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Amazing assembly this morning. So impressed and excited for what’s to come. A massive thank you to Gemma from for joining us too!😁


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Thanks for hosting today's Teacher Takeaway on the Road. We're really excited for our Authentic Encounters workshop for teachers, hosted in collaboration with


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Calling all young aged 5 to 19. Are you inspired by what’s going on in your borough? Pick up you phone or camera and make a 3 minute film for the competition. Find all the details at


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A' level art students for workshop! Can't wait for students presentations.


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So much happening by today! Lunch in Covent Garden prior to visit to Royal Opera House (Year 10 Harris Experience) -experience


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The three art works of the day Cezanne - Card Players, Gaugin - Nevermore and Auerbach - Rebuilding the Empire nearly time for the presentations in front of the art work!


Well done to our Under 14 team who lost narrowly 12-11 to in their first ever match. We're looking forward to the rematch!


HGAED art department 2018 calendar now on sale! £10 with proceeds going towards supporting disadvantaged students in their art studies.


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We're back this morning talking about with their Year 13s - won't be long until they're starting 1st year at uni!


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Very excited our bookshop and publishing house are well and truly launched!


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Super day of Design a University with and year 8s. Check out these new university crests!


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Our brand new singing competition is open for entries! See our website for T&Cs Please


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Big thank you to our young leaders from for helping us today! You were amazing! 👏🏃🏼‍♀️🏃🏼🙌🏆


"Dear (super talented) Harris Girls..." Thank you for your lovely letter to our Year 10 GCSE Drama students as they get ready to perform next week. It's going to really encourage them :-)


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Another great year 5/6 sports hall athletics competition today !! Well done to everyone and our winners 👏🏃🏼‍♀️🏃🏼🏅🏆


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How to make learning colour theory fun by yr7 amazing HGAED artists!! Make it, discuss it, then eat it!


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Our girls are loving the STEM day with . Because girls do and too


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breath drawings! Thinking creatively


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Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

SEN & Disabilities (SEN Information Report)

This page contains information on the academy’s provision for students with additional needs and is updated annually to ensure that all information remains accurate. It was last updated in November 2015. Information about the local authority offer can be found at

The SENCO is Sinead Strong. Please see our governor page for details of the governor responsible for SEN. Ms Strong can be contacted at

The work of the inclusion department caters for those with Special Education Needs and also those who arrive at the academy with English as an additional language or with an identified disability.

Students who arrive with English as an additional language are not automatically deemed to have special needs (unless there is clear evidence to show it) but we do know that these students often need extra support which may need to be intensive for a period of time, dependent upon the level of their English acquisition when they join the academy.

SEN Code of Guidance

As of September 2014, statutory guidance from the Department for Education relating to provision for Special Educational Needs underwent significant reform. This is due to the 2014 Child and Families Bill which passed through parliament.

Special Needs support and intervention goes from the age of 0-25 for those entitled to it. Statements of Special Educational Needs no longer exist and have been replaced with EHCs (Education, Health and Care plans). Schools used to categorise students as being at ‘School Action’ or ‘School Action Plus’ on the SEN Register; these groupings have now been withdrawn.

To see the SEN Code of Guidance 2014, please visit

How we identify and assess a specific learning need

This is done in a number of ways, including:

1)      Advice from primary schools

2)      Referrals from parents who request screening

3)      Concerns raised by teachers who teach a student

4)      Self-referrals from a student

5)      Analysing the varying data we have on a student and looking for anomalies. This would include KS2 data, Access Reading Test results, and cognitive assessment tests (CATs)

6)      If concerns were raised, we would then conduct any further testing that was appropriate and would share the results of this with parents to consider any support that we might agree was needed.

Once a referral has been made regarding a student’s needs, the most relevant assessments are then completed. The assessment will provide a clearer indication of what intervention the student may need and what support we can provide from the inclusion department. The intervention is assessed over a number of weeks to ensure it is aiding the student's learning and providing them with a platform to access the rest of their lessons. These assessments might include:

  • Access reading test (literacy – reading comprehension)
  • WRAT 4 spelling and reading
  • Raven Matrices Test
  • Speech and language assessment for basic or full language assessment


Students who currently have a statement of special educational needs will keep it until the point of a forthcoming annual review. At that point, we will meet with parents and the student and seek to transfer this across to a new EHCP.

We operate on the basis of four ‘tiers’ of support:

Tier 1

In-class support provided by class teacher

Tier 2

Students who are underperforming in English and/or Maths and need additional support to address this

Tier 3

Students with more complex needs which are impacting on their learning

Tier 4

Students with an EHCP/statement

Parent and student involvement in a decision to offer additional support is critical. If we decide that we need to offer this at Tier 2 or 3, we will write to the parent and set out our views. Parents have the opportunity to engage with this decision and be part of the process of deciding upon additional support if they so choose, as does the student concerned. Parent and student views throughout are of extreme importance.

We consult with students by ensuring each student on the SEN register completes a student profile and is fully aware of the targeted outcome of their intervention. The student profile is led by the student and gives a clear indication of the student’s preferences, with what they believe to be their strengths and weaknesses. This is accessible to all staff in the student’s individual folder, providing the teacher with a clear insight into the opinions and views of that individual. If the student has speech and language needs the profile is support further by a strategies sheet that staff and students are also aware of. 

