Twitter

19/04/18

Retweetd From KCLWP

It's been fab welcoming pupils from to King's today as they kick off their Scholars journey. Good luck everyone! https://t.co/SGNXhpurXB

19/04/18

Congrats to our boys and girls who did so well in the . Great work everyone! Find out about our 'Numeracy Across the Curriculum Initiative' - making links between other subjects including and . https://t.co/qpOrnfFYH2 https://t.co/SsEDwdcMmj

16/04/18

Retweetd From HarrisBoys'Academy

Stuck for ideas on what to read? Wondering what to read after 'Diary of a Wimpy Kid'? Check out our recommended reading lists including top 10 for and loads more at https://t.co/M73fZYHs9t https://t.co/cr0AlWcrNv

12/04/18

All the best leaders still teach! Senior Exec Mrs Magliocco taking her Primary Phase Easter Booster group at Harris Garrard Academy. A big shout out to Mrs Chandhoke, Ms Allen and Ms Kaur for coming in during their holidays! https://t.co/JdZLGF3WwY

12/04/18

Focus all-round at our Harris Garrard Academy Easter Boosters for primary students... https://t.co/Vi4QjE3NYQ

10/04/18

When it's your birthday and you have Easter Holiday School at Harris Garrard Academy too... https://t.co/leSHLW6Mn9

29/03/18

Our choir and musicians are getting ready for tonight's Festival of Music . A real privilege to be working alongside so many other Bexley schools. https://t.co/z8TW1ThWzU

29/03/18

Wishing ALL students, parents and staff across the Harris Federation a great holiday. Here are some of the fabulous designs Harris Garrard primary students made for our recent Easter Bonnet Parade. See you next term! https://t.co/7qZd5upKkm

29/03/18

Huge congratulations to Omotola, and everyone who took part! A great event.

28/03/18

A quick reminder that term ends 12.30pm tomorrow for all students. Thanks to everyone for a great second term! Download our end of term letter to parents and latest newsletter here https://t.co/4xe44NdUzp. Happy holidays everyone! https://t.co/BRI6kSFapL

27/03/18

Davian arrived for his morning booster today at 8am. What a star... https://t.co/WEMoPgeLDQ

26/03/18

Year 6 match all prepped for at Harris Garrard Academy... Come on team - let's have a great match! https://t.co/gr9w5yyMRN

26/03/18

Year 9 students enjoy artist-led workshops - creating screen prints and poems on the theme of 'identity'. Huge thanks to everyone who made them possible, including the artists from https://t.co/khJpGxioGG

22/03/18

Retweetd From Speakers Trust

'I researched the danger of using my phone... on my phone ' very funny speech by Isaac from

21/03/18

Year 10 arriving at the Natural History Museum to learn how evolution links to Jekyll and Hyde. &H https://t.co/DrUdklmGR1

21/03/18

Retweetd From SportsForChampionsUK

Wishing a fab morning to all the children and staff who will be welcoming this morning! Don’t throw anyone around too much Szandra 😂

20/03/18

Retweetd From HarrisBoys'Academy

Aged 11-16? Got 10-15 mins? Take part in the and YOUTH SURVEY 2018 and help shape the 's and Police priorities and youth engagement strategies. Have your say now at https://t.co/0Q70xPIMx6

20/03/18

Six Harris Garrard Academy students are published poets in the new Poetry Games: Truth or Dare anthology! https://t.co/5f2cEhnop8

19/03/18

Year 7 waiting for Much Ado About Nothing to begin 📚 ⭕️ 🎭 https://t.co/9x3GMzOKAW https://t.co/Lv1fZNt0Ol

18/03/18

Retweetd From Harris Careers

Considering a move for the new school year? is looking for , and teachers to join its team on its journey towards : https://t.co/pwrWKLDHJ1 https://t.co/QQv8FKwZyh

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

This page contains information on the academy’s provision for students with additional needs. Please also our Accessibility Plan on the Equalities and additional intervention page. Information about the local authority offer can be found at www.bexleylocaloffer.uk and www.royalgreenwich.gov.uk.

The work of the Inclusion Department caters for those with special needs and also those who arrive at the academy with English as an additional language. 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.

As of September 2015, statutory guidance from the Department for Education relating to provision for Special Educational Needs has undergone significant reform. This is due to the 2014 Child and Families Bill which has passed through parliament. Special Needs support and intervention now goes from the age of 0-25 for those entitled to it. Statements of Special Educational Needs now 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.


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, 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.


Support

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 EHC. 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 EHC/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.

