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In case you missed it, see our letter regarding returning to the Academy from Monday 8th March. this was sent home on 1st March.


It's World Book Day! Vocabulary matters /Harris Girls' Academy Bromley – With HGABR students continuing on with their Bedrock Learning, we want to highlight this competition to our students.


Competition time for . Every year staff celebrate by dressing up as some of our most beloved characters from the books we read. Whilst we cannot do this at school this year, this shouldn't stop our students from letting their imagination run wild.


is 04/03/2021. As part of our our Must Read collection, we are promoting 4 books this week. Check them out!


This week is promoting the career path of an Engineer. Read our slides and follow the link for more about this career. This video is about a civil engineer Nariba from Barbados


Retweetd From Harris Federation Chinese

More mouth-watering entries for the competition. There's still time to enter if you think you have what it takes to beat these amazing LinguaChefs!


Writing Competition Time! The Year History Can't Forget: 2020


This weeks Must Read has been featured on the radio, BBC Breakfast TV, won many awards and was nominated for the Carnegie Medal. An insight into dual nationality, bringing together the recognition of International Language day on the 21/02/2021 and the new Chinese year of the Ox


career focus this week is around Apprenticeship week. To find out more, click on the following links.


Looking at student engagement on Bedrock and HGABR ranks 9th place amongst all secondary schools, placing us in the TOP 10 secondary schools for student engagement. This is amazing work from our students!


We encourage our students to think and speak like geographers at HGABR. A-level student Lily proved she can bake like one too!


Year 8 geography students have been creating earthquake survival kits from this shopping list and a maximum budget of £50. What would you include?


Retweetd From Bedrock Learning

First up, we have five Bedrock stars from . Congratulations to: Christina, Laya, and Zaineb from R. Whiting’s class, Nancy from S. Khanom’s class, and Zara from C. Gray’s class!


Retweetd From Bromley Libraries

SCHOOLS! Don’t miss Meet The Author today at 4pm here: when will show how to write a mystery in 4 simple steps!


Retweetd From Harris Benson

Get involved in Safer Internet Day 2021 via


Retweetd From UK Safer Internet Centre

'You receive a message, it tells a creepy story and then says that if you don’t send it on to five people in the next 5 minutes then something terrible will happen. What do you do?' Test your online safety knowledge with our quiz


Retweetd From Safer Internet Day

✅ What is ? ✅ What does it stand for? ✅ How can we all play our part for a better internet? Find answers to all your questions in our infographic – view it in full resolution at


Retweetd From BBC Young Reporter

Are chips good for you? Hmmm... Our own opinions and memories can affect our judgement when deciding whether a story is true or false. Find out more about with 👉


Retweetd From UCAS

Explore your ideas and be confident in your decision making. Alice, teaching apprentice, really benefited from the support and guidance of class teachers during her apprenticeship.


This week, we will highlight and discuss LGBT+ History Month and terminology. By studying history, we develop a better understanding of the world we live in. Understanding our past, better enables us to understand our present. We will also look at how terminology matters.

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















SEN & Disabilities

SEN Information Report/School Based Local Offer 2020 – 2021

This report contains information about the academy’s provision for students with special educational needs and disabilities. It is updated annually. For more detailed information, please view our full SEND policy and information report via the link at the bottom of the page

Information on where the Local Authority’s Local Offer can be found at: or

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. We also have a learning resource base in the Academy where students can access specialist intervention as appropriate.

You will find detailed provision maps of what Harris Girls’ Academy Bromley can currently offer for your child, depending on their needs and the support they require. You can also find questions from current parents and students. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SEND team.

The SEND information report has been co-produced with key stakeholders including, pupils, parents/carers, staff and Governors.

Our SENCO is Ms Gema Sans Jose Sanz

Contact details: 020 8778 5917


The Governor responsible for SEND is Marsha Berg.

Important documents for parents regarding Covid-19

You might also like to look at the following documents regarding temporary changes to the law and guidance on supporting children as they return to school.


Harris Girls' Academy Bromley's vision for pupils with SEND

Harris Girls' Academy Bromley is committed to providing an appropriate and high quality education for all children. We believe that all children, whether or not they have been identified as having Special Educational Needs, 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 on 1st September 2014, some changes were made to SEND 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 (SEND)
  • 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 SEND to succeed in their education and make a successful transition to adulthood

To see the new SEN Code of Guidance 2014, please visit

Identifying and assessing a student’s additional needs

Provision for the school is made for the four main categories of SEN(D) need: Cognition and Learning, Communication and Interaction, Social Emotional and Mental Health and Sensory and/or Physical Needs.

We aim to identify a student’s additional needs as early as possible.  We do this by:

  • Working closely with the primary school to ensure that there is a seamless transition of support.
  • Working closely with parents to share our information and gather vital background information about the student’s learning behaviours outside of school.
  • Monitoring and reviewing progress and attainment to ensure that the student is reaching target grades.
  • Analysing additional data, such as LUCID test scores, baseline entry assessments, KS2 results and reading test results to ensure that we have a comprehensive overview of the student’s individual profile of need.
  • Encouraging the student to review their own learning styles so that they can contribute to any additional support plans.

If concerns are raised, the student may be referred to the SEND department for further assessment or intervention.  The SENCO will conduct a review of previous interventions, observe the student in lessons and consult with the student, subject teachers and coordinators.

