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15/03/24

It’s comic relief day and we are celebrating by wearing red, as well as telling our favourite jokes and rewarding a ‘humour champion’ 🔴 pic.twitter.com/rCuawX8K79

15/03/24

An amazing session with today to celebrate Science Week 🧪🥼 pic.twitter.com/0KJCpqIKk7

08/03/24

We had a fantastic world book day on Wednesday, with the author Stella Agwor sharing her journey, hosting assemblies, drama workshops and storytime sessions! 📚🐛 pic.twitter.com/ifEVWtPJgQ

05/03/24

We had a fantastic start to our Mother’s Day breakfasts today- for Nursery and Reception classes. Thank you to all who attended to celebrate this special occasion! 🧁💐 pic.twitter.com/kyE93xptht

05/03/24

Y6 have been exploring the Natural History Museum today! 🦖🦕 pic.twitter.com/8J8lgEBL2u

04/03/24

In preparation for world book day, nursery made some caterpillar headbands, to celebrate on of their favourite books! 🐛 pic.twitter.com/y7xWc0ghsR

04/03/24

Y1 have been learning about toys from the past. This week, they played some games from the past, such as: jumping rope,  hope scotch and rolling hoop. pic.twitter.com/Gm9BLtY8hA

04/03/24

Today our school councillors and Y6 leadership team took a trip to Bromley Civic Centre to visit the Mayor of Bromley 👨‍⚖️👮‍♀️ pic.twitter.com/VuMWsT6pgk

26/02/24

We are excited to launch the dates for our Mother’s Day brunches to celebrate a special person in our lives! Please pay via ParentPay for your space 🍰💐 pic.twitter.com/kLc8ijTSnq

26/02/24

We will be hosting a bake sale on Friday 1st March in the school playground, to celebrate Chinese New Year! 🏮 pic.twitter.com/zTyc815yHd

23/02/24

Y5 WALES TRIP UPDATE: Y5 will be back to school for a 5.45pm pick up.

23/02/24

An amazing week for some amazing - and what a way to end it on that beautiful beach 🌊The donkeys, chickens and new-born lambs miss you already 💚 Come back soon! https://t.co/9OHCDwglYU

23/02/24

Y5 are on their way home from Wales. We will update you later in the day. Pick up from school is 6.30pm. Safe journey Y5! 🏴󠁧󠁢󠁷󠁬󠁳󠁿 pic.twitter.com/kgvovpgxyB

23/02/24

Well done to our farmers of the week! 🌾🚜 pic.twitter.com/AkvFMANv80

23/02/24

An amazing week for some amazing - and what a way to end it on that beautiful beach 🌊The donkeys, chickens and new-born lambs miss you already 💚 Come back soon! https://t.co/9OHCDwglYU

23/02/24

That’s a wrap for y5’s visit to the They have had an amazing time and had an experience to be farmers for the week. Memories for a lifetime 🌾🚜 pic.twitter.com/uoXNUrHU5X

23/02/24

“I thought I wouldn't be strong enough to do activities, but I've proven I can do anything.”An amazing quote from one of the pupils this week at 🌾🚜

22/02/24

The children had a lovely afternoon down by the bay, exploring the Welsh coastline! 🐚🦀 pic.twitter.com/TJZsSa2BDf

22/02/24

Another fantastic day at the . Wet and windy, but still lots of fun! 🌾 pic.twitter.com/FADRhqBQj6

21/02/24

Life at the farm.. 🚜🌾 pic.twitter.com/mrGw9TR8Ao

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.

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SEN & Disabilities

Information on where the Local Authority’s Local Offer can be found by clicking here.

Thank you for taking the time to visit the Special Educational Needs and Disabilities (SEND) 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 and ensure that learning is supported and differentiated to ensure outstanding progress is made by all students.

We offer a range of support to develop teacher’s expertise and additional support within the classroom, this includes; drop-in sessions, in class training and observations from the SENCO, as well as specialist advice/input within the classroom.  For most of those that have SEN, their needs can be met within the classroom with quality first teaching and clear differentiation. For those that require additional support or a more specific type of support we will continue to involve outside agencies such as Speech and Language therapists and Educational Psychologists.

If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SEND team.


SENDCo: Robert Griffiths
Email: r.griffiths@harrisprimarycrystalpalace.org.uk
Contact details: 0208 778 4742

Harris Primary Academy Crystal Palace's visions for pupils with SEND

HPACR is 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 or disabilities 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 pupils 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 pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, 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 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 SEN Code of Practice key changes

The 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 SEN

  • 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 SEN or disabilities
  •  For children and young people with more complex needs a co-ordinated 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 new SEN Code of Guidance 2014, click here.


Bromley Parent Voice

In May 2007, the UK Government published a report entitled ‘Aiming High for Disabled Children’ which was the culmination of their extensive Disability Review.

The AHDC programme was designed to transform the life chances of disabled children and young people by transforming services and is closely linked to Every Child Matters.

A small grant was made available for parent/carers to increase participation locally which means we were able to create Bromley Parent Voice. We were delighted that the Department for Education confirmed an ongoing commitment to providing funding for local Parent Carer Forums in the SEN & Disability Green Paper.

The DfE committed to funding Parent Forums until 2014/15 so that local forums can continue to build on the good practice that has been developed. This included a £10,000 grant for use by Bromley Parent Voice to improve parent participation in Bromley during 2012/2013.

The work of the Forum is supported by Kay Moore, Parent Participation Officer, Contact a Family and the National Network of Parent Carer Forums.

Click here to find out more.

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