Twitter

20/01/22

“I found that attending the University of Law has helped widen my knowledge on the potential opportunities that universities have for each student," Aleyna, Year 12. Read a report on our Year 12 trip to see the University of Kent today. https://t.co/3AyJ5THYro https://t.co/A0Fp7aoDSG

20/01/22

Year 9 exploring questions of Equality and Diversity https://t.co/AnfoZkFaMj

20/01/22

Year 7’s long walk back to the academy from Lesnes Abbey https://t.co/Aa3Hp9aJv6

20/01/22

Two of our Year 7 students found a display they made in primary school at Greenwich Maritime! https://t.co/PamO07Va56

20/01/22

Future Sea Captains from Year 7 trying out their skills in the ship simulator at the National Maritime Museum https://t.co/gVmqAfasQT

20/01/22

One of our Year 7 students preparing to set sail on our Character and Mindfulness Day trip to Greenwich Maritime - Cutty Sark https://t.co/CAlhzLsj5V

20/01/22

Vital education for Year 8 on Sexual Harassment on Character and Mindfulness Day https://t.co/We8NjncOxf

20/01/22

Year 8 exploring careers options with Unifrog on Character and Mindfulness Day https://t.co/XfKmFaGSC6

20/01/22

Year 7 exploring local history at Lesnes Abbey on Character and Mindfulness Day https://t.co/pddrNbeZ02

20/01/22

Our Year 9 students exploring Space and Flight at the Science Museum for Character and Mindfulness Day https://t.co/1J4UEG390C

20/01/22

Aspiring lawyer Qesser, Year 12, exploring the purpose-built court during a visit to the Univeristy of Kent today. https://t.co/OAu2zEf32D

20/01/22

Students in Year 12 on a visit to The University of Kent https://t.co/e3zuzW0kIR

20/01/22

Some of our Year 9 coding projects for our third Character and Mindfulness Day https://t.co/by7FmT2j2N

19/01/22

Congratulations to siblings Robiat and Muhammad for both reaching Reward Level 2 - an achievement to be proud of! We pride ourselves on all the academic and social successes of our students – and these siblings embody both. https://t.co/TFaI0EjD1u

11/01/22

Sixth Formers Javier, Ola, Lydia, Daniella, Alfie and Esther with a cheque for £250, raised by selling Christmas candy canes for the ocean conservation charity, . Great work! https://t.co/T9TUhgM9im

03/01/22

Important information about the start of term for our secondary students, including arrangements. Full details at https://t.co/jXH1lSOY4R https://t.co/lprnu70gJm

09/12/21

Our head student, Daniella, and Ola (head student of the future??!) sell candy canes to raise money for the ocean conservation charity, , (and some pizza for their Christmas party) https://t.co/W6aduMZDYK

03/12/21

Retweetd From LDNMayor Environment

Excellent blog from on the Mayor's Climate Kick-Start tree planting project at Academy https://t.co/C1PjpJ2bRZ

24/11/21

Amazing turnout for Year 7 and 8 girls football today. Lots of talent on show and some unbelievable moments! It was great to see everyone playing with a smile, while still being very competitive. Congratulations to Enterprise and Creative Voice who came out on top.

24/11/21

Good turnout today for the Year 7 & 8 Boys' inter-hub competition. There was lots of intense games and quality on show today. Congratulations to Enterprise who came out on top today!

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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Sutton

Thurrock

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Westminster

Equalities & Additional Intervention

We believe that all children should be equally valued at our academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. We have a range of agreed policies to help us do this (see bottom of page).

