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13/03/25

Congratulations to our winning Y12 team who together with East Dulwich students won the LSE Generate Enterprise Competition at the London School of Economics!👏 Their hard work and innovation have earned them an internship at LSE. Well done!#HASU pic.twitter.com/uf5F4In34c

11/03/25

Congratulations to our Scholars! Well done to Elizabeth and Raghav for being awarded the prestigious Arkwright Scholarship after a rigorous six-month process, showcasing their outstanding talent and dedication to engineering and design.We are incredibly proud!#ArkwrightScholars pic.twitter.com/7SWHMrYNcX

10/03/25

Last Wednesday,a team of Y10 students represented HASU in Physics Tournament .The event challenged students with a range of physics-based activities, including a practical experiment on simple harmonic motion and problem-solving tasks. It was a memorable experience pic.twitter.com/oxPko00pPg

06/03/25

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06/03/25

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06/03/25

Epic costumes from teachers pic.twitter.com/SLc31bnmhs

06/03/25

Here we go.! Years 7, 8 and 9 pic.twitter.com/hElH5qDBNQ

06/03/25

We have lots of fantastic costumes on show today - watch this space....! pic.twitter.com/g92NrKNFZb

05/03/25

Year 7 had a fantastic morning with learning about Nigeria, Onyeka and her friends and the superheroes who inspired them. The fun continued in the library with a book signing. pic.twitter.com/yIpHcG0iNt

05/03/25

🎤 On Monday, two Y10 pupils, Ramya and Ibrahim, represented HASU at the Sutton Regional Final of the Petchey Speak competition! They earned their spots in the final, showcasing powerful storytelling. We’re so proud of their achievements—well done!👏#SpeakOutChallenge pic.twitter.com/PXnQZPnCdw

03/03/25

Great afternoon with who spoke passionately to our Year 10s about the importance and power of storytelling. Sam also introduced us to her YA horror ‘Girls of Little Hope’. Story telling then continued with a group of students in a creative writing workshop. pic.twitter.com/I34VRsjQTn

28/02/25

We are proud to share that HASU is the TOP non-selective school in Sutton for Progress! We’re also ranked 49th nationally among all non-selective, co-educational schools for Progress 8.This is a testament to our students' hard work and dedication!#HASU pic.twitter.com/pdd9m6qRW3

28/02/25

We are so excited to be welcoming to to speak to Year 10 on Monday 3rd March in celebration of Pupils can pre order 'Girls of Little Hope' to have signed by Sam on the day. Speak to Ms Lock for more information 🤩 pic.twitter.com/VpA0OzWVeS

26/02/25

Product Design students met Gibsons to start a collaborative project. Gibsons described the aspects of designing, manufacturing and selling puzzles/games & job roles involved. We saw samples and discussed problems they've had to solve in developing games. Thank you Emily & Kate. pic.twitter.com/Hs77ellnaZ

26/02/25

We are so excited to be welcoming to to speak to Year 7 on Wednesday 5th March in celebration of . Pupils can pre order 'Onyeka and the Academy of the Sun' to have signed by Tola on the day. Speak to Ms Lock for more information 🤩 pic.twitter.com/yfgS5dVJI9

25/02/25

Lyra & Ewa take their book covering very seriously! Introducing Steve, Sam, Bob and Gary - our collection of book squeegees. Hopefully we'll now be able to find them if they stray from the library drawer... pic.twitter.com/Z3LDZtqp6B

14/02/25

National Institute of Teaching: How can we make the ECF easier to manage? https://t.co/wg5ZZO9LXC via

14/02/25

📢 Happy National School Governor’s Awareness Day! A huge thank you to our dedicated Governors for their time, commitment, and invaluable support in shaping the success of our school. Your hard work behind the scenes makes a real difference!👏#ThankYouGovernors pic.twitter.com/fcnGMCctjd

14/02/25

📰Our latest Newsletter is out now!🎉 Catch up on all the latest news, events, and achievements at HASU. Visit our website to read all about what we’ve been up to! 👏📢 📲 Read it here: https://t.co/BZXFtiisec#HASU pic.twitter.com/1UFFoAQLoF

13/02/25

What’s 451 cooking up today? Watch this space 👀 pic.twitter.com/BX2UYG6U0C

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Child on Child Abuse

What is child on child abuse?

 

Children can abuse other children (often referred to as peer on peer abuse) and it can take many forms. It can happen both inside and outside of school/college and online. This can include (but is not limited to):

  • bullying (including cyberbullying, prejudice-based and discriminatory bullying);
  • abuse within intimate partner relationships;
  • physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
  •  sexual violence and sexual harassment;
  • consensual and non-consensual sharing of nude and semi-nude images and/or videos;
  • causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party;
  • upskirting and initiation/hazing type violence and rituals

 

Child on child abuse involves someone who abuses a ‘vulnerability’ or power imbalance to harm another, and have the opportunity or be in an environment where this is possible. While perpetrators of child on child abuse pose a risk to others they are often victims of abuse themselves. It is influenced by the nature of the environments in which children/young people spend their time - home, school, peer group and community - and is built upon notions of power and consent. Power imbalances related to gender, social status within a group, intellectual ability, economic wealth, social marginalisation etc, can all be used to exert power over a child.

 

It can affect any child/young person, sometimes vulnerable children are targeted. For example:

  • Those living with domestic abuse or intra-familial abuse in their histories
  • Young people in care
  • Those who have experienced bereavement through the loss of a parent, sibling or friend
  • Black and minority ethnic children are under identified as victims but are over identified as perpetrators
  • Both girls and boys experience child on child abuse however they are likely to experience it differently i.e. girls being sexually touched/assaulted or boys being subject to homophobic taunts/initiation/hazing type (rituals and other activities involving harassment, abuse or humiliation used as a way of initiating a person into a group) violence.

Actions the school will take

The school deals with a wide continuum of children’s behaviour on a day to day basis and most cases will be dealt with via school based processes. These are outlined in the following policies:

Behaviour & Anti-Bullying Policy

E-Safety Policy

Attendance & Punctuality Policy

Sex and Relationship Education Policy

 

The school will also act to minimise the risk of child on child abuse by ensuring the establishment provides a safe environment, promotes positive standards of behaviour, has effective systems in place where children can raise concerns and provides safeguarding through the curriculum via PSHE and other curriculum opportunities. This may include targeted work with children identified as vulnerable or being at risk and developing risk assessment and targeted work with those identified as being a potential risk to others.

Action on serious concerns

The school recognises that children may abuse other children physically, sexually and emotionally; this will not be tolerated or passed off as ‘banter’ or ‘part of growing up’. The school will take this as seriously as abuse perpetrated by an adult, and address it through the same processes as any safeguarding issue. We also recognise that children who abuse others are also likely to have considerable welfare and safeguarding issues themselves.

Child on child abuse may be a one off serious incident or an accumulation of incidents. Staff may be able to easily identify some behaviour/s as abusive however in some circumstances it may be less clear. In all cases the member of staff should discuss the concerns and seek advice from the Designated Safeguarding Lead (DSL).

Any suspicion or allegations that a child has been sexually abused or is likely to sexually abuse another child (or adult) should be referred immediately to Children’s Social Care and the Police.