We are incredibly proud to celebrate our LAR Superstars – students who have truly stood out in class for a whole range of brilliant reasons. These awards are not about one single achievement, but about consistently showing the attitudes and skills that help learning thrive.

Our Superstars have been recognised for making thoughtful and confident verbal contributions, producing amazing shaped answers, completing high-quality independent work, and engaging in effective reflection and red-pen improvements. Each postcard awarded represents effort, resilience and a commitment to doing their very best.

As an extra incentive, students who collect five Superstar postcards earn the exciting reward of using the vending machine – a well-deserved treat that celebrates their hard work and positive approach to learning.

Well done to all of our LAR Superstars! 

Keep aiming high, supporting one another, and showing us what you’re capable of – we can’t wait to celebrate many more successes! 

Rhythms of Heritage: Celebrating International Mother Language Day

Our school studio and playground were transformed into a vibrant stage today as we celebrated International Mother Language Day through the universal language of dance.

Over the past few weeks, a dedicated group of Year 10 and 11 pupils spent their lunch breaks collaborating on an incredible project: choreographing a completely original African-inspired dance piece. This wasn’t just a performance; it was a beautiful exchange of culture and community.

Student-Led Creativity

The heart of this project was its authenticity. Pupils with African heritage took the lead, sharing their expertise to decide which moves would best represent the energy and tradition of the continent. Their leadership was so infectious that even Mrs. Rowe joined the rehearsals, learning several new and exciting moves under the expert guidance of our talented students!

From Studio to Sunshine

The final piece was debuted during a packed lunchtime performance in the dance studio. The energy was electric, but the celebration didn't stop there. The group then took their performance outdoors to the playground, bringing the music and movement to the wider school community.

Every pupil involved spoke of the immense pride and enjoyment they felt throughout the process. It was a fantastic reminder of how our diverse backgrounds make our school community stronger and more vibrant.

A huge well done to all the performers and choreographers involved!

A big thank you to all the Year 9 Parents who attended last week our MYP Community Project Information Evening. We had just under 70 parents arrive and it was lovely to discuss with parents about the potential projects their child can be undertaking.

For any parents who sadly could not attend the evening, please do see the following information slides here .

A reminder to all parents and Year 9 that the First Criterion, Investigation, will begin the first week back after half-term. So we do encourage parents to discuss, over the half term break, what your child is planning to do.

Please also see attached the Community Project workbook your child will be working from here .

If you have any queries or concerns please do not hesitate to contact your child's form tutor. 

As you may already be aware, Sparx Maths has introduced a new feature for our year 11s - Sparx Revision. This gives bespoke feedback based on each student's mock performance, as well as weekly revision tasks in the lead up to the final examinations. Students have been shown how to use this in their maths lessons, so if you are ever unsure how to support your child with maths revision, please use this excellent resource.

Mrs Holmes could not be more proud of the resilience and determination shown by our Year 11 cohort this week.  Students have completed the first week of their mock examinations, including Maths, English Language and Biology and their hard work has been evident.  Not only has everyone had to manage exams of up to 2 and half hours - students have got used to following their own exam timetables and finding their own seats for each paper.  It's a lot to remember but they have all done so well!

Next module, the first week back will be the second week of our mock examinations and so students should be busy revising over the holidays.  A lot of revision resources can be found on your child's google classroom as well as the core revision guides that were purchased via the school back in year 10.  Please use these resources to support your child over the break.

We have shared this template below for parents and carers should you wish to make copies of this with them and support them in mapping their revision over the coming weeks. 

At LAR, we know that a happy, healthy learning environment starts with a supported staff team. To keep our energy high and our spirits bright, many of our teachers and support staff have been gathering after hours for our Staff Well-being Cooking Club.

This club isn't about being "pro" chefs, as other than Mrs Powell, we are not! It’s a dedicated time for our team to find calm and connection amidst the busy school term. By stepping into the kitchen together, our staff can decompress, share a laugh, and support one another in a relaxed, fun environment. So far we have made a Christmas cake and some yummy cupcakes. We are looking forward to next term when we will be making an Easter cake. 