The Code of Practice sets out four headings under which a student might be considered to have special and additional needs:

Communication and Interaction

Cognition and Learning

Social, mental and emotional health

Sensory and/or physical

The academy will have evidence for considering a student to have additional needs in one or more of these areas and this can be shared with parents.

Local offer

Both local authorities and schools need to publish a ‘local offer’ which sets out what a student can be offered if they attend our school/live in a certain borough. It is from this ‘offer’ that we will be selecting the appropriate support that we are able to offer your daughter.

This is our current local offer:

Tier/Category of need

Access arrangements as merited by evidence and approved by JCQ

Communication and interaction

Cognition and learning

Social, mental and emotional health

Sensory and/or physical

Tier 4 (EHCP)

1:1 SALT sessions weekly

Fresh Start

Health Hut support

Nurture groups

In-class or withdrawal support

Provision as advised by EHCP

modified curr offer

small gp tuition

1:1 tuition

Nurture groups

Provision as advised by EHCP

Fresh Start

Health Hut support


Consideration of alternative provision as appropriate

Personalised tt as needed

Provision as required by EHCP

1:1 support in any class needed

Individual access arrangements as needed

Provision as advised by EHCP

Tier 3

SALT group or 1:1

Fresh Start

Health Hut support

Nurture groups

In-class or withdrawal support

Intervention tutor Eng/Ma – 1:1 or small gp

Specialist TA – SPLD – 1:1 or small gp

TA support: in class or withdrawal


Fresh Start

Health Hut support


Breakfast Club

Personalized tt as needed

Learning Mentor as needed


Liaison with appropriate teams such as VI, HI, School Nurse

Adaptation of resources as required

Provision of specialist equipment as needed

TA as needed

Tier 2

SAL TA small group language work

Fresh Start breakfast club

Further screening as appropriate


Intervention tutor Eng/Ma small group

Further screening as appropriate

Learning Mentor as needed

Drama/movement therapy groups

Group sessions in Health Hut – eg anger mgmt., social skills etc

Further screening as appropriate

TA support for mobility/access as needed

Liaison with external teams as needed

Provision of overlays etc dependent upon advice

Screening requested as needed

Tier 1

Quality First Teaching

Academy wide data analysis ½ termly by departments and SLT

Termly SEN review of data

Support from Coach, Head of House, EWO, PC Marcus

Tracking of behaviour and attendance data to identify any causes for concern

Chill Zone


The support on offer is cumulative; if a student is Tier 3, they are also entitled to the support in lower tiers; this will not go away.

Not all support will be appropriate for every student at any particular tier; this is a menu from which we can select as we work with parents and students to discuss the best provision available. There is flexibility possible within this framework.

How we monitor provision (and review progress towards outcomes)

Governors monitor the provision for students with additional needs through monitoring visits, governing body meetings and through the data analysis provided by the academy and through the data analysis that the Department for Education does on us, as every school and academy.

We analyse behaviour, attendance and performance for all students, including those who are categorised as needing additional help. 

On a termly basis, the academy will review the support each student is receiving and assess whether it is having impact, whether it should continue, whether it can be discontinued as it is no longer needed. Parents will be consulted over any changes.

Students who have an EHCP would also have an annual review of the provision being made for them and their progress against targets.

The academy will send home 6-weekly reports to parents for all students in Key Stage 4 and termly for those students in Key Stage 3. If we feel that a change in provision is required, we will write and communicate this with parents. Should parents wish to discuss this, we will organise a meeting to do so.

The academy will organise termly open mornings for parents whose students are being supported so that they can drop in and see key staff, should they choose to do so, to discuss the progress of their children in more detail. This will be available for the students themselves also, who will all be invited to attend this morning and given a pass to leave their lesson once on this day should they wish to talk to SEN staff about their progress, provision or needs.

How we evaluate the effectiveness of our provision for students with special educational needs

The SENCO will submit a review of the exam results for students with special needs (to include students with English as an additional language and those who have a registered disability) to the Principal by the end of September each year. This will provide data of pupil attainment compared to their KS2 data, any baseline data held and their target grades. It will highlight both the successes of these groups of students and any gaps. The document will be used to review our provision which will be done by the end of the autumn term annually so that any minor changes can be made promptly and any larger changes for which budgeting is needed, may be included in the budget for the following academic year. This results review and the subsequent provision review will be shared with the governor responsible for SEN.

Support between phases/preparing for adulthood

The academy will ensure that students with identified special needs get an early opportunity to have 1:1 information, advice and guidance from a careers adviser.

EHCP reviews will include someone with careers experience wherever possible.

The academy will engage with other educational providers to ensure the best provision is accessible to families looking for something non-mainstream.

The academy constantly reviews the curriculum offer we make for students; if we feel that our mainstream curriculum is not the most appropriate for a young person, we would discuss an alternative curriculum for a student with them and their family.


The SENCO is Sinead Strong.

