Brompton Academy Additional Information

ASSEMBLY, COLLECTIVE WORSHIP AND RELIGIOUS EDUCATION 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. 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. RELATIONSHIP, SEX AND HEALTH EDUCATION Brompton Academy is committed to delivering a comprehensive Relationship, Sex and Health Education (RSHE) programme to students across all year groups. The Personal and Professional Development (PPD) curriculum has been developed to deliver all aspects of the statutory guidance for RSHE set out by the Department for Education. Our curriculum has been produced taking into consideration the guidelines and best practice set out by the PSHE Association. The curriculum uses a thematic and spiralled model, meaning that topics are introduced gradually and built upon each year in a way that is age appropriate. The lessons are quality assured by the PSHE Association, Medway

Health and other leading agencies and advocates for Child Protection, to ensure they meet the needs of our young people and creates a safe learning environment. In Relationships education students will learn about families and healthy relationships (including friendships online and intimate and sexual relationships). Within Health, topics will include mental wellbeing, internet safety, physical health and fitness, healthy eating, drugs, alcohol and tobacco, health prevention, basic first aid and the changing adolescent body. Lastly, Living in the Wider World will cover aspects of Careers and Citizenship. 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. STUDENTS WITH AN EDUCATION HEALTH AND CARE PLAN (EHCP) Student needs, as described in the EHCP, will be addressed from the delegated budget, and will generally take the form of either ‘in class’ support or access to external support with either a teaching assistant, specific teacher or an individual tutor. An Annual Review (AR) will be held to consider a student’s progress linked to the outcomes in the EHCP, what has worked well, what hasn't and if so, what needs to change to meet the outcomes. The AR will consider if the outcomes have been met,

if new outcomes are needed to meet the continuing need, review the personal budget (if there is one) and allow parents/carers or the student to request changes to the EHCP. 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. The Academy has a specialist SEN provision called the Eliot Centre. The Eliot Centre has a maximum intake of twenty students per year group (included within the Fair Banding system). Entry to the Centre is via the Local Authority through a statutory consultation process, and these students will be in receipt of an EHCP and meet the Communications Centre criteria for entry. STUDENTS WITHOUT AN EDUCATION HEALTH AND CARE PLAN (EHCP) Under the 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 differentiated 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 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

8 BROMPTON ACADEMY ADDITIONAL INFORMATION