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[birds chirping]

I don't know, do I wanna go to college or not.

It looks really, really hard.

You have to write, like, 100 words down and everything.

It's like, it'll take forever.

Plus, you can't cheat.

That's the bad thing about it. You can't cheat.

That's scary, 'cos if you're gonna cheat in college, that's it.

You automatically fail, innit?

[female narrator] Fifteen years on from Tony Blair's mantra,

"Education, education, education,"

and our schools are apparently in stagnation.

[male narrator] Despite big increases in educational spending,

there's been no improvement over the last four years in maths,

reading or science.

[female narrator] Being poor in England makes you more likely to fail

than in most developed countries.

White working class children

are falling far behind pupils who are wealthier,

or come from different ethnic groups.

[man] So, what do we want this school to be?

It's a long road that we're on.

It's nearly a year ago that Rebecca and I hit Feltham High Street,

and you were signing up to a school where there was no building, no teachers.

- You took a huge risk. - [baby coughing]

And we will be eternally grateful for that.

And we will do everything that we can

to honour the commitment that you made to us.

[Rebecca] We believe that every single child

is capable of academic success.

The results in our country at the moment

are the equivalent of me saying, "Okay, this half of the room,

you're going to do really well at school, well done.

And this half of the room, you're not."

We don't believe that's acceptable. It's pretty high stakes.

Right, front chairs, please. Sit, sit, sit.

Those that are standing, looking at the camera after three.

One, two, three.

- [students] Cheese! - [camera shutter clicks]

[woman] That one worked! Thank you very much!

[indistinct chattering]

[woman] Perfect, Team Don. How nice to see you all.

When you've found your seats,

you can set up your desk and then sit and start.

Bobby, you're here, Bobby. Jahiem, I've seen your name.

Jahiem's there. Excellent. Good morning, Ana.

Harry, you're over here and tracking me.

Five, nice straight backs, four, three...

two, one, perfect.

Team Don, we are all on our path to university.

The important thing is that we're always thinking about

where we're going, and where we are heading,

how we can get there.

We need to support each other.

That's how we're gonna make life a better place.

We're gonna help our teammates to pursue their dream.

And then, they will help us to pursue ours.

- [girl 1, girl 2 whisper] Thank you. - [boy] Thank you.

[Rebecca] Everyone needs a plate, everyone needs a knife,

everyone needs a fork, everyone needs a cup,

and everyone needs water.

Plate, knife, fork, cup, water. Say it with me.

[all] Plate, knife, fork, cup, water.

[utensils clinking]

Plates, knives, forks, cups, and water.

[indistinct chattering]

- No, why? - [boy 1 chuckles]

[Harry] Am I in homework catch-up?

Did you not do all your homework?

No, 'cos, um, I was gonna do it on that day, yesterday.

That's why Dad said, "Get your folder, your book and everything."

And then I was sitting there for, like, two hours looking for it,

my sister come home, and I was like, "Where's my folder?"

And she went, "I've thrown it."

[boy 2] I'm done.

Did you call Hanah?

We'll see if you're on the list, but you might be, Harry, okay?

[students clamouring]

[Sophie] If you're in homework catch-up,

then we will have already spoken to your parents, okay?

And the reason we gave you that homework

is so that you had something to do over the holidays

that would help you to build on the skills that you had learnt over summer school.

Now, it's sad that on our first day,

you haven't done your homework and you're in homework catch-up.

It's helping with your learning, it's helping us to see

what you know, what you don't know, and what you need help with.

Let me tell you, there are sometimes in life

where you fall down

and you feel like you don't have the strength to get back up.

Do you think you have hope?

Because I tell you, I have no arms, no legs.

It should be impossible for me to get back up, but it's not.

If I fail, I will try again, and again, and again.

And you will find that strength to get back up. Like this.

[Hanah] Okay, so, this week, our value is "endeavour",

to try hard to do or achieve something.

Think back to that video I showed you of the man with no arms and legs.

What if the time before he managed to stand up,

he'd gone, "I just can't do this anymore. It's too hard. I just can't do it."

He never would have stood up.

The moment you stop trying is the moment you're gonna fail.

