Twitter

17/06/18

Thank you we had a blast! Thanks to Jordan our group leader. Huge thanks to Mrs Bakewell for all the hard work and to Mrs Brooks, Miss Dilworth, Miss Patel and Mrs Berthoud too! Lastly thanks HPAO kids, you did us proud and thought you were 👍🏻 https://t.co/n6vOCG9XgS

17/06/18

He was but then he did it!

17/06/18

Last activity - abseiling https://t.co/fL6Sx02EdV

17/06/18

Last activity time ☹️...low ropes https://t.co/mm5o2lm470

17/06/18

Low ropes... with Miss P and Mrs B. https://t.co/KnGb7yvLem

17/06/18

So proud of this one! https://t.co/HL4nZkmYtF

17/06/18

More brave abseilers https://t.co/7ZntmEllB3

17/06/18

First abseilers of the day... whizzing down the wall. https://t.co/8iP7Kvozhi

17/06/18

Bags packed, rooms checked, belongings reunited! Now for our morning activities. https://t.co/hDDvsjcg8M

17/06/18

Morning! We are up, only half awake and queuing for more yummy breakfast... https://t.co/cCjv3iXViO

16/06/18

Children have been fast asleep for a while (exhausted) and packed ready to leave tomorrow (sad). We have abseiling and low ropes after breakfast, lunch and then home. Night night!

16/06/18

Year 6 2018 signed football https://t.co/zXZ8w5Os0a

16/06/18

He has joined in everything and been full of smiles, maybe I just missed him in my photographing! Let me have a look through....

16/06/18

Last few photos before we go off to dinner and then start the evening entertainment. https://t.co/lddPjiPf7s

16/06/18

Marvellous Molly! https://t.co/ff2AWX6avL

16/06/18

The staff have given such care and guidance from the minute we arrived. Instant bonding and techniques to encourage children to move out of their comfort zone and try something new. As a result they overcome fears and we are so proud! https://t.co/PTDB32eL6Y

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

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 Orpington 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 Leadership Team 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 PSCHE 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).

At HPAO we are committed to promoting the progress and attainment of all our pupils, whatever their backgrounds.  We commit to the Harris Federation’s equality and diversity statement which can be seen here: http://www.harrisfederation.org.uk/175/our-commitment-to-equality-diversity

The Pupil Premium Grant

The Pupil Premium is part of our overall budget that we receive annually. We are required to account specifically about how we use this fund. It is allocated based on the number of children meeting a national criteria based on the Ever 6 Measure. That includes the total number of:

  • Pupils eligible for free school meals – within the last 6 years
  • Children looked after
  • Service children

HPAO is due to receive over £210,000 pupil premium for the period to September 2017 to August 2018 as a direct grant from the Department for Education.

During this academic year approximately 43% of HPAO students receive Pupil Preimum Grant funding.  Below, we have outlined how this has been allocated to eligible children:

Allocation of Pupil Premium

In addition to our Pupil Premium Strategy 2017-18:

• We have a dedicated team of support staff who work across the school to ensure access to the curriculum by the provision of interventions in reading, writing and mathematics for children who are not making expected progress or reaching national levels of attainment;

• We have a Family Worker and SENDCo who work with the support staff to enable us to meet the social and emotional needs of children who may be falling behind because of friendship, social or emotional barriers to learning;

• We provide targeted, small group 'Speech and Language' interventions and this helps us to address needs around communication and language from early on in a child's school experience;

• We have a tracking system which enables us to track the progress and attainment of children in Reading, Writing and Mathematics on a half termly basis.  This is analysed and following team meetings, targeted teaching and interventions are used to support individual children make increased progress with their learning;

• Our literacy based curriculum is resourced to ensure that all children have access to quality texts and books throughout their school career. Our well stocked school library supports this

• We provide after school clubs, trips and visitors to enrich the curriculum and make sure that all children have additional learning experiences outside the normal school day.

Sports Strategy Grant and Funding

We have allocated resources to make additional funding available to offer provision over and above our core offer. This ensures that disadvantaged pupils are able to access the same high quality sport and P.E. as their peers.

The 2017-18 Sports Strategy Plan is attached.

 

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