Welcome to Brompton Academy Dear Parents and Carers, Brompton Academy is an independent state school whose Lead Sponsor is the University of Kent. The Academy opened in September 2010 and builds on the outstanding success of the predecessor school New Brompton College, which was placed in the top twenty Medway and Kent’s schools for oversubscription. Overall, standards of achievement are good. The 2012 OFSTED resulted in the school attaining overall Good. You can access the full report on our website: www.bromptonacademy.org.uk
Individual students continually outperform and meet their targets set by the government and local authority. In 2015 56% of students gained 5+ A*– C GCSE grades, 40% 5+ A*– C GCSE grades including Maths and English.
The University of Kent is driving the vision of the Academy to ensure that the young people and families of this area benefit from the educational and community opportunities afforded by the twenty one million pound government investment that has enabled us to build a brand new 21st century school. Such investment will ensure the Academy delivers outstanding standards and will accelerate our development as a fast paced, innovative
and energetic organisation, with student attainment, achievement, wellbeing and happiness as our core and guiding principles. I invite you to share in this success and, in so doing, know that your child will benefit from first class learning experiences and opportunities. The Academy will ensure that hard work combined with a calm and purposeful modern learning environment provides students with the determination and motivation to succeed. This ensures high levels of achievement and attainment for all students, preparing them for life and work in the years ahead. As you make the important decision of choosing a secondary school for your child, remember that the Academy experience will be exciting, motivating and fun. The Academy will value and care for students holistically, challenge them to do their best, and invite them to get actively involved in the life and work of the Academy. I want to assure you that the staff and I are all members of a listening school – we care what parents and carers think, we are active in responding to community needs and we will embrace the full concept of community spirit.
We deliberately cultivate a businesslike atmosphere of hard work, friendliness and mutual respect in which students can effectively take responsibility for their own personal development. Will the Academy be different from other schools? Please judge for yourself. As Principal of Brompton Academy I know the importance of getting it right first time for all our students. After reading this brochure, visiting us and talking to our staff and students, I hope that you will entrust your child’s education to the Academy. I have no doubt that the Academy will offer your child the best possible opportunities for developing themselves both academically and personally in a supportive and positive family learning environment. I look forward to working with you in the years ahead.
Principal BA (Hons) MA
Academy Ethos and Values
Guidance & Inclusions Team
How is the Academy organised?
How are students organised for Learning?
Code of Conduct and Discipline
Motivational Scheme and Rewards
Learning in the Franklin Sixth Form
Transition from Primary School to Academy
Home â€“ Academy Partnership
The Academy Day
Arrangements for Sport
Term Dates 2015 â€“ 2016
Assembly, Collective Worship and Religious Education
Students with an Education Health and Care Plan (EHCP)
Students without an Education Health and Care Plan (EHCP)
Able and Talented Students
The Academy Uniform
BA Performance Data 2015
Brompton Academy Brompton Academy is a Science and Arts specialist school but also delivers a broad based academic curriculum covering all subject areas. The Academy admits 210 students per year and entry is via a Fair Banding test. The Academy has a strong Governing Body led by the University of Kent, whose role is to steer the long term strategic vision and direction of the Academy, to bring about outstanding outcomes for all students regardless of their starting point.
The Academy started a new era of learning from September 2013 with state of the art facilities and a world-class technological infrastructure built around Apple educational programmes coupled with the freedom provided through hand held mobile devices. The new Academy is equipped for learning in the 21st century and students will benefit from working in a modern, inspiring and positive learning environment.
The Academy provides first class learning for young people in Medway and its local community in the surrounding areas.
Academy Ethos and Values The Academy is firmly established on the principles that it should cater for all studentsâ€™ needs and offers a robust academic curriculum with some vocational pathways â€“ all enhanced by drawing on the expertise of the University of Kent in the areas of Science and Arts. Family and Community Learning programmes are also a key feature of the Academy, providing a range of Access and level two courses to parents, carers and the local community working in partnership with the University of Kent. By enhancing the quality of their learning experiences, all students will develop higher order thinking and personal skills, and be prepared for life and work in the 21st century. The Academy continually looks outwards to forge strong partnerships and build networks with the local, national and international community to enhance the curriculum experience for all students.
