Twitter

13/06/23

Transfer Evening at .We are proud of the achievements of students at our school. Looking forward to becoming Harris Academy Beulah Hill in September 2023 pic.twitter.com/wnCKfZ9kK2— Harris Beulah Hill () June 13, 2023

18/05/23

Lovely evening for footie ⚽️ Year 10 fixture. Shoutout to Mr Goldsmith our headteacher cheering the lads on from the sidelines! pic.twitter.com/1cj5NjPzYj— Harris Beulah Hill () May 18, 2023

17/05/23

Resilience assembly with our year 10s delivered by Presence. Inspirational pic.twitter.com/NNH7Yqgw9F— Harris Beulah Hill () May 17, 2023

06/05/23

Students and staff enjoyed a meal fit for a King today pic.twitter.com/b6NyroVg2N— Harris Beulah Hill () May 6, 2023

03/05/23

Beulah Hill academy’s eco centre takes lessons into the woods ⁩ ⁦⁩ ⁦⁩ ⁦https://t.co/HDYogKgzlU— Inside Croydon () May 3, 2023

03/05/23

Beulah Hill academy’s eco centre takes lessons into the woods ⁩ ⁦⁩ ⁦⁩ ⁦https://t.co/HDYogKgzlU— Inside Croydon () May 3, 2023

03/05/23

On Friday, a selection of our scholars participated in the 2023 Robotics Challenge. They were awarded best first timers for resilience and meticulousness in their approach to assembling their robots. We are extremely proud of our students. Well done also to Mr Rusecki! pic.twitter.com/NnCt7sw2BZ— Harris Beulah Hill () May 3, 2023

22/04/23

We are pleased to share that we are a Shakespeare Gold School! Our staff and students are very proud of this achievement made possible by the tremendous effort of Ms Bryce and the students. A truly remarkable feat! pic.twitter.com/3AYcL5oAa1— Harris Beulah Hill () April 22, 2023

05/04/23

Oxygen provides a breath of fresh air for kids’ holiday activities ⁩ ⁦⁩ ⁦⁩ ⁦https://t.co/UQGwjIcVnY— Inside Croydon () April 5, 2023

05/04/23

Oxygen provides a breath of fresh air for kids’ holiday activities ⁩ ⁦⁩ ⁦⁩ ⁦https://t.co/UQGwjIcVnY— Inside Croydon () April 5, 2023

15/03/23

Of course we had to have the input of our students in naming the area. We are also pleased to be able to recognise the vast amount of work put into this vision by our very own Premises Manager Owain Blake. The HEW-Blake Ecological Centre is now open 3/3 pic.twitter.com/IUOUvxr80r— Harris Beulah Hill () March 15, 2023

15/03/23

More scenes from our grand opening today 2/3 pic.twitter.com/KIhL6EEcxa— Harris Beulah Hill () March 15, 2023

15/03/23

Today we celebrated the grand opening of our Ecological Centre at . We are proud of the work our staff and students have done over the past 18 months to make this a reality. We were delighted to have our visitors from 1/3 pic.twitter.com/mXz9hNlJyV— Harris Beulah Hill () March 15, 2023

15/03/23

This week our students participated in the Quad Spelling Bee competition. Ms Brissett worked hard with the students to ensure they were thoroughly prepped. Students were delighted to have taken part and are looking forward to the next event pic.twitter.com/7yGzKstxdg— Harris Beulah Hill () March 15, 2023

10/02/23

Thank you for an inspiring session! — Armony () February 10, 2023

10/02/23

Thank you for an inspiring session! — Armony () February 10, 2023

16/11/22

Students in Year 9 show stopper piece. Students even made their own jam! pic.twitter.com/suIlNQEMOx— Harris Beulah Hill () November 16, 2022

16/11/22

Competition time at HASN. Year 9 students working hard on deciding a recipe for their show stopper piece. They were amazing this afternoon. Well done to all the tutor groups who took part 🎉🎉🎉🎉 pic.twitter.com/3Rr7oO25sW— Harris Beulah Hill () November 16, 2022

12/11/22

Ensuring our students receive the best possible learning experiences is central to our mission. Brilliant to see students enjoying last night 🤩🙌🏾🙌🏼🙌🏿. 50 student trip to the West End 🎭 - thank you teachers for organising 💐.#opportunity pic.twitter.com/aR4j4gTmZL— Harris Federation Music () November 11, 2022

11/11/22

Autumn I issue of our Newsletter. Enjoy! 2/2 pic.twitter.com/IdIlQPMg3S— Harris Beulah Hill () November 11, 2022

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

SEN & Disabilities

Harris Academy Beulah Hill is a fully inclusive mainstream school, working towards an ethos of high quality teaching and inclusion for all.  At Harris Academy Beulah Hill, all pupils are valued equally, regardless of where their abilities lie, with the academy being committed to developing ‘the best in everyone’.

We adhere to the principles outlined in the Equality Act (2010) and The SEND Code of Practice, which place strong emphasis on reasonable adjustments and Early Intervention.

At Harris Academy Beulah Hill, students are encouraged to achieve their full potential, whatever their academic or physical ability, through the provision of a curriculum that is balanced and challenging in both content and styles of learning, in order to foster independent learning and develop life-long skills. Work is differentiated for students with SEND to ensure that teaching and learning is at the appropriate level for their individual needs. 

To enable the child and young person to participate, learn and make progress, we aim to:

  • remove barriers from learning
  • ensure that high-quality adaptive teaching (including differentiation) should be the first reaction to any possible special education need;
  • put effective special education provision in place.

We believe that students achieve at their best if they feel safe, healthy, confident and happy and therefore we do our best to support all our students to develop good self-esteem and personal fulfilment.

