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Please see our website for information about the Year 7 Language choice process.


Reminder: Sixth Form Open Evening Tuesday 29th November from 4.30pm to 6.30pm




Reminder: Tomorrow, Thursday 13th October is the last day of term for students (Friday 14th October is an INSET day so school will be closed for all students). Students return to school on Monday 31st October.


Message from Havering Council: The Council have created a one-stop-shop for all of the financial & other support that may be out there for residents this winter and beyond, all in one handy place on our website.


YEAR 11 REVISION EVENING We are inviting you and your child to attend our mock examination preparation information evening which will be held on Tuesday 11th October 2022 at 6pmPlease see our website for full details


You are invited to attend the Year 11 parents’ consultation evening on Thursday 8th September 2022 between 4.00pm and 7.00pm. This evening will be held onsite at Harris Academy Rainham. See our website for full details


We are delighted to welcome our students back to the Academy next week. Dates and times for each year group are as follows;Year 7 - Monday 5th September 8.30amYear 11 - Monday 5th September 8.55amYears 8,9 & 10 - Tuesday 6th September 8.30am


The Harris Academy Rainham Geography department is excited to launch a new gardening club In the spirit of Reduce, Reuse and Recycle”, we would appreciate donations of gardening equipment, hand tools, gloves, seeds, soil, pots and anything gardening related.


Please go to our website for details of the Y11 intervention sessions on offer during the May half term.


Year 8 and 9 Parent Information Evening Your are invited to a parent information evening on Wednesday 25th May at 6:00pm, where we would like to speak with you on e-safety and how you can ensure your child is protected online.


HAR Sixth Form Consultation: See the letters home page of our website for the latest letter from the principal with details of upcoming consultation events.


Year 10 students visited Blenheim Underwriting in Fenchurch Street yesterday as part of their mentoring programme with an award-winning charity, Future Frontiers, where they received a warm welcome from CEO John Lynch.


Year 11 English Literature Challenge Seminars Friday Mornings 8.15-8.50 B33 with Mrs. Turker



Yesterday some of our Y10 students visited London firm Crawford & Co. where they met the CEO and were mentored by business professionals to develop aspirations and build a life-long engagement with learning. Full story at



April 1st will be a "wear something yellow or blue" non-uniform day, students and staff are encouraged to donate £1.We will also have a bake sale on this day so bring some cash and buy some treats!All money raised will be donated to The British Red Cross Ukraine Crisis Appeal.

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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Student Wellbeing

At Harris Academy Rainham we take great pride in the way in which we support the children in our care.  There is nothing more important than keeping them safe, happy and healthy, whilst ensuring the best possible environment for learning as we prepare them for adult life.

Wellbeing at Harris Academy Rainham

Wellbeing is extremely important to us at HAR. Nationally, we know that the context related to wellbeing and mental health has changed dramatically and there is a growing number of people who are suffering with mental health issues.

From the moment students arrive here at the beginning of September, we want all our students to belong, believe and become. To do this, we feel it is important that they feel safe and cared for. By feeling settled early on they can begin to grasp all that we have to offer; academic, social and extra-curricular. We achieve this through our strong pastoral care system which is detailed below:

Learning Guide (LG)

Each student is allocated to a LG who they see every morning for 25 minutes. Students should go to their LG if any problems arise in school. The role of the LG is to support each student both in terms of their wellbeing but also their academic work as well.

LG support students who:

  • Need support with timetables, uniform and equipment, attendance & punctuality
  • Feel upset or struggle emotionally
  • Struggle with friendships
  • Need extra support with behaviour
  • Need extra support academically/with homework

Head of Year (HOY)

HOYs are assigned to each year group for further support. Should any students/parents have any issues or need further support then they should contact their HOY.

  • Head of Year 7 - Kasey Harrison
  • Head of Year 8 - Grace Hill
  • Head of Year 9 - Amber Koyas
  • Head of Year 10 - Dan Norris
  • Head of Year 11 - Surraya Constable (on maternity leave - contact Mr Bridges)

Life coaches

We have appointed a number of life coaches to work with students on a 1-1 basis. These staff have a wealth of experience of working with secondary age children. The well-being of all our children is central to our ethos and this adds to our very strong programme of pastoral care.  As well as having timetabled sessions with students, there will also be opportunities for parent/carer workshops to work closely with families and support them holistically.

Health and wellbeing officer

We are extremely fortunate to have our own Health and wellbeing officer that is located on site each day. Here she will carry out intervention work with students and liaise closely with students and families to ensure daily support is available should it be required. The wellbeing officer will also make sure all medical records are kept up to date and provide students and parents with guidance and support should this be required.  

School nurse in School

At HAR we are lucky enough to have a school nurse that works closely with us one day a week. The nurse mentors students, supports them with any medical and wellbeing concerns and provides them with a safe space to talk about things they may be finding challenging.

