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31/03/20

Well done Meg - that’s fantastic!

31/03/20

Some more literature-related films that are on this week https://t.co/hmiM1Y0JJc

30/03/20

Thank you! 😀

30/03/20

Mr Fisher’s first virtual assembly is now online for all students to watch. Please check Show My Homework for the link. Here’s a photo of our Day School children watching it in the library this morning. https://t.co/tgozmErAZP

27/03/20

Retweetd From Steve Duffy

Well done Year 7! We made it through the first week! Massively proud of you all for working so hard on your Virtual School work. Sad we can’t all be together for a bit, but it’ll make us even stronger when we return. Have a great weekend. Stay safe. https://t.co/TeHcVdX0GY

26/03/20

We are delighted to share the first issue of our Virtual School Newsletter. This will be emailed to all parents by Mr Fisher later today. Please share it with your children. https://t.co/lJ4KWKNDG7 Thank you to everyone who contributed - please keep those contributions coming. https://t.co/FZZWpn6lOC

25/03/20

Lovely! Thank you! We’ll put this in next week’s newsletter.

23/03/20

Some literature-related films that are on this week https://t.co/3goVxgzKrF

23/03/20

We have seven key worker children attending school today, separated at a safe distance, and four members of staff on site. Thank you to all of our families for making sensible decisions today, helping us to minimise the number of our staff required to travel to school. https://t.co/KpitVrMNTD

23/03/20

Lovely! That looks like a great workspace. Is it ok if we add this to our collection of ‘Virtual School’ photos? We will share them on Facebook and Twitter once a week to show our wonderful students working hard - it might encourage and inspire others.

21/03/20

That’s really great to hear. 👍

21/03/20

Brilliant! That looks like an excellent workspace. Is it ok if we add this to our collection of ‘Virtual School’ photos? We will share them on Facebook and Twitter once a week to show our wonderful students working hard - it might encourage and inspire others.

20/03/20

Fingers crossed

20/03/20

We loved seeing Year 8 today. What a wonderful day of lessons. They all acted with such maturity. There are more photos on our Facebook page. We are immensely proud of all of our students and we will miss them very much. https://t.co/WOAAW1hvVF

20/03/20

Here is today's letter from Mr Fisher. Information about the virtual school is available here: https://t.co/LE9SLMtfew https://t.co/Vrm4kvBjT0

20/03/20

Retweetd From Steve Duffy

Feels really strange not to have you here today Year 7. Remember that all your work for today is on Show My Homework. I’m looking forward to seeing the work you do! Keep safe guys, see you soon! https://t.co/UW6bkJo9Xi

20/03/20

Retweetd From Steve Duffy

A sad day today. I’m already really looking forward to the day we get to welcome our amazing students back and this room can be filled with music again. Stay safe everyone. https://t.co/GWipHOAeLG

19/03/20

Retweetd From Steve Duffy

More great stuff from Year 7 today https://t.co/0oyjXD4REz

Harris Academies
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Peer on Peer Abuse

What is peer on peer abuse?

  • Peer on peer abuse features physical, emotional, sexual and financial abuse of a child/young person by their peers.
  • 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 peer on peer 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.
  • 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 peer.
  • Peer on peer 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 peer on peer abuse pose a risk to others they are often victims of abuse themselves.

    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 Policy

    The school will also act to minimise the risk of peer on peer 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 their peers 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.

    Peer to peer 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 or the Police.