Bishop of Rochester Academy
| Type | Academy |
|---|---|
| Trust | Thinking Schools Academy Trust |
| CEO | Mr S Gardner |
| Principal | Ms Amanda Gage |
| Location |
Magpie Hall Road Chatham Kent ME4 5JB England 51°22′04″N 0°31′53″E / 51.3677°N 0.5314°ECoordinates: 51°22′04″N 0°31′53″E / 51.3677°N 0.5314°E |
| DfE URN | 136108 Tables |
| Ofsted | Reports |
| Students | 846 as of January 2015[update] |
| Gender | Mixed |
| Ages | 11–18 |
| Former School Names | Medway Community College, Chatham South School, Bishop of Rochester's Academy |
| Website | thevictoryacademy.org.uk/ |
The Victory Academy (formerly Bishop of Rochester Academy and Medway Community College) is a mixed secondary school and sixth form located in Chatham in the English county of Kent.
Medway Community College was a community school directly controlled by Medway Council. The school converted into a Church of England academy in September 2010, and was renamed Bishop of Rochester Academy. The school, designed by Nicholas Hare Architects, was sponsored by the Diocese of Rochester, Canterbury Christ Church University and Medway Council. In 2015 the academy changed its name due to severing ties with the Church of England, and is now sponsored by the Thinking Schools Academy Trust.
The thinking schools approach stemmed from the work of Professor Bob Burden, a researcher on cognitive education. The school is validated by the Cognitive Education Development Unit at the University of Exeter.
‘An educational community in which all members share a common commitment to giving regular careful thought to everything that takes place. This will involve both students and staff learning how to think reflectively, critically and creatively, and to employing these skills and techniques in the co-construction of a meaningful curriculum and associated activities. Successful outcomes will be reflected in student’s across a wide range of abilities demonstrating independent and co-operative learning skills, high levels of achievement and both enjoyment and satisfaction in learning. Benefits will be shown in ways in which all members of the community interact with and show consideration for each other and in the positive psychological well-being of both students and staff.’
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