I must declare a personal interest, having recently retired from being a governor of the Cedar Federation (and before that Chairman of Governors at Ifield), and still carrying out voluntary work at Kings Farm. I take considerable pride from my continued association with both schools.
‘Exceptionally for a school in such an area ‘This year a significantly higher proportion of pupils passed the Kent Test (11 plus) than in previous years’ , with a nearly a quarter of the cohort qualifying for grammar school, ahead of most other Gravesend schools.
King's Farm has been assisted in its success by becoming the lead school of three in a £200,000 project set up by the Goldsmiths' Company to improve standards in maths, with excellent early results.
One of the most striking features of King's Farm, regularly commented upon by visitors and now by Ofsted is the excellent behaviour, courtesy and attitude of pupils at all times, which I have regularly seen at first hand.
‘The school is a calm orderly environment. Pupils conduct themselves well in lessons and respond positively to teachers’ high expectations for behaviour and learning. Pupils demonstrate high levels of effort and take great pride in their work. Work in their books reflects the high standards teachers set for them’.
‘Leaders ensure that pupils have a suitable range of rich experiences. These include, for example, engaging in sports and debating competitions, as well as participating in Shakespeare productions, dance activities and residential trips. An impressive number of pupils take part in extra-curricular clubs before or after school. These activities combine to make a significant contribution to pupils’ personal and academic achievement.
Again, I have regularly witnessed these at first hand. Remarkably for a profession under pressure, I regularly witness large numbers of pupils going home after an hour of such activity on a Friday afternoon, teachers having given freely of their time after a long week. Others come in on Saturday morning to support older children who choose to come to school to improve their standards further.
In reality, the only thing stopping the school becoming Outstanding is the handicap set by previous gross mismanagement. This delayed the excellent progress now being achieved, but hard working school staff and pupils have all but put this behind them. It also underlines the falsehood behind the political assumption that grammar schools necessarily have transferable skills to benefit struggling primaries (see also items on the Williamson Trust). By contrast King’s Farm now owes much to its Federated school, Ifield Special School - the two working closely together and sharing skills, as well of course to its own endeavours.
Ifield School
One key element is illustrated by: ‘The school ensures that it has the expert teachers it needs and initial teacher training supported by the teaching alliance it leads and by an alliance of local special schools. Newly qualified teachers are extremely well supported to develop the skills and expertise they need. They feel encouraged and valued by the school. The school works extensively with other schools, supporting the development of better provision for all pupils into adulthood’. Both schools benefit from this, placing a high priority on the welfare and development of their teachers, which ensures that steady supply of excellent staff, who are well supported and developed and contribute to high morale.