At President Kennedy School, building brighter futures for all their students isn’t just something they have on the side of the building and on the walls in reception. It is a clear mission statement that is underpinned by three core values: Learners First, It’s about Learning, and No Barriers. These core values are lived, breathed, and driven by the school community and has meant that they frequently consider how best to meet the need of their students. Thus, the inception of ‘The Apollo Programme’ at President Kennedy was created. A programme which became a new approach to a contextually changing landscape of students’ needs and a proactive response to recognising and identifying the need from behaviour.
President Kennedy School is an outstanding school. In their recent OFSTED inspection (December 2023) it was noted that, ‘staff know their pupils extremely well and take account of each pupil’s starting points… As a result, pupils make excellent progress’. Their 3Cs approach to teaching and learning initially came from a SEND approach: Context, Cognition and Check-in. However, it quickly became their teaching and learning approach for all students, whether this was for curriculum development and planning, teaching and learning, or simply how they ensure true equity for their students.
It is this understanding of context that forms the foundations of their approach to teaching and learning. If they do not know where their students are at with their learning and personal development, or their own personal circumstances, then how can they move them forward? This often means they need to think creatively about how to overcome any barriers to learning. They are proud of their “no barriers” approach to education, ensuring students of all abilities and from all backgrounds are encouraged to set high goals and work hard to achieve them.
Like many schools, they are facing several challenges. From significant increases of students with SEND, to an increase of those with unmet or undiagnosed needs, to tackling persistent absence. They have needed to be relentless and creative in their approach to supporting some of their most vulnerable students. This has meant considering what the context of the child is and what their need is. Whilst this is quite a bespoke approach, they continue to review and develop the provision so that students continue to make progress.
The Apollo Programme is a bespoke programme which puts students’ needs first. It focuses on developing learning habits, and addressing other SEMHL areas such as self-esteem, emotional regulation, and resilience. It is staffed by two highly specialised Learning Mentors who have a very targeted caseload of students who they work with. The programme also has teachers delivering specific small group subject teaching to help address any gaps in skills and knowledge that may stop students accessing the education once they finish the programme. The high level of pastoral care and parental support is vital in ensuring the success of the student. The programme is for 6-12 weeks with transition into full time lessons being one of the main objectives.
The gains may look granular, and may take time, but the successes are great. One student was on reduced timetable from year 4 to year 8 and arrived in year 7 with no diagnosed SEND. Their behaviour in year 7 made the school question whether the school was the right one for them and whether they could meet their need. However, their approach to no barriers allowed us to consider what their need was and how they could support them: they recognised ‘need’ rather than responding to the behaviour. Developing the student’s skill of communicating was essential as this often formed the first barrier. They now are attending school full time and now have an EHCNA and awaiting and EHCP. More importantly, they are happier in school and are forming positive relationships with students and staff.
The school are still refining our provision and reflecting on how they can further improve and support their students. CPD with all staff continues to highlight the importance of relationships and ensuring they connect before they correct. It is this approach which enables the school to really focus on meeting the needs of all students. If considering a similar approach, careful consideration needs to be taken of:
However, the main thing the school have learnt is that being brave and courageous is essential when making the right decisions for students. They also know that education and the lack of resources available means they need to continue to think creatively around being their own solution. Finally, believing in their vision for inclusion, relationships, and remaining committed to their core values means that at President Kennedy School they really try to build brighter futures for all. And they were proud to have this recognised in our most recent inspection report which identified that, ‘the caring nature and positive relationships between pupils of all ages, and staff, is what makes this school such a special place to be.’
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