School Improvement Summary 2016-2017

Effectiveness of Leadership and Management
To exceed Good and achieve Outstanding: By further development of the leadership and management at all levels, to ensure its effectiveness
Expected Outcome:
Further develop leadership and management to support school improvement at all levels by:
  • Continuing to develop leadership and governance to ensure it is leading on and impacting on school improvement
  • Leaders and Governors identifying their own personalised training programme around their skills analysis to allow them to challenge and support the school review these throughout and update on all required training. Develop the role of Governor experts and leads
  • Leaders know on-going priorities and Governors develop a systematic approach to check for themselves that the actions of all school leaders are making a sufficient impact on different groups of pupils.
  • When checking the work of staff, all leaders focus on the difference teachers and TAs are making to the Outcomes for children and learners and within different groups of pupils

Specific Targets:
  • Plan and develop a bespoke training programme for the Governing Body to ensure they have the all the necessary skills to be able to fulfil their role and implement any national changes as they occur; fulfil their ‘critical friend remit and is effective and impacting on improved performance and standards.
  • Ensure the roles of the GB are clear; develop clear lead roles and develop critical governance further still. Assign GB members to the different aspects of the school development.
  • Develop a senior leader development programme, personalised and accredited by external organisations
  • Review, consolidate and develop in-house CPD to meet the needs of all staff; teachers and support staff
  • Support teachers through coaching and development programmes; review and implement NQT support
  • Review the RE/SRE/SMSC curriculum of Canterbury Cross Primary
  • Ensure Canterbury Cross continues to comply with national and local safeguarding and health and safety guidance
  • To develop a school ethos and development programme for new starters at Canterbury Cross Primary
  • To fully engage with the BEP, Consortium and other partnerships by engaging in training, mentoring, moderation, monitoring, leadership training and ensuring any intervention and checking at regular intervals that all support has measured impact.

EYFS - Effectiveness of Leadership and Management
To achieveOutstanding : By further development of the leadership and management in EYFS, to ensure its continued effectiveness.
Expected Outcome:
Leadership and Management in the Early Years to support school improvement at all levels by:
• Continuing to develop leading learning programs and to ensure its impact on school improvement
• The EYFS leader and Senior Leaders know on-going priorities in the Early Years and develop a systematic approach to check there is sufficient impact on different groups of pupils.
• When checking the work of staff, focus on the difference teachers and TAs are making to the outcomes for children and learners in the Foundation Stage
• The Leadership team and the EYFS Leader reviews and takes prompt action when weaknesses are identified in the Foundation Stage Curriculum; ensure that all teachers in the phase consistently implement any agreed actions
Specific Targets:
  • Review, consolidate and develop in-house CPD to meet the needs of all staff; teachers and support staff
  • Support teachers and Key worker’s through coaching and development programmes; ensure rapid progress for all pupil groups
  • Set and review targets across the Foundation Stage for each of the blocks; provide accurate evidence in books and at PPMs
  • Ensure Canterbury Cross continues to comply with national and local EYFS safeguarding and health and safety guidance

Quality of Teaching, Learning and Assessment
To exceed Good and achieve Outstanding: Increase the proportion of good and outstanding teaching
Expected Outcome:
Increase the proportion of consistently good and outstanding teaching over time by ensuring all teachers continue to:
  • Organise learning tasks and activities in lessons that meet the full range of abilities, ensuring the more able are sufficiently challenged
  • Provide pupils with more specific feedback to correct their errors or develop concepts further through effective feedback
  • Have high expectations of all pupils; use formative and summative assessments to meet pupil learning needs and demonstrate on-going progress
  • Check regularly how well pupils are learning during the lesson so they can be moved on in their learning as soon as they are ready

