Huge congratulations to the Year 10 Boys Basketball team winning the competiton at the Copper Box! !


Boys Relay Trophy


Ange bringing home the 4x100m relay gold medal!


4x100 Boys Relay Team winners


Ange Boys Shot Put


Alisha Girls 200m


Mike Boys 300m 2nd


Kyle-Luke Boys Triple Jump


Obi Boys Discus 3rd


Iremide Boys Long Jump 3rd


Memphis Boys High Jump 1st


Nile – 80m Boys Hurdles 1st


Year 7 Boys in action against Archbishop Tenison. Arfan demonstrating his power and determination. The boys won comfortably.


The Year 10 Girls closing the Step into Dance Competition.


Russell, Tyrese and Donnell were on 🔥yesterday as the Y8 rugby team beat Archbishop Tennisons


The Year 10 girls ready for their step into dance competition!


Some of the Athletics squad enjoy a masterclass on Shot Putt from Mr Dwemoh. Getting prepared Federation.


Yr 10 Sports Leaders were superb in achieving the Game Force Award by running a Basketball Tournament for 5 local Primary Schools


Info evening for our potential World Challengers! leading the talk and Ms. Denison sharing her experience of WC #45


The good times keep on-rolling: two trophies in a week for the Year 9 Football Team

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.

Additional Educational Needs (D/SEN, EAL and Medical)

Information on where the Local Authority’s Local Offer can be found at:

Additional Educational Needs (AEN)

LSS Department

Thank you for taking the time to visit the Additional Educational Needs (AEN) section of our website. All students have the right to achieve their maximum academic and social potential.   At the Academy we believe that all students have learning differences rather than learning difficulties, and it is our policy to identify and assess these differences so that learning is supported and differentiated to ensure outstanding progress is made by all students.

We offer a range of support to develop teachers expertise and additional support within the classroom, this includes: drop-in sessions, in class training and observations from the Assistant Principal for Inclusion, as well as specialist advice/input within the classroom.  We also have a learning resource base in the Academy where students, parents and staff can access specialist intervention as appropriate.

You will find details of what the academy can currently offer for your child within the SEN Information report and within the various policies below; you can also find questions and answers from current parents and students. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the Learning Support Services team.

The SENCO is Gordon Smith - Assistant Principal for Inclusion (HASN/HAUN)
Contact details:


Tel: 02084055115

      GSM AP Picture

Assistant Principal for Inclusion – Gordon Smith

September 2016

Last academic year 2015/16 we continued to build upon our previous work and develop relationships and communication with key stakeholders (students, parents, carers and academy staff), all of whom were excited and happy with the changes and new plans put in place.  We also surveyed our students, teachers and parents/carers both from D/SEN and EAL categories. Overall feedback showed that everyone was happy to agree that support offered by the Academy allowed students to develop independent learning and make progress.  It was also identified that all stakeholders felt their voice was heard and considered by the Academy and they had a say on how support was structured and offered to their child.  

We are now developing the support offered and ensuring students successfully transfer students from Statements of Special Educational Need to the Education Health and Care Plans with year 8, 9 and 12 being the priority.  We will also be further developing our extending opportunities for ‘Assess, Plan, Do and Review’ in regards to our support.  We also have reviewed the current Learning Support Services team and made some exciting new changes to help support the Academy including the addition of an Aspiring SENCO.    

The feedback we have had from parents/carers on this website is that it is helpful and informative. I hope you continue to find the resources and information useful and I will update this on a half termly basis with key dates and feedback on what we are doing within the Academy. 

Academy vision for students with English as an additional language (EAL)

Information on where the Local Authority’s Local Offer can be found at:

We are committed to providing an appropriate and high quality education for all children.

The EAL policy seeks to promote this by providing equality of access and opportunity to all areas of the curriculum. Students are taught in an environment where they receive equal respect and in which their individuality is valued. We are committed to making appropriate provision of teaching and resources for students for whom English is an additional language. It is our policy to identify individual student’s needs, recognise the skills they bring to the academy and ensure good or better progress is made by all students.

Students with English as an additional language are not regarded as having special educational needs solely because the language or different form of language of their home is different from the language in which they will be taught.  “Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught”.  However, a student with EAL may be identified as having additional special educational needs during assessment and will have equal access to school provision through a graduated approach.

Academy vision for students with Disability / Special Educational Needs (D/SEN).

Information on where the Local Authority’s Local Offer can be found at:

We are committed to providing an appropriate and high quality education for all children. We believe that all children, including those identified as having Special Educational Needs as well as every other student, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to them, and they will be fully included in all aspects of academy life. We recognise that students learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our students, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many students, at some time in their academy career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. At the academy we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

It is also worth noting that from 1st September 2014, there were some changes to D/SEN legislation, following the Children’s and Families Act 2014. A summary of key changes are below, but please visit the link at the bottom of the page for further information.

The D/SEN code of practice key changes

The D/SEN Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with special educational needs;

  • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels.
  • There is a stronger focus on high aspirations and on improving outcomes for children and young people.
  • It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care.
  • It includes guidance on publishing a Local Offer of support for children and young people with special educational needs or disabilities
  • For children and young people with more complex needs a coordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
  • There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

To see the SEN Code of Guidance 2014, please visit

Back to Key Information