HAF Pastoral Team
The pastoral system and the work of the year team plays an integral part in allowing students to both succeed academically and develop as a whole person during their time at Harris Academy Falconwood. For each year team, the primary goal is to support the smooth journey of students through their school career, ensuring that each individual reaches their potential and secures a bright future. Each Pastoral support officer (PSO) works closely with a member of senior leadership (SLT) that is also responsible for the year group.
Years 7 - 13
At Harris Academy Falconwood, our pastoral team stands as the cornerstone of our students' well-being and success. Our dedicated pastoral support officers play a pivotal role in creating a nurturing environment where students feel safe and supported. They are the guiding lights, providing essential emotional, social, and academic support to our students. They bridge the gap between students, teachers, and parents, offering guidance and interventions for various challenges our students may face. Their commitment ensures that every student feels heard, understood, and equipped to navigate any hurdles that may arise during their academic journey. Thanks to their efforts, we see improved academic performance, higher attendance rates, and an overall positive impact on our students' well-being, contributing to their success both in and out of the classroom.
The PSO for each year group are below:
Parents/carers are encouraged to speak to their son/daughter’s PSO if there are any concerns. You can each out to them by emailing our info box: info@harrisfalonwood.org.uk
There is a significant amount of information held on the website that you might find useful, much of which can be found via the menu on the left.
In addition, the school uses My Child at School App so that parents/carers can view the rewards, sanctions, attendance and school reports.
Out of Hours Support
The image below provides information about support available outside of school hours and during holidays.
