Our Curriculum

New starters are keen to join the school. They make an effort to meet the demands of the curriculum and most are proud of what they manage to achieve.

Most learners have a clear understanding of classroom protocol which they practise consistently. They are becoming better motivated, ambitious with an improved attitude to learning because most young people, within their own respective capacity, want to achieve their potential.

The monitoring programme and lesson observations support findings that young people are encouraged to be responsible members of the school community and they produce good standards of work.

Almost all learners are becoming more confident and self-assured in their key areas of interest. Learners are becoming more assured in raising a query about potential gaps in their learning through specialist support (including SaLT) and their subject teachers.

Edith Kay learners are well informed on how to keep themselves and others safe, how to recognise unlawful and unsafe behaviour. They know to whom they need to report any concern and their concerns will be taken seriously and investigated. They are fully aware of their responsibility in using technology effectively and they have had online safety workshops which have been followed up by the school mentors and the whole school Internet Safety Day.

Young people at Edith Kay feel safe and have a good understanding of how to raise concerns and are confident concerns will be taken seriously and followed through.

Young people are continuously mindful of each other and respectful of our diverse culture. This is further supported by the LGBTQ+ workshops. Further training has been given by the National Autistic Society.

Learners value their teachers, each other and their environment. They are respectful to each other and to the wider community and they have a high awareness of right from wrong.

Classes are strategically planned to meet learners’ needs, are relevant in content, and cover a wide range of material enabling learners to receive comprehensive training.

Curriculum planning led by the subject leads is a collective expectation and this has further strengthened communication and good practice across the school.

As evident in our assessment results, more learners make progress relevant to their starting point.

Class observations, conducted by the Head Teacher/Senior Lead/Peer to Peer, show that the large majority of teaching and learning is consistently good or better than.

The majority of learning mentoring lessons observed this term offer the opportunity to support learners pastorally as well as collaboratively supporting mainstream lessons.

Features include imaginative strategies used to connect theory to practise, current knowledge and trends of the industry, effective use of Q&A that develops learners’ critical thinking and appropriate use of differentiation to benefit all learners.

Learners’ assessment results, external moderation reports, GCSE and A Level results, evidence continuous academic achievement.