Harris Academy Sutton

Address: Cumbrian House,Sutton Hospital Site,Sutton,Surrey

Postcode: SM2 5NG

Contact: Alicia Corley

Telephone: 020 3962 4500

email: a.lynch@harrissutton.org.uk

website: http://www.harrissutton.org.uk

twitter: @HarrisSutton1

Contact to discuss child needs

As above

Assessing children

• Detailed information from primary school on transfer
• The SENCo attends Y6 Annual Reviews and vice Principal visits feeder schools
• HASUSEND indicators are used to identify students
• The SENCo receives nominations from staff and form teacher
• Information and close communication with parents is a priority from the beginning of entry
• Tracking of all students through termly assessments
• Spelling and reading tests are taken yearly
• There is continuous close monitoring of behaviour, attendance and punctuality
• Detailed reports and information from professionals are used to identify and support the needs of students
• The SENCo attends fortnightly meetings with the head of Teaching and Learning to discuss progress in all subjects
• Strong collaboration and communication with parents through regular formal and informal meetings
• Students at HASU under-go assessments in every subject every term to ensure that they are making the necessary academic progress. If a pupil is struggling in a certain subject the class teacher will initiate extra intervention to support the pupil.
• Teachers understand age-related expectations and have on-going training in the identification of pupils with SEND; if a student is identified as having a special education need (SEN) HASU will monitor and support the students through differentiated teaching and specific intervention

Informing parents and carers

You will receive a letter to inform you that your child is on the SEN register.

• If your child is identified as having SEN an Individual Support Programme (ISP) will be put into place; this plan will be reviewed with school / parents /carers three times per year on a termly basis.
• Appropriate support will be planned by considering your child’s individual needs.
In-class support
• If in-class support is provided by a teaching assistant the aims of this provision will be to:
• Increase access to success and participation in the curriculum
• Increase your child’s social and academic independence.
Interventions
• If your child is included in an intervention you will be informed at the meeting outlined above.
• Outside Agencies/Specialists
• As a parent / carer you will be consulted whenever HASU wish to seek advice and support from an agency or specialist who is not employed by us. Any recommendations or actions will be shared with you and any on-going role for the specialist with your child will be discussed with you beforehand.

• The SENCo works closely with the SEN Governor to regularly review and evaluate our provision for and success with pupils with special educational needs.
• All levels of provision in school are subject to regular monitoring and evaluation
• Class / individual tracking of progress in every subject
• Observations of whole class, group and individual teaching sessions
• Tracking progress of groups such as SEN
• Tracking progress and evaluating the wider impact of intervention groups
• Individual teacher / teaching assistant by performance management
• For a pupil who has English as an additional language (EAL) and a SEND the following provisions are in place for your child:
• EAL assessment on arrival in school
• One-to-one English lessons with a member of the MFL team

Updates on progress

 • You will receive a letter to inform you that your child is on the SEN register
• If your child is identified as having SEN an Individual Support Programme (ISP) will be put into place; this plan will be reviewed with school / parents /carers three times per year on a termly basis.
• Appropriate support will be planned by considering your child’s individual needs.
In-class support
• If in-class support is provided by a teaching assistant the aims of this provision will be to:
• Increase access to success and participation in the curriculum
• Increase your child’s social and academic independence.
Interventions
• If your child is included in an intervention you will be informed at the meeting outlined above.
• Outside Agencies/Specialists
• As a parent / carer you will be consulted whenever HASU wish to seek advice and support from an agency or specialist who is not employed by us. Any recommendations or actions will be shared with you and any on-going role for the specialist with your child will be discussed with you beforehand.

• The SENCo works closely with the SEN Governor to regularly review and evaluate our provision for and success with pupils with special educational needs.
• All levels of provision in school are subject to regular monitoring and evaluation
• Class / individual tracking of progress in every subject
• Observations of whole class, group and individual teaching sessions
• Tracking progress of groups such as SEN
• Tracking progress and evaluating the wider impact of intervention groups
• Individual teacher / teaching assistant by performance management
• For a pupil who has English as an additional language (EAL) and a SEND the following provisions are in place for your child:
• EAL assessment on arrival in school
• One-to-one English lessons with a member of the MFL team

If a child is not making progress

The Academy will keep you regularly updated in the forms mentioned above. However, if a concern arises regarding any area of their time at school you will be contact by phone, letter or email.

Curriculum

Our curriculum has a clear strategic intent that focuses on three main areas:
1. Creating a culture of high achievement
2. Accounting for individual needs and styles
3. Allowing everyone to experience success
We also keep in mind four clear principles:
1. Depth before breadth
2. Knowledge and skills develop side-by-side
3. Personal development supports academic achievement
4. Literacy and numeracy as key skills to

Students are taught a variety of subjects including: English, Maths, Chemistry, Physics, Biology, Core Science, History, Geography, Religious Studies, Art and Design, Spanish, Latin, Performing arts, Music and Physical Education.

Students are taught in 1 hour lessons of mixed ability.

Adapting for child needs

All students will cover the core curriculum in KS3 and will make GCSE options with courses beginning in year 9.

However, there are some interventions that run during times of the school day with minimal impact to students mainstream lessons. Where we feel that a student is in need of additional support in literacy we will remove them from some Spanish lessons to accommodate this. Other small scale withdrawals will happen in our SEND suite of rooms dependent on the individual needs of the student.

