The Eliot Centre is a dedicated Special Educational Needs (SEN) Resource Unit that promotes an inclusive, supportive learning environment tailored to students with diverse needs. Our mission is to empower each learner to achieve their full potential. With smaller class sizes, differentiated teaching, and a wide range of visual aids, we ensure that learning is accessible to all. Additionally, our students benefit from participating in at least 20% of mainstream lessons, enabling them to thrive within the wider educational community.

To join our vibrant learning community, students are required to have an Education, Health and Care Plan (EHCP) with the primary need as Communication ensuring tailored support that meets their unique requirements. At the Eliot Centre, we believe in the power of integration; our nurturing small unit serves as a foundation where students receive personalised assistance while simultaneously engaging with their peers in mainstream classes.

Through this balanced approach, we aim to promote social interaction, academic growth, and self-confidence, helping every student reach their fullest potential. We are committed to creating an environment where all learners feel valued, supported, and inspired to achieve their goals. Welcome to a community where inclusion and excellence go hand in hand!

 For further curriculum information please refer to the Academy curriculum information.

For further information about the Eliot Centre, please follow this link: https://www.bromptonacademy.org.uk/eliot-centre-1

At Brompton Academy, our dedicated Transition Team plays a crucial role in ensuring a smooth and supportive transition for students, particularly those with Special Educational Needs and Disabilities (SEND). This team comprises SEND staff, pastoral care professionals, and safeguarding experts, all working collaboratively to create a seamless experience for incoming students.

One of our key initiatives involves meeting regularly with the Special Educational Needs Coordinators (SENCOs) from our feeder primary schools. These meetings allow us to gather valuable insights into each student’s unique needs, strengths, and any specific challenges they may face as they prepare to transition to secondary education. By fostering strong partnerships with primary schools, we ensure that we have a comprehensive understanding of each student's background and requirements. Additionally, we prioritise open communication with families and students throughout this process.

We organise meetings and workshops that allow parents and carers to voice their concerns, ask questions, and share vital information about their child’s experiences and needs. We believe that involving families in the transition process is essential for building trust and ensuring that students feel supported and confident as they embark on this new chapter. By combining insights from primary schools, family input, and our internal resources, our Transition Team is committed to creating personalised plans that address each student's academic and emotional well-being.

This holistic approach not only helps students adjust to their new environment but also fosters a sense of belonging within our Brompton Academy community. Together, we aim to empower every student to succeed, reinforcing our commitment to "Transforming Lives Through Learning."

CATS tests and NGRT reading assessments are tools used to evaluate students' academic abilities and reading skills, particularly when transitioning from Year 6 to Year 7.

CATS Tests (Cognitive Abilities Tests)

CATS tests assess students' reasoning skills in areas like verbal, numerical, and non-verbal reasoning. The results help schools understand a student’s cognitive strengths and weaknesses, allowing them to tailor support and identify potential. These tests are often used to predict future academic performance and help in grouping students effectively.

NGRT (New Group Reading Test)

The NGRT is a reading assessment designed to measure a student’s reading ability and comprehension skills. It evaluates various aspects of reading, including vocabulary, comprehension, and fluency. The results can help teachers identify students who may need additional support or enrichment in their reading skills.

Both assessments provide valuable insights for educators, helping them create a more effective and personalised learning environment for their students.

Exam access arrangements are provisions made to ensure that all students, particularly those with special educational needs or disabilities, can effectively participate in assessments. In line with the Joint Council for Qualifications (JCQ) guidelines, these arrangements may include extra time, use of a reader or scribe, modified papers, or additional breaks.

To qualify for these arrangements, assessments are conducted in Year 10 to identify individual needs. This proactive approach allows schools to gather evidence of the student’s requirements and to implement appropriate support in advance of their GCSE exams. The process typically involves gathering information from teachers, parents, and specialists, alongside formal assessments to establish a clear understanding of each student's unique circumstances.

By ensuring these adjustments are in place, schools aim to create an equitable assessment environment where every student has the opportunity to demonstrate their knowledge and skills fairly. This aligns with the overarching goal of inclusive education, enabling all learners to succeed in their examinations.

Medway Council Local Offer

EHC Needs Assessment Guidance for Parents

Medway Council – Education Travel Assistance Policy

Medway Council – Request and EHCNA

British Dyslexia

Dyslexia Action

NELFT

Kent Autistic Trust