Food Orders for the Inclusion Room

To further improve the operational running of the academy, moving forwards in module 4, any students based in the inclusion room for the day will have their food orders taken in the mornings and it will be brought to them at luncthime as opposed to them being escorted to the dining hall. This means it will be cold orders only, this does not imapct on free school meals students ablity to take what they are entitled to or toilet break opportunities. 

Inset Day

Just a reminder that Friday, 13th February is an INSET day. School resumes on Monday, 23rd February. For all of our term dates please visit our website: LAR Term Dates

Eating Healthy

We want to ensure our students have the energy they need to succeed. While we offer a variety of nutritious hot meals in the canteen, we’ve noticed an increase in students opting for sweets and cakes alone. Please support us by encouraging your child to choose a more substantial, healthy lunch to help them stay focused throughout the school day.

Lateness

Punctuality is a key responsibility for every student, and we value your support in helping them develop this vital habit. While we appreciate being informed of delays, a phone call from a parent does not mean a detention will automatically be waived. We kindly ask parents to support their children by ensuring they allow ample time for traffic and morning routines. We will continue to monitor all instances of lateness and the reasons provided to ensure a prompt start to the school day for everyone.

On-site Parking & Traffic Flow

We would like to kindly remind our school community to use our designated drop-off and pick-up zones as intended; parking for extended periods in these areas causes significant congestion and we have received numerous complaints regarding the resulting traffic. Please note that disabled bays are strictly reserved for students holding a valid badge, which must be clearly displayed at all times. While we value your feedback and understand that surrounding traffic is often frustrating, we ask that you remain polite and respectful toward our staff, as external road conditions are beyond the school's control. Thank you for your cooperation in keeping our site safe and accessible for everyone.

It was a busy week on the court for our Year 7 and 8 teams with some mixed results across the board. Our basketballers managed to secure two hard-fought wins, displaying great teamwork to beat Rainham Mark Grammar School 26-16 and clinching a nail-biter against Greenacre School 23-22. Meanwhile, our Year 8 netballers put in a solid effort against Walderslade Girls, but unfortunately finished the match with a 2-7 loss. 

Well done to all our LAR athletes for their commitment and sportsmanship throughout the week!

Year 8 Spotlight: A Midsummer Night’s Journey

It has been a whirlwind of magic, mischief, and mayhem for our Year 8 students as they dive into their latest interdisciplinary unit on Shakespeare’s A Midsummer Night’s Dream. By exploring this classic comedy across five different departments, students are seeing how the "wood outside Athens" can be reimagined through many different creative lenses.

Drama: From CBeebies to Cruelty

Our budding thespians began the term by putting on their theatre critic’s hats. They analysed a CBeebies production of the play, evaluating how successfully the cast introduced complex Shakespearean themes to a younger audience.

However, the mood has recently taken a darker turn! Moving away from the "dream," students are now exploring the "nightmare" by studying the influential theatre practitioner Antonin Artaud. They are currently learning how to create palpable tension on stage as they prepare for their Theatre of Cruelty performances—expect plenty of atmosphere and high-stakes drama.

Music: Composing the Magical Realm

In the music department, the air is filled with enchanted melodies. Students have been busy diving into the play's themes through original compositions:

• Composing Leitmotifs: Crafting specific musical signatures for iconic characters like the mischievous Puck and the powerful Oberon.

• Lullabies for a Queen: Developing gentle, soothing pieces designed to lull Titania to sleep.

Dance, English & Art: Storytelling in Motion

In Dance, students have got creative by retelling key elements of the story through movement, experimenting with various styles to bring the narrative to life.

With English and Art also weaving these themes into their lessons, our Year 8s are receiving a truly 360-degree education on the Bard’s most famous comedy. It is fantastic to see the students making connections between these subjects, proving that Shakespeare isn't just a text to be read, but a world to be experienced! 

Year 9 Drama: Where Performance Meets Real-World Issues

This module, our Year 9 Drama students have stepped away from traditional scripts to tackle some of the most pressing social issues facing young people today. By blending PSHE (Personal, Social, Health, and Economic education) with theatrical technique, students have explored mature themes with impressive sensitivity and skill.

From Script to Social Commentary

The module kicked off with a hard-hitting look at the dangers of County Lines. Students used this real-world stimulus to devise original performances, learning how to use tension and subtext to portray the grooming process and the consequences of criminal exploitation.

