Twitter

13/07/22

Our Sixth Form went to Thorpe Park yesterday for an adrenaline-filled day as a reward for their hard work this year. A great time had by all! https://t.co/H0uKokVLjB

11/07/22

Harris officially achieved the Gold award for our school games mark 2021/22! https://t.co/d3Pd7tjaCv

08/07/22

The stage is set and we are very excited to welcoming our new students to HGA on their transition day. A great day ahead! https://t.co/ynoBS93Hhv

07/07/22

HGA's Year 10 Geographers have been out to the River Darent today practising their fieldwork skills - and not afraid to get wet in the process! https://t.co/Dcbu7rzmNM

05/07/22

Retweetd From Bexley School Games

A great start by in the 3v3 Basketball having won their league they are now through to the knock-out stage Finals🏀 Good luck 👏

05/07/22

On Monday our Basketball team took part in the 🏀 representing Bexley after winning our regional qualifier. 27 boroughs entered their best school from their region. We finished 3rd, winning 5 games whilst only losing 1! https://t.co/cCUQDiJHOl

30/06/22

80 of our students from HGA with the most positive Harris Points were rewarded with a trip to today! Here we see Mr Carr taking on a student at air hockey... https://t.co/HP4gfvFNro

30/06/22

Plant life ! https://t.co/KSG8AABZVa

30/06/22

Year 7 students finding out about local history and STEM in the community at https://t.co/6rbFlbA0Ll

30/06/22

Year 8 students discovering local art and artists https://t.co/ENO0iNfXB0

30/06/22

Year 9 students with plant babies at RHS Wisley https://t.co/UmSBe2CoHd

30/06/22

Final Character Day of the year! Year 7 students enjoying the National Maritime Museum in Greenwich https://t.co/UtnxQBqyow

16/06/22

Our Student Eco-Council is looking forward to taking part in the Bexley Eco Festival 2022! Read about our Eco-Council at https://t.co/sOCDFBiUuH https://t.co/Mbd4G38FPI

14/06/22

Araceli and Halya, Year 4, are the winners of our KS2 poster competition, inspired by the ' aim of inspiring young people to be active. With over a 100 entries, our sports leaders had a tough judging process! Read more https://t.co/ToLt4Iog6c https://t.co/i267TpKEBz

13/06/22

After their recent title win, our primary basketball team set their eyes on challenging a teacher team to put their skills to the test. After two competitive and well-spectated matches, Team Children came out on top with 12-6 and 11-9 wins! https://t.co/DqMarztpZq

07/06/22

Congratulations to our students who took part in the UKMT Challenge 2022. We had three Silver and six Bronze certificates (Intermediate) and one Gold, three Silver and 26 Bronze certificates (junior). Fantastic work! Read more https://t.co/mblIhIZ3wK https://t.co/AGFArpPVjb

07/06/22

Our Outstanding Food Award goes to Jay, Year 10, for his creativity and skills in his Food Tech GCSE. Here are two of his restaurant-standard dishes: chicken katsu curry and cheesecake duo (matcha strawberry and vanilla mango). Yum! https://t.co/5iSsqX1O1m https://t.co/liHzXlYjhF

07/06/22

So proud of the effort our Year 11 are putting in at present. Attendance at our intervention sessions has been outstanding and we are sure this hard work will pay off in their exams. Great work, Year 11! https://t.co/czL6qMyTMc https://t.co/p78dXqK6A1

30/05/22

Congratulations to Aleksandra, who has finished her EPQ (Extended Project Qualification), culminating in a fantastic presentation delivered in front of her EPQ supervisor, Mr McCann, her EPQ peers and the Sixth Form Team. Great work! Read more https://t.co/TctDWK8jff https://t.co/UEVCrYJCK3

30/05/22

Congratulations to sixth former Lydia for winning the Jack Petchey Outstanding Achiever Award. Lydia was nominated for her all-round commitment to her education and laser-sharp focus on her dream of becoming a doctor. Amazing work, Lydia! Read more at https://t.co/BhDBbc9T7T https://t.co/xpPCbeaorV

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.