Academy staffing includes an SEN Manager, a specialist TA who supports students with specific learning difficulties, a specialist EAL Co-ordinator, intervention tutors who are graduates in their subjects, a TA who supports language development, our Fresh Start teacher, manager and teaching assistant and our Health Hut manager who is a qualified teacher.

The academy has strong expertise as listed above; however, if we need specialist provision for any student, we will assess each case on an individual basis and consider whether we can provide other support or access it for a young person in some way and within the constraints of the budget.

Our approach to teaching children and young people with a special educational need

Our approach is that all young people are entitled to a full and varied curriculum, engaging in all activities and lessons in line with their peers who have no special need. We believe that, wherever possible, it is our job at the academy to make our offer accessible for all and to enable them to thrive and enjoy their learning. We aim to avoid having an adult attached to a young person constantly in lessons as we are seeking to build independence and we generally do not find this approach is successful in enhancing learning opportunities (though it will be done in rare occasions as appropriate).

We seek to make our lessons accessible for all through checking understanding at all points in our lessons and giving students ample opportunity to recap and to seek clarification. We would always want to know if a young person was struggling to understand a lesson and was too shy to tell us that themselves.

A lot of the support we provide from SEN staff is therefore withdrawal support from lessons (particularly in Key Stage 3) and intervention either during lessons, during coaching time or after school (or even during the holidays). Maths and English tutors are also in key lessons as are some teaching assistants, as appropriate.


The academy works with a range of professionals to support all its students. These include Words First, the organisation which provides our speech and language therapeutic support, counsellors, an Educational Psychologist where necessary, social workers, health professionals, CAMHS and the NHS.

Counsellors and the speech and language therapist work with us weekly and function as members of our Academy team. We work on a daily basis with social workers, health professionals and CAMHS as needed and we employ an Educational Psychologist on an ad hoc basis as the need arises.  


Access for students with physical needs is good in most areas. There is one block without a lift facility and should a student need access to lesson normally scheduled for that block, the academy would aim to accommodate the lesson elsewhere for the duration of that need. There are ample disabled toilet facilities and newer areas such as DT have been designed to accommodate wheelchair users or those with the need for other adjustments.

Where appropriate, the academy will use delegated funding to provide resources such as differing chairs, keyboards etc for those in need of such amendments.

All activities, trips and lessons are available for all students. Should a student need greater support with a trip or activity, an additional member of staff would generally be included to provide support to that individual. Where necessary, a risk assessment would be undertaken at the point of need and any recommendations arising from that be acted upon prior to making any decision about an activity, event, lesson or trip.

How adaptations are made to the curriculum and learning environment of children and young people with special educational needs

Much of the time, the curriculum does not need to be adapted, it needs to be differentiated so that it is accessible for all members of every class. This is done through our quality first teaching approach where we systematically train our staff to ensure that they are considering the accessibility of the texts and language they use for all students. Where resources need more significant differentiation, this is done either by the class teacher or by a member of the SEN team who is liaising with that class teacher. In terms of equipment, where it should be needed, we would work with the local authority, the family, the young person and any other appropriate agency to understand the requirements for that young person and to plan what we can do in terms of amending the environment accordingly.

We support all of our young people in making sensible choices of options which will support them in the pathways they are considering for further education and employment and also in making sure that their selections suit their current academic attainment in each subject.  The same is done for our young people with a special educational need and for some students, we recommend a more guided options pathway that we feel might give them maximum success. We do, however, maintain and broad and balanced curriculum for all our students which covers all the core essential subjects as well as options.

How we support the development of young people’s social, emotional and mental wellbeing and health

The academy provides a range of things to ensure that we support young people in this area.  These include:

  • Mistakes Lab programme run for all Year 7 students by our specialist counsellor
  • Our outward bounds Year 7 trip which is heavily subsidised and seeks to build resilience and teach young people how to overcome barriers and obstacles in life and in learning
  • Our Health Hut provides a range of wellbeing support for all students needing it
  • Chill Zone after school three days per week is available to all students wishing to attend as a safe place where adults act as mentors as well as supervisors and where peer mediators are trained
  • We provide a range of teaching through our coaching programme where our PHSE/Citizenship curriculum is taught
  • Counsellors are available to students through adult or self-referral
  • Heads of House provide pastoral care, mediation, friendship support and work with families to ensure that young people are supported at all times
  • We regularly survey our young people to find out how they are feeling and what is going on for them in school; we respond to every single response we get, however small.

Preventing bullying

In our experience, it has been very rare for any students with a particular need to be bullied at the academy. However, should this happen, we have a very clear Behaviour policy which includes anti-bullying policies and makes our approach to this fully transparent.  We do not accept bullying in any form and will always deal with it. The ultimate sanction for bullying could be permanent exclusion if other measures failed.

Working with the young person being bullied, staff would seek to educate, mediate, build awareness and understanding/tolerance of others and of difference, explain the consequences of unacceptable conduct towards and emphasize our common values in this community. Ultimately, sanctions will be taken if bullying does not cease.


The Federation has a very clear complaints policy which is available to all parents. If a parent has a complaint about the provision being made by the academy, it will be dealt with in line with this policy.  

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