A HASU parent is running a May Holiday Club with Jubilee-themed art and cooking at Harris Academy Sutton on Tuesday 31st May 9am - 4pm. Information and booking here:


Well done to the team of HASU staff who completed the Marsden March today, raising money for a worthy cause.


Last night the Year 7 and Year 10 Rounders Teams both won their games against Overton. Well done all! Here’s a photo of the Year 7 team.


Alice B in 7H2 has collected over 1000 bottle tops! Well done Alice. All donations welcome, big or small. We’re collecting until 24th June.


It’s House Art Week at HASU! Well done to all the students who joined our Big Draw at lunch today. It continues tomorrow at lunch and it would be great to see everyone get involved!


A pupil who is joining HASU in September plays for a local football team that has just won a Surrey Girls league title 🏆⚽️. They are currently recruiting Year 7 girls and are looking to expand the number of teams. Contact details are in the picture.


On Thursday 12th May, students in Year 9 and Year 10 will be having their second HPV injection. Parents do not need to complete a new consent form - the NHS will use the previous one.


Retweetd From Jigsaw Arts Sutton

Our Summer Term begins on Saturday at - come and join the fun in !


Retweetd From Willmott Dixon

Our Harris Academy project has also been recognised by this week, winning both the RIBA London Award 2022 and RIBA London Sustainability Award 2022. is the UK’s first Trust certified secondary school. 🔗


Retweetd From Architype

It’s been a week full of good news for sustainable design! Yesterday we saw two pioneering projects win awards - Bicester Eco Business Centre for the UK’s first zero carbon/Passivhaus Plus office and for the UK’s first Passivhaus secondary school 🎉


Retweetd From Miss Spencer

: Duke of Edinburgh Practice Walk at Box Hill completed..well done Y10! A big thank you as well to members of staff who gave up their time to help out!


More photos from today’s DoE practice expedition


Our Year 10 Duke of Edinburgh participants are on their practice expedition today. Group 1 has reached the top of Box Hill!


Congratulations to Elvis C (Year 7) and Arqish P (Year 9) who were awarded Best in School for their fantastic entries into the MEM maths challenge.


Our Year 9 Harris Experience students enjoyed a trip to Christie’s today.


Retweetd From Sutton Council

💫We are pleased to announce that Sutton has been shortlisted for two Awards!💫 📍'Net Zero Place of the Year' 📢'Real Estate Project of the Year' for The winners will be announced in May. You can read more about these prestigious awards below 👇


We look forward to welcoming students back to school tomorrow. Gates open at 8am and students must arrive by 8.25am. There are no enrichment clubs after school this week. Key dates for the first half of the summer term were published in our Spring 2 newsletter.


Interested in playing cricket this summer? Cheam CC have an open morning on 17th April.


Our Spring 2 newsletter was published today. It’s packed full of photos, news, achievements and student reviews.


Retweetd From GetOnDowns

Thank you so much for this. It makes us really proud that Billy is your first pupil with Down syndrome, he loves

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


At Harris Academy Sutton, we have the highest of expectations for all our students, and every member of staff plays their part in ensuring that the needs of all students are met.

We take students’ individual educational needs very seriously. We understand that each young person is unique, and that for some additional support is needed to access all that a mainstream education has to offer. We implement an inclusive curriculum underpinned by high quality inclusive teaching, and we ensure that each learner receives the support and encouragement they need, in an environment in which they feel safe, nurtured and valued, to access that curriculum.

At HASU, we do not narrow the curriculum for students with Special Educational Needs or Disabilities (SEND). We cater for a wide range of students, including those with physical disabilities, and our curriculum offer is designed so as to maximise the opportunities for all students to access it fully, no matter their individual barriers.

Our SEND Team

Our SEND leadership team are:


Ms Mariam Conteh

MCO   Thumbnail

SEND Administrator

Ms Emanuele Bell

EBE   Thumbnail

Overseeing member of the Academy leadership Group (ALG)

Mr Charlie Comerford

CCO   thumbnail


Mr James Fisher

JFI   thumbnail

The SEND team can be contacted by emailing:

If you have a concern about SEND provision in the Academy, we encourage you to contact the SENDCo in the first instance. Should you be unhappy with the outcome, please contact Vice Principal, Mr Charlie Comerford.

