HSAEL News

What are you trying to achieve?

We believe in inclusive education and supporting all students including the students with SEND, for every student to be a leader in their chosen field, with the opportunity to be leaders of STEM.  We are committed to ensuring that all students including the students with SEND have access to a well taught academic curriculum. We acknowledge students’ strengths as well as their complexities. We aim to provide the support necessary to empower students to take responsibility for their learning, and character building thereby enabling them to experience success at HSAEL and beyond. We believe all students including the students with SEND have the right to achieve their maximum academic and social potential. 

By the time our students leave us we want them to be able to:

Our SEND students will experience success in GCSE. They will have a definite post 16 plan. The SEND students irrespective of their needs, will be able to choose and access the career they wish to pursue.

How are you going about achieving these aims?

Harris Science Academy East London seeks to promote this by providing all students including SEND 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. 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 good progress is made by all students. We achieve these by embracing the needs of all students and having a whole school approach to Special Educational Needs and Disabilities (SEND). We provide effective opportunities for all students by responding to each student’s diverse learning needs and setting suitable learning challenges to overcome barriers to learning. We use our best endeavours to secure special educational provision for students for whom this is required, that is “additional to and different from” that provided within the differentiated curriculum. Most students’ needs are supported by Quality First Teaching, others depending on their needs access additional adults’ support. Their emotional needs are supported by having access to the school counsellor and other professionals. Educational Psychologist and Specialist teacher play an important role to support students who have complex additional needs.

What are the results of this?

This term, in key stage 3, depending on their reading ages students are accessing Flash academy literacy programme, Bedrock, Bedrock plus and Lexia. In summer term, we are focusing to celebrate the success of the reading interventions which are currently taking place.

Currently all EHCP students in year 11 have accessed careers advice which will support them to make choices for the post 16 provision. We are working hard to ensure all year 11 students with SEND will have a post 16 destination.

We have put a robust system in place to support the students with medical needs. We are working closely with parents to ensure all the students with SEND and medical needs are well-supported, and their needs are regularly updated.

The persistence absence among SEND students have dropped significantly from Autumn term to Spring term due to the bespoke attendance and punctuality bespoke programme.