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Bradfields School
Churchill Avenue, ME5 0LB, UK Chatham
+44 (0)1634-683990


Leavers 2007 

The school includes a secondary day special school, a specialist ASD Unit and a Post 16 Further Education Centre. It delivers the full National Curriculum and

Externally Accredited Qualifications via subject specialist teachers who are experienced in working with pupils with special educational needs. The curriculum is planned, delivered and assessed at a pace and level appropriate to individual need.

The school has an overall staff: pupil ratio of 1:10 which ensures that teaching groups are smaller in size. As a result, staff are able to deliver a curriculum that includes developing positive relationships, self-esteem, confidence and the social/emotional skills to prepare pupils for both successful participation in their community and access to further education and/or the workplace.

The school prides itself on the quality of pastoral care and support available, which is key to our philosophy that every child matters. A particular strength of the school is the extremely good working partnership between staff, pupils, parents / carers and the various support agencies. The quality of relationships and trust between staff and pupils is central to our aim that the provision is supportive, safe, stimulating, challenging and individually targeted to ensure that all pupils achieve high educational standards relative to their ability.

The school has a superb and extensive range of teaching and learning resources that include: tutor bases and subject classrooms; group meeting and recreational rooms; specialist art, design technology, food technology, music, science and information technology rooms; a full size gymnasium; garden, woodland and horticulture areas; a hard court playground and playing fields. All of which are accessible to those with a physical disability.

The school has a commitment to continually developing and upgrading its teaching resources. Recent improvements have been in ICT with all classrooms having a number of computers with Internet and Intranet access and a high percentage of classrooms have been fitted with interactive whiteboards.

The Basic Skills Agency

Awards and Achievements

The school was awarded the DfES School Achievement Award during the academic year 2002-03 and gained the Basic Skills Quality Mark for Secondary Schools initially in 2003 and again in 2006. The School holds the status of the Healthy Schools Award.

In 2007 we achieved the Foundation Level International School Award.


"Bradfields School is aspirational and ambitious for all its students. They all have the chance, as appropriate, to access and be successful in accredited courses, including ASDAN awards, Entry Level and GCSEs.

"My congratulations to the students and all those who work with them."
Rose Collinson - Director of Education and Leisure at Medway Council


SEN Policy

The school has a Special Educational Needs Policy which comprehensively describes the range of disability for which it offers provision; and, the support and resources that are available to meet those specific needs.

"I like this school because the teachers respect me."
Pupil - Bradfields School

Equal Opportunities

Bradfields School is committed to the human right of equal opportunity for all members of the school community, irrespective of race, religion, gender, language, disability or ethnic background, and to the active support of initiatives designed to further this principle.

The school recognises the need to celebrate diversity in the community and identify and take action to counter discrimination of any kind.


Younger pupils are transported to and from school by coach, minibus or taxi. The only exception to this is if they live within three miles of the school and are capable of independent travel. Older pupils, once they have shown that they are able to use public transport safely, are encouraged, with parental approval, to use a bus season ticket to travel to and from the school.

Charging Policy

Certain elements of the curriculum require financial support to be maintained. In these instances, parents are asked to make a voluntary contribution to the overall cost, though no child would be prevented from taking part because of non-payment. There are some school activities, however, which would have to be withdrawn should there be insufficient support via voluntary contribution. A copy of the school's Charging Policy is available from the school on request.


  • To value pupils as individuals and provide fair and equal learning opportunities, both social/emotional and academic
  • To ensure that pupil learning needs are met through regular and informed planning, recording and assessment
  • To foster a safe, friendly, caring, supportive, stimulating, challenging and non-threatening, learning environment that celebrates pupils' effort, success and achievement
  • To deliver a broad, balanced, relevant and differentiated curriculum in accordance with National Curriculum and External Exam Board requirements at a level and pace that reflects individual pupil needs
  • To create an environment where pupils can develop personal, social and independence skills that will allow them to communicate effectively, be self-confident and socially competent in their family and community settings
  • To support, encourage and value the active involvement of pupils' parents/carers and extended families
  • To work in partnership with other agencies to develop individual pupil potential and secure good life opportunities
  • To provide a healthy, safe and well resourced learning environment for all pupils
  • To create a working environment for all staff that encourages and values ongoing professional development to support continued school improvement and raise pupil achievement.



The curriculum delivered at Bradfields is similar to that of any secondary school with the exception that class groups are smaller (9 to 12 in core subjects, and 12 to 15 in foundation subjects) and the curriculum is differentiated to meet the particular and special needs of the pupils.

