School Improvement Plan


Canterbury Cross Primary School Improvement Plan High Priorities

Throughout 2013/14 the school will continue to raise standards and increase the % of children reaching Age Related Expectations and above through a varied and exciting curriculum.

The school has identified six main areas of precedence which will underpin the whole school curriculum. Subject Leaders Action Plans will ensure that these areas are addressed whilst continuing to provide a curriculum that will ensure sustained and value added progress.

Quality of Teaching

(Quality of support for teachers)

  • To raise the quality of teaching to consistently good across all subject areas with a minimum of 40% outstanding teaching across school.
  • Use new teacher standards to set personalised performance management targets related to pupil progress; leading to greater accountability and pay
  • Ensure improvements are sustained over the year through targeted support and within class evidenced through progress, lesson observation,  scrutinies  etc.
  • Performance management targets for teaching assistant are directly related to pupil progress, evidenced through data and pupil progress


Setting targets and Assessment

  • Teachers and TAs to understand the data for class group for all groups which will form the basis of Performance Management targets
  • Develop a secure system to set, monitor targets across the FS in line with the 2012 curriculum
  • Set challenging numerical targets across all year groups which are monitored across all assessment points, based on 3+points for good progress and 3.5+ for better than good progress and or attainment of 80% at ARE.
  • Support for staff to ensure targets are met, mechanisms and procedures in place to deal with individuals who are not on track.
  • Teachers to lead pupil progress meetings using the class/group data on INFORM  in order to express concerns as to explain why targets not met, devise strategies for targeted interventions to ensure issues are addressed.
  • Personalised intervention plans in place to support children not reaching ARE, reviewed half termly to monitor impact and accelerated progress.
  • Precise assessments in all subjects using EXCEL based on evidence and scrutinies, subject leader accountability shared through subject leader action plans.



Inclusion and progress

(Pupil premium, EAL)

  • To have regular in-house reviews for all LDD children who are statemented and make amendments to meet individual needs as required; physical and/or learning and progress
  • Increase the number of children at ARE at each assessment point and improve year on year progress.
  • P level children at KS1 to reach upper quartile targets as set out by OfSted.
  • Show an upward trend with an increasing percentage of children making better than expected or exceptional progress for SA and SA+ children.
  • Identify and plan for vulnerable learners using personalised targets to remove all barriers to learning
  • All staff to fully engage with P level assessment.
  • To have secure assessment procedures embedded for all newly arrived pupils and have a consistent strategy for them  to access the wider curriculum whilst using survival/ early English
  • Develop a clear and consistent more able/gifted and talented strategy throughout school.



The Curriculum across the School and the Foundation stage.


  • Develop  and refine the 2012 Foundation Stage Curriculum content and assessments
  • Develop a transition plan for the 2014 Curriculum with a clear focus on Y3 and Y4.
  • Discuss the  content and quality of the curriculum; ensure all mandatory requirements are in place
  • Have a clear strategy for outcomes and assessments, and how these will be monitored and maintained throughout school.
  • Develop a structured transition into Y1; using the FS assessment criterion for children who are not at NC levels
  • Use Development Matter age bands for baselines in the FS and Y1 and for SEN/LDD children throughout school
  • Develop moderation between Nursery and Reception and use FS expertise to support Y1 Autumn term  moderation and benchmarking.


Children’s Health and Emotional Well Being

  • To use PCT data to decrease obesity across the school, identify individuals in classes throughout school
  • Use family learning opportunities and partnerships with outside agencies(referrals) to support individual children who have been identified by class teachers or other professionals
  • Agree and set Individual Weight Plans (IWPs) for children identified as obese
  • Specific courses to support individual children and families
  • Use opportunities within the PE curriculum to support physical well being
  • Use playtime/lunchtime activities which are physical and led actively by play leaders at lunchtimes
  • Support healthy eating and exercise at home.
  • Review and adjust school dinners termly,
  • Use the extended schools Manager and Inclusion Manager to develop plans for vulnerable learners to support children with emotional well being
  • Have specific targets relating to emotional well being on IEPs, IBPs
  • Signpost and contact outside agencies to support children and their families




Leadership and Management (including Middle Leaders and Subject leaders)

  • Examine the impact of subject and SLT leaders through target setting and data analysis
  • Post analysis plans and impact of these
  • Develop programmes to meet the training needs of individual middle leaders and subject leaders, PM targets
  • Review  systems of accountability and monitoring.
  • Develop a planned observation schedule for subject leaders and opportunities to coach individuals
  • Rigour in systems of induction for New teachers at the school
  • Support plans for NQTs and post NQTs led by tutor and phase leaders
  • Examine the quality of leadership including the governors
  • Meet the training needs of Governors so they hold the school to account
  • RAISE, OFSTED dashboard  and critical questions for Governors using the Governor handbook



School Improvement Plan - Download