The new 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.


Further support and information

You may find the following organisations helpful too.

The London Borough of Bexley and the Royal Borough of Greenwich provide full information and support around their local offers and attached services. See www.bexleylocaloffer.uk (telephone 020 3 045 5677) and www.royalgreenwich.gov.uk/localoffer (telephone 020 8 854 8888).

The Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) is a free service available to parents, children and young people living in the Royal Borough of Greenwich.  They provide access to impartial and confidential guidance and support on matters relating to Special Educational Needs and Disabilities, including education, schools, national and local policy and practice, statutory assessment and Education, Health and Care plans.  Email sendiass@royalgreenwich.gov.uk or telephone 020 8921 6921.

The Information and Advice Support Service (formally known as the Parent Partnership) offers independent advice about SEN, statutory assessment Education, Health and Care Plans and legal advice within the London  Borough of Bexley.  For more information email bexleyIASS@bexley.gov.uk or telephone 0203 045 5976.

The National Attention Deficit Disorder Information and Support Service (ADDISS) provides information and resources about Attention Deficit Hyperactivity Disorder to parents, those affected, teachers or health professionals. Telephone 0208 952 2800 www.addiss.co.uk 

The ADHD Foundation supports achievement, educational attainment, mental health and employability. The Foundation works in partnership with those living with ADHD, enabling them to understand and manage ADHD. Telephone 0151 237 2661 www.adhdfoundation.org.uk

Bexley National Autistic Society (Bexley NAS) and Greenwich National Autistic Society (Greenwich NAS) are parent-led voluntary groups, all of whom are the parents or carers of children who are on the Autistic spectrum. They offer a variety of social and leisure activities for children and their families living within Bexley and Greenwich boroughs. Bexley NAS: Janet Franklin, Branch Officer, telephone 07826 950496 or email bexley@nas.org.uk. Greenwich NAS: Marc Goblot, Branch Officer, email greenwich@nas.org.uk or www.nasgreenwich.org.uk.

Dyslexia Association of London offers support and information to parents, teachers and adults on dyslexia/specific learning difficulties. It also offers a befriending service. Telephone 020 8870 1407.

Dyspraxia Foundation is for parents of a child with dyspraxia who want to talk with other parents/carers in the same position. Telephone 01462 454986, www.dyspraxiafoundation.org.uk, email dyspraxia@dyspraxiafoundation.org.uk 

CAMHS - provides mental health assessment and treatment services to children, young people and their families/carers. Telephone 0203 260 5200.


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 child.


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 EHC would also have an annual review of the provision being made for them and their progress against targets. The academy will send home six-weekly reports to parents for all students.  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.

Parents of students with an EHC plan or Statement of SEN can apply for admission via Bexley Local Authority’s consultation process.

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.

Students are assessed at the end of Year 9 to determine eligibility for exam concessions when they come to sit external exams.


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 our careers adviser, Melanie Jackson (melanie.jackson@harrisfederation.org.uk). EHC 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.


Model of SEN support at Harris Garrard Academy Bexley

Sen support model

 

The Academy provides various targeted student support through our Complex Needs Centre(CNC), Learning Zone and SPLD and SALT intervention sessions. 

At the Complex Needs Centre we deliver provision for students with complex needs, including ASD, Aspergers, SpLD, MLD, PMLD, SEMH, SLCN, PD, OTH, NSA and those with vulnerable needs or in need of respite, in groups or on a 1:1 basis. Download a leaflet with more information at the bottom of the page.

The Learning Zone provides a safe, calm working environment for students - supporting individual students through social and emotional difficulties, to support their learning, so that students can focus more in lessons, build better relationships with teachers/students all culminating in achieving better learning. Download a leaflet with more information at the bottom of the page.

SpLD intervention looks at practical ways in which parents can support their dyslexic child. Download a leaflet with more information at the bottom of the page.

We also have access to Creative Dragon Counselling and WordsFirst speech and language therapy.


Staffing

The Academy's AENCO is Deborah Jobson who can be contacted at  D.Jobson@harrisgarrard.org.uk. Other staff include a Speech and Language Therapist and teaching assistants, who support work within class and deliver out-of-class interventions. 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 or access other external support within the constraints of the budget.  We are able to access services including educational psychology, occupational therapy, specialist hearing or sight impairment teachers and the Autism Outreach Service.


Partnerships

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.


Access

Access for students with physical needs is good in all areas. There are ample disabled toilet facilities and all areas 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 and keyboards for those in need of such amendments.


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.


Complaints

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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