Harris Garrard Academy is committed to inclusion and part of the academy’s strategic planning involves developing cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take into account their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, demographic group, ethnicity, additional need, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:

  • Students from families that are financially disadvantaged (PP - Pupil Premium)
  • Students who arrive with below nationally expected ability in any area (LAPs)
  • Students from minority faiths, ethnicities, travellers, asylum seekers, refugees
  • Students who have English as an additional language (EAL)
  • Students who have Special Educational Needs or a Disability (SEND)
  • Students who are Most Able
  • Students who are Lesbian, Gay, Bisexual or Transgender (LGBT)
  • Students who are Looked After Children (LAC)
  • Young carers, sick children, children from families under stress

Pupil Premium

We believe passionately that everybody is equal and that equal opportunities are part of our core values at Harris Garrard Academy. We will always strive to narrow any gaps regardless of whether they are social, academic or cultural to ensure every one of our students achieves their full potential every day. Our model of support for Pupil Premium students aims to address some of the challenges they may face and allow them to realise anything is possible in life. We help to remove the challenges our Pupil Premium students may face by:
  • Improving self-efficacy and self-esteem of our disadvantaged students to ensure they are empowered to achieve anything in life and their true potential. Background does determine outcome.
  • Improving emotional, mental and social wellbeing to ensure we are breaking down barriers that can inhibit learning.
  • Improving low aspirations to ensure our students are empowered to explore careers that will give them fulfilment and challenge in life.
  • Improve inconsistent and erratic attendance patterns when they enter the academy in Year 7.
  • Narrow the gap in attainment and progress that typically exists on entry between our disadvantaged and non-disadvantaged students.
  • Improve their aspiration, knowledge, information and guidance for all disadvantaged students, in particular, those who are most able and disadvantaged.
  • Regardless of starting points, ensure that all disadvantaged students make positive progress and attainment, whilst continuing to outperform national disadvantaged students in all comparisons.
  • Through our home visit programme, ensure that students have stability, resources, routines and the basic needs at home to flourish at school.
  • Providing the basic resources that may be taken for granted by other students to ensure they receive equality of opportunity to be successful at the academy.

The academy has a Pupil Premium Champion to promote the above. They will work with the Vice Principal Pupil Premium Champion to help ensure our disadvantaged students always outperform national Pupil Premium students. They will help to:

  • Improve students' intrinsic motivation to succeed and change some negative educational experiences for some
  • Develop and increase cultural life experiences that help our students compete with those who have the same academic qualifications but who come from more affluent backgrounds and have experienced a wide range of cultural learning
  • Teach students to find solutions to problems rather than to give up when they come to a barrier. Developing the resilient learner, regardless of background and experience.

Most Able students

 

To find out how we identify and support our Most Able students please see our Most Able page.


HGA Catch Up Premium

In March 2020, primary and secondary schools across the country were closed or partially closed due to the implementation of a national Covid-19 lockdown. With the exception of children of key workers, vulnerable children, and children with an EHCP, students were asked to engage in home learning activities remotely under parental/ carer supervision. Whilst some students were able to engage with remote learning positively and consistently, a significant number of students faced social, economic, and emotional barriers leading to significant learning loss. National research has shown that students who are vulnerable or from disadvantaged backgrounds have been disproportionately affected by school closures.  For all children, the aggregate impact of lost education has been significant. 

In order to support schools to address gaps in learning, the government announced the release of funding for a one-off Catch-Up Premium and a National Tutoring programme for the 2020 to 2021 academic year. Each school received funding based on the number of students on roll. The amount of funding for the Catch Up Premium was £80 for each pupil in years reception through to 11 (higher amounts were awarded to specialist provisions). 

Harris Garrard Academy has received £105,000 Catch Up Premium for pupils across the primary and secondary phases. As the Catch-Up Premium was designed to address the effects to learning caused by the C-19 pandemic, the funding is only available for the 2020 to 2021 academic year. Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

Please see the DFE website for further information: https://www.gov.uk/guidance/coronavirus-covid-19-catch-up-premium

What are our aims?

The HGA Recovery Curriculum plan is designed to address learning gaps which have arisen due to partial and full school closures during the COVID-19 Pandemic. This includes support to address academic, social and emotional challenges faced by our school community.  The document below outlines the measures we are implementing to address the effects of lost learning during the course of the pandemic. 

Our main aims

  • To use evidence informed practise and approaches to ensure all students rapidly ‘catch up’, and crucially acquire the knowledge and skills enabling them to  ‘keep up’ with academic milestones and expectations.
  • To address learning gains lost in English, Maths and Science.
  • To support the wellbeing and emotional development of students during the course of the pandemic, and the aftermath.
  • To ensure that students move successfully to the next stages of education, employment or training.

