Welcome to Harris Science Academy East London

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Welcome from the Principal and Executive Principal

Harris Science Academy East London is on a journey to rapidly becoming the highest performing school in Newham and one of the top schools in the UK. Every child is on a journey make a positive change in their community. As Executive Principal with a wealth of experience within the Federation, I am proud to be working with our community here at HSAEL. I know the team are truly committed to working with parents and students to build an excellent Academy, where all will achieve.

Dan MacPherson - Principal, Lisa Kattenhorn - Executive Principal

24 April 2024Golden Nuggets. They’re ye-haConsider the 30 most important pieces of knowledge you taught your class in the Spring term. These pieces of knowledge will be non-negotiables meaning you need students to have memorised and be able to quickly recall this information for them to succeed in future lessons, in further study of your subject or so they had the essential cultural capital in order to be considered educated. Consider what would happen if you tested every child in your class on those 30 pieces of knowledge when they returned to school after the Easter break? How many of your students would be able to recall the most important pieces of knowledge? Should you move on to new content if your class can’t remember the most important things you taught them the previous term? The answer at HSAEL is no. You do not move on until every child has mastered the basics. Most secondary school age pupils in the UK move from lesson to lesson, day to day, week to week, year to year, making little to no progress with their academic studies. It is commonplace for teachers to teach brand new content every lesson in a bid to cover lesson sequences. We’ve all heard someone in the staff room talking about ‘getting through the content with Year 11’. Just because you have imparted the knowledge onto your students doesn’t mean they understand; it doesn’t mean the knowledge will transfer into their long-term memory and it certainly doesn’t mean they will be able to apply that knowledge in any kind of powerful or critical way. Only once the most important knowledge becomes automatic can students begin to do the real thinking. In Willingham’s Why Don’t Students Like School, he explains the importance of students developing a firm understanding of the subject’s fundamental facts and principles. At HSAEL, we do this using a simple Look, Cover, Write, Check method which students do until they have memorised the knowledge. ‘Memorising key knowledge by rote may seem tedious, but unfortunately it’s well proven that there’s no better way of storing information in long-term memory’. What are Golden Nuggets? Students are given the 30 most important pieces of knowledge they learnt that term at the end of each term. Their holiday homework is to ensure the terms they will have come across in lessons throughout the term are all are memorised. In their first lesson back after the holiday, in each subject, students are tested. Our pass mark initially was low for these tests sitting at 50%; on a second iteration we have raised the bar to 65%. Due to the huge number of students who are now passing their Golden Nugget tests, in our next iteration in September, the pass mark will be 80%. Students test each other on the cobbles in the morning with their Golden Nugget booklets. They look forward to their tests relishing the prospect to prove their knowledge, beat their friends and be the best! They compete for top scores and enjoy being rewarded by their teachers for top marks. Students are truly empowered now we have defined the parameters of their learning; they know how to be successful as we have made it very easy. When the data is in, students who pass all but one of their tests are given a golden ticket at line up. They are taken off timetable and invited to our knowledge celebration parties with pizza, games, party hats and music. Students who do not pass are given the opportunity to re-sit in lessons while the rest of the class is rewarded. The reward is students getting to moving on to move difficult and more exciting new topics. Those that are still unable to pass as they have not put the work in to commit the terms to memory are taken off timetable and we intervene. We teach them the learning strategies to commit knowledge to memory as without this crucial skill, their working memories will be constantly overloaded in lessons causing them to move from lesson to lesson, day to day, week to week, year to year… Since our launch of our Golden Nugget testing, we have seen a key shift in the attitudes of our students. They are more engaged in lessons; they are less passive in their learning. They understand that their lessons are not there simply for them to exist in; they instead must pay attention as the knowledge they are being taught is important. Crucially, they will not move on until it is mastered. Golden Nuggets. They’re ye-ha! Emma Connolly, Assistant Principal

