Key Information

Bromley Educational Trust appointed Neil Miller as Executive Headteacher in September 2015 to set an effective strategic direction and provide outstanding leadership across our network of schools. Neil supports the Heads of School to drive improvement, ensuring all young people within the Trust receive a good education and have the opportunity to reach their full potential.

Bromley Trust Academy  -  Hayes Campus

Headed up by Julie Loizou since July 2015, Bromley Educational Trust took control of this school in 2014. It was a failing school and at risk of closure.
Under the leadership of Julie and her team, the school has been turned around completely and now offers provision to 82 students aged 11-16. Many continue to face a number of difficulties – having been excluded or unable to cope with mainstream school.
Our Hayes Campus offers young people the chance to be part of the school community. We prepare them for their future lives by building self-esteem, whilst developing academic knowledge.

In 2015/16 100% of our Year 11 students progressed into Further Education, employment or an apprenticeship. Additionally, 69% achieved five GCSEs or more.

We have no doubt that our students will continue to achieve and progress will improve further – thanks to their hard work and the great commitment of our staff.

Bromley Trust Academy - Midfield Campus 

This school offers education and support for 5-11 year olds, who are at risk of being or who have been permanently excluded from primary schools. Head of School, Rob Freeman and his team work tirelessly with the students, aiming to help them return to mainstream school or access a specialist school setting if more appropriate.

Previously known as Grovelands School, Bromley Educational Trust converted the failing school to an academy under its umbrella in September 2014. Since this time, huge progress has been made and student achievement has improved dramatically.

In 2015/16 over half of our Year 6 students moved in a mainstream school for Year 7, which is a remarkable achievement.

 Bromley Beacon Academy - Orpington Campus

Formerly known as Burwood School, BBA was convertused to a BET Academy in February 2016. Previously open to boys, it was extended in September 2016 to accept girls, creating a mixed provision.

This site now offers provision for Key Stages 2&3 (7-14) students with Social, Emotional, Mental Health (SEMH) needs. The focus is on developing core literacy and numeracy skills, whilst providing a broad range of other curriculum areas to ensure students are interested and engaged.

Headed up by Jayne Naylor, BBA Orpington provides a safe and supportive learning environment to help young people – often with complex needs - to grow into purposeful young adults who have ambitions and aspirations.

Bromley Beacon Academy - Bromley Campus

Our outstanding £3.5m campus opened in September 2016, expanding provision for 14-18 year old students with SEMH needs. This new build offers industry-standard facilities in a number of vocational areas including a music recording studio, fully-equipped kitchens, construction and motorcycle workshops.

In order to prepare students for progression into further education and work, literacy and numeracy is a key part of the curriculum, along with therapeutic and counselling support.

The number of students at BBA has increased since its opening – and this is set to rise further over the coming year. Head of School, Gareth McCullough and his team continue to work tirelessly to ensure that students, many with very complex needs, have the best possible chance to achieve their full potential.

At BTA we are fully committed to supporting our staff and students in their mental health wellbeing. We prioritise social emotional and mental health (SEMH) within every aspect of school life - policies & environment, curriculum, special events & campaigns - to positively impact outcomes for students. This support in school can lead to significant improvements in young people's mental health, academic success and social and emotional skills.

In recognising that people need support to thrive and reach their full potential, we have a Counsellor, Mental Health and Wellbeing lead, a number of mental health first aiders and all staff accessing regular training in order to support our students with their SEMH needs.

For Students

Therapeutic work is tailored according to needs, offering a holistic approach to support emotional and psychological wellbeing. The aim of therapy may include improving self-awareness, self-esteem, relationships, building confidence, coping strategies, anger management, general wellbeing or making difficult events and emotions more bearable. These interventions may occur individually or in groups.

All students are invited to a 20-30 minutes taster session when they begin at BTA, this gives them the opportunity to meet our onsite therapist, see the therapeutic space and get a sense of what therapy is like at our school. During this they are able to begin building a positive and trusting relationship and gain an understanding of confidentiality and its limits within therapy.

Following the taster sessions students are made aware of the therapy offer here at BTA. They can be referred for regular therapy, by themselves, parents, staff or other outside agencies, this consists of them accessing counselling on a weekly basis and is reviewed at the end of each half-term. There is often a waiting list for this service.

We work as a team to change any stigma that a student may have against a therapeutic intervention by building a positive and trusting relationship from when they start. The therapist continues to be a presence around the school throughout the day to day so the students have the opportunity to approach them if they feel they need to. Some students find that a commitment to long term weekly therapy is too much, others may have had previous negative experiences of counselling or don’t believe it will be beneficial for them. These views are valid and important, no student will be forced to participate. For therapy to take place there must be psychological contact and this does not occur if a student is not invested.

All students have the opportunity to access drop-in and crisis sessions throughout the week as and when needed. The therapist endeavours to check-in with all students throughout the week and works with the wider staff team to identity students in need of further support. Students are also able to ask for a drop-in session and this will be accommodated around timetable sessions.

For Parents & Carers

The onsite therapy team are here to support you and happy to hear from any of the parents/carers at BTA. We believe it is fundamental to set up open channels of communication with all of the adults who feature in the lives of our students. Our ethos at BTA is to adopt a ‘whole school’ approach to mental health and wellbeing and give them the opportunity to thrive in a supportive learning environment.

Carnegie Centre of Excellence for Mental Health in Schools Award:

Bromley Trust Academy are working towards excellence in mental health practice. We are looking to have this recognised and developed with a national award level. We are continually working to improve and strengthen mental health of students, parents and staff. We believe the award will reflect our commitment that our school structures,

environment, ethos and culture is one that supports positive mental health and wellbeing. Achieving this award will be a whole school effort and will take into account student, parent, staff and governor voice.

For more information about therapy at BTA please contact:

Natasha Still

Counsellor, Mental Health and Wellbeing Lead

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Phone: 07742809118 (Call or text)

At Hayes Campus, each class has between eight and ten pupils. There are up to two adults in each class, including a fully qualified teacher.

The tutor group breakdown is as follows:

• KS3A (Y9)
• KS3B
• KS3C
• 10A
• 10B
• 10C
• 11A
• 11B
• 11C
• 11D

Groupings are based on the pupil's initial Assessment Centre process.