Who is it for?

Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit. The DFE guidance suggests that schools should use the funding to provide additional, targeted support for those children and young people who need the most help.

How are we using the Catch Up Premium?

Harris Garrard will use the funding to provide specific support and activities that address the impact of lost learning arising from the partial school closure in March 2020. We have used a range of research and resources to develop a comprehensive action plan for both primary and secondary phases, including from the Covid-19 support guide for schools by the Education Endowment Foundation.  You can find out more about the government recommended resource from the Education Endowment Foundation (EEF) here.

We have decided to use the funding to support a series of interventions focused on accelerating progress and closing the gaps in English and maths.  We are implementing a programme of small group tuition and academic mentoring, enabling the Academy to support students to catch up on missed learning, and crucially keep up with their peers over the long term.  We have subscribed to both the National Tutoring and Academic Mentoring programmes and will work with providers to deliver high quality interventions in the Spring term. 

At KS4, we have been able to extend the focus to all subjects.  We have implemented a period 6 intervention programme in place for years 10 and 11.  These interventions allow students to access additional specialist teaching in both core and options subjects across the course of the week.  In addition, we have a programme of afterschool, weekend and holiday revision sessions open to year 11 students throughout the course of the year.

We facilitated four summer schools programmes in July/August 2020 for both primary and secondary students.  These programmes consisted of on-site tuition, and online tuition.  The evaluation document can be viewed in the documents below.

We have invested in additional IT resources to ensure that we are able to implement remote learning and remote teaching recommendations.  This means that if staff are required to isolate, they can deliver lessons to their usual class using MS Teams.  Additionally, if students are required to isolate, they can join their lesson from home remotely.  Both of these measures are designed to reduce the amount of learning time lost due to periods of self-isolation.

To support students with SEND, we have commissioned additional specialist support from Educational Psychology Services and Speech and Language Theory Services.  This means that we are better equipped to support students coping with C-19 related trauma and anxiety.  

How will we measure the impact of the Catch Up Premium?

We will assess the impact by:

  • using progress and attainment data to monitor the progress of students across the Academy
  • comparing the assessment data of students before interventions and after interventions
  • collating student, staff and parent feedback and evaluations
  • monitoring the Academy attendance, behaviour and safeguarding data.

You are able to view the full details of our recovery curriculum plan in the list of documents below.


Transition Summer School Report 

Monday 9th August – Friday 13th August 2021 

During August 2021, Harris Garrard Academy facilitated a one-week summer school for incoming for Year 7 students in line with the national DfE Summer School project. Our published intake figure for Year 7 was 240 students. We invited all 240 students to attend our provision; 200 students signed up to attend our summer school provision. We offered a flexible provision enabling parents to sign up for either full time or part time provision. 

See the Transition Summer School report (downloadable below) for further details.

The main objective of the Summer School Programme was to ensure a smooth transition to secondary education by providing an early secondary school experience. We focused the provision on recovery catch-up sessions, providing English and Maths sessions daily. We also ensured that students had the opportunity to access a broader curriculum by adding sessions in PE, IT, Food Tech, Music, Geography, History and Spanish. Our RSE and Character and Mindfulness curriculum also formed part for the offer in order to aid students to develop positive relationships and pre-learn our HGA Character Traits. 

The summer school supported students to: 

  • Get to know our HGA staff team 
  • Develop peer groups and friendships 
  • Build up their literacy and numeracy skills 
  • Learn the routines, systems and values of our Academy 
  • Participate in creative and practical lessons, including developing our new mindful gardening space. 

Students followed a structured timetable of lessons every day (see example below). HGA canteen staff provided a full and free healthy lunch to all students daily. All the equipment and resources were provided as needed. 

Total number of students who signed up 

200 

Total number of students attending on either part time of full time 

basis 

140 

Average number of students attending daily (students attended on 

a full time or part time basis) 

100 

% PP students signed up for full time or part time provision 

65% 

% SEND students signed up for full time or part time provision 

15% 


Approximate costs

 

Staffing 

£14,000 

Catering 

£3000 

PE equipment 

£749.49 

Resources & photocopying 

£3000 

 

£20,749.49 

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