The Academy has an embedded culture of high expectation, reward and praise. Achievement is central to all that we do. The Academy staff are highly skilled professionals who develop studentsâ€™ self-esteem and self-confidence so that they feel valued as individuals and as members of the wider community. The Academy provides opportunities for all students, not only during term time but also during holidays. We promote the values of honesty, loyalty, integrity and respect. We help our students to develop the skills of reflection, spiritual and moral awareness through our Personal and Professional Development programme. Academy students are well equipped academically for the future, and sufficiently self-assured and socially adept to cope with the pressures of the ever-changing and complex world we live in.
How is the Academy organised? The Academy is divided into five smaller Mini Schools and each student belongs to one of these. On entry to the Academy, students enter one of the two Transition Mini Schools, Darwin or Turing where they remain for two years. Here focus is given on developing their independent learning skills so that they become adept learners, able to cope with the demand of examination work in Phase Two and Phase Three.
Transition School students in Year 8 will ‘graduate’ formally in to Phase Two and enter one of the three Mini Schools; Woolf, Keynes or Rutherford.
How are students organised for Learning? Students are organised in a variety of ways across the Mini Schools and all students can access programmes in any Mini School regardless of which Mini School they belong to.
Students are actively encouraged to study for a range of qualifications leading to various GCSE, BTECs and Advanced Level programmes including the English Baccalaureate. The Franklin Sixth Form is the natural step for many of our Phase Two students who are focussed on achieving future successful careers and incorporates a broad range of Level 2 and 3 qualifications, in both A level and BTEC options. Please note, all students can access programmes in any Mini School regardless of which Mini School they belong to.
ACADEMY MINI SCHOOLS – OVERVIEW
The curriculum offer at the Academy reflects the ethos of equal opportunities for all and the belief that life and work in this century will require individuals with a range of skills, which they can transfer from one job to another. We are preparing students for eventual employment and continual learning.
The Curriculum is delivered through Phases of Learning. New students from Primary school enter Phase One – the Transitions Phase, where they stay for two years. After completing their studies in Phase One they graduate into Phase Two where they embark on GCSE courses. The majority of students enter Phase Three and join the Franklin Sixth Form where they begin Advanced level qualifications.
All students are taught the essentials for success in adult life. These include skills in learning, communication, literacy, numeracy, thinking skills, problem solving, personal effectiveness, self-discipline and collaborative (team) and independent skills. We aim to engage student’s curiosity and imbue in them a love for learning rather than for just passing exams.
The development of students’ emotional skills and ability to communicate effectively is also a key focus for the Academy. All students have access to a Personal Tutor and participate in a Personal and Professional Development programme, which focuses them on developing the whole person, so that they can enter adulthood with confidence and aspiration.
All students follow a core curriculum consisting of English, Maths and Science and the majority of students follow the English Baccalaureate, these subjects are set by ability. Optional examination subjects are largely taught within similar ability band groups. These qualifications could be GCSEs, AS and A2 (Advanced level qualifications) or BTECs (level 2 or 3). The Academy has extensive suites of iMacs and the majority of classrooms have Apple TV making the delivery of lessons exciting and motivating. All students are offered an iPad mini through the very affordable lease scheme unique to the Academy. Learning becomes limitless, boundless as mobile devices enable learning to become truly interactive on many different technological levels. Learning can also be accessed via the Academy’s portal or Virtual Learning Platform. This is especially important for home study assignments and also if a child is ill and not able to come into school but well enough to work at home.
Learning in the Franklin SIXTH Form (Phase Three) Phase Three education at Brompton Academy is forward thinking and exciting and enables students to build on their level 2 GCSE and BTEC successes. The Academy offers a broad range of learning pathways for students to progress to Level 3 courses. Brompton Academy is unique in having a dynamic sponsor who connects our post 16 students with the University programmes and undergraduate facilities based at the Medway Universities campus. This unique partnership with the University of Kent enables the Academy to offer exclusive and exciting opportunities to engage with Higher Education, unlike any other provider. Curriculum input by the University of Kent lecturers and undergraduates, along with study skill support and unparalleled access to the University of Kent facilities means that Academy students’ gain an exclusive insight into the world of Higher Education.
