Additional Information

| Chatham Grammar

Personal Development and Wellbeing Community and inclusivity are at the heart of what drives CG and we have key interventions and support mechanisms in place to ensure that our students feel safe, cared for and empowered to become inquisitive independent learners, able to overcome barriers and difficulties. The general welfare and discipline of the young women at CG is the responsibility of all staff and our Personal Tutoring programme underpins the safety and happiness of our students on a daily basis. The Personal Tutors build a strong relationship with each of their students monitoring students’ academic progress and social development with a focus on encouragement and rewards. This ensures a high level of self-discipline and builds awareness for others. Wellbeing is key to the success and development of our young women at the academy and we believe that a healthy mind will lead to students feeling positive, enthused and excited about their learning. Mindfulness is delivered through the Leadership Programme in Years 7, 8 and 9 and booster programmes are offered to key year groups such as Year 11 in preparation for their exams. The Student Hub is the central student base that houses many of our wellbeing support

services. The Hub is a place where students feel welcomed, cared for and celebrated. It has a positive, warm and welcoming atmosphere and we urge you to visit the heart of your young peoples community. Code of Conduct and Discipline The ethos of the academy is built around the academy 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 sanctions applied on a tiered basis. The academy is 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 include withdrawal of privileges, detentions and, in severe cases, referral to the Isolation Room (IR), a Fixed Term Suspension (FTS) or a Permanent Exclusion (PE). The academy can legally detain students on the same day without parental notification for a period of up to 30 minutes, even when parents/ carers object. However, where possible, the member of staff setting the 30 minutes no-notification detention will endeavour to contact the parent/carer, but this is not usually possible due to staff teaching commitments. Staff allow students to call their parents/carers at the start of the detention, or students can ring home during the academy day from the Student

At key times of change, 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.

Students without an Education Health and Care Plan (EHCP)

Under the (revised) Code of Practice, those students who are provided with interventions that are additional to or different from those provided as part of the academy’s curriculum, are identified as having SEND. They may have the involvement of outside agencies, such as the Educational Psychology Service, Child and Adolescent Mental Health Service, Occupational Therapy, ASD outreach groups and Speech and Language Therapy. Able and Talented Students As a UKAT academy our students are offered a multitude of interventions by the University of Kent that stretch, challenge and motivate our most able learners. We believe participation in the academy’s extensive clubs programme enriches students’ achievements and widens their horizons. We encourage our young people to find their individual talents and develop them both inside and outside the academy.

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