28 February 2024Spotlight on the Curriculum at HSAELWhat are you trying to achieve? The HSAEL curriculum aims to enact our mission that every student will be a leader in their chosen field, with many choosing to be leaders of STEM. It is through our well taught, academic curriculum that we will ensure that every student will leave HSAEL with the academic currency to gain entry to elite universities and professional careers. We offer a rigorous and traditional curriculum, rooted in academia. The intent of the HSAEL curriculum is to embody our values: Encouraging growth – ensuring students receive feedback regularly and building resilience. Instilling a sense of responsibility – through independence and making decisions that will improve their own academic experience. Promoting ambition – rigorous curriculum that enables students to achieve the highest grades and access to leadership opportunities and elite careers and universities. Fostering compassion – placing knowledge in the context of the wider world and creating an understanding of different perspectives. Cultivating excellence – creating consistent habits in gaining knowledge and a pursuit of the mastery of every subject. How are you going about achieving these aims? Every department is passionate about their subject and wants to create leaders in their subject areas. With this in mind, when planning the curriculum, Subject Leads begin with an understanding of the knowledge that students will be required to have in order to access the most elite universities in the U.K. regardless of their starting point. It is the greatest honour to have students choose your subject at university level and become a leader in that area. Departments complete medium-term plans so that every student has access to the exact same rigorous lessons and curriculum. Our lesson structure ensures students become independent and confident in their own learning. Every lesson is made up of: The Read Now: Knowledge in context, with the big idea of the lesson considered; or perhaps a worked example or model, so students know what they need to do to achieve. Daily Review – Questions that rely on knowledge recall and prior learning. This will connect their current lesson to previous lessons. This also serves to support embedding knowledge in their long-term memory. Exposition – Metacognitive steps which are planned by the teacher, using their expertise to ensure everyone can move on to the deliberate practice. Deliberate practice – time spent applying student’s prior knowledge as well as new knowledge form the exposition into their work. Students are able to show off their learning in Milestone Tasks which occur at least twice per half-term. Feedback is given to students, and they are then able to refine their responses to maximise progress. What is the impact? Since September, we have seen a shift in students knowing and remembering more. Throughout classrooms, we can see the focus on knowledge and understanding in every lesson. The sequencing of the curriculum ensures that students are building on their foundations and are gaining the academic currency they need to be leaders in their chosen field. Y11 and Y13 students are reaping the benefits of a rigorous, academic, and well-sequenced curriculum. This is clear in their Autumn Mock Results, which show a marked improvement from previous years’ results in Autumn Mocks. We can’t wait to see what our HSAEL students can achieve!

26 February 2024Khruschev’s Hot DogIn this series of posts, we will share the wonderful practice that is developing at HSAEL, as well as reflect on our distinct style and approach to lessons. It’s 1959 and Soviet Premier Nikita Khrushchev is visiting the USA to meet President Eisenhower, a rare occasion of cooperation and diplomacy between the Superpowers during the Cold War; an attempt to build bridges (not walls). On a tour to a Mid-West meat packing district, Khruschev was presented with his first ever hot dog complete with a dash of mustard. He pronounced that the hot dog ‘was wonderful. But not enough.’ During GCSE History lessons, I would promptly share the anecdote mid-exposition when teaching the summit meetings of 1959-1961; the story exemplifies the positive relations before the breakdown of talks in Paris in 1960. In the forthcoming assessment, regardless of the student and the remaining 58 minutes of the lesson the student sat in, everyone would write in extraordinary detail about Khrushchev’s first hot dog. The conclusion: it was a concrete example all students could relate to free from tier two and three vocabulary such as thawing, negotiation, diplomacy, concession. Low and mid-attaining students knew Khrushchev was enjoying himself at the Camp David summit because he had eaten and enjoyed a hot dog just as they may have done at indoor play as a child, at someone’s birthday party or a BBQ. GCSE specifications can be a maze for students with low reading ages, EAL or limited vocabulary. With reading ages of GCSE specifications being typically 16 years plus, many students end up lost in the swathes of new content with nothing relatable to grasp on to apart from well… the hot dog itself. Abstract ideas exist in thought. They are theoretical, vague and difficult to grasp. To understand an abstract idea, students need to solidify it. A quarter in Maths makes much more sense once you picture a pizza cut into four with a slice taken out. Moving glaciers transforming landscapes in Geography, are difficult to comprehend until you refer to them as nature’s bulldozers. In Religious Studies, the concept of the reconciliation between God and humans is straightforward when you remind students of the restorative conversation they had with a teacher following a detention. The use of concrete examples to exemplify broader ideas improves the retention of the learning in a lesson and helps students develop their thinking. Memory is the residue of thought. I learnt the hard way with the hot dog- multiple concrete examples should be provided to build a schema so students grasp the overall concept being taught as not to latch on to the specific example. Lower and mid-attaining students can excel. However, as teachers we must help them understand and this means finding the quickest possible route from A to B with language and concepts that are familiar and therefore meaningful to them. Tell them what you mean in basic terms with language and examples they will know. Academic vocabulary can be introduced later once the ideas have been grasped and mastered. Memory is the residue of thought. And what a memorable hot dog that was. Emma Connolly, Assistant Principal