Community Learning Our strength and success depends on the partnerships we forge with our community. The Academy offers parents and carers and community members the opportunity to participate in a range of community learning programmes working in Partnership with the University of Kent. Please see our website for information regarding our adult and family learning programmes.
Arrangements for Sport
At the Academy, a range of teaching strategies are employed to ensure all students learn in a motivating way. The key approach to teaching and learning at the Academy is based on students’ developing learning capacities, which promotes the scientific skills of enquiry, curiosity, observation, evaluation and review – in essence, it is about teaching students to think for themselves and approach life with an open and enquiring mind.
All students will be assessed six times a year at the end of each term, in each subject. Parents and carers will receive quarterly progress information regarding outcomes of these assessments in the post ensuring that they are kept up to date with their child’s progression. Information regarding attendance, rewards and sanctions will be supplied at the same time.
The Physical Education and Health programme offers students the opportunity to participate in a variety of sporting activities designed to develop the physical, mental, social and moral capabilities of every student. PE is a core subject and all students are expected to fully engage and participate in the wide range of sporting activities on offer at the Academy. Sporting activities are also offered through the PPD programme, the exciting Phase One electives programme and the Combined Cadet Force (CCF) and the Duke of Edinburgh’s Award (DofE). Sports clubs and fixtures enable students to participate in sports competitions across Medway and Kent.
Staff receive regular training and development which enables us to be at the forefront of new brain theory and educational thinking, and ensures that the methods we employ are the most effective for student progression. Students are encouraged to be active learners, expressing their views and opinions in an open but structured way. Students are taught to take responsibility for the pace and degree of their own learning and development; to participate in the life of the Academy and to contribute to the development of younger students. The Academy has Learning Mentors, supported by undergraduate mentors and ambassadors from the University of Kent, who can support students with their learning through coaching and mentoring techniques.
Careers Careers education is a long-term process. The Academy regards the preparation of young people for the world of work as a shared responsibility. The Academy Careers Adviser together with advisers from Medway Youth Trust provide careers support for students as they plan for their future. Through the Personal and Professional Development programme all students receive appropriate careers advice to complement the phase of learning they have reached.
New sports facilities include an all weather pitch, sports hall, dance studio, activity studio, sports science laboratory and numerous outdoor spaces for a variety of different types of sports. We also use our local community facilities like the Medway Park Sports Centre.
A comprehensive collection of careers resources are located in the Careers office situated in the library. These include books, pamphlets, prospectuses and computerised databases. This collection is continually updated and monitored.
Assembly, Collective Worship and Religious Education
Students with an education Health and Care Plan (EHCP)
Students without an education Health and Care Plan (EHCP)
The Academy, through its Personal and Professional Development programme, values the diversity of religious and spiritual beliefs whether they are Christian, Islamic, Humanist, Agnostic or Atheist understandings of existence. The Academy provides an education underpinned by respect for the Earth and all people. This includes the discussion of religious, moral, spiritual and ethical issues to encourage participation of all students from all backgrounds and faiths.
Student needs, as described in the Education Health and Care Plan (EHCP), will be addressed from the delegated budget, and will generally take the form of either ‘in class’ support or withdrawal from class, with either a teaching assistant or specific teacher or an individual tutor. An Annual Review will be held to determine whether a EHCP needs to be maintained or ceased. At key change times, as students move from one phase of learning to another, a Transitional Review will be convened to introduce the student to a careers adviser, who will offer guidance and advice regarding the student’s future hopes and plans. The Academy has a specialist SEN Communications Centre (Eliot) that has a maximum intake of twenty students per year group (included within the Fair Banding system). Entry to the Centre is via Medway Children’s Services and these students will be in receipt of an EHCP and meet the Communications centre criteria for entry.
Under the (revised) Code of Practice for Special Educational Needs, those students who are provided with interventions that are additional to or different from those provided as part of the Academy’s differentiated curriculum, are identified as having SEN support. They may have the involvement of outside agencies, such as the Educational Psychology Service, the Education Welfare Service, Child and Adolescent Mental Health Service.
Religious Education, where taught, is based on the Medway Agreed Syllabus. Parents and carers have the right to withdraw their children from Religious Education and should inform the Principal in writing with reasons based on religious grounds. The Academy also has links with the local churches.
