The school has developed a strategically aligned enrichment programme that supports students'
personal development, wellbeing and aspirations. A strong sense of community is fostered through a
well-established house system that promotes participation, teamwork and achievement. Regular inter-
house competitions across curriculum subjects, the arts and sport encourage engagement, while
attendance, participation and positive behaviour are recognised through the house rewards system and
achievement point badges.
In addition, weekly recognition is given through Core Values Awards and Octavia Hill Awards, celebrating
students' personal development, commitment to the school's values and academic success.
Students are encouraged to make a positive contribution to their local community through a range of
charitable and volunteering activities, including collections for the local women's refuge and food bank,
choir visits to a local care home, supporting food preparation at a homeless shelter and participation in
the Duke of Edinburgh’s Award, sports and music.
The programme is further strengthened through structured careers-related learning (Experience of
Work Days, Mock Interviews, Work Experience Week, Careers Fair), with personalized support provided
for SEND students. Participation is recorded on Bromcom to monitor engagement across student
groups, identify non-participating students, understand barriers and implement targeted support for
equitable access. Careers related participation is also tracked on Unifrog.

The school's enrichment programme provides a broad and balanced range of opportunities that
complement the curriculum and support personal development through Personal Development,
Character and Culture programmes.
● Civic Engagement: Students become active citizens through leadership roles (School Council,
Form Reps, Wellbeing Ambassadors, Sports Ambassadors via democratic voting), fundraising
activities (Children in Need, Women’s Refuge, Christmas shoe boxes), volunteering (charities,
food banks, care homes, DofE), Citizenship Fairs, public speaking/debating, and Turing Scheme-
funded international visits delivering STEM lessons abroad.
● Arts and Culture: Rich creative experiences through theatre productions, music performances,
competitions, instrumental tuition, art clubs, gallery/museum visits, and international residential
visits (Spain, France, Japan, Nepal, USA).
● Nature, Outdoor Learning and Adventure: Outdoor team-building at the Playground obstacle
course (Year 7), DofE Award, Gardening Club and international sports tours (Spain, USA,
Barbados) and sports clubs.
● Sport and Physical Activity: Extensive extracurricular clubs, competitive fixtures, recreational
breaktime activities, Sports Day, House Matches, international sports tours and trips to watch live
sport.
● Wider Life Skills and Future Readiness: High performance against Gatsby Benchmarks via
Compass+, National Quality in Careers Standard, Year 7 enterprise/experience of work, STEM
initiatives ('Bringing Science to You','Race to the Line').

Communication occurs consistently via daily form-time notices, assemblies, subject-specific
communications, half-termly Bromcom updates to parents, website showcases and termly careers
newsletters.
Participation and achievement are monitored via Bromcom and celebrated through reward points, Core
Values Awards in weekly assemblies (contributing to house points), attendance, music & drama badges,
and dedicated points for leadership and representing the school. Many opportunities are delivered
during the school day to remove transport/financial barriers. Student voice interviews are conducted
for non-engaging students to resolve barriers.

Enrichment is designed to build social confidence, oracy, resilience and aspirations. Provision is
continuously shaped by student feedback (interviews, questionnaires, School Council annual reviews),
staff voice/quality assurance and parent questionnaires.
Student leadership actively shapes provision: School Council reviews annual provision; Wellbeing
Ambassadors run initiatives like 'Tea and Talk'; Prefects/Head Students support parents' evenings and
transitions; Supporting school events such as Open evening as subject specific ambassadors and
students actively lead enrichment activities such as sports warm-ups, a first aid club, and a creative
writing club.

The school proactively removes financial, structural and individual barriers to ensure equitable access:
● Financial Support: Disadvantaged students access the Trips Fund. External grants and Turing
Scheme funding support international trips (supported by school fundraising like car washes).

● SEND & Targeted Support: Individual adaptations include additional personal Support Assistants
(APSAs) during trips, work experience, pre-placement visits and extra college transition visits.

● Persistent Absence: Virtual 1-to-1 independent careers guidance sessions ensure ongoing access
to impartial, individualised advice.

The school collaborates with a wide network of external partners — including local/national employers,
the Armed Forces, authors, artists, musicians, NHS professionals, charities, further education colleges
and higher education institutions. These partnerships deliver workshops, assemblies, enterprise
activities, employer encounters, careers events, mentoring, and visits. Opportunities are clearly
signposted via Bromcom, notices, notice boards and assemblies.

Enrichment activities are structured around clear, outcome-focused objectives. Pupil passports outline
individual personal, emotional and social needs to guide staff adaptations. Educational visits logged on
Evolve include explicit learning outcomes, while Super Learning Days and careers events operate with
defined goals.

Quality assurance includes termly participation reviews, pupil and staff voice and annual parent
questionnaires covering careers, PSHCE and extracurriculars. Strategic oversight is maintained through
regular line management meetings between the Head of Character and Culture, Head of PSHCE and the
SLT Lead for Personal Development.