Latest News Update | 08/05/26

Options Evening

On Thursday 7th May, we had the pleasure of welcoming our Year 9 families to the academy to begin the transition from Key Stage 3 to Key Stage 4.

The evening was a resounding success, with 108 families in attendance. It was wonderful to see our students and families fully engaging with the curriculum possibilities ahead of them. Many families shared that they left the event feeling significantly more confident in navigating the options process and better informed about the specific requirements of various subjects.

One of the highlights of the evening was seeing students’ perspectives evolve. While some arrived with firm decisions already in mind, conversations with our subject leads opened new doors. Many students are now thoughtfully reconsidering their pathways, ensuring their final selections truly align with their passions and future goals.

Our Advice: We continue to encourage all students to explore every possibility and weigh their choices carefully before submitting their final preferences

The Options Selection Form (via Google Forms) has been distributed to all Year 9 families.

• Submission Deadline: Thursday, 14th May at 5:00 PM.
• Action Required: Please ensure the form is completed and submitted by this time to assist with our scheduling and capacity planning.

We would like to extend our sincere thanks to our Year 9 parents and carers for your ongoing support and encouragement. Furthermore, a huge thank you to the staff at LABex for their hard work in showcasing their subjects and inspiring our students.

Should you have any further questions regarding the options process or specific subject pathways, please do not hesitate to contact me directly: jaya.shiyani@bexley.latrust.org.uk

Divergent Drama Workshops

On 1st May, Year 10 took part in a workshop with Divergent Drama centered on An Inspector Calls. These workshops were funded by Mrs. Wilson’s Jack Petchey Leader Award grant.

Throughout the sessions, students participated in a series of activities, including:

• Creating freeze frames of key scenes.
• Developing “off-stage” scenes (events mentioned in the play but never seen).
• Building character profiles to track how individuals changed during the course of the play.

Year 10 engaged brilliantly throughout the day, impressing the facilitators with their enthusiasm and insight.

Humanities

It feels like it’s competition week this week in Humanities! 

We have the last week of the Humanities Heroes competition for Year 11 (of which the final results will be in next week), and a new competition is being run for the LAT Geographers and Historians of our community! Students can speak to their Geography / History teachers to find out more!

The Geography competition is open to KS3,KS4 and KS5 (prizes will be awarded in each of these groups). The closing date for entries is 5th June 2026. All photos submitted must be the work of the student submitting them. Copyright of all images submitted for this competition remains with the respective entrants.

However, each entrant gives permission to feature any or all of the submitted images in any LAT publications, websites and/or in any promotional material connected to this competition.

Only one entry is permitted per student. Late or corrupt entries will not be accepted. The winning entries will be those judged on their visual appeal and quality of the photo, and the quality of the accompanying description with a particular emphasis on the physical geography contained therein. The decision of the judges is final.

History Writing Competition, 2026 

History isn’t just about dates and names; it’s about the people who dared to demand change. We are calling on bold, original writers from Years 7-12 to submit entries exploring the powerful themes of Rights, Protests, Revolutions, and Freedoms. 

While we take inspiration from significant anniversaries, like the American and Hungarian struggles, this competition is a wide canvas. Whether your passion is the French Revolution’s barricades, the Civil Rights movement’s marches, or the quiet quest for the vote, tell us your story of what it means to be free. 

Student entries can be submitted to their teacher, who will ensure that it is entered into the LAT competition. Maximum 500 words. It can be based on fiction, non-fiction, poetry or prose. Prizes will be awarded as KS3/KS4. Submission deadline 3rd July 2026.

Leigh Academy Bexley is always promoting “Healthy Screen Habits”

Here is our guide for parents. 

Supporting Wellbeing in a Digital World

As our students navigate the rigors of secondary school, their digital lives become increasingly complex. While technology is a powerful tool for learning and connection, the recent Children’s Wellbeing and School Act (2026) and updated national guidance emphasize the importance of “phone-free” learning environments and healthier digital boundaries at home.

Below is a summary of healthy screen habits, inspired by the Healthy Screen Habits guidance from The Contented Child.