Specific Targets:
  • In every lesson, a shared expectation of:
  • Activities match pupils’ different abilities - ongoing
  • The focus is on children learning rather than adults teaching - ongoing
  • Children are active learners (not passive listeners) with teachers having high expectations throughout - ongoing
  • Questioning by all adults delves deeply into children’s understanding - ongoing
  • Adults adapt activities in response to children’s responses - ongoing
  • In lessons children present as excited, enthused and highly engaged learners by - ongoing
  • Children’s work over time reflects this excitement and engagement and evidences rapid progress in their learning by -ongoing
  • All of ‘teaching over time’ evidenced as good teaching by – ongoing (NQTs will follow a personalised programme, reviewed termly against NQT and teacher standards)
  • 55% of lessons evidenced as outstanding through ‘teaching over time’ - January 2017
  • To audit and evaluate reading opportunities in the school and implement new strategies that develop reading skills and will lead to better outcomes in reading across the school and for all groups. Use classical literature through enrichment activities; develop vocabulary understanding in readiness for the end of Key Stage Assessments – November 2016
  • To audit and evaluate mathematical opportunities in the school and implement new strategies that develop mathematical skills and will lead to better outcomes in Maths across the school and for all groups. A clear focus on reasoning, multiplication tables, mathematical vocabulary within written problems (de-construct) investigation and arithmetic - November 2016
  • Develop a cohesive plan, through phases and phase leader action plans, which ensures there is clear challenge the more able pupils in all subjects – January 2017
  • To ensure all stakeholders have an understanding of the new assessment measures after levels and use the school classroom monitor system accurately (from Foundation Stage to Year 6 and across all subjects) – November 2016
  • To develop and evidence further how we present pupil progress, ensuring clear guidance on emergence, expected, greater depth and mastery within subjects –November 2016
  • Misconceptions day, to deal with common misconceptions across school and subjects - Ongoing
  • To ensure the curriculum content is shared with parents termly and develop opportunities for further parental involvement in their child’s learning

EYFS - Quality of Teaching, Learning and Assessment
To achieve Outstanding: Increase the proportion outstanding teaching and assessment over time
Expected Outcome:
•Increase the proportion of consistently good and outstanding teaching over time by ensuring all teachers continue to:
•Organise learning tasks and activities in lessons that meet the full range of abilities, ensuring SEND and pupil premium provision is in place and there is sufficient challenge in tasks and activities for the more able
•Provide pupils feedback to correct their errors or develop concepts further through discussions; extend opportunities to develop and refine skills
•Check regularly how well pupils are learning during activities; move learning on by giving pupils appropriate activities
•Have high expectations of all pupils; use formative and summative assessments to meet pupil learning needs and demonstrate on-going progress
Specific Targets:
•In every lesson, a shared expectation of:
•Activities match pupils’ different abilities - ongoing
•The focus is on children learning rather than adults teaching - ongoing
•Children are active learners (not passive listeners) with teachers having high expectations throughout - ongoing
•Questioning by all adults delves deeply into children’s understanding - ongoing
•Adults adapt activities in response to children’s responses - ongoing
•In lessons children present as excited, enthused and highly engaged learners by - ongoing
•Children’s work over time reflects this excitement and engagement and evidences rapid progress in their learning by -ongoing
•To ensure all stakeholders have an understanding of the school classroom monitor system in the Foundation Stage
•To develop and evidence further how we present pupil progress, in line with whole school formats
•To ensure the curriculum content is shared with parents termly and develop opportunities for further parental involvement in their child’s learning
Personal Development, Behaviour and Welfare
To achieve Outstanding: By further development of the leadership opportunities for pupils, peer mediation, robust analysis of achievement and conduct.
Expected Outcome:
  • Pupils’ Behaviour is outstanding at all times.
  • Have high behaviour expectations of all pupils
  • All teachers ensure Behaviour for learning is outstanding in the classroom
  • SLT target specific groups to manage and identify behaviour trends
  • Check regularly how well pupils are positively learning so that it can be transferred in all aspects of school
  • Continue to focus on the school SHARE values
  • The impact of mentors on behavior is outstanding
  • Review current attendance and punctuality procedures for persistent absence and extended holidays, develop further rigour in line with LA guidance