21 February 2024From NQT to SLT: Tom Christopher, Harris Science Academy East LondonOur Senior Assistant Principal, Mr Christopher, talks about his career journey from NQT to SLT and his role at HSAEL. One of my main responsibilities as Senior Assistant Principal is to lead our character education programme which ensures our students can articulate themselves effectively and stand shoulder to shoulder with students from more advantaged backgrounds and giving them as many opportunities to excel and be leaders in their chosen field. We also run 12 character education days across the course of the year. And by the time students leave us, we want them to have visited an art gallery, gone to the theatre, been to a sports performance, and had a chance to be involved in debating and public speaking. We also offer residential trips as part of the programme as well. Read the article here.

21 February 2024Spotlight on Inclusion at HSAELWhat are you trying to achieve? We believe in inclusive education and supporting all students including the students with SEND, for every student to be a leader in their chosen field, with the opportunity to be leaders of STEM. We are committed to ensuring that all students including the students with SEND have access to a well taught academic curriculum. We acknowledge students’ strengths as well as their complexities. We aim to provide the support necessary to empower students to take responsibility for their learning, and character building thereby enabling them to experience success at HSAEL and beyond. We believe all students including the students with SEND have the right to achieve their maximum academic and social potential. By the time our students leave us we want them to be able to: Our SEND students will experience success in GCSE. They will have a definite post 16 plan. The SEND students irrespective of their needs, will be able to choose and access the career they wish to pursue. How are you going about achieving these aims? Harris Science Academy East London seeks to promote this by providing all students including SEND equality of access and opportunity to all areas of the curriculum. Students are taught in an environment where they receive equal respect and in which their individuality is valued. 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 good progress is made by all students. We achieve these by embracing the needs of all students and having a whole school approach to Special Educational Needs and Disabilities (SEND). We provide effective opportunities for all students by responding to each student’s diverse learning needs and setting suitable learning challenges to overcome barriers to learning. We use our best endeavours to secure special educational provision for students for whom this is required, that is “additional to and different from” that provided within the differentiated curriculum. Most students’ needs are supported by Quality First Teaching, others depending on their needs access additional adults’ support. Their emotional needs are supported by having access to the school counsellor and other professionals. Educational Psychologist and Specialist teacher play an important role to support students who have complex additional needs. What are the results of this? This term, in key stage 3, depending on their reading ages students are accessing Flash academy literacy programme, Bedrock, Bedrock plus and Lexia. In summer term, we are focusing to celebrate the success of the reading interventions which are currently taking place. Currently all EHCP students in year 11 have accessed careers advice which will support them to make choices for the post 16 provision. We are working hard to ensure all year 11 students with SEND will have a post 16 destination. We have put a robust system in place to support the students with medical needs. We are working closely with parents to ensure all the students with SEND and medical needs are well-supported, and their needs are regularly updated. The persistence absence among SEND students have dropped significantly from Autumn term to Spring term due to the bespoke attendance and punctuality bespoke programme.

