Harris Academy referred students who had been persistently causing disruption in class and around the school. Students who were receiving frequent school sanctions, detentions, suspensions and persistently being removed from lessons. Often students were disengaged, rude, challenging towards staff and were at risk of permanent exclusion.

During the programme the groups were together for 5 hours for 10 days in their own school. Mentoring focused on teaching tools and strategies to increase self-awareness, improve reflection skills, improve communication skills, increasing motivation and help with goal setting. Programme tutors have extensive experience in Alternative Provision and share anonymous stories of the difficulties faced by young people when they are excluded from school.

By – Assistant Head Teacher at Harris Academy – Rainham

“The students and parents were highly engaged throughout, and the students demonstrated consistent participation and a positive attitude towards the activities. Over the course of the programme, we observed a significant improvement in both their confidence and skill sets. Additionally, there has been a noticeable positive shift in their behaviour and attitude towards school life since the programme concluded. The support provided was highly effective in meeting their needs, and we saw great progress as a result. I would certainly recommend this programme to other schools.”

8 Students / Years 7 & 8 / 5 Males, 3 Females

Overall Programme Attendance = 98%

Total hours of student mentoring delivered = 397.5

Revisit sessions took place in July 2024 and planned again for June 2025

Parental Engagement = 6 out of 8 attended workshops

As of January 2025, all 8 students remain in mainstream school

8 Students / Years 7, 8 & 9 / 6 Males, 2 Females

Overall Programme Attendance = 85%

Total hours of student mentoring delivered = 340

Revisit sessions planned for June 2025

Parental Engagement = 6 out 8 attended workshops

As of January 2025, all 8 students remain in mainstream school

WEMWBS = 3 students showed an increase in mental well-being

All students and parents were able to attend sessions delivered by Wize Up (Drug and Alcohol support) and Safer Schools Officers from the Metropolitan Police. A sports coach delivered 2x 1-hour sessions for the students where they focused on team building and physical fitness for life. At the end of both programmes all students are provided with a reintegration plan detailing their behaviour on the programme and strategies for themselves and school to help them remain in school and work towards their potential.

Both programmes were a success with students engaging in content and improving in reflection skills and decision making. Harris Academy were very supportive and school staff took a keen interest and were involved in the programme. School fed back that there had been a noticeable difference in students’ attitude towards staff and learning following both programmes. School shared how impressed they were with the variety the programme offered and how much Future Gateways works to get parental engagement improved.

During the second Harris programme the students who completed programme 1 individually visited the group and shared their experiences on the programme and since returning to school. These students were able to share tools and strategies they had learned and showed that they had skills to mentor their peers to help them work towards success in school.

Students who had completed Harris programme 1shared that they had been able to make better decisions around school and although there were still challenges, they felt more secure about their place in school and how to communicate when things were not going well. Every member of the group visited and shared what a positive experience they had had on programme.

Student feedback from programme 2 was excellent, most felt it was much better than they had expected, and it had helped them think about themselves and their actions in and out of school. A year 9 male student reflected that prior to the programme he had “basically given up on school” and had been blaming teachers. On completion of 10DD he shared he had realized that it was down to him to make better choices and work towards success in school. He had even restarted completing homework and attending lessons he had been truanting.

Parental feedback was positive across both programmes. Most parents struggle to understand the implications of low-level problems in school. A number fed back that the programme had helped them understand that the little problems quickly add up in school and persistent negatives can lead to exclusion rather than it only being ‘big’ incidents. Both parents and school shared that the programme had helped them improve communication.

A parent of a year 9 male who completed the second programme shared “much better behaviour at home, he’s doing really good and no detentions since, which is a really positive sign, thanks for allowing him to complete the programme”.

The Safer Schools Officer for Harris delivered a session to the group and his feedback for the programme was positive. “Harris students participated brilliantly in the session with myself, I think these types of engagement projects really help break down barriers with not only the police but help support and refocus young people on making positive decisions.”