Details can be downloaded here of our local SEN provision offer. This comprises part of the Croydon offer of provision overall. To see the SEN provision in Croydon, click here: http://www.croydon.gov.uk/education/special-educational-needs

 

At our school we have a Special Educational Needs Coordinator (SENDCo) who manages a team consisting of an assistant SENDCo, and five Teaching assistants.  Our SENDCo oversees the assessment of the needs of our students and plans appropriate support and interventions.  The SENDCo coordinates liaison through our internal Inclusion Team with a range of external professionals and ensures that recommendations and advice from all professionals is implemented and reviewed.  The SENDCo, in liaison with staff, also identifies students who may be eligible for additional support throughout their education and in public exams. 

The SENDCo is Salome Houghton

Contact details:

Telephone: 020 8653 1661                                                 email: houghtons@harrissouthnorwood.org.uk

As required by the Equality Act 2010, our school makes reasonable adjustments to ensure equal opportunity all our students.  This includes provision of auxiliary aids and services.

The information in this School’s Offer is correct at the time of publication and will be subject to change.

 

SUPPORT & INTERVENTIONS TO SUPPORT STUDENTS WITH SEND

Provision to facilitate/support access to the curriculum/independent learning:

  • Contact with Primary schools and previous schools to share information
  • Sharing information at Secondary Transfer day
  • Setting aspirational targets and continuous review of progress through for example – Pastoral meetings/Progress Meetings
  • Regular reviews of progress which feed into Parents Evenings
  • Engaging in LA transition process of Year 6 into 7

Access to a supportive environment:

Based on the students’ individual needs we can offer a range of resources including access to:

  • Information Communication Technology
  • Time out cards
  • Visual aids
  • Safe space

 

Strategies to support/develop Literacy (reading, writing, spelling):

We offer a range of targeted interventions that are additional to and different from our High-Quality Teaching, based on our assessment of the individual needs of our students:

  • In class, small group and individual support
  • Writing frames; Key word lists, word banks and personalised dictionaries
  • Visual aids
  • Spelling and Reading Comprehensions
  • Smaller groups in lower sets
  • Phonics based programmes
  • Literacy programmes
  • Vocabulary programmes
  • Social Skills programmes

 

Strategies to support/develop Numeracy

We offer a range of targeted interventions that are additional to and different from our Quality First Teaching, based on assessment of the individual needs of our students:

  • Specific maths programmes e.g. Hegarty Maths
  • Smaller groups in lower sets
  • Maths Homework Club run by staff
  • Additional adult support when required

Strategies to support positive behaviours/social skills/emotional development:

Consistent whole school implementation of our school’s behaviour policy

  • Pastoral Support Plans
  • Individual support from our Pastoral Support Team
  • Reconciliation approaches
  • Referral to external professionals e.g. Educational Psychologists, Child and Adolescent Mental Health Service (CAMHS)

Support/Supervision at unstructured times of the day including personal care:

We have a range of resources and facilities to support students at unstructured times of the day including:

  • Sports clubs
  • Library activities
  • Lunchtime Club
  • SEN games club

Access to medical interventions:

  • Liaison with the medical professionals who draw up care plans for students with medical issues
  • Liaison with medical professionals e.g. GPs, hospital consultants and mental health practitioners, providing on-going advice or treatment to students in the school
  • Training for staff based on the specific medical needs of students as these arise
  • Individual protocols for students with significant medical needs
  • Implementation of risk assessments
  • Key staff through the school trained in First Aid

Engagement with Parents/Carers:

Parents are welcome any time to make an appointment to meet with either the subject/form teacher or SENCo to discuss their child’s progress.  We believe that a student’s education should be a partnership between parents, teachers, and the student themselves. 

We therefore

  • Share professional reports with parents/carers
  • Identify students with a high level of need who will be provided with a personalised student profile identifying their strengths, needs and recommendations for teachers
  • Communicate with parents/carers of students with EHCPs on a termly basis to discuss provision, support and progress
  • Hold annual reviews of EHCPs to discuss provision, support and progress

Identify students through various means to provide early intervention

Arrangements for specialist expertise from outside the school:

Our school has access to support from a range of external professionals and may source that support based on the individual needs of our students.

 

The school follows the graduated response: Assess, Plan, Do, Review.

Picture1

Students receive support on different levels:

Sen1

The SEND Code of Practice sets out four headings under which a student might be considered to have special and additional needs:

Cognition and learning

Cognition and learning difficulties cover a wide range of needs and abilities. Cognition and learning difficulties may affect all areas of the curriculum, or they may only impact on specific areas such as reading, writing, spelling and/or numeracy.

Communication and Interaction:

Communication needs cover a range of difficulties such as: producing speech sounds accurately, stammering, voice problems, such as hoarseness and loss of voice, understanding language (i.e., making sense of what people say), using language including words and sentences and interacting with others (e.g., difficulties understanding and using the non-verbal rules of good communication, using language in different ways to question, clarify or describe things, or taking into account other people’s perspectives)

Social, Emotional and Mental Health

Social, emotional and mental health (SEMH) needs are a type of special educational needs in which children and young people have difficulties in managing their emotions and behaviour. They may often show inappropriate responses and feelings to situations.
This means that they may have trouble in building and maintaining relationships with peers and adults; they may also struggle to engage with learning and to cope in the classroom without additional strategies and interventions. Children with SEMH will often feel anxious, scared and misunderstood.

Physical and sensory

Sensory impairments can be defined as an impairment that affects a child or young person’s ability to access auditory or visual information. Physical impairments usually originate from neurological or metabolic causes and can require specific intervention.

 

 

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