Twitter

10/07/20

How creative - well done Keyan and Lyla, we are so proud of your amazing home learning. https://t.co/W9WqLRyHHI

10/07/20

Thank you for sharing Elijah, what a powerful banner! https://t.co/y4fC0L0VC3

10/07/20

Fantastic learning - it looks great fun too! https://t.co/Am9fDrPcge

10/07/20

We are so pleaed you like your home learning, well done! https://t.co/yk7zvVLMZp

10/07/20

This is superb Charlotte - well done! https://t.co/S1wtMA6ASc

10/07/20

Amazing work Poppy! We love your self portrait. https://t.co/cuYYHWL2jI

10/07/20

Wow! Loving your clothes and all your work for international day, fantastic! https://t.co/LUOvziAiOf

10/07/20

Loving your international day wear! https://t.co/dxowZBXJxz

26/05/20

Do you love Harry Potter? Want more from J.K.Rowling? Want a whole, new book for free? A chapter a day from today till July... The Ickabog - read yourself (7-9yrs) or have it read to you! Post your review of chapter 1 here! https://t.co/UHj1sRZTrw

26/05/20

Well done Jared - you have tried really hard with your Formula 1 Factfile. We hope you liked writing about this subject, thank you for sharing your extra work! https://t.co/LmmcdjRojS

26/05/20

It will be sad to part company, but I'm sure we will all keep working together on many things in the future! So long, not farewell! https://t.co/nT7GSKyThb

26/05/20

Thank you Amy! We miss you! https://t.co/SG9p6lRTxx

26/05/20

Thank you Tomisin - we love your card! https://t.co/bfTqnqcVSC

26/05/20

Thank you Tobi, we will pass the message on to Ms Blackmon and Ms Atwood. https://t.co/QBk5YtFvf7

26/05/20

Thank you Tomisin! https://t.co/87akxhnKpy

26/05/20

We have loved being part of the hub team and it has been a privilege to work with children from the other academies. https://t.co/QBIk3rNxgL

26/05/20

Such concentration Matteo - your marble run looks great. Hope you enjoyed making it! https://t.co/YadFyKvZ41

26/05/20

Thank you Keyan and Lyla - what lovely messages! We miss you! Hope to see you both soon. https://t.co/ilLBmPTWms

26/05/20

Thank you Jayden - what a lovely picture, Miss Weaver will be proud! We miss you too - hopefully we will see you soon! https://t.co/jDyNRwSlvz

16/05/20

Fantastic Theo - we hope you really enjoyed making your sculpture for this week's home learning! It is brilliant! https://t.co/F0IWATvBBJ

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 at: https://www.croydon.gov.uk/education/special-educational-needs/sencroydon/sen-croydon

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 teachers 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.  

You will find detailed provision maps of what Harris Primary Haling Park can currently offer for your child, depending on their needs and the support they require. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SENCO.


Mrs Sophie Tillman-Harries responsible for SEN&D

Contact Details: 0203 772 4560

Email: info@harrisprimaryhalingpark.org.uk


Harris Primary Academy Haling Park ’s vision for pupils with SEND

Harris Primary Academy Haling Park 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 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 2015, there are 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 (2015) 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) replaces Statements of Special Educational Needs (SEN) 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 2015, please visit: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

 

 

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