The Anatomy of Guilt: Studying DNA

The cohort also delved into Dennis Kelly’s acclaimed play, 'DNA'. This challenging text follows a group of teenagers reacting to the accidental death of a classmate. Our students worked tirelessly to master the "big three" emotions required for this piece:

• Guilt: Internalized through body language and avoided eye contact.

• Angst: Portrayed through high-energy pacing and vocal strain.

• Anger: Channeled into controlled, dramatic outbursts.

Technique and Tension

Beyond character work, students have been sharpening their technical "stagecraft." They recently explored the mechanics of creating tension during a dramatic gunshot sequence, focusing on silence, slow motion, and the "rule of three" to keep the audience on the edge of their seats.

We rounded out the unit by examining the risks of peer pressure. Through a scenario involving a group encouraging a friend to "bunk off" school, students analysed the subtle power dynamics and persuasive language that lead to poor decision-making.

"I’ve been incredibly proud of how Year 9 have handled these mature themes. They aren't just becoming better actors; they are becoming more empathetic and aware citizens." — The Drama Department

It has been a busy and productive module across KS3 and KS4 Computing, with students continuing to develop both their creative and technical digital skills.

In Year 7, students are designing and building their own interactive Scratch games and animations. Through this project, they are learning the core building blocks of programming, including sequencing and events, selection (decision-making), repetition (loops), variables and debugging. They are also developing their understanding of how to design interactive outcomes for a specific audience. The project has an international focus, with students creating digital work that promotes an attraction from around the world. This supports the IB MYP curriculum by encouraging international mindedness alongside computational thinking.

Year 8 students are exploring how brands communicate meaning through visual identity. They are analysing what makes branding effective and consistent, while developing practical image editing skills. Students are learning about logos, colour palettes, typography and layout, as well as considering audience and purpose in their designs. Through hands-on work, they are building confidence in cropping, layering, applying effects and improving composition to create professional and visually cohesive outcomes.

Year 9 students are building on their design knowledge by creating an advertisement for a Bollywood Movie Festival. This project combines creativity with real-world media design skills, as students consider how to communicate clearly to a target audience while producing a visually engaging promotional product. They are focusing on developing a strong and consistent visual identity, refining layout and composition, improving image editing techniques, and communicating a clear and creative message effectively.

Year 10 Creative iMedia students have been developing their image editing skills as part of Module 3, while getting to grips with industry-standard software such as Adobe Illustrator and Adobe Photoshop. A key focus has been learning how to create and refine vector graphics, which they will apply directly to their coursework. Students are building both technical confidence and an understanding of professional workflows that are used in the creative media industry. A reminder that after-school coursework intervention sessions run every Tuesday during Module 4 in Room 212 to support students with their coursework progress.

Year 11 Creative iMedia students have been focusing on the essential skills needed to complete their coursework, where they are producing their interactive media projects. They are refining their planning, design and technical production skills to ensure their work meets the required standards. After-school support sessions for Year 11 will continue on Thursdays and Fridays during Module 4 up until Easter to help students maximise their coursework outcomes.

With the examination taking place in June, it is particularly important that Year 11 students complete their weekly homework tasks to the best of their ability. These tasks are carefully designed to reinforce key knowledge and exam techniques, and will play a vital role in preparing students for the fast-approaching exams.

We are also excited to be running GCSE Computer Science for Year 10 students for the first time. Students have been developing essential programming skills in Python and building their understanding of key theoretical concepts, including file types, bitmap and vector images, and image compression. It has been fantastic to see students engaging with both the practical and theoretical aspects of the course as they lay strong foundations for the rest of their GCSE studies.

From Playlists to Producers: Year 9 Take Over the Digital Airwaves!

Move over, Abbey Road—there’s a new wave of producers in town! This module, our Year 9 musicians at Leigh Academy Rainham have officially launched into a brand-new unit, marking an exciting first for the academy: Digital Music Composition.

Armed with Chromebooks and a healthy dose of creativity, pupils have begun mastering BandLab, a professional-grade Digital Audio Workstation (DAW). The music block has been buzzing (literally and figuratively) as students move away from traditional sheet music and into the world of sequencing, looping, and multi-track recording.