23 January 2024Spotlight on Character Education at HSAELWhat are you trying to achieve? At HSAEL, for children to become leaders in their chosen field, they will need much more than good exam results. Their qualifications will get them to the door of great opportunities, but the skills and experiences they accrue throughout their adolescence will mean they can have a positive change on their life and their community. By the time our students leave us we want them to be able to: Stand shoulder to shoulder with peers from more advantaged backgrounds. Develop character so that our students can lead in often closed and competitive environments. Make a positive contribution to their local and global community. Communicate articulately and with conviction in their chosen field. How are you going about achieving these aims? Through our 12 Character Education Days across the course of the Academic year our students will develop their cultural capital by accessing, different experiences and opportunities. By the time our students leave us they will have: Visited an art gallery and museum. Watched a show at the theatre. Experienced a residential away from home. Been exposed to public speaking and debating opportunities. Visited a university. Raised money for charity. Gained work experience in number of different settings. In addition to these days our students experience fortnightly Leadership Development Time. The aim of Leadership Development Time (LDT) is to helps students grow and appreciate their responsibilities as citizens through our exploration of Relationships education, British values and citizenship. It will also provide students with opportunities to develop leadership skills to make positive contribution to the local and global community. As part of our LDT, students come together as a house to celebrate those excelling as leaders in the community and to also share appreciations for each other. This creates a sense of belonging for our students helping them grow in empathy and compassion. To promote our students’ ambitions each department runs a house activity, where students compete with those in other houses to gain as many house points as possible. At the end of the year all students compete at the Academy Day where the winning House is awarded the House Cup. What are the results of this? We have already run 25 trips in the first term, with every student attending at least 1. 15 different sports fixtures across Newham with over 50 different students representing the Academy. We are the female cross-country champions for Newham. We have offered bespoke workshops and trips for targeted students including, Horse Riding, Presenting on radio 4 and Question Time. Our Character Education programme provides our students with the skills required to be successful leaders in their chosen field. It develops their character and gives them the confidence to lead in very closed and competitive environments, often dominated by those from more advantaged backgrounds. As an Academy through the implementation of our Character Education programme, we are committed to ensuring children at HSAEL can stand shoulder to shoulder with students from any other walk of life!

30 October 2023HSAEL in top 3% of most improved schoolsThe release of school and college comparison data in October has confirmed Harris Science Academy’s place as one of the most improved academies in the UK. Thanks to support from the Harris Federation, the commitment of families and the hard work of Academy staff, in just one year there was an improvement in GCSE results by an average of more than half a grade. This is an exceptional achievement. Nationally, this places Harris Science Academy 121st for improvement out of the nearly 3500 schools where comparisons can be made. This is in the top 3% of schools for improvement. In London, Harris Science Academy was the 17th most improved school in the city and the 4th most improved school in East London. The Academy is moving quickly to provide every child with the education that will give them the knowledge and skills to become a leader in their chosen field and the current Year 11 and Year 13 are well placed to maintain and accelerate the pace of improvement. It is an exciting time to be part of Harris Science Academy East London. Principal, Dan MacPherson, says, “I am incredibly proud of the work that is going on at HSAEL to move us forward. Our students are amongst the best in London and I am so pleased to be working to ensure they receive a phenomenal education.”