Teacher flexibility on child needs

All teachers receive training to be able to fully support children with a range of different needs in lesson. We also have a specialist SEN team that take responsibility for Intervention, Withdrawals and in class support to allow further flexibility.
Our second in SEN has a flexible timetable to allow us to adapt and change our intervention, withdrawal and support in line with the needs of the students and how they develop throughout the academic year.

Additional support

We offer the following interventions as part of our support programme:
1) Literacy intervention
2) Numeracy intervention
3) Handwriting intervention
4) 1:1 reading
5) Nurture
6) Behaviour intervention
7) Homework club
All interventions run in addition to in-lesson support from our TAs. Support is been placed where there is the most need, to fit requirements in specific subjects or where an EHCP is in place.

We also work with a school counsellor, Borough educational psychologists and speech and language therapists.

Learning strategies

We take teaching and learning very seriously and ensure that all teaching will stretch, challenge and support every child to reach beyond their full potential.

We also have a brand new building which includes an SEND area on the ground floor complete with 2 classrooms, an ICT suite, 2 smaller breakout classrooms and an SEND office. This is where intervention will be held and will provide a quiet space at break and lunch if a student needs it.

Meeting child needs

Your child will receive an Individual Support Plan, which will be shared with parents in the first half term. This will feature targets which will be reviewed on a termly basis and resent to parents. Along with the calendared Parent and Carer evening parents will also be able to make appointments with the tutor and/or SENCO to discuss their child’s progress throughout the year.

Access to exams

Right from the first round of Assessments in the Autumn term of Year 7 we make adjustments to students’ access to exams in line with national guidance. This includes, where appropriate, access to extra time, a scribe, separate exam locations and readers. We also offer support to our EAL students through the offer of 10% extra time and a bilingual dictionary.

Additional support or time for exams

You will receive a letter in the Autumn term, and before each assessment, informing you if your child has been arranged to have additional support for exams. We also keep a record of this in their SEN file which is available to parents at any time.

Comfort, safety and socialising

All communal areas are supervised at all times, including playground and canteen spaces. A variety of activities are on offer to help students relax and enjoy their break and lunch times. This includes access to football, netball, table tennis, the library and quiet work spaces.

In addition, we have a small social area in the SEND suite which will allow students that particularly struggle with break out times to come and have some quiet time.

We also run a weekly Nurture club that helps students to build confidence, social skills and understand safety. This is in addition to our PSHE curriculum that covers all areas of student’s personal development.

We are also a Unicef Rights Respecting School Award holder and have a culture of respect and equality throughout everything we do.

Social and emotional skills

We have a full and comprehensive pastoral curriculum featuring Personal Social and Health related education, Sex and Relationships Education and Rights education.

In addition, for those that struggle with social and emotional skills we also offer the breakout space and support as detailed above.
We also provide access to a school nurse and school counsellor on a weekly basis, both by appointment, referral and a drop-in service.

Tier 2 / Early Help Support in the Community

As a new Academy we are always looking to establish links for early help support in the community. At present we have a trained Elklan specialist on site, a school counsellor that works with us one day a week and have links with borough educational psychologists. We also offer parent groups with training in different areas, such as dealing with online safety at home. We will be expanding our offer of tier 2 support as the Academy grows.

Bullying

The Academy is committed to providing a caring and safe environment for all students so that they can learn in a secure atmosphere. Bullying of any kind is unacceptable in our Academy. Bullying is anti-social and will not be tolerated from any member of our Academy community. It is vital that we encourage good behaviour and respect for others, and to prevent all forms of bullying among pupils. All Academy staff should be alert to signs of bullying and act promptly and firmly, demonstrating to pupils that this issue is taken seriously and that the situation will not be allowed to continue. To be defined as bullying, the offending behaviour is usually persistent, being carried out over a period of time and will be sanctioned accordingly when the investigation into the matter has been concluded

Disability support

Our new building is fully equipped with ramps and a lift to enable access to all lessons and areas of the school. Adjustments will be made to timetables, etc. per individual case.

Accessing lessons

A copy of your child’s timetable will be available in their planner and you will also be able to see how they are doing through ‘My Child at School’, an online portal, and ‘Show my Homework’. Contact can also be made with your child’s form tutor, head of year or subject teacher.

Who we work with

The Academy prides itself in establishing links with external agencies and the local community. We will engage with both the Royal Marsden and the Institute of Cancer research. In addition we also work with the local borough and wider Harris Federation to ensure you child has every opportunity to succeed. While we will work with a number of external agencies throughout the year, all professionals and volunteers are fully vetted and checked in line with the Federation’s Safeguarding policy.

Other agencies

The Academy follows Federation policy when working with other Agencies ensuring the safeguarding of your child is always at the forefront of everything we do.

Informing parents and carers

 For all correspondence of events, trips, interventions, etc. you will be contacted primarily by letter, both in the post and send via email. With regards to day-to-day notices and contact with staff you may be contacted by phone, email or letter. Notices may also be share on ‘My Child at School’.

Helping your child settle with confidence

How will the school help my child settle with confidence and manage change as they move between schools and year groups? The Academy takes transition very seriously and aims to make joining our Academy as positive an experience as possible. All students follow a transition programme, including an Induction day, welcome evening and access to a transition project. For students on the SEND register that may require additional support we will arrange a separate opportunity for your child to come to the academy and meet with the SEND team.

Extended School Day

From September 2019 we will offer the following extended school day:
Breakfast Club, daily, 8-8.45 am
After school Clubs, daily, 3.40-4.30pm
Homework Club, daily, 3.40-4.30pm

Policies

All policies can be found at the following link:

https://www.harrissutton.org.uk/146/key-information

Updated

June 2019