What’s the Score?

Our budding Hans Zimmers and Dr. Dres are learning that there is a lot more to a "hit" than just a catchy beat. Throughout this unit, Year 9 are exploring:

• The Art of the Loop: How to layer drum patterns, basslines, and synth pads to build a professional "wall of sound."

• Mixing & Mastering: Understanding how to balance volume levels and use effects like reverb and delay to give their tracks that "studio-quality" finish.

• Creative Structure: Learning how to arrange their ideas into a narrative, ensuring their compositions have a clear beginning, middle, and an epic finale.

The "Vibe" in the Classroom

The energy in the sessions has been fantastic. Whether they are crafting a lo-fi hip-hop beat for studying or a high-octane cinematic score, pupils are discovering that music technology is a powerful tool for self-expression. It’s not just about clicking buttons; it’s about understanding rhythm, harmony, and texture in a modern, relevant way.

"I didn't realize how much goes into just four bars of a song," said one Year 9 student. "Using BandLab makes it feel like we're actually in the industry."

We can’t wait to showcase some of these digital masterpieces later in the term. Keep your ears peeled—the next big chart-topper might just be sitting in a Year 9 classroom at LAR!

In English this module,  Year 8 have been studying Shakespeare's comedy 'A Midsummer Night's Dream' and have just completed their first Spoken Language assessment on 'Should Shakespeare still be taught in schools?' The English department were interested to hear their varied views on this with many students being able to see both sides of the argument.  Year 10 are studying 'Jekyll and Hyde' and on Language Thursdays they are covering Language Component 2.  This module on Language Thursdays they are covering transactional writing styles including speech writing.  This will come in handy when they write their speeches for their GCSE Spoken Language exams which will take place in Module 5 or 6.  Year 11s are of course in the midst of mocks and after these are finished they will be revising all of their GCSE Literature texts (there is no harm in reading or listening to them again!) and their GCSE Language reading and writing skills.  The English department are, as always, proud of the Yr 10 and 11s who just keep on getting the highest Sparx Reader completion rates in the Trust.   

Year 7 have been busy in the food room making their own bread rolls as part of their practical work. Alongside this, they have been studying the Origin of Food, learning where ingredients come from and how food is produced before it reaches our kitchens.

The students have shown great enthusiasm and teamwork, and the classroom has been filled with the delicious smell of freshly baked bread!

Class 8A2 have been developing their knife and cooking skills, alongside learning effective use of the grill and time management, while making bean enchiladas. The results were fantastic.

Some of our Year 9 students have been making Swiss rolls as part of their project, ‘Celebration of British Food’. Through this task, they have been developing their baking skills while exploring classic British dishes and their place in our food culture.

The results were fantastic, with students producing light, well-rolled sponges and showing great creativity

Year 9 students have been developing their knife skills through practical cooking, baking spicy potato wedges and oven-baked chips.

Y10 Choux buns made to perfection,

KS3 History

This module our KS3 historians have focused on developing their research and communication skills. Throughout the module, students have been using historical sources to find information specific to their topic of study in their assessment, emulating the skills of a professional historian. Moreover, students have moved beyond simple narrative descriptions and started to critically evaluate the provenance of sources by interrogating the nature, origin and purpose of the sources to determine their reliability. 

For example, Y7 students explored Pope Urban II’s speech to understand the causes of the Crusades. Y8 students have analysed personal accounts from the Atlantic Slave Trade to grasp the experiences of the enslaved people on the Middle Passage journey. Y9 students have been looking at photographs from the 1930s to evaluate the impact of the Great Depression. This approach has allowed students to develop their understanding of the topics in the approach of actual historians. 

Next module, Y7 students will be looking at gender history and the role women played in the Wars of Roses. Y8 students will continue their study of the British Empire shifting focus to Asia and Australia. Y9 students will be exploring a different aspect of global history with the rise and fall of fascism in Italy. 

KS4 History 

Our GCSE Y11 Historians have successfully started their final unit of their GCSE course ‘Early Elizabethan England’. They have examined the challenges Elizabeth I faced upon inheriting the throne in 1558, her religious settlement and the subsequent Catholic and Puritan reactions. We recently paused the curriculum for students to revise content and exam skills (walking talking mocks). Y11s will return back in module 4 to sit their Paper 3: Weimar and Nazi Germany unit and complete the Elizabethan unit.

