Edith Kay School Information


At Edith Kay Independent School we provide a clear transition during all stages of our community’s learning journey.  We offer specific pathways for the young people in our school and work at a pace appropriate for their ongoing development and well-being.  Starting at Edith Kay School can be an anxious time for parents and young people alike, so we work closely with families and key agencies to ensure every pupil’s transition is secure and stress-free where possible.

We have key staff members who engage in well-informed discussions regarding each pupil’s learning experience so they can identify and respond to each young person’s needs and strengths.  Pupils are normally then phased in during the first few weeks thereby enabling a smooth transition.

In September we hold a review meeting with each family to go through pupils’ targets and goals for the coming year.  Part of the discussion involves developing a bespoke curriculum appropriate to the strengths and needs of each pupil. It also provides an excellent opportunity for families to look at their young person’s progress and speak to our subject specialists and therapists where appropriate.

Entry points of transition at Edith Kay are also on a rolling basis.

General Information regarding School Life

Our mentors work with pupils to make sure that careers development is embedded in the curriculum as pupils build on their learning pathway with a view to developing each pupils’ employability skills for the future.

Our mentors also work closely in building a good supportive relationship with our pupils.  At the beginning of the Autumn Term, new pupils are invited to take part in a two-day Induction programme giving each new pupil an opportunity to get to know the school community in a safe and enabling environment.

Pupils are encouraged to develop their voice and ongoing participation at school through assembly, charity and enrichment events to ensure that they are fully involved in school life.  Our life skills and healthy relationships programme is also closely linked with the transition between pupils’ current phase of learning and further education.  We also invite outside speakers to join us in our assemblies and PSCHE lessons. We also offer a variety of experiences to our students in preparing them for the working world and our students are encouraged to work with our career advisor to ensure that they are prepared for life beyond Edith Kay Independent School.

The school day

9.00-9.30   – Breakfast, registration and planning

9.30-10.15  – Period 1

10.15-11.00 – Period 2

11.00-11.15  – BREAK

11.15-12.00 – Period 3

12.00-12.45  – LUNCH

12.45-1.30     – Period 4

1.30-2.10     – Period 5

2.10-2.20    – Debrief and end of the day registration

Parent Meetings:

Parents are contacted regularly during the year in regard to their young person’s progress.  We also have one formal meeting during the year to discuss their learning pathway. This is in addition to the initial target meeting which occurs in September.  There are also a number of events during the year where families are invited to visit the school i.e. prize giving afternoon, summer barbecue.


The curriculum is built around our three core subjects, English, maths and science.  A range of subjects such as art, sports, careers, carpentry and food and nutrition are also offered depending on each pupil’s pathway.  Each pupil’s timetable facilitates their onward journey whether they show a keen interest in a specific A Level pathway, apprenticeship or BTEC diploma. Most pupils work on GCSE pathways alongside BTEC programmes and NCFE accreditation. Edith Kay also works with outside agencies and therapists to enrich the main curriculum and ensure every child has the opportunity to access the curriculum effectively.

Information for Pupils in regard to Arrival, Registration, and Preparation for Lesson  

1: Register your attendance  

Every morning, on arrival, pupils should register their attendance between 9.00-9.30am, or at a specified time negotiated with the Headteacher . There is a signing-in book at the reception area. Pupils’ attendance is recorded and tracked on the school’s central register.  It is important that each pupil maintains a consistent attendance record. If a pupil is absent through illness, their parent and/or guardian are asked to contact the school after 9.00am and before 9.30am on each day that a pupil is away.

2: Acquiring up to date information

Pupils should always check the main notice board located in the social area next to the kitchen for any changes to the day.  A copy of each pupil’s timetable can be checked on the main noticeboard as well.

3: Look after  belongings

While the safety of a pupil’s belongings is their responsibility, the school provides lockers for storing equipment each day.

4: Mobile Phone Policy  

The school has an “out of sight, out of mind” policy to ensure that pupils are given every opportunity to concentrate on their learning and support their well-being. We appreciate that more and more pupils are ever increasingly reliant on their phones, and we will work with parents to ensure mobile phones are only used in an appropriate manner.  This is paramount to the success of our pupils and we will insist that pupils leave their phones at home if they struggle to follow this expectation.

