Subject Leads)
How do you evaluate the effectiveness of your curriculum in your subject?
How do the aims vision of the school fit into your curriculum design (Subject Leads)
How does your subject / curriculum design link to other curriculum areas?
How are you ensuring that pupils are effectively prepared for life in British Society?
How do you ensure that pupils acquire a broad general knowledge of and respect for public institutions and services in England?
How do you ensure that pupils acquire an understanding of the protected characteristics?
How do you ensure that your curriculum intentions are met? (design, appropriateness and coverage)?
How do you ensure that your curriculum is effectively implemented?
How do you ensure that your curriculum promotes respect for diversity? What approach does your school take on respect for diversity?
Teaching:
How are all pupils supported to access the curriculum?
How do you ensure that pupils apply previous learning to current and future learning?
How do you address misconceptions in your lessons?
How do you strike a balance between child-initiated and adult-led activities?
How do you ensure that you are supporting the needs of all children e.g. suitably challenging lessons and support for EAL/SEND?
How do you ensure that your teaching supports pupils to acquire the skills and capacity to develop and learn effectively, and to be ready for the next stages in their learning?
How do you promote active learning?
How do you develop the pupils’ study skills and higher order thinking?
How do you provide pupils with experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education?
How do you enable the pupils to acquire speaking, listening, literacy and numeracy skills?
How do you ensure respect for all when teaching about different religions and belief systems?
How do you take into account the special educational needs of pupils in your class?
How do you ensure that preparation for future life is effective rather than adequate?
How does the teaching of PSHEE reflect the school’s aims and ethos?
How do you ensure that pupils have contact with wider society?
How do you foster pupils’ ability to think for themselves?
How do you ensure that you maintain good knowledge of the subject matter being taught?
ASSESSMENT & PROGRESS QUESTIONS (INC. POLICY SUMMARY):
How do you monitor progress? How do you ensure all assessments are impactful?
How do pupils get feedback on their learning? (marking and feedback)
How do you ensure that all children can learn and make good progress?
What are the School Development Plan targets this year related to pupil progress?
How does your assessment inform your curriculum design and sequence of learning?
How do you ensure your assessments are high quality?
ALL TEACHERS SHOULD PREPARE TO ANSWER THESE QUESTIONS:
General:
What does assessment look like in your subject?
How do you know children are making progress in your subject?
How do children progress in this subject over their time at the school?
How do you apply the ‘Assessment, Recording and Reporting’ policy in your subject?
Progress within lessons:
How do you assess what progress pupils make in a lesson?
How is formative assessment used to ensure timely support, intervention, challenge?
Evidencing progress over time:
How do you assess and record what progress pupils make in a half-term/term?
What evidence do you use to update your assessment trackers (e.g. Insight)?
What evidence do you use to assign attainment grades in pupils’ reports each term?
How do you use assessments to feed into pupils’ reports each term?
Marking and feedback:
How do pupils get feedback on their learning? (Evidence of feedback?)
How do you ensure feedback is impactful and improves progress?
Using assessment to drive future learning:
How do you use assessments to inform curriculum design and sequences of learning?
How do you use assessment to support the progress of individual learners?
How do you decide what intervention to offer, if any?
How do you monitor the impact of interventions?
Supporting the needs of all learners:
Can you show evidence that SEND and EAL pupils make good progress through the curriculum?
Can you show evidence that high ability pupils make good progress through the curriculum?
POTENTIAL PUPIL QUESTIONS
What are you learning? Share learning objective at the beginning of the lesson in a child appropriate way
What does this mean? (point at marking stamp/code or feedback comment etc.) Awareness of marking policy / feedback given
How does this help you? (e.g. point at resource or display board) Ensure pupils are aware of why they are being given a particular source – how is going to help them achieve the learning objective?
Are you challenged in *subject* lessons? Ensure pupils understand what challenge looks like and feels like? (It’s not just about speeding through the curriculum, can they explain that they have to think hard and go into greater depth?
Why do you think you are doing this activity? Learning contextualised – linked to prior and future learning. Ensure pupils understand the purpose of the learning
What have you learnt so far? Learning for the long term – can they retrieve knowledge quickly and accurately? Do they understand what they have been taught? Can they summarise their learning?
What do you think your next learning might be? Contextualise the learning. Ensure the pupils are aware of the learning journey
How do you know what you are learning today? Learning objectives and success criteria shared
How are you prepared for the opportunities, responsibilities and experiences of life in British Society?
Ensure pupils are aware of the Fundamental British Values and how this is an integral part of British society
Ensure pupils understand that projects such as Enterprise and initiatives such as careers’ talks help to prepare them for life after Caldicott.
Ensure pupils understand that their learning is contextulised so that they transition smoothly into the next phase of their education
Ensure pupils are aware of the trips / workshops that take place and how these contribute to their experiences of life in British Society
Are you aware of the protected characteristics? What does this mean? Ensure pupils are aware of these and how they feed into what they are learning
How are you encouraged to have respect for one another? Ensure pupils can give examples