If additional support is required, the SENCO will contact the student’s parents to arrange a telephone consultation or meeting.  Specific SEND assessments will be completed, and the result will be used to form an intervention plan.  At the start of the plan, the SENCO will write to the parents outlining the nature of intervention, frequency of support and desired outcomes. The intervention will be reviewed at regular intervals and the student’s progress will be shared with teaching staff and parents.  At the end of the intervention, parents will receive a full report outlining the student’s progress and any recommendations for future support.   It is important to note that requests for additional support can be raised by staff, parents or the student themselves.

Assessments might include:

  • National Group Reading Tests (NGRT) which assess a student’s current reading age.
  • York Assessment of Reading for Comprehension (YARC) tests which assess reading comprehension skills.
  • LUCID screening tools which assess reading, spelling and reading comprehension.
  • WRAT 4 reading and spelling assessments.
  • The Test of Word Reading Efficiency (TOWRE-2) tests which assess specific reading disabilities.
  • The Comprehensive Test of Phonological Processing (CTOPP) tests which assess phonological skills.
  • Speech and Language assessments.
  • Specialist Educational Psychologist cognitive assessments.

Additional support

Interventions are allocated based on the student’s individual profile of needs.  Students who have a statement of special educational needs or EHCP, will be offered support in line with the recommendations of the plan. We operate a graduated provision which includes support from staff based in the school and support from a range of external specialists. Not all support will be appropriate for every student; the graduated provision is a ‘menu’ from which we can select the best provision available. The graduated provision is outlined in the document below.

Consultation with parents and students at this stage is a vital part of ensuring the provision meets the student’s needs. Parents and students have regular opportunities to be involved in the decision about interventions.  Parents can contact the SENCO to discuss SEND interventions available to or in place for their child.  Students are involved in creating a personal profile which outlines their specific areas of need, their targets for improvement and their views about what measures helps them to learn best. These profiles (student information sheets) are shared with teaching staff, and provides a clear insight into the opinions and views of the student, specialists, parents and teachers. Individual progress is formally reviewed each term.

How we monitor and review the impact of SEND provision

Monitoring and Evaluation of SEND provision is integral to the assess, plan, do and review model. It forms an essential part of whole academy monitoring, evaluation and review (MER). This includes half-termly progress reviews, observations of teaching and learning, learning walks, book looks and sampling of parent, pupil and staff views. The SEND Governor makes regular visits and completes an annual audit with feedback to the governing body.

How we prepare/support students for transition between key phases and into adulthood

Students joining our academy are supported by the following measures:

  • A planned induction programme is delivered in the summer term to support all KS2 students joining the academy.
  • Parent/carers are invited to meet staff at the academy and are provided with a range of information to support them in enabling their child to settle into the academy routine.
  • The SENCO meets with parents of students who have SEND.
  • We organise the swift transfer of school records to ensure that we have all relevant information at the earliest opportunity.

Transition to the next Stage, preparation for adulthood and independent living

The academy has in place a careers programme that is delivered for Year 7 to Year 13. Additionally, the academy purchases a careers service from the Harris Federation to secure more expert and independent advice for all students from Year 9 to Year 13. Where a student has an EHCP or Statement, all reviews of that Plan from Year 9 at the latest, and onwards, will include a focus on preparing for adulthood, including employment, independent living and participation in society.


Students with medical needs will be provided with a detailed Health Care Plan, compiled in partnership with the academy nurse and parents and if appropriate, the student themselves.

Students with physical needs can access all buildings. There is one block without a lift, however this does not form a barrier to a child’s learning as we are able to assign room allocations based on the student’s individual needs. There are ample disabled toilet facilities and due to recent refurbishment, all areas have been designed to accommodate wheelchair users or those with the need for other adjustments. Where appropriate, the academy uses delegated funding to provide adaptable resources for those in need of such amendments.

The academy provides a range of extra-curricular activities, details of which can be found on the academy website. All students, including those with SEND are encouraged to attend. Risk assessments are carried out and procedures, training and additional staffing are put in place to enable all children to participate in all academy activities.

For more information, please view the Accessibility Plan and the Disability Equality Duty Policy via the links below.

How we support the development of young people’s social, emotional and mental wellbeing and health

The academy offers a wide variety of pastoral support for students. These include:

  • An evaluated Personal, Social, Health and Economic (PHSE) curriculum that aims to provide students with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.
  • Student and Parent voice mechanisms are in place and are monitored for effectiveness by Governors
  • In class mentoring supporting and peer mentoring support.

Who can parents contact for further information or if they have any concerns?

If parents wish to discuss their child’s special educational needs or are unhappy about any issues regarding the academy’s response to meeting these needs they are encouraged to contact the following:

  • The child’s tutor/subject teacher
  • The child’s faculty leader
  • The SENCO
  • The Principal
  • The Governing Body

Parent Partnership Services (PPS) offer independent advice and support to parents and carers of all children and young people with SEND.

Bromley Special Care and Bromley Children Project.

Bromley Parent Voice (BPV) aims to be a voice to inform Service Providers of the needs of children and young people with a disability or additional needs. Please see below a link to a short film, explaining what BPV is about.

Bromley Parent Voice – Video(link)

Information, advice and support services (IASS) -

For parents who are unhappy with the Local Authority or academy responses to their child’s SEND, parents may seek mediation from the regional mediation services. Information on this free services is located here

Parents and carers can also appeal to the Government’s SEND tribunal if you disagree with the Local Authorities decisions about your child’s special educational needs. You can also appeal to the tribunal if the academy or council has discriminated against your disabled child. Information on this process is available here



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