Y10s are on the final leg of their first GCSE unit and have been focusing on Section A: The British Sector on the Western Front in WW1. They have been studying the specific context of trench warfare, including the illnesses and injuries soldiers faced on the frontlines. Upon returning from the half-term break, Y10 will have completed 30% of the course and will sit a section A assessment. They will then start their second GCSE unit 'Weimar and Nazi Germany 1919-1939'.

National Apprenticeship Week: Opening Conversations About the Future

National Apprenticeship Week is a great opportunity to pause, reflect, and start meaningful conversations at home about students’ future destinations and career aspirations. Choosing a pathway after school doesn’t have to mean a single route fits all. University, apprenticeships, traineeships, and supported pathways can all lead to fulfilling careers, and early conversations between families and young people can make a real difference in helping them feel informed and confident about their next steps.

Apprenticeships offer a valuable combination of paid work, hands-on experience, and nationally recognised qualifications, allowing students to earn while they learn. For students with Education, Health and Care Plans (EHCPs), Supported Internships provide a specialised route for 16–24 year olds, focusing on developing workplace skills and moving towards sustainable employment. Forward2Employment are running Supported Internship open days on 10th March and 14th March for families and students who would like to explore this pathway further. More information can be found at forward2empolyment.co.uk/open-days.

Students are encouraged to make full use of Unifrog, particularly the Talent Pool, where they can search for apprenticeship opportunities and explore a wide range of career options. Families can also log in to Unifrog to support their children, with access to a whole suite of resources designed to spark conversations, compare pathways, and plan next steps together. National Apprenticeship Week is the perfect time to explore what’s possible and start shaping an exciting future. 

Immersive 'Not the e2e News' Film Workshop – Half Term

This interactive workshop invites children in Years 3–9 to step inside a real TV news studio and experience what it’s like to work in a professional newsroom. Participants will collaborate as a team to plan, film, and present their own news content using professional equipment.

The workshop takes place at end2end TV’s multi-camera green screen studio in Sidcup and offers a hands-on introduction to storytelling, media literacy, and teamwork, as well as being a chance of having fun with friends.

 Tuesday 18 February (Half Term)
10.30am–3.00pm
end2end TV Green Screen Studio, Sidcup

We are a not-for-profit organisation and would be very grateful for your support in sharing this opportunity with your school community, whether through newsletters, parent emails, noticeboards, or wider networks. Helping us spread the word enables more young people to access creative and educational experiences such as this. I attach a pdf and jpeg for your use.

 Further details and booking information: CLICK LINK

Ways to save can be found on our website.

 Additionally - Curriculum & Skills Alignment 

This workshop supports the development of key secondary-level skills, including:

• Media Literacy – understanding how news stories are created, presented, and communicated

• Communication Skills – on-screen presentation, scripting, and verbal expression

• Teamwork & Collaboration – working in production roles within a newsroom setting

• Creative & Digital Skills – filming, storyboarding, and using professional media technology

The experience complements areas of the curriculum such as English, Media Studies, Citizenship, and Computing, while encouraging confidence and creativity

www.end2endtv.co.uk

Could you provide a safe, happy home for a child or young person in Medway?

Foster for Medway are looking for new carers and hosts to help us help children and young people in Medway. Being a foster carer is a paid, professional role, which is immensely rewarding for you, and life-changing for the child or young person in your care. There are many different types of fostering, including respite or emergency care. When you make your enquiry, our helpful team will give you information on the different types of fostering available and talk you through the best match for you and your lifestyle. As part of our team, carers and hosts receive excellent support, high-quality training, and can take advantage of opportunities for further learning and development, as well as the chance to join social events and meet other carers.

To learn more, please visit our website https://www.medway.gov.uk/fostering or call us on 0300 1312797 or 01634 335726. You can also  click 'register your interest' on our website link above and we will be in touch within the week.

We look forward to hearing from you.

The Leigh Academy Rainham Safeguarding Team works to promote the safety of all students. If you are concerned about a child's safety, please call the academy and ask to speak to a Designated Safeguarding Lead.