• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Our learners will go on to do incredible things. Due to often significant struggles prior to their arrival with us, they don’t always know it yet. A core part of our work involves opening the door to future possibilities and working with individuals to set and support the journey towards ambitious goals.

• Have a secure knowledge of the relevant subject(s) and curriculum areas, forster and maintain pupils' interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers' specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Subject specialism is at the heart of our provision. Passionate and knowledgeable leaders have designed ambitious curricula that make best use of all available evidence to create a generative, ambitious spiral curriculum design that supports our learners to develop into citizens of the future who will secure success and happiness in their: Identity and Independence, Health, Communities and Friendships, Education and Employment. Leaders and their teams have a committed approach to reflective practice and improvement and look outwards to ensure our curriculum has varied network connections so we can benefit from (and share our own) great practice.

• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children's intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have aquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Consistent approaches to pedagogy and planning connect colleagues and students across subject specialisms and curriculum phases. We follow an evidence-informed 5-step approach: Connect/ Pre-teach / I do / You do / We do which has embedded generative learning and metacognitive principles:

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability, those with English as an additional language, those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

Learners at Kenwood Academy are expertly supported by a staff team with rich and extensive understanding of adaptive teaching. Teachers and Teaching Assistants work closely with our SENDCO, Learning Mentor and Safeguarding teams to ensure learners have adapted and appropriate conditions resulting in the most effective learning experience. Kenwood Academy’s adapted environment and use of space, biophilic design and innovative engagement with technology allow learners to benefit from unique and inspiring approaches to differentiation and meeting individual needs.

• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• Make use of formative and summative assessment to secure pupils' progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encouraging pupils to respond to the feedback

Our curriculum is designed with the most ambitious end points in mind. Crucially, though, our learners will engage with the most appropriate curriculum based on their starting points and at the most appropriate pace for their needs. We use formative and summative assessment approaches embedded within our system of assessing progress. Teachers and Teaching Assistants use a range of questioning and feedback methods to ensure learners get a clear sense of their strengths and their next steps and are supported to respond and develop their knowledge.

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school's behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils' needs in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

All behaviour is communication. At Kenwood Academy we do incredible work to maintain very strong relationships with learners and their families. Our staff are resilient and skilled in working with learners who, at times, are significantly dysregulated. Our person-first approach means that individuals can access high levels of support to re-engage with learning as soon as they are able to. Our ‘Connect-first’ approach to the curriculum always seeks to engage learners positively from the outset.

• Make a positive contribution to the wider life and ethos of the school
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Deploy support staff effectively
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• Communicate effectively with parents with regard to pupils' achievements and well-being

Staff at Kenwood Academy make a daily positive contribution to the wider life and ethos of the school and its families, as well as taking an outward-facing approach to working with others in education and wider partnerships – such as supporting developing teachers on PGCE courses by providing enrichment placements. We are committed to reflective practice and have incredible specialist knowledge to share more broadly, as well as working effectively together within our school.

Systems exist to ensure strong and effective practice is shared and celebrated whilst also ensuring support and challenge is robust. Our person-centred approach extends to the needs of our staff body and leaders are skilled at designing CPD and wider opportunities for development and support to ensure our staff have what they need to work most effectively with our brilliant young people so they can fulfil their potential.