It is Academy policy that sex education is provided for all students and that it is done in such a manner as to encourage students to have due regard to the moral considerations and value of family life. The context and teaching will be appropriate to the maturity of the students concerned and to the need to provide sound advice about personal relationships including sexual matters. Discussion will be balanced and objective. The Academy will be ready to discuss fully and sensitively with parents and carers any particular concerns they may have and will make available any materials being used so that they may peruse them.
Able and Talented Students At Brompton Academy we believe that intelligence is not a life long fixed position and that all Academy students, through dedication and hard work, have the ability to accelerate forward and achieve excellence in their individual pursuits, whatever they may be. Participation in the Academy electives programme will enrich Phase One student’s achievements and widen their horizons and thereby deepen their knowledge and understanding of the world. All students will have the opportunity to participate in curriculum master class focus days, particularly around the Science and Arts specialisms, organised and delivered in conjunction with the University of Kent to extend students learning.
Guidance & Inclusions Team Inclusion is at the heart of what drives the Academy. We will aim to meet the needs of all our students to overcome barriers by promoting learning and enabling students to become independent learners. The Academy Guidance and Inclusions Team will provide support for all students. These staff includes a Careers Adviser, Attendance Team, Pastoral Team and Learning Mentors. The Vice Principal for Inclusion and Wellbeing will work with these professionals to plan individual packages for students and their families where required.
Pastoral Care General welfare and discipline is the responsibility of all staff. Each student will be allocated access to an individual Personal Tutor, who will belong to one of the Academy’s five Mini Schools, led by an Assistant Principal who is Head of the School. These families of Mini Schools will nurture students through their time at the Academy, providing smaller family units within the larger Academy. The Personal Tutors will build a strong relationship with each of their tutees, to give encouragement and rewards, and to monitor his or her academic progress and social development. This will ensure a high level of self-discipline, and builds awareness for others. Our firm belief is that if the quality of teaching in the classroom motivates our students, then the Academy will be a positive learning environment with good discipline.
Within their Mini Schools students will participate in the Personal and Professional Development programme. Emotional intelligence activities will be delivered to aid students’ sense of self and the world and people around them. The Academy will work hard to develop and instil self-discipline at an early stage.
Motivational Scheme and Rewards
Code of Conduct and Discipline
The Academy believes in celebrating and promoting positive achievements for all students. Students are awarded points that equate to gift vouchers for success in the following areas; academic attendance, progress and attainment, pastoral, community service and positive representation through participating in key roles such as Student Leaders, and members of the Student Council. Points are allocated by staff and recorded through our management information system (SIMS). Heads of Mini Schools reward students every term with awards such as the Academic Stars, Subject Stars and Improved Stars. Mini Schools engage in healthy competition against each other encouraging students to achieve as many points as possible.
The ethos of the Academy will be built around the student ‘Code of Conduct’ which encourages students to take responsibility for their own actions. However, it is necessary on occasion for students to be disciplined and a variety of methods are used. The Academy will be quite clear with students about behavioural expectations. This rationale is based on the resolve that learning cannot be interrupted or disturbed by misbehaviour from any student. Sanctions will include withdrawal of privileges, detentions, and in severe cases, fixed term or even permanent exclusion. The Academy can legally detain students on the same day without parental notification for a period of 30 minutes, even when parents/carers object. Detention is given for breaches of the Academy Code of Conduct. Students who are late, with no good reason, are kept the same day for 15 minutes after the Academy day. The onus is on the student to tell their parents/carers about the detention.
The Academy will seek to value the work of all students and seek to praise and reward students wherever possible. This will help to raise self-esteem and motivate students.
Anti-bullying Bullying is defined as the wilful and conscious desire to hurt, threaten or frighten another person. It includes physical assault, derogatory name calling and insults, graffiti, threatening others, inciting others to bully and theft of or threatening to steal property.
On entry to the Academy a clear disciplinary structure will be explained fully to all parents and carers.
Bullying can be neither condoned nor overlooked. Parents, carers and governors are all active participants along with the Academy in the maintenance of a harmonious environment. Everyone has the right to work and move around the Academy, feeling safe in an atmosphere of mutual respect. Students will be encouraged to report any incidents of bullying and we will aim to give them the skills and confidence to do this. A range of procedures relating to both victim and offender have been developed. The Academy promotes mediation as way forward to resolving issues between students.
