Safeguarding

“Contextual Safeguarding is an approach to understanding, and responding to, young people’s experiences of significant harm beyond their families. It recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse. Parents and carers have little influence over these contexts, and young people’s experiences of extra-familial abuse can undermine parent-child relationships.”  https://contextualsafeguarding.org.uk/

Safeguarding incidents and/or behaviours can be associated with factors outside of our Academy, for example factors specific to the local community and population. When assessing, planning, or implementing safeguarding polices, protocols and procedures, staff consider a range of contextual factors contributing to the risk of the individual’s safety, wellbeing, and welfare. When making a referral or sharing information with agencies, these risks must also be considered and well documented.

(Diagram, above-right: Triangle chart for the Assessment of Children in Need and their Families)

Contextual Safeguarding Priorities and what we do to support our students at Harris Science Academy East London.

How do we support our students at HSAEL?

• We offer a free breakfast every morning for all students.
• Wellbeing hub every lunchtime run by the pastoral team.
• Guidance for parents/carers to ensure free school meal applications are completed for those eligible.
• Parent coffee mornings to support and advise our families.
• Work closely with operation encompass with key safeguarding team having completed the training.
• Attendance bus service that completes regular home visits and encourages students to attend school.
• Safer schools officer regularly visits the Academy to talk with students and supports at the end of the day.
• HSAEL early help programme which includes support through ELSA trained staff.

London Safeguarding Children Procedures 

At Harris Science Academy East London, we prioritise the safety and well-being of our students. This includes recognising the potential risks they may face beyond their families. Our safeguarding team, along with all staff, is trained to identify these "contextual safeguarding risks.” These are situations where young people experience harm or abuse outside the home environment. This could occur in their neighbourhoods, online, or even at school. We understand that different environments can have varying influences on young people.

Since the Academy is in Canning Town North ward, with many students residing in both the Newham and Tower Hamlets, we must consider the specific safeguarding priorities of both boroughs. This ensures we can effectively respond to the potential risks students face in their communities.

The last inspection of Newham Local Authority Children’s Services was in 2022 and graded “Good” – full report here.

The last inspection of Tower Hamlets Local Authority Children’s Services was in 2019 and graded “Good” – full report here.

Safeguarding Priorities

Contextual Safeguarding Priorities and what we do to support our students at Harris Science Academy East London.

If you suspect a child or young person is at immediate risk of harm, call the Police on 999.

Support available

Universal Support

• Tutor/ Head of Year 
• Student Wellbeing HUB
• Breakfast Club

Targeted Support

Reading for Empowerment: Six-week reading intervention, where students will engage with specially selected books designed to evoke discussion and promote self-efficacy and personal empowerment.

Strengthening Minds: Offer exciting, interactive programmes that help engage, teach, and develop the mental wellbeing of young people. To visit their website click here.

 “I Can” Project: Our "I Can" project is dedicated to supporting students who face similar challenges and barriers in their personal development. By identifying and addressing these common obstacles, we tailor our sessions to equip students with the knowledge, skills, and empowerment they need to succeed.

Each students needs are unique, and our approach reflects that. We offer flexible session formats, which can be one-time interventions or a series of up to six weekly sessions, depending on the individual requirements of each student. Our goal is to foster resilience, build confidence, and help all students realise their potential.

The "I Can" project takes a holistic approach to positively impact students’ mental health, wellbeing, aspirations, socialisation, and overall personal growth. Through this multifaceted approach, we strive to create a safe and nurturing environment where every student can thrive.

Emotional Literacy Support Assistants (ELSA)

ELSA staff provide emotional and social support for students, helping them navigate challenges and reach their full potential at school.

ELSA can help with: Loss and bereavement, Emotional Literacy, Self-esteem, Social Skills, Friendship issues, Relationships, Managing strong feelings, Anxiety and worries, Bullying, Conflict, Emotional Regulation, Growth Mindset, Social and therapeutic stories, Problem solving.

School Counsellor - Tony Stuart

As a qualified integrative counsellor with 20 years of experience, I specialise in working therapeutically with young people and adults in various settings. I hold a 1st class BA (Hons) in Integrative Counselling and Psychology and am a registered practitioner with the BACP.

My passion for helping disengaged youth has grown through my extensive work, including 10 years in youth offending services and 7 years in primary and secondary schools. I began my career as a bereavement counsellor and expanded my expertise to play therapy with Place2Be. Currently, I also teach counselling skills at Levels 3-4, sharing my psychoeducational knowledge and experience.

Working in schools has deepened my understanding of the unique challenges in educational settings and the diverse therapeutic needs of students. I use various models—psychodynamic, systematic, cognitive, and solution-focused—tailoring my approach to each student. I adopt a non-directive style for those who struggle to express emotions and a more directive method for those comfortable sharing their thoughts and feelings.

School counselling addresses academic, career, and personal/social domains. Therapeutic support offers students a safe, non-judgmental space to explore their issues. My integrative approach helps students improve self-worth, self-esteem, confidence, and find a clearer sense of direction in life.

School Counsellor - Jacob Flax

External Referrals

If we believe external support is required to support you, we will discuss this with you and your family before referring for additional support.

• Multi-Agency Safeguarding Hub (MASH)
• Child and Adolescent Mental Health Service (CAMHS)
• Young Carers
• Prevent
• Police
• Health
• Safer London

How to report to Children's Social Services

How to report radicalisation and extremism?

Further information about reporting concerns can be found on the Government, Action Counters Terrorism website. If you are worried about someone, call the ACT Early Support Line on 0800 011 3764, in confidence, to share your concerns with specially trained officers.

How to contact the LADO?

The Local Authority Designated Officer (LADO) are Nick Pratt and Alex Mihu.

Tel: 0203 3733803 / 0203 3736706 / Email: lado@newham.gov.uk

How to contact Newham’s Virtual School?

The Newham Virtual School (NVS) provides support for every young person in care. Their main aim is to help looked after young people achieve the best educational, training and employment outcomes to become resilient and empowered adults able to make their best contribution to society. To contact Newham Virtual School email NVS@newham.gov.uk. For the contact details of the Virtual Schools in other London Boroughs please click Here.

Useful Links

How do parents report a safeguarding concern?

If you suspect a child or young person is at immediate risk of harm, call the Police on 999.