24 August 2023Harris Science Academy East London Celebrates GCSE SuccessYear 11 students at Harris Science Academy East London are today celebrating a strong set of GCSE results which are the first since the Academy joined the Harris Federation. Over a quarter of all grades were at least grade 7 with almost 60% of all GCSEs achieving a grade 5 or above. 77% of students secured a 4+ in both English and maths. Five students – Nikesh Birundan, Ammar Muhamed Asick, Lubabah Pervaj, Mohammed Rehaan and Jositha Vogireddy - achieved 8s and 9s in every subject. Congratulations are also due to Covenant Ezeh for securing two grade 7s, four grade 6s and one grade 5 after joining the Academy in Year 11 and working phenomenally hard to ensure he was prepared for the exams. We were delighted to have been chosen to appear on BBC News to celebrate our students’ success. Please click here to view Dan MacPherson, Principal of Harris Science Academy East London, said: “These results are testament to the huge amount of work that has gone into improving the Academy since 2022. I would like to thank the Harris Federation for their support as well as our Vice Principal, Kirsten Boyle, who has been exceptional in leading the Academy’s strategy for Year 11. None of this would have been possible without the support of our parent body during this year of significant change. We wish the Class of 2023 every success in the future.” Executive Principal Lisa Kattenhorn said: “With a clear vision and an absolute commitment from all involved, we have enabled the students to achieve their potential, enabling them to be successful in the future.”

10 October 2022October Open DaysThis year's open days for prospective Year 7 parents and pupils was a real success. It was a really good opportunity to meet pareveryone and showcase what what we do and what we are all about. If you missed us last week, we are opening our doors again on Thursday 13th October. Please come along - take a tour, meet staff and pupils. Time slots are 10am, 11.30, 12.20pm, 2.20. No need to book.

29 April 2024@@HarrisSAELWe are very proud of Lily in Year 9 who gave a speech at UEL @UEL_News Sustainable Cities event. Lily spoke on "How a young person in Newham can influence policies at the global level". She also performs youth/leadership roles with @ernestcooktrust @CareQualityComm @NewhamLondon pic.twitter.com/VlpTVyYN64

24 April 2024@@HarrisSAELBig congratulations to all our students who took part in the @LondonMarathon last Sunday. Our Head of Classics Mr Anderson (who also organises the HSAEL Running Club) completed his SEVENTH London Marathon. #londonmarathon2024 pic.twitter.com/G3NzFoPcgS

22 April 2024@@HarrisSAELThanks to Project Guardian Team at @TfL for a day of in-school workshops looking at how to deal with sexual harassment on public transport. These are informative sessions which aim to equip students with the knowledge of what to do if encountering or witnessing sexual harassment. pic.twitter.com/KCAGj1acrq

22 April 2024@@HarrisSAELGood morning. Our latest Community Bulletin is now available on our website. Please check for latest news, events and announcements from HSAEL. https://t.co/L6JEeetrAq pic.twitter.com/NTPEjFjhpl

22 April 2024TfL workshops on sexual harassment on public transportMany thanks to the Project Guardian Team at TfL (Transport for London) who ran a series of workshops focusing on sexual harassment on public transport. These are informative sessions, which aim to equip students with the knowledge of what to do if encountering or witnessing sexual harassment, why to report such incidences and how to report. We also explore other themes such as importance of using zip oysters and being responsible citizens.

3 April 2024@@HarrisSAELOur Weekly Community Bulletin is now available on the Academy website. https://t.co/0MSyyRkDKm pic.twitter.com/q4PbJUUHUv

25 March 2024@@HarrisSAEL19 lucky students attended @_bridgetheatre production of Guys & Dolls, with Mr Kelly and Mrs Mathieson. The highlight was seeing the students’ faces light up with joy watching the actors sing & dance. We hope to return to the theatre soon with even more future-theatre lovers. pic.twitter.com/rlk2fJASOJ

25 March 2024@@HarrisSAELThis week's Community Bulletin is now available on our Academy website. https://t.co/36CIGebvZR pic.twitter.com/Liexqc1gx1

20 March 2024@@HarrisSAEL(1/2) After a gruelling two weeks of back-to-back mock exams, Year 11s were treated to a modern take on Romeo & Juliet at @The_Globe. Highlights included FATE represented as hooded up boys in balaclavas riding BMXs. #Shakespeare pic.twitter.com/hmOG03m6po

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Sharp - Anonymous reporting system for pupils

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