The Academy is an all ability school admitting students from the highest ability (based on the national ability profile) to those with learning difficulties. The Academy admits 210 students per annum into Year 7. Students must reach the age of 11 during the year 1st September to 31st August immediately preceding entry to the Academy.
% of places
No of student places in band
Medway Childrenâ€™s Services, via Primary Headteachers, distribute relevant information and forms to parents and carers of Year 5 students in June.
If there are more applicants for a band than the number of places available then the places for that band will be allocated by the criteria below.
These forms should be returned to the Primary School Headteacher.
1. Education Health Care Plan (EHCP) students and those children in public care
210 places are allocated by a Fair Banding test which includes 20 places for entry into the SEN Communications Centre for those students who have an SEN Statement and meet the criteria for entry into the Centre.
2. Current family association i.e. elder brother or sister in the Academy at time of application, who will still be attending when the applicant child is admitted. In this context, brother or sister means: a natural brother or sister (including adopted siblings); step brother or sister; foster brother or sister and/or those who live as brother or sister in the same house
Parents/carers seeking a place at the Academy must register their child for the test at the end of Year 5 in order for them to sit the test at the beginning of Year 6, which is in early September, the year preceding entry. The test is a non verbal reasoning test and it is used to determine what ability band the student would be placed in should he/ she gain a place at the Academy. In order to take the full range of ability into the Academy the places available are distributed as follows:
10% highest band ability students
40% average ability students
10% lowest ability students
For 2015/2016 we are proposing to take on an additional form of entry.
3. Nearness of childrenâ€™s homes 4. Random selection within bands For example: Following the procedure for the Fair Banding test, if 50 students score enough marks to be considered for entry in to the top 10% ability band then the criteria would have to be applied as only 18 places are available (see grid overleaf). The 50 students eligible for the top ability band would be listed and then the criteria applied. So any EHCP students, where the Academy is named in the EHCP and children in public care would gain a place first, then any siblings already in the Academy, then nearness to home etc until all 18 places had been filled. Those students who did not gain a place at this
stage would be placed on the waiting list. The same process would then take place for Band Two and all other bands after that. For full definitions of the criteria above, please see the comprehensive Admissions Policy on the Brompton Academy website or from Medway Council’s website under the section, ‘Learning and Admissions’. An open evening and morning, plus live tours are held in the Autumn term for parents and carers of prospective students to view the Academy and speak to staff and students. All unsuccessful applicants will be invited to remain on the waiting list pending a vacancy.
Transition from Primary School to the Academy A great deal of time is spent on ensuring the smooth transition of students from Primary school to the Academy, so that all students are cared for and feel safe and happy in their new surroundings. The Academy staff have forged links with the primary schools to ensure there is continuity and that we will have as much information as possible. All students, parents and carers will receive an invitation to attend the Academy’s Easter Transitions programme held in the Easter holidays before the September start. Parents and carers will also be invited to a New Entrants’ evening in July.
Home – Academy Partnership We will work very closely with parents and carers to ensure our students gain maximum benefits from their time at the Academy. It is vital to have open and purposeful dialogue with parents and carers – not only through formal consultation but also through telephone contact, regular evening meetings, focus groups, email and by conducting surveys with our local community. We have a Home – Academy Agreement in which we offer a quality standard of response in return for parental commitment. Parents/carers and the Academy will be expected to sign this agreement on entry in Year 7 as a commitment to one another to work in partnership. Regular Academy news stories and updates are available via our electronic newsletter that is available on our website and via Twitter and Facebook to ensure parents/carers and students are in touch with the life and work of the Academy.