Why It Matters: The Brain and Dopamine

Modern apps are designed with “persuasive technology”—features like infinite scrolling, “streaks,” and instant notifications. These are engineered to trigger dopamine, the brain’s reward chemical, making it incredibly difficult for teenagers to “just put the phone down.”

The Impact:

• Reduced Focus: Constant notifications “chip away” at attention spans needed for deep study.
• Sleep Deprivation: The blue light and high stimulation of screens inhibit melatonin, the hormone needed for restful sleep.
• Emotional Regulation: Problematic use is linked to increased anxiety and a “fear of missing out” (FOMO).

Boundaries That Make a Difference

Under the new Children’s Wellbeing and School Act, schools are moving toward being phone-free by default to protect student focus. You can support this at home by implementing the 5 W’s of Screen Time:

1. Who are they talking to? (Ensuring they are known, trusted peers).
2. What are they watching? (Moving from passive scrolling to active, creative content).
3. Where are they using it? (Keeping bedrooms and mealtimes “Screen-Free Zones”).
4. When are they using it? (Applying the “1-hour before bed” rule).
5. Why are they using it? (Is it for a purpose, or out of boredom/habit?)

Safety & The Law

The Online Safety Act now places a greater duty on social media companies to protect children from harmful content. However, parental partnership remains the strongest defense.

• Safety Without the Smartphone: Encourage students to use devices in communal areas.
• Cyberbullying: Remind your child that their digital footprint is permanent and that “behind-the-screen” bravery can have real-world consequences.
• Reporting: Ensure they know how to use the report and block functions on any platform they use.

The Benefits of Balance

When we successfully balance screen time with “real-world” interaction, we see immediate benefits in:

• Improved Mood: Reduced exposure to unrealistic social comparisons.
• Stronger Relationships: More “eye-to-eye” time during family meals.
• Better Academic Performance: Improved memory retention and reduced cognitive load.

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The Parent’s Exam Season Survival Guide

During exams, a teenager’s “decision-making battery” is usually drained by 5PM. This is where your role to be their support system at home can kick in. 

What we cannot see

Reduce their mental hurdles so they can focus entirely on their papers.

• Kill Decision Fatigue: Don’t ask “What’s for dinner?” Just serve it. Say: “Dinner is at 6:30, it’s your favourite.”
• The “Kit” Check: Ensure their clear pencil case has black pens, a calculator, and any other equipment is ready the night before.
• Laundry Hero: Keep their “lucky” or most comfortable school shirt clean. A missing sock at 7:45 AM can trigger a meltdown.

Nutrition and Rest

Think of them as an athlete in training.

• Hydration Stations: Drop off a glass of ice water or cup of tea without making a fuss.
• Steady Energy: Swap sugary snacks for protein or cereal bars.(NO NUTS). This prevents the 2:15pm slump.
• Digital Sunset: Encourage them to leave phones in the kitchen overnight. Group chats are often “anxiety engines” where students panic-compare answers.

Give them a break

Anxious students often feel guilty for resting. You must give them “permission” to stop.

• The 15-Minute Reset: Go for a walk together. Don’t call it exercise; call it “getting some air” to lower cortisol levels.
• The “No-Exam” Table: Make dinner an exam-free zone. Talk about TV, news, or gossip—anything that reminds them they have a life outside of grades.

Change their mindset

Anxiety stems from the fear of “What if?”

• Validate, Don’t Dismiss: Instead of saying “You’ll be fine,” say: “I see you’re worried. No matter what happens, we will figure out the next steps together.”
• Praise the Process: Focus on their effort rather than the result. “I’m impressed by how you stuck to your schedule today” is more powerful than “I know you’ll get a 7.”

After the exam

The hour after they return home is the most volatile.

• Avoid the Interrogation: Resist asking “How did it go?” the moment they walk in.
• Try This Instead: “I’m glad that one is out of the way. Do you want a snack or some peace and quiet?”

Acknowledge the Win: Every exam finished is a victory. Build momentum for the next one with a simple “Well done for getting through it.”