Skip to content ↓


Priority One: To continue to raise the quality of education that the school provides

1.1 Embed the school’s vision and subject vision throughout the curriculum, so that the whole school community are working towards a shared and understood vision.

1.2 Develop teachers' subject knowledge and expertise within subject and specialist areas through continual professional development, including in phonics and reading.

1.3 Deliver wider curriculum opportunities, such as Artsmark and the KsENT Choir in order to ensure pupils experience a broad range of learning opportunities.

1.4 Introduce a new whole-school mathematics curriculum and ensure that staff have the expertise to enable pupils to know more and remember more.

1.5 Ensure that assessment of subjects and pupil’s wider targets within EHCP and interventions, and the tools that enable that assessment, are used highly effectively to plan meaningful learning and support the progress that pupils make.

Priority Two: To continue to strengthen pupils’ positive behaviours and attitudes towards themselves, others, learning and life

2.1 Provide a culture with opportunities for pupils to develop positive characteristics, such as self-advocacy and expression, and model the school values and British Values through a meaningful curriculum.

2.2 Ensure that Relationships Education (compulsory in all primary schools in England) and Relationships and Sex Education (compulsory in all secondary schools), as well as Health Education (compulsory in all state-funded schools) is implemented in a meaningful way for pupils and students to thrive.

2.3 Ensure that Relationships Education (compulsory in all primary schools in England) and Relationships and Sex Education (compulsory in all secondary schools), as well as Health Education (compulsory in all state-funded schools) is implemented in a meaningful way for pupils and students to thrive.

2.4 To guide and empower staff to support pupils with their independence and self-regulation, so that pupils’ learning and progress is good or better.

Priority Three: To further enable pupils to grow in their personal development so that they are increasingly self-reliant and able to impact on, and benefit from, the community in which they live

3.1 Enable pupils to be responsible citizens, by providing opportunities to take lead roles within the school environment e.g. prefects, primary prefects, playground buddies, online safety ambassadors, school council and learner committee board.

3.2 To develop stronger community and workplace links across the school to enhance pupils’ learning opportunities and prepare them for life after school

3.3 Ensure pupils have access to high level careers education, including a life skills curriculum that expands from early years to post-16 so that they develop greater independence, possess transferrable skills, and are better prepared for life outside of school and the next stage of their lives.

Priority Four: For leaders and managers to ensure that the school’s values cascade through the school’s curriculum intent with staff that are enabled, empowered and expert in their responsibilities and work closely with other stakeholders of the school so that all pupils are successful.

4.1 Provide development and leadership opportunities for all staff teams and ensure staff receive training that will develop their expertise and subject knowledge in the areas for which they are responsible.

4.2 Review governance structure, while ensuring that governor skills and knowledge are used effectively across the Cedar Federation.

4.3 To continue to focus on staff wellbeing, workload and retention in order that staff facilitate positive pupil outcomes due to consistent high levels of expertise

4.4 To work alongside the Local Authority to support the authority’s priorities for SEND pupils across Kent, including building capacity for PSCN in North Kent and participating fully with the STLS review.

4.5 To continue to work collaboratively with KsENT schools to enhance the lives of pupils with SEND across Kent.

4.6 To continue to closely monitor and review the school’s budget and plan for sustainability for finance and resources.

Priority Five: Evaluating the quality of early years education in schools

5.1 Implement the statutory changes into the Early Years Curriculum, ensuring all staff working within Early Years and Key Stage One are confident and have secure knowledge and understanding to support children highly effectively.

5.2 Develop staff knowledge and practice in Early Years through effective professional training, while keeping up-to-date with developments e.g. research, courses at local and national level to enhance teaching and learning opportunities.

Priority Six: Evaluating sixth-form provision

6.1 To ensure that accreditations, assessment and moderation are well planned and delivered in a timely manner so that key stage four and five students achieve the highest standards within academic areas.

6.2 To better prepare young people for the transition to adulthood throughout post-16 and ensure their aspirations are fulfilled.

6.3 To continue to work with the Local Authority to review the suitability of provision for students with the most complex needs.




  • Ofsted Outstanding
  • Ofsted Outstanding 2012/2013
  • Ofsted Outstanding 2010/2011
  • The Cedar Federation
  • SEN Specialist Schools
  • International School Award
  • Kent County Council
  • Ifield Smile
  • Arts MArk
  • Healthy Schools
  • Sport England
  • iNet
  • Financial Management Standard in Schools
  • Olympic & Paralympic Values
  • RFS