All subjects are taught by a team of experienced specialist teachers with recent and relevant qualifications. The curriculum is delivered via a 30 period week. Each period being of 45 minutes duration, with a total of 25 hours per week spent on teaching. The eating of lunch is a taught part of the Social Skills Curriculum and is monitored by a Teaching Assistant to set levels of expectation. It contributes 2.5 hours per week to the curriculum. A further 2 hours is allocated to registration, class tutor time and collective worship.

The activity-based curriculum is designed to develop: pupil self-esteem; confidence; knowledge and understanding; receptive and expressive language skills; perceptual and interpersonal social skills, the aim being to give every pupil the opportunity to develop their personal qualities so as to better access their future life of work and leisure in the local community.

When the content of the curriculum is being planned, special attention is paid to achieving the following:

  • The student is at the centre of the learning
  • Activities are matched to student age and ability
  • Students are clear about what they are doing and why
  • Activities are differentiated, varied and include progression at an appropriate pace
  • Students have the opportunity to work both on their own and in a variety of groupings, according to the nature of the task
  • Activities are planned to include a range of skills and experiences
  • Teacher assessment of pupil progress is ongoing and is used to inform the planning of future lessons
  • Regular evaluation of activities and student progress is part of the curriculum management process.

The enjoyment of learning through a challenging curriculum is a central aim of all teaching delivery.

There is a real emphasis on pupils experiencing a wide range of learning styles designed to enable them to access the curriculum at a suitable level. These opportunities include the acquisition of skills and knowledge from didactic teaching approaches; directed group work, working in friendship groups, access to a wide variety of resources including flexible experiential learning, regular and meaningful feedback from teachers, individual learning programmes, encouragement of independent learning and the opportunity to celebrate and share success.

Key Stage 3 (year groups 7, 8 & 9)

At Key Stage 3 a full range of subjects is delivered to provide a meaningful and challenging experience.

The subjects studied are:

English, Mathematics, Science, ICT (Core subjects), French, Design Technology, Food Technology, Art, Control Technology, History, Geography, Physical Education, Personal Social and Health Education, Music, Drama and Religious Education (Foundation subjects).

Key Stage 4 (year groups 10 & 11)

At Key Stage 4 the compulsory curriculum consists of:

English, Mathematics, Science, ICT (Core subjects), Physical Education, Citizenship, Sex Education, Careers Education, Religious Education and Work Related Learning (Foundation subjects).

In addition all pupils follow a Life Skillscourse and have a choice of opting for up to four further subjects. These subjects are:

Art, Design Technology, Food Technology, Land Studies, French, Drama, Music, Childcare and Physical Education.

Detail of the content of each subject is contained in a Curriculum Booklet for both Key Stages 3 & 4, and these booklets are made available to parents.


We believe that a school uniform helps to establish in pupils a sense of identity and belonging. Our uniform is simple in design and easy to maintain so each pupil can look smart and tidy in school lessons and recreational time. Parental support is important to ensure that the school's expectations are met and pupils do not feel either different or not part of the school community.

The school uniform is compulsory and consists of a white shirt / blouse, navy blue sweater and navy blue / grey skirt or grey / black trousers and black shoes. Pupils will also require a suitable PE kit.

Should there be any difficulty in obtaining a school uniform please contact the office.


stacking cards

School Admissions Policy

All referrals for placements are made to the school via the LA. Currently, all pupils who are referred will have a Statement of Special Educational Need under the terms of the 1966 Education Act. Copies of the school's Admissions Policy are available from the school.

Summary of Admissions Criteria

  1. The primary presenting need of pupils is moderate learning difficulties
  2. Pupil attainment on admission in Year 7 will be working towards, or at, National Curriculum Level 1
  3. Pupil attainment on admission in Key Stage 3 will be within the first and second centile
  4. Pupils' acquisition and development of literacy and numeracy skills will be significantly lower than that of mainstream peers
  5. Pupils may also display immaturity, lack of concentration, poor retention of knowledge, difficulty remaining on task and difficulty sustaining or initiating relationships with adults and peers.

By arrangement, parents are welcome to visit the school before making the decision to seek placement at Bradfields. Once placement has been agreed, parents are again invited to visit the school with their child. On this occasion, the child becomes the focal point of the visit and every effort is made to make them feel at ease.

Towards the end of the Summer term prior to admission, parents are invited to an open day to see the school at work and new pupils are invited to the school again. The first visit is for one morning when they meet with senior staff and the teachers who will be their form tutors. The second is for a full day when they will take part in lessons and then finish the day with their new form tutors. This practice has been successful in reducing anxieties experienced by pupils when changing schools.

After these visits are completed, an open evening is held for the parents of the new intake to answer any further questions that may have arisen as a result of the visits. Bradfields teaching staff also visit new intake pupils in their primary schools and through this, gain insight and information to support their transition to Bradfields.

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