The Academy Day Monday, Tuesday, Wednesday, Thursday 8.20am Arrival on Academy site 8.30am – 9.30am
9.30am – 10.30am Lesson 2 10.30am – 10.45am Break 10.45am – 11.45am Lesson 3 11.45am – 1.15pm Lesson 4 and flexi lunch 1.15pm - 2.15pm
2.15pm – 3.15pm
3.15pm – 4.45pm Electives, clubs or end of the Academy day on Tuesday Friday only 8.20am Arrival on Academy site 8.30am – 9.30am Lesson 1 9.30am – 10.00am Lesson 2 10.00am – 10.15am Break 10.15am – 11.15am Lesson 3 11.15am – 12.45pm Lesson 4 and flexi lunch 12.45pm – 1.45pm Lesson 5 1.45pm – 3.00pm Electives, clubs or end of the Academy day
The Academy Uniform
On Tuesdays and sometimes Fridays enrichment electives programme operates for Phase One students. The electives programme changes throughout the year, allowing students to experience a range of activities (free of charge) to widen their horizons and enhance their cultural experiences.
The Academy aims to achieve a higher attendance figure than the national average. Regular attendance is absolutely vital for students if they are to be successful within the Academy. Attendance registers are taken every lesson.
The Academy takes a pride in its distinctive uniform. Every student is expected to wear the uniform.
We also offer a range of activities to develop and extend Phase Two students’ interests such as talented and elite master classes, Combined Cadet Force (CCF), Duke of Edinburgh Award (DofE) and interest and support activities are sometimes delivered offsite. These sessions run from 3.15 – 4.45pm on Tuesday and 1.45pm – 3pm on Friday. Some targeted students on support programmes will be asked to stay for later sessions – please note these will be compulsory and parents/carers will always be notified in advance.
Term Dates 2015 – 2016
Up to date annual term dates are posted on: www.bromptonacademy.org.uk
Whenever a student is absent, a note explaining the absence will be necessary upon return to the Academy. If the student is likely to be away for a few days, the Attendance Team must be informed by telephone and an explanation note provided upon their return to the child’s Personal Tutor. The Academy will always contact parents and carers immediately by text if a child is away without a known reason or if truancy is suspected. The Academy employs its own Attendance Team who carry out home visits where necessary. Failure by students to attend the Academy may lead to prosecution. It is in the students’ interest to attend regularly to ensure they meet with exam success. The Academy cannot give permission for any student to miss lessons during term time other than for medical reasons. This includes holidays and follows Department for Education guidelines. Post -16 students are expected to attend the Franklin Sixth Form (Phase Three) provision during normal hours. Attendance, punctuality and conduct are taken as seriously at the Academy as they are in business life.
• Grey blazer with braiding and embroidered Academy logo. This item must be purchased from Uniformbase. • Black V neck jumper with embroidered logo to be worn over shirt at all times. This item must be purchased from Uniformbase. • A cademy Mini School clip-on-tie (a different colour tie for each Mini School). • W hite collared short or long sleeved shirt (no polo) – large neck to enable the top button to be fastened, and long enough to tuck into skirt/trousers. • B lack plain trousers (not tight, shiny or denim style or material). • B lack Academy approved straight knee length skirt. This item must be purchased from Uniformbase and no other retailers. • Black/white knee length socks. • Plain black tights for girls. • P lain black flat shoes with no accessories including; decorations, bows, studs, buttons, brooches etc. (enclosed toe and heel – important for Health and Safety when in labs, technology rooms). No trainers. • P E Kit – black tracksuit pants with embroidered Academy logo, black PE top with embroidered Academy logo, black shorts, black sweatshirt with embroidered Academy logo. These items must be purchased from
Uniformbase. The PE Kit will also be worn for all Dance lessons in Phase One. Please note, trainers for PE must not be black soled, they must be nonmarking trainers to avoid marking the sports floors. • Football boots required for all year groups. • G CSE/A level Dance Kit – Boys black plain jogging pants or shorts and plain blue t-shirt purchased from Uniformbase and girls blue leotard (purchased from Uniformbase) and plain thick black leggings. • B TEC Dance Kit – Boys black plain jogging pants or shorts and plain blue t-shirt purchased from Uniformbase and girls blue leotard (purchased from Uniformbase) and plain thick black leggings or students can wear the BA PE kit but we request that there is no mixing or matching of the Dance Kit and the PE Kit. • A S/A2 Performing Arts Dance Kit – Boys black plain jogging pants or shorts and plain blue t-shirt purchased from Uniformbase and girls blue leotard (purchased from Uniformbase) and plain thick black leggings. *Please note students are only requested to purchase the Dance Kit when taking Dance as an option in Phase Two or Three. • C oat in winter – no hoodies or zipped up jumpers or non uniform jumpers are allowed. • B A school bag for all Year 7 students. This item must be purchased from Uniformbase. • S chool bag – large enough for A4 folder for Years 8/9/10/11/12/13/14 • No handbags.