Specific Targets:
  • Review and reinforce behaviour expectations
  • Implement robust and effective record keeping systems for all achievements.
  • Review record keeping systems for all incidents incl. racists, bullying, homophobic, exclusions etc., keep a record of termly data for all protected characteristics and impact of any interventions
  • Analyse the above ‘incident’ data to inform future actions/ policy changes that may be necessary
  • Analyse the above ‘incident’ data to inform support for individual pupils
  • Analyse the above ‘incident’ data to inform support for individual teachers and support staff.
  • Every child to have an opportunity to lead on an aspect in school
  • Ensure staff, pupils, parents and governors are aware of and following all safeguarding procedures and policies, following all recent national changes, and provide more easily accessible information and support.
  • To introduce the CPOMS system to effectively track all children and families who are being monitored for child protection, safeguarding and welfare issues.
  • To develop PE partnerships in supporting the school in its target for reducing obesity, increasing participation in sport, developing home links and promoting healthier lifestyles.

EYFS- Personal Development, Behaviour and Welfare
To maintain Outstanding: By further development of to follow school SHARE principles and conduct.
Expected Outcome:
• Pupils’ Behaviour is outstanding at all times.
• Have high behaviour expectations of all pupils
• All adults support and develop Behaviour for learning is outstanding across the setting
• EYFS leader to target specific groups to manage and identify behaviour trends
• Check regularly how well pupils are positively learning so that it can be transferred in all aspects of school
• Continue to focus on the school SHARE values
• Record and review weekly behaviour issues with BECO
Specific Targets:
• Implement robust and effective record keeping systems for all achievements
• Review record keeping systems for all incidents incl. racists, bullying, homophobic, exclusions etc, keep a record of termly data for all protected characteristics and impact of any interventions
• Analyse the above ‘incident’ data to inform support for individual pupils
• To introduce the CPOMS/ my concern system to effectively track all children and families who are being monitored for child protection, safeguarding and welfare issues.
Outcomes for Children and Learners
To exceed Good and achieve Outstanding: By further development of the robust tracking and monitoring in all year groups, to ensure its effectiveness
Expected Outcome:
  • refine assessment accuracy and systems across all key stages in reading, writing, mathematics and science and foundation subjects
  • Assessment Coordinator (DHT) to monitor and report assessment and findings to inform further CPD
  • All teachers to accurately benchmark outcomes and progress against agreed criteria. Use of moderation and scrutiny to validate accuracy.

Specific Targets:
  • Allstaff to deliver the curriculum content and coverage required to demonstrate achievement, make accurate judgements of pupil work and justify at school moderation and pupil progress
  • All staff follow in-house recording and reporting procedure, timeline requirements
  • All staff to use the marking policy effectively and consistently across school
  • All staff to have high aspirations and high expectations of their pupils and demand high quality work from the pupils in order to achieve these high standards when assessed
  • All staff to keep their mark books up-to-date on classroom monitor
  • All staff to identify groups accurately and set intervention when appropriate
  • All staff to be aware of the impact of interventions and supported identified through PPMs
  • To have 75% of pupils achieve expected outcomes at the end of each year group (foundation stage in line with national expectations and Y1 at 70%) pupil achievement data against benchmarks to support
  • To have strategic phase evidence of the impact of interventions to support learning

EYFS - Outcomes for Children and Learners
To exceed Good: By further development of the robust tracking and monitoring in all year groups, to ensure its effectiveness
Expected Outcome:
• All teachers to accurately benchmark outcomes and progress against the agreed EYFS criteria (Use moderation to validate accuracy).
Specific Targets:
• Staff to deliver the curriculum content and coverage required to demonstrate achievement; to make accurate judgements of pupil work and justify at moderation and PPMs
• All staff to use the feedback policy effectively and consistently across the EYFS phase
• All staff to have high aspirations and high expectations of their pupils and demand high quality work from the pupils in order to achieve these high standards when assessed against the profile
• All staff to keep records up-to-date on classroom monitor
• All staff to identify groups accurately and set support when appropriate
• Pupils achieve expected outcomes at the end of the Foundation Stage in line with national expectations with rapid progress from starting points for all groups
(boys to diminish difference and achieve expected outcomes at the end of the Foundation Stage in line with national expectations with rapid progress from starting points)
• To have strategic Foundation phase evidence of the impact of interventions to support learning