Support Teachers to Educate 200 Children Monthly

Dear friends and partners!

During Term 1, 2026, Acres of Mercy Kenya continued to advance its education project through classroom teaching, foundational learning interventions, co-curricular development, learner welfare support, and family-school engagement. The attached section reports show steady implementation of the Competency-Based Curriculum across the school, with particular emphasis on reading, comprehension, numeracy routines, growth mindset messaging, sports, clubs, and learner character development.

The quarter also highlighted practical needs that partners can help address: adequate teaching staff, assessment-quality strengthening, learning materials, club resources, sports and festival facilitation, and structured mentorship. These priorities are directly connected to learning quality, learner attendance, learner confidence, and holistic development. The sections below show the work teachers have been doing and the impact they are having.

1. Reported progress

Middle School enrolment

Grade 4: 10 learners; Grade 5: 13 learners; Grade 6: 15 learners.

Junior School enrolment

Grade 7: 15 learners; Grade 8: 8 learners; Grade 9: 15 learners.

Pre-school clubs participation

Pre-school club report records 17 girls and 11 boys involved in Science, Technology, Engineering, Arts & Mathematics (STEAM) club activities 

Curriculum delivery

Competency-Based Curriculum/Education (CBC/CBE) implementation continued across sections, supported by daily routines, learning-area teaching, continuous assessment, remediation, and intervention lessons.

Literacy and numeracy support

Reading/comprehension intervention and Maths Magnus Progamme routines were implemented for Grades 4-9 as part of learning recovery and mastery building.

Sports achievement

Our Primary School relay team finished second in the Sub-Zonal level (10 schools) and advanced to the Zonal level; the school participated in Javelin throwing, Middle Distance, Short races, and long races finishing fifth overall

Co-curricular engagement

Active Scouts, Science, Art, Performing Arts, Music, field activities, and sports provided structured opportunities for confidence, teamwork, talent development, discipline, and practical skills.

3. Teaching and Learning Progress

Term 1 Evidence 

Lower Primary

Teachers implemented CBC across learning areas and supported foundational reading, writing, counting, and problem-solving. Continuous assessment and remedial support were used to assist learners who needed additional help.

Middle School

Teachers used integrated learning-area curriculum designs, reviewed standardized growth messages, implemented Maths Magnus from Monday to Friday, and ran daily afternoon reading and comprehension intervention.

Junior School

The section focused on improved fluency, accuracy, comprehension, content delivery, retrieval, and differentiated re-teaching. The report notes improvement among learners under intervention and continued use of Bloom’s taxonomy-oriented reporting.

Learning culture

Classroom rules, goals, routines, school values, mission, and vision were reinforced through classroom displays, assemblies, and daily verbal reminders. Learners are increasingly able to verbalize school expectations and values.

4. Co-Curricular, Talent, and Character Development

• Athletics: learners trained in track and field events including sprints, long-distance races, relays, jumps, and throws. The primary relay team finished second and advanced to zonal level; the school earned 46 points and placed fifth in the recorded ranking.
• Scouts: learners participated in drills, investiture preparation, environmental conservation, indigenous tree identification, landscaping, and leadership development through patrol roles and peer coaching.
• Performing Arts: the club maintained 15 members, engaged in poetry, acting, singing, and music practice, and benefited from school-purchased Isukuti drums. Members are preparing for Music Festivals.
• Lower Grade Clubs: Science and Art Club activities strengthened curiosity, observation, creativity, fine motor skills, teamwork, patience, and confidence.
• Pre-school enrichment: Science, Art, Music, poem recitation, dance, and field fun activities supported curiosity, language, body awareness, gross motor development, social interaction, and confidence.

5. Family, Community, Safety, and Learner Welfare

Parent and community engagement continued through the Annual General Meeting, PTA elections, Academic Day, parent-teacher conversations, reports, and school communication. Teachers used these touchpoints to discuss academic progress, character, behaviour, provision of learning resources, and productive holiday engagement.

Learner welfare support included group and one-on-one guidance and counselling. The school also sustained a safe and orderly learning environment through class rules, displayed expectations, school values, and structured routines. A mentorship programme is recommended for reactivation because staff reports associate it with improved learner discipline and personal growth.

6. Key Challenges Observed

• Staffing pressure in Middle School increased teacher workload and reduced planning capacity.
• Some end-of-term assessments did not meet the expected level of quality, depth, balance, or learner-appropriate challenge.
• Reading and comprehension interventions sometimes extended beyond the allocated timetable, affecting end-of-day routines and full participation in co-curricular activities.
• Some clubs reported limited materials, shortage of art and science resources, and limited time for practical activities.
• Financial constraints limited full participation in higher-level sports progression for at least one qualifying learner.
• There is a continued need for consistent parental involvement in homework supervision, attendance at meetings, and provision of learning materials.

7. Next-Quarter Priorities

Instructional quality

Strengthen lesson preparation, assessment moderation, review, retrieval practice, and learner support. Administer KNEC projects as schools reopen for Term 2.

Foundational learning

Sustain reading, comprehension, and numeracy interventions while protecting time for clubs, games, and class routines.

Mentorship and discipline

Reactivate structured mentorship to strengthen learner responsibility, discipline, confidence, and growth mindset.

Club and talent pathways

Resource Science, Art, Scouts, Athletics, and Performing Arts; support Music Festival preparation and structured display/showcase opportunities.

Family partnership

Increase consistency in parent communication, homework support, material provision, and participation in academic and school-development meetings.

Partner mobilisation

Direct support toward workbooks, storybooks, club materials, sports transport, uniforms/costumes, instruments, and teacher support systems.

8. Partner Support Opportunities

GlobalGiving partners can help Acres of Mercy Kenya convert the Term 1 gains into stronger Term 2 outcomes by investing in targeted, high-leverage inputs:

• Reading materials, storybooks, and graded comprehension resources for lower, middle, and junior learners.
• Mathematics practice materials and workbooks to support daily numeracy routines.
• Science and Art Club supplies, including safe experiment tools, recycled-material kits, crayons, paints, paper, brushes, and display materials.
• Sports support for training equipment, first-aid items, transport to zonal/sub-county events, and uniforms for teams.
• Scouting resources, including dressing code support, badges, training materials, conservation tools, and links with sub-county/county scouting networks.
• Performing Arts support, including costumes, drums/instruments, festival transport, and rehearsal resources.
• Teacher development support for assessment design, moderation, learner feedback, and intervention planning.

Thank you friends and partners for making this work stand. Let's continue making impact. We did it again for this term. We can do it again for the coming months.