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Retweetd From Chris Brown

a big shout out to for supporting our school bookshop loving


Retweetd From Kourtney

So today was my last day what an amazing 5 years with all my girls . I have been the biggest pain ever but still have had an amazing time . Thank u too all the staff for making it amazing , I’m gonna miss u all and all the student that I know


Read how our girls were chosen to be part of the PROCESSION in London to mark 100 years of women getting the vote. A big thanks to and for inviting us. Full story/pics at


Some great pictures from the Post 16 Harris Federation Sports Day, where we were placed 4th. A huge well done to all our team and everyone who supported them!


Retweetd From Southwark News

Amazing photographers and Afro Art creators came to to inspire young women to embrace their natural hair and skin


Retweetd From Creative Activism

So proud of our photography student for winning the competition and getting work experience out of it!


We've arrived at Thorpe Park for our annual Summer Extravaganza Trip. We're off to a flying start and girls having fun already!


Nice article in about the visit by two renowned American photographers to our school last week. Read it at


Retweetd From OperatingTheatreLive

Are you aged 14-19? Are you interested in a future career in ? We have free places for our award winning surgical experience coming to London Southwark. Head over to for more information.


Retweetd From Clare Stanhope

Can’t wait for this, marching with and yr9 students from hope to hook up with at some point 😁💪🏻💥


Retweetd From Creative Activism

Fascinating to find out about all these gems that can support students, teachers and academics in exploring the opportunities in the arts


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📆 Join us on Saturday 16 June at our Parents and carers’ event! Registration is open now! 👩🏾‍🎓 👨🏾‍🎓


Retweetd From Creative Activism

We are walking for and with the feminists of the future. Celebrating activists of the past whose voices still echo through present day issues of post-colonialism, whilst perusing the hopeful futures of our young activists.


You might be interested to read about this... a visit to the school last week by two celebrated American photographers, which was hugely inspiring for our girls. Find out why at


Retweetd From CreativeSoul Photo

THE highlight of our UK trip was our visit to the academy. Thanks so much fot having us! Check out our visit below..


Read the story of how Atlanta-based inspired our students to celebrate their natural beauty and explore hair and cultural identity. And we got on CBS news too! Find out more


Retweetd From Heather Agyepong

I had the honour of working with to produce a Ghanaian inspired commemorative cloth honouring WOC activists in Britain. Come & join us on June 10th for one of the largest mass participation artworks ever seen! Watch the vid for more details


Retweetd From Creative Activism

Very proud to have been a part of this with . Join us! 💥


Retweetd From Creative Activism

Be part of something amazing! Well done to the HGAED ye9 students for their part in this film!!


Thanks for coming in! Our students really got a lot out of the visit, and thanks to too. Great initiative...

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.

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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 February 2018. Information about the local authority offer can be found at

The SENCO is Nicole Pelletier. Please see our governor page for details of the governor responsible for SEN. MS Pelletier 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 EHCPs (Education, Health and Care plans).

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 (used every 6 months).
  • Raven Matrices Test (our specialist TA who can diagnose dyslexic traits only).
  • Speech and language assessment for basic or full language assessment


The level of support varies depending on the needs of the individual student.

WE operate on ‘3 waves’ of support:

We operate on the basis of ‘Waves of Provision’ model.

Wave 1

This will involve high quality teaching and that some pupils might need extra help with some things.

Pupils will not receive extra ‘out of class’ support on this wave of provision. Most students will be on target to achieve their predicted grades.

Wave 2

This is provision for those students working just below age-related expectations. It includes interventions, which are designed to increase rates or progress in order to enable pupils to catch up or get them back on track for meeting expectations.

Wave 3

This is provision for those pupils who are working significantly below age-related expectations, many of whom will have identified learning differences.  It aims to accelerate and maximise progress, minimising gaps in performance.

Parent and student involvement in a decision to offer additional support is critical. If we decide that we need to offer this at wave 2 and 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. For students with an ECHP (educational health care plan), the plan will be used to help decide what ‘wave’ of support best fits that student.  We currently have students with EHCP’s in each ‘wave’ at the academy.

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

(Years 10-13)


Access arrangements as merited by evidence and approved by JCQ

(Years 10-13)




Access arrangements as merited by evidence and approved by JCQ

(Years 10-13)

Communication and interaction

Cognition and learning

Social, mental and emotional health

Sensory and/or physical


Wave 3

Advice from educational psychologist

SALT group or 1:1

Fresh Start

Health Hut support

Nurture groups

In-class or withdrawal support

Specialist TA – SPLD – 1:1 or small gp

TA support: in class or withdrawal

Possible modified curriculum offer

Nurture groups

Inclusion department homework club.

Health Hut support


Breakfast Club(Tues, Wed, Thurs)

Personalized tt as needed

Learning Mentor as needed

(ELSA- emotional literacy programme)


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

Adaptation of resources as required

Provision of specialist equipment as needed

Access to  PC/ laptops and or tablets.

TA as needed

Wave 2

SAL TA small group language work

breakfast club

(Tues, Wed, Thurs)

Further screening as appropriate


Booster lessons.

Exam booster classes.

Learning mentors.

Intervention  sessions after school for English and Maths (TA led)

Further screening as appropriate

Group circle time

Learning Mentor as needed

Additional tutor time support (when needed)

Art therapy groups

Group sessions in Health Hut – eg strengthening minds (ELSA), social skills

Further screening as appropriate

TA support for mobility/access as needed

Liaison with external teams as needed

Additional fine motor skills practice (handwriting)

Provision of overlays dependent upon advice

Screening requested as needed

Wave 1

Quality First Teaching (use of modified language, rewards, sanctions)

Team teaching

In class TA support

Revision classes

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

The support on offer is cumulative; if a student is in Wave 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 wave; 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 inclusion department will send home school 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 (wave) 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 inclusion department will organise termly coffee 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 staff members in inclusion 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 Nicole Pelletier.

Academy staffing includes the following people:

  • SENCO Assistant who is Marina Evans
  • Specialist TA who supports students with specific learning difficulties (can diagnose dyslexia traits)- Michelle Pearson.
  • Specialist EAL Coordinator who is Dominika Mann 
  • Speech and language therapist who is employed at the academy on a Monday and Tuesday who is Nicola Martin.
  •  Strengthening Minds tutor who is Miata Noah
  •  Health Hut manager who is a qualified teacher who is Sarah Thompson
  • 3 TA’s who will provide support within lessons as directed by the SENCO and VP Ms. Devenney.

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).


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 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
  • We provide a range of teaching through our coaching programme where our PHSE/Citizenship curriculum is taught during coaching time (11-11:30 AM every day)
  • 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 our SEN and complaints policies.

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