Twitter

08/07/20

We are so proud and excited to be doing this ✨ https://t.co/Vfz3toCPHU

08/07/20

Happy HPAKH🌈 For this week's well-being challenge, we would like to you to write a poem about chocolate! Miss Simmons has written one as an example for you. It can be any type of poem! Good luck and we can't wait to read them 🤗 https://t.co/uX32af0EAn

08/07/20

Good Morning we are a 2-form entry primary school based in South East London. Always on the look out for sharing ideas and making connections!

07/07/20

Today is 🍫 Chocolate has inspired many great books over the years. It has also inspired a fantastic poem by the great Michael Rosen! Have a watch here https://t.co/MCLmvvqSuS https://t.co/MKD5lkFOlR

07/07/20

Retweetd From BBC Scotland Learning

❤️️🍫 Happy World Chocolate Day! 🍫❤️️ 🎂 Watch and enjoy performing 'Chocolate Cake' 👉 https://t.co/QdnJBZJWag 🔎 Discover where chocolate comes from with 👉 https://t.co/peXBSRscCs https://t.co/LY7ZkyhcZ4

07/07/20

Woodpecker bubble have been on a 2D shape hunt around the school. They spotted lots of squares, rectangles, circles and some pentagons and hexagons! 🟢🟦 https://t.co/dmCyb3EtvA

07/07/20

We Miss You and cannot wait to see you all very soon. Have a lovely Tuesday. ☀️https://t.co/WREfzRmFwP

06/07/20

Some exceptional work by reception today re-telling the story of 'Room on the Broom' 📝 https://t.co/6NFvh5zqpe

06/07/20

📚 One of our reception pupils has chosen to read her books during her lunch break! https://t.co/JQwZlyEnxN

06/07/20

Reception are learning about 2D shapes and are using them to create some lovely pictures 🟢 https://t.co/xb1kn35vKI

03/07/20

For their PSHE work this week, Year 5 were writing advice to a pupil who is about to start secondary school in September. What fantastic advice they have given! https://t.co/YOHsrTH12i

03/07/20

Year 1 have been learning how to say the colours in French and have used their knowledge to colour in these wonderful rainbows 🇫🇷🌈 https://t.co/OY98MjuV7r

03/07/20

HPAKH pupils, can any of you have a go at this maths puzzle? https://t.co/nVpOYSPM3Q

03/07/20

Retweetd From Jorden Birch

STEM FROM HOME! Can you instantly freeze water with a flick of the wrist? Try this at home. Bonus points, why does this happen? https://t.co/Ryec0XUfUE

03/07/20

Reception have been learning all about rhyming words this week! We then used our knowledge to create some new characters for 'Room on the Broom'. Our favourite has been 'the pig did a jig' 🐷 https://t.co/ZE63utXJoU

02/07/20

This week reception have been making collages out of natural resources including flowers, leaves and sticks. Can you guess what their collages are trying to represent?🌿 https://t.co/9fXc0TZRue

02/07/20

Alexie in year 1 has written a wonderful piece of work about the impact teachers have on children. It has certainly put a smile on all of our faces 😊 https://t.co/WK6hiUNE4c

02/07/20

A fantastic joke from Thea in year 3: Why does the giraffe has a long neck?  Because it has stinky feet!🌈

01/07/20

Woodpecker class visited the secret garden to see if the fairies had left them anything for their amazing wands 🧚🏻‍♀️ They had left a wonderful note and some lovely gifts✨ https://t.co/E9cRnJWtMX

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

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

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 rage of agreed policies.

Harris Primary Academy Kent House 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 in to 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)
  • Boys or Girls
  • 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 Gifted and Talented (G&T)
  • Students who are Looked After Children (LAC)
  • Young carers, sick children, children from families under stress

The Harris Federation is pleased to publish its annual single equality plan.  In developing this plan we have been able to identify and record the progress we have made towards achieving equality and tackling discrimination in order to come to a better understanding of the challenges still to be addressed.  We will ensure that this single equality plan is effectively implemented and scrutinised so that we meet the obligations placed upon us by the equality duty.  Promoting the priorities identified within our single equity plan will be a continuous process.  It will be taken in partnership with the Federation community.  The three aims of the general equality duty are as follows:

  1. To eliminate unlawful discrimination, harassment and victimisation, by tackling prejudice and promoting understanding.
  2. To advance equality of opportunity between people who share a protected characteristic and those who do not by:
     
  • Removing or minimising disadvantage suffered by people due to their protected characteristic.
  • Take steps to meet the needs of people with certain protected characteristics where these are different to the needs of other people, including taking steps to take account of disabled people’s disabilities.
  • Encourage people with certain protected characteristics to participate in public life or in other activities where their proportion is disproportionately low.
  1. Foster good relationships between people who share a protected characteristic and those who do not.

Compliance with the general equality duty may involve treating some people more favourably than others.  The 8 protected characteristics are as follows: age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation.  

The Governors and Staff of the Harris Federation understand that compliance with the general equality duty is a legal obligation that will better inform decision making and policy development. They further recognise that achieving the three aims stated will ensure the Harris Federation is able to successfully meet the needs of our diverse population of students, draw on the talents of a diverse local community to ensure our staff and governors better represent the wider community that we serve.

The Harris Federation has considered how well we currently achieve the aims of this duty with regard to the protected equality groups.  Using information that we have gathered we have decided upon our equality objectives.  Our plans to meet these objectives will be monitored annually.

In compiling equality information we have:

  • Reviewed the Academy’s equality data, policies and practice and identified any gaps.
  • Examined how our Academy engages with the protected groups, identifying where practice can be improved.

The outcomes are published within our Single Equality Plan, which has been agreed by our Governing Body.  In line with legislative requirements we will review progress against our plan annually and review the entire plan and accompanying action plan on a four year cycle.

The roles and responsibilities related to the plan are outlined below:

Governors

  • A named Governor will take the lead.
  • The Governors as a whole are responsible for:
  • Making sure the school complies with the relevant equality legislation.
  • Monitoring progress towards the equality objectives and reporting annually.

The Principal will:

  • Implement the Academy’s stated equality objectives and ensure that access plans are written, and that they are readily available to governors, staff, pupils and parents.
  • Ensure all staff know their responsibilities and receive training and support in carrying these out.
  • Take appropriate action in cases of harassment and discrimination, including prejudice related incidents.
  • Enable reasonable adjustments to be made in relation to disability in regard to students, staff, parents/carers and visitors to the academy.

All staff within the Academy will:

  • Advance equality in their work.
  • Foster good relationships between groups and tackle any prejudice related incidents.
  • Be able to recognise and tackle bias and stereotyping.
  • Take up training and learning opportunities.

All Students in the Academy will:

  • Follow the relevant policies and procedures.
  • Engage with the PHSEE curriculum in relation to improving equality.
  • Report any incidents of bullying, harassment or prejudice related incidents (visitors and contractors are also responsible for following relevant Academy policies).

 

back_to_keyinfo