As a School in the London Borough of Sutton, we work closely with the borough and Cognus, the organisation commissioned by the borough to provide education services to mainstream schools and specialist education providers in Sutton. More information about Sutton’s local offer can be found here.

Our plan for SEND provision at HASU

For many students with SEND, their needs can be met within the classroom through high quality inclusive teaching (sometimes called ‘quality first teaching’) and appropriate differentiation by class teachers. For those that require additional support, specific therapies or Ta helping with workother kinds of specialist provision, the Academy provides a range of interventions and support mechanisms. Alongside this, we work closely with outside agencies such as Speech and Language Therapists, Occupational Therapists and Educational Psychologists where appropriate.

The core of our provision is underpinned by the best available evidence about what schools can do to provide an excellent education for students with SEND in a mainstream setting such as ours. The Education Endowment Foundation published their ‘SEN Needs in Mainstream Schools’ guidance report in 2020, the recommendations of which we have worked hard to embed in the way we do things at HASU.

EEF Recommendation

An overview of what we do in HASU

Create a positive and supportive environment for all pupils without exception

  • The academy maintains a fantastic, nurturing environment where lessons are rarely if ever disrupted by poor behaviour and where students can feel safe and comfortable in their learning.
  • A positive, proactive and warm-strict approach to behaviour is embedded in the school, and reasonable adjustments are made for students with SEND in line with advice from specialist staff.

Build an ongoing, holistic understanding of your pupils and their needs

  • All students with SEND’s needs are reviewed regularly, in correspondence with parents' and carers' input.
  • The SEND team continually gather information from staff which is used to review and update our understanding of students’ needs.
  • Teachers are provided with rich Individual Education Plans (IEPs) for students with SEND, that support them in identifying the best possible teaching strategies that they can implement to support their students.
  • Teachers receive detailed, regular training on the needs of the students they teach, through a variety of mechanisms including in depth bi-weekly ‘team around the student’ meetings that focus on an individual student’s needs in depth.

Ensure all pupils have access to high quality teaching

  • The Academy prioritises ‘Inclusive Teaching’ in all that we do. This includes an explicit instruction centric approach, carefully designed and curated resources, scaffolding and modelling, and embedded cognitive strategies proven to support students’ learning.
  • All teachers receive extensive and regular training on great teaching, an in particular on making their teaching inclusive.
  • Inclusive teaching is specifically monitored by the Academy’s leaders as part of ongoing monitoring of teaching and learning.

Complement high quality teaching with carefully selected small-group and one-to-one interventions

  • A carefully selected range of small group and one-to-one interventions are in place.
  • Interventions increase with need, and are implemented in line with student’s EHCPs and the ongoing assessment of students’ needs.
  • Students are only withdrawn from any of their regular timetabled lessons as a last resort, and effective steps are taken to ensure that the curriculum remains as broad and balanced for these students as possible.

Work effectively with teaching assistants

  • The Academy’s Teaching Assistants (TAs) are trained carefully to deliver both high quality in-class support and excellent specialist interventions.
  • Specialist TAs are deployed with students with the greatest needs, and the quality of this provision in carefully monitored and reviewed by the SEND leadership team.
  • TAs are seen as valued, skilled practitioners in the classroom, and work collaboratively with teachers in pursuit of the best outcomes for all students.
  • TAs access a progamme of training underpinned by evidence including the EEF’s ‘Making Best Use of Teaching Assistants’ guidance report.


About Special Educational Needs & Disabilities

SEND needs are categorised into four broad areas:

  • Cognition and Learning - This includes specific learning difficulties.
  • Communication and Interaction - This includes speech, language and communication needs and Autistic Spectrum Disorder.
  • Social, emotional and mental health
  • Sensory & physical needs - this includes visual and hearing impairments, as well as mobility impairments.

SEND Areas of Need

The SEN Code of Practice (found here) outlines the statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities.

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) replace statements 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

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