Central Office

Bexley

Bromley

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

Remote Education (Primary) - Information for Parents

This information is intended to provide clarity and transparency to pupils and parents/carers in our Primary Phase about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual pupils are self-isolating, please see the final section of this page. If you need any support accessing remote learning please email remotelearning@harrisgarrard.org.uk. Thank you.


The remote curriculum: what is taught to pupils at home

A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

  • On the first day of remote education there will be a virtual meeting with the class teacher and member of the senior leadership team. This will be sent as a text message with a followable link. In this virtual meeting the team will explain all elements of the remote learning and talk through the physical and virtual learning elements available to the child.
  • If the child was in before the need to isolate, they will go home with physical packs and information on remote learning. If already at home these will be posted out.

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we focus the learning on key skills in maths and English in the daily sessions with the class teacher. Through Purple Mash there are opportunities for the students to access the other areas of the curriculum through these activities and these are reviewed by the teacher weekly.  


Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

Primary school-aged pupils

3 hours


Accessing remote education

How will my child access any online remote education you are providing?

For virtual lessons we send links to parents before the sessions to make sure all are able to access for their children these daily sessions. In these sessions, screen sharing is used to help make sure that children are able to discuss their learning with their class teacher. Children also have access to Purple Mash which is our online platform where work is set and students are able to submit their daily English, Maths and other subject learning.


If my child does not have digital or online access at home, how will you support them to access remote education?

We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

  • We have surveyed all students and have some understanding of which students might need further support in this manner.   
  • Parents also receive a text message so some elements of the virtual learning can be done through a smart phone.
  • If students are unable to access the internet, then paper-based resources are sent home for the duration of the isolation period alongside the online opportunities.
  • For those unable to get online the Class teacher is in contact through weekly phone calls to discuss 1:1. The child’s learning towards the given physical resources.  

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

  • live teaching (online lessons)
  • saved resources on Purple Mash
  • use of times table rock stars focused activities. 
  • printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • reading an age appropriate book set for them with the AR system.
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

  • Students are expected to engage with their virtual lessons and registers are kept and monitored of attendance.
  • While we understand learning might look different at home, we maintain that keeping a structured day with time set aside for their virtual lesson, English, maths and other subject tasks planned out into the day helps students learn best and this is encouraged.
  • Parents and students receive feedback and learning is monitored through Purple Mash and in virtual learning sessions daily.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

  • Engagement with live lessons is monitored daily through the online platforms' own monitoring software.
  • When a student misses a session, they will receive a phone call from their class teacher or a member of SLT to check in on their learning.
  • Quality of work is monitored, and feedback given through Purple Mash.
  • Failure to engage over a number of days will result in a follow up from our pastoral lead.  

How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

  • Immediate feedback can be given to students orally through questioning, as they would in a normal lesson, or a student might write in the chat function during the lesson which can then be commented on.
  • We also use the review elements of Purple Mash and times table rock stars to engage students.  
  • Any work that is done in a book, or on paper, will also fall into the usual cycle of whole class feedback.

Additional support for pupils with particular needs

How will you work with me to help my child who needs additional support from adults at home to access remote education?

We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:

  • We can clearly track engagement of students with SEND and targeted calls home are made when engagement is not high.
  • We ensure that students with SEND are carefully talked though how to engage with live lessons.
  • We have a Pastoral Leader who is currently working with any isolating pupil who is identified as vulnerable or requiring further support.

Remote education for self-isolating pupils

Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

  • Students have access to the Purple Mash, Times Table Rock Stars and physical learning packs. SLT hold virtual drop ins to support alongside class teacher phone calls to monitor learning. 
  • Teachers strive to teach both those in their class and students isolating at home, however, there might sometimes be a delay in students being feedback to and we have systems to monitor and engage these students with the SLT drop in sessions.