• No jewellery (except watch). • No piercings at all, including facial and tongue. • No makeup. • No pencilled in eyebrows. • No nail varnish or false nails. • No coloured hair accessories ie coloured bows, headbands, clips etc. Hair bands can be neutral, black or white. • N o inappropriate haircuts or colours e.g. tram lines, shaved heads, mullets, dip dyed hair colours, contrasting extreme colours not suitable for work based environments e.g. pink, red, purple, green etc. Please be advised that all haircuts need to be a minimum of a grade two cut and no shorter. Please note for students whose religion requires them to wear any alternative items, parents/carers should contact the Principal for agreement. Head coverings should be plain black. Brompton Academy reserves the right to send students home for wearing incorrect uniform (including PE kit). This is non-negotiable.
Charging Policy The Academy provides a free education for young people of all abilities. However, the Governing Body reserves the right to charge in the following circumstances:
• W here a student fails to submit coursework or is absent from a public examination. • W here a trip is proposed, which is not a compulsory part of the curriculum, parents and carers will be invited to make a contribution to cover the costs involved. This will be on the understanding that if there is insufficient support the proposed trip will not take place and the contribution will be returned. The Academy’s Charging Policy is available on request or from the Academy website.
Complaints Procedure If you are dissatisfied with any aspect of the Academy you have the right to redress through the Academy’s formal complaints procedure. Initially parents/carers should try to resolve issues within the informal level and only then if still dissatisfied, should parents/carers pursue a complaint through higher level channels. In essence if you are still not satisfied after you have spoken to your child’s Personal Tutor, or the Subject Leader or the Pastoral Team or Head of Mini School please put your complaint in writing to the Principal. If you still feel that the matter has not been dealt with properly, please write to the Chair of Governors, c/o Brompton Academy. The Academy’s Complaints Policy is available on request or from the Academy website.
• W here a parent or carer wishes a child to learn a musical instrument. • W here a student causes damage or loss to Academy property or facilities, as a result of a breach of the Academy Code of Conduct or other negligence.
Brompton Academy Performance DATA 2015 Key Stage 4 GCSE Results 2015 Brompton Academy GCSE (or equivalent) Provisional Results Total number of Year 11 students on roll
Percentage of students gaining 5+ x A*– C including English and Maths
Percentage of students gaining 5+ x A*– C
*Average point score (capped) per student over the best 8 subjects
• The percentage of students gaining 5+ x A*– C including English and Maths for 2015 is 40% and this meets the government floor targets. • 74% of students in Year 11 achieved 3 or more levels of progress in English, which was above the national target (median). • 65% of students in Year 11 achieved 3 or more levels of progress in Maths, which was in line with the national target (median). • The average grade achieved by our Year 11 students in 2015 was a grade C, with a significant proportion of students achieving higher grades.
* APS (capped) is the average point score across 8 subjects. 299 points, where 37 points in one GCSE represents a C grade, means that, on average, students achieved C grades in their GCSE subjects.
Post 16 Sixth Form (Phase 3) Results GCE and BTEC Level 3 Results 2015 2015 Brompton Academy Average point score per examination entry for Year 13/14 leavers
The average grade achieved by our Year 13/14 students in 2015 was a mid C. 29 students have secured places at Universities across the UK.
Statutory Staffing Information Principal Ms Judy Rider BA (Hons) MA Chair of Governors Mr David Nightingale Governing Body Jen Wyatt Neil Oliver Paul Clark Louis Passfield Kim Fox
Rev Rob Ryan Peter Martin Richard Ebanks Nigel Ingram Peter Donaldson
Staff Governors Will Hardman Margaret Baker Moss Thank you for reading our brochure If you have any questions or would like to visit please contact us on: 01634 852341 Log on to our website for further information: www.bromptonacademy.org.uk
Marlborough Road, Gillingham, Kentâ€‚ ME7 5HT Tel: 01634 852341 Email: email@example.com