Further support

In addition to the above support the following interventions are also available at HAR to support students to BECOME:


Description about the intervention

Art Therapy 

The course is designed to support students who are anxious or low on confidence; with a view to build up their self-efficacy. They will undergo a range of sessions and personalised 1-1 support. 

Confident me 

Designed to help combat low self-esteem in students. The intervention will include the following workshops: 

1 Introduction and Appearance Ideals 

2 Media Messages 

3 Confront Comparisons 

4 Banish Body Talk 

5 Be the Change 

6 Evaluation and feedback 

Strengthening minds 

Sessions will be delivered by the lead from strengthening minds around positive behaviour and a session around building self esteem. The sessions include some of the following topics; 1) Understanding Emotions 2) Exploring Aggressive Behaviour 3) Consequences of aggressive Behaviour 4) Taking responsibility 5) Less Stress 6) Strategies 7) The Power of Positivity 8) Mindfulness and me 9) Positive Communication 10) The joyful journey ahead. 

Inclusion programme 

Small groups bespoke intervention. The programme is designed to further develop skills in addressing behaviours and attitudes which compromise their ability to succeed. The different interventions include the following: Defiance, Violent aggressive behaviours, anger management, self-esteem, Racism, taking control. 


Emotional Literacy Support (ELSA) comprises of individualised support programmes to meet the emotional needs of children and young people in school. It recognises that children learn better and are happier in school if their emotional needs are also addressed. This intervention includes work on security and relationships, active listening, emotional competence, loss and bereavement, building relationships, social stories, social and friendship skills, Lego therapy, self-efficacy, self-esteem, motivation and mindset. 

Pass score interventions 

Early intervention designed to intervene systemically on attitudinal or emotional issues in students whose issues are still invisible (in some cases) before they can impact on school performance. The interventions this academic year will run about attitudes towards attendance, attitudes towards staff and confidence in learning. 

Social Skills 

Intervention for students either with an ASD diagnosis or social communication difficulties. The social skills intervention involves steps to improve a child's ability to socialise and recognise social cues. This is with the goal of functioning well in society in mind. Children with special educational needs such as Autism Spectrum Condition may benefit from a social skills intervention. 

Talk Fitness 

Talk Fitness is an innovative group intervention aimed at improving functional and cross-curricular speaking and listening skills. The video-based platform provides a rich context for teaching, focusing on real-life situations that are authentic and meaningful to young people.  Pre- and post-intervention assessments provide comprehensive measures of progress. Units include Active listening, following instructions, Formal vs Informal talk, giving explanations, arguing a point and taking part in discussion. 

1-1 mentoring 

This intervention is designed for students who require a daily / weekly check-in with a member of staff. This may be because they are new to the school, have suffered anxiety, bereavement or friendship issues. 


A variety of literacy-based interventions including RWFS, Reciprocal reading, precision teaching, paired reading cued spelling and guided writing, targets students who have low literacy levels on entry to the Academy in year 7. More targeted intervention in year 8 and 9 continues for those who have not made sufficient progress.  

Dyslexia Gold

Develops literacy skills by combining successful phonological approaches with the very best of conventional, multi-sensory and structured teaching methods.


This intervention uses the handwriting rescue programme and is designed for students who have untidy and difficult to read handwriting. These students will probably use a laptop as an alternative means to record their work so students will also be shown how to touch type. 


This intervention is designed to cover pre teaching and consolidation of basic maths skills following the maths curriculum.  

In KS4 students will complete the entry level curriculum.

Social Understanding 

The social understanding course is designed for those students who either have an ASD diagnosis or have social communication needs. The course aims to cover the following areas: 

  • What is the difference between social skills and social understanding?  
  • Understanding Neurodiversity and how this must be applied in ALL interactions with autistic learners 
  • Developing competency in managing behaviour that challenges  
  • Developing interaction approaches that celebrate and foster a positive sense of self for autistic learners 
  • Understanding the difference between neuro-typical and autistic expectations in social situations and how to support others understand the need to accept autistic culture  
  • Understanding the impact of masking on autistic learners throughout the day 
  • Delivering activities to target social understanding in a group-based format for 11-16year olds  
  • Running groups for autistic females. Differences and considerations. 
  • Measuring progress, reporting back to line management and report writing for parents and other professionals  
  • Reflections, modifications, sharing best practice and focusing on our own social interaction with students.  
  • How to generalise skills into the classroom, playground, and other group settings (follow up day) 


With this support we hope all students will be able to be self-managers of their own wellbeing, having developed the strategies and tools to be able to look after themselves, whilst also being aware that there are people available to support them should they ever feel like they need some extra help.

To discuss any concerns around Wellbeing, please contact your child’s LG in the first instance. Your child’s LG will then liaise with the relevant person within school if further intervention or support is needed.

Where can parents and carers find more information?