Brompton Academy, located in Gillingham, Kent, underwent an inspection on September 21 and 22, 2022, resulting in an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development and sixth-form provision received a Good rating. The previous inspection in February 2017 had rated the school as Good.
Pupils at Brompton Academy appreciate their time at school, where staff emphasize the importance of being good citizens. Personal development lessons cover significant topics, including human rights, and assemblies celebrate student achievements. The school prioritizes pupil well-being and safety, with a strong trust in adults to address bullying effectively. However, the expectations set by leaders have not been sufficiently high, limiting opportunities for all pupils to engage with a broad and ambitious curriculum. A notable concern is the limited access to modern foreign languages, which restricts future opportunities for some students.
While many pupils recognize the importance of learning and adhering to rules, a minority struggle with behavior management. Although leaders are aware of these challenges, they do not consistently implement effective support strategies, leading to extended suspensions that further disengage these pupils from their education.
The curriculum lacks ambition and does not adequately cover the national curriculum's breadth and depth, particularly in Years 7 and 8. Only a select number of pupils can study Spanish, resulting in gaps in knowledge necessary for GCSE studies. The decline in pupils studying the full range of subjects for the English Baccalaureate is concerning, and leaders have not acted swiftly enough to address this issue. Additionally, insufficient time is allocated for subjects like history, hindering pupils' ability to connect significant historical events and understand their implications. In science, poorly planned learning activities contribute to difficulties in retention and application of knowledge.
Conversely, subjects like dance and English demonstrate effective curriculum organization, allowing knowledge to build over time. Teachers in these areas motivate pupils and utilize assessments to identify and address gaps in understanding. The school also provides additional support for weaker readers, ensuring they develop confidence and fluency.
Pupils with special educational needs and disabilities receive effective support, with staff adapting learning to meet individual needs. However, the minority of pupils requiring behavioral support do not receive adequate help, resulting in missed educational opportunities due to suspensions and lack of targeted assistance.
The personal development curriculum is engaging and relevant, equipping pupils with knowledge about safety and mental health. Pupils feel comfortable seeking help from school counselors. The school environment reflects a commitment to teaching responsibility and respect, with extracurricular activities enhancing pupils' interests and talents.
In the sixth form, students appreciate the pastoral support and have access to a wide range of subjects. They receive guidance for university applications and career support, fostering high aspirations for further education.
Governors and trustees actively engage with school leaders, holding them accountable for educational standards. They utilize various information sources to understand the school's priorities and direction.
The safeguarding arrangements are effective, with leaders aware of the specific risks faced by pupils. Staff training ensures that concerns are identified and reported promptly. Rigorous recruitment checks are in place, and governors regularly audit safeguarding processes.
To improve, the school must implement plans for a broad and balanced curriculum that meets national standards. Leaders need to ensure sufficient curriculum time for all subjects and develop effective strategies to support pupils with challenging behavior, preventing further disengagement from education.
