By Jimmy Oluoch | Project Leader
Dear friends and partners,
This quarter, Acres of Mercy Learning Centre continued the work of making sure children do more than simply move through a syllabus: they receive the teaching, practice and targeted support needed to keep moving forward. Our mid-Term 3 review shows broad curriculum progress across the school, while also helping us identify the learners and learning areas that need additional time and attention.
What changed for learners this quarter?
Across Play Group through Grade 9, teachers reported that most planned content had been taught, with many classes nearing completion of the term’s learning programme. In Early Years, reported coverage ranged from 93% to 100%. In Junior School, several Grade 7-9 learning areas were already reported as complete, allowing teachers to shift attention toward retrieval practice, application, error correction and preparation for progression.
The review also did something equally important: it made unfinished learning visible. Grade 1 English and Mathematics were each reported at 82% coverage, Grade 2 Pastoral at 83.3%, Grade 2 English at 86.6%, Grade 3 English at 89%, Grade 5 Agriculture at 89%, and Grade 9 Mathematics at 90%. Rather than treating these figures as a failure, the school is using them to direct teaching time where it is most needed before the term closes.
A stronger response for learners who need more time
Our literacy intervention programme is showing encouraging signs of learner engagement and skill development. Teachers report improvement in sound recognition, reading of familiar words and classroom participation. Some learners are increasingly able to break unfamiliar words into sounds or syllables before reading them. These are important building blocks for children who have previously struggled to access grade-level work.
The same reports make clear that the work is not finished. Fluency, comprehension, spelling, vocabulary, written expression and independent working remain areas of need for some learners. The intervention programme is therefore continuing daily reading and comprehension practice, guided questioning, spelling and vocabulary work, individual feedback and gradual movement toward more independent work.
From “content covered” to “learning demonstrated”
One of our most important lessons this quarter is that syllabus coverage alone cannot tell us what a child can do independently. The school’s next step is to pair coverage information with short oral, written and practical checks of understanding. Teachers will record common errors, reteaching and evidence of improvement, and learners receiving intervention support will have a small set of measurable targets with comparable work samples reviewed over time.
Why your support matters
Chidren's progress in learning often comes through small, repeated opportunities: one more guided reading session, one more carefully explained mathematics idea, one more chance to practise a word until it becomes familiar. GlobalGiving supporters help Acres of Mercy sustain the teachers, learning time, structured interventions, learning resources, and learning infrastructure that make those opportunities possible. Your support helps us keep children in the learning process long enough for confidence and competence to grow together.
Looking ahead
For the remainder of the term, our focus is clear: finish the remaining curriculum responsibly, verify what learners understand, strengthen intervention tracking, use learner work—not coverage percentages alone—to judge readiness for assessment and progression, and make the school library available for the new year 2027 to continue supporting literacy intervention for learners within the school and for other children in the community. We are grateful to every supporter helping us build a school where children who need more time are not left behind.
By Jimmy Oluoch | Project Leader
By Jimmy Oluoch | Project Leader
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