5: Punctuality

While punctuality is an important life skill, particularly in terms of employability, it is a key area that we continue to monitor and develop according to the provision of needs for every young person in our care.

6: Absenteeism / Illness

For pupils who are absent for whatever reason, parents are required to phone the school reception on 020 8961 4204 to inform the school of their absence. Please remember to contact the school daily before 9.30 a.m. on each day they’re ill.

7: Completing homework / independent learning effectively

Pupils are asked to use their personal time constructively while at Edith Kay to cover areas that need special attention.  You may have homework to research, or exam questions to brush up on. Don’t forget to speak to your teachers who will always support you.

8: Personal, Social, Citizenship, Health Education and Professional Development

Once a week there is at least one lesson allocated to areas regarding personal, social, citizenship, health and general well-being. The lesson will also link in with key themes that are discussed throughout the year in assembly and one-off workshops throughout each term.  There may also be opportunities for specialist classes with guest speakers or theatre trips/outings relevant to your development.

9: Fire Drill Procedure

All pupils are expected to read and fully understand the Fire Drill notices which are exhibited throughout the School. Fire Drill will take place during the term. The Fire Warning will be a continuous sounding of the Fire Alarm.

10: Damage to Property

Pupils must not damage school property. Wilful damage will be charged and won’t be tolerated.

Academic Year

  • The academic year runs from September to July
  • Each academic year will consist of three terms
  • Pupils have a de-brief in the morning and afternoon with weekly assembly themes attached to both periods

Pupil Facilities

  • There is an on-site kitchen serving hot and cold food. Lunch is a community effort and a variety of dishes are available each week.
  • The on-site Safeguarding team members are Karen Dwyer-Burchill as the Designated Safeguarding Lead, and the Senior Lead Teacher and Deputy Designated Lead is Bukky Yusuf. There is always a member of the team available throughout the day during term time.
  • All new pupils have an initial assessment to determine individual needs for learning support. Continued support coordinated by the Headteacher will be reflective of the pupil’s needs and available during term times where appropriate.
  • Therapies such as speech and language, occupational therapy and music will be allocated across the year to pupils.
  • All students have dedicated mentors and receive regular reviews with the Head Teacher and the academic team.


  • All pupils will be assessed each term and two formal reports will be sent out to parents at Christmas and at the end of the school year.
  • Subjects are now graded according to the 9-1 grading system introduced in 2017.  See Marking and Feedback policy and Curriculum Policy.
  • All pupils will be assessed twice yearly in all subject areas.
  • All pupils will be expected to evaluate their own work.

Assessment is fundamental in measuring your learning. Your progress and level of attainment is measured against a set of criteria (learning outcomes), outlined by each subject, at various stages of the year. Through the assessment cycle, we are able to identify strengths and areas that need improvement. Feedback from Assessment provides an indication of how well you have absorbed and applied your learning; this in turn would enable you to plan personal goals for your future learning.

Written Yearly Reports

At the end of the Autumn and Summer Terms, teachers prepare a written report covering each pupil’s progress in their subject area.  The report is generally emailed to you.

What can I expect to learn from my time at Edith Kay Independent School?

By the end of your time at Edith Kay, you should have achieved a great deal.  Technically, your work should be increasingly secure and provide a well-grounded foundation for further improvement when you are working in the profession of your choice.  Your presentation skills should become progressively more secure as you gain confidence and experience, both in class and social situations. Your knowledge and understanding of the core subjects, working practices and traditions will expand throughout the course, along with your understanding of the professional skills you will be expected to have in finding and obtaining work.

In addition to all of the above, pupils will be expected to leave with solid attainment results in their appropriate learning pathway, i.e. GCSE examinations.

Who is Edith Kay

Edith and Kay were an ordinary couple who are representative of all those who devote their lives to taking care of vulnerable children, fostering them and welcoming them warmly into their family home. Over many years, Edith and Kay worked to promote resilience in vulnerable young people, and to instil the values of compassion and generosity of spirit. Their deep-seated belief in the power of education and care to transform lives underpins the ethos of our school.
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