As you go through the next seven years,

you are going to come across lots of challenges,

things which we find difficult,

times when it would be easy to slip back to our comfort zone.

And we're also going to be given lots and lots of opportunities,

which, if we take them, magic's going to happen.

It is going to be like climbing a mountain,

and it's going to be difficult and challenging,

but we are all going to be really, really successful.

[boy] Whoo!

Bye, Krishnan. Bye, Rajesh.

Bye, Aaron. Bye, Connor.

Well done. Great.

[mellow music playing]

[Harry] When I'm older, I don't wanna be, like, the person who's, like, left out,

like, living on the streets, pouncing money.

Basically, the aim is, for me, is, like,

try and have, like, a better life than my dad.

He was, like, worse than me,

like, he always got kicked out of every single school.

Like, not everyone but some people have problems, innit?

Like me, I used to take tablets, like, for anger.

At my old school, I didn't write, or spell, or read

'cos no one taught me how to read, and spell, and write.

I went to the same school my dad went to. Bad school.

Kids like beating each other up and everything in the classroom.

You don't even have to start a fight.

Someone would just come round your head and like that.

Just smack you straight round the head.

Hello, son!

Came back from, um...

the running club and... sports.

- [man] Yeah? - [Harry] Yeah.

Biscuit! Come on. Come on. [clicking tongue]

And this is-- this is his baby rabbits.

There's three.

We got six babies.

Last time, we nearly had a hundred, didn't we?

[man] Yeah, but no one cleans them out.

- [Harry] It's your work. - [man] There's been...

Harry's rabs.

You've only been living here back with me, what, a year and a bit now?

Oh, yeah, 'cos I was living at my mum's.

He was living with his mum. Yeah, I moved out for a good year.

Living a bit rough.

Then I got my house back, she moved out, and I got some of the kids back.

'Cos she has to move out.

She had to move out. But I went through hell five years ago.

Real bad. You know what I mean?

You is on the verge of doing something to yourself. Harm.

That's how close it got.

But, you know, I bounced up.

And look what I done. I've done-- This garden wasn't like--

I've only done this the last three years, this garden.

- No caravan, none of this-- - [man] There was nothing.

- There was nothing. It was just... - None of this.

[Harry] It was literally just plain grass everywhere.

Soon, there will be a big swimming pool right there.

- It's in the shed now. - [man] Yeah, I've got to fix it soon.

He ain't putting it up. He's too lazy.

You try to give them the best you can and that's it.

That's all you can do, innit?

He's having a bit of help now in school.

Not being able to read properly, not being able to write properly and--

I think it's definitely going to improve his life.

Just need to control that anger.

- [Hanah] Good morning, Hazza. - And we're not late?

- You're not late. - Oh! We've got ages.

- Good morning, Hanah. - Good morning.

- We got 20 minutes. - It's that special time of the week.

[Sophie] It's grammar time! Are you ready to start these classes?

- [students] Yeah! - [Sophie] Are you ready to start?

["U Can't Touch This" by MC Hammer playing]

Come on. Are you gonna get up and dance with us? Okay.

Yeah, come on.

[overlapping voices]

[students] Grammar time!

Every Thursday, you have grammar time.

- Do you love grammar? - [students] Yes!

Say it after me, I love grammar!

[all] I love grammar!

[Sophie] Okay. What is the full stop for?

It needs a full stop to separate these two ideas.

[Sophie] Good, Robin. We're gonna go "hmm" where the full stop should go.

- I'm gonna say, "One, two, three, hmm." - [students] Hmm!

You can make the face as well if you want.

- One, two, three... - [all] Hmm!

[Sophie] Good. Try it together.

- I walked down the hill... - [students] Hmm!

- [Sophie] My friend was waiting for me... - [students] Hmm!

[Sophie] Ooh, excellent. Now, who would like to read their story?

Hands up if you would like to read your story.

Nacis is absolutely desperate to read his story.

"One day, a stranger knocked on my door..."

[Sophie] Hmm! And the noise? I didn't hear it.

- Hmm. - [students chuckle]

[Nacis] "I was so scared, I went to my sister's house", hmm!

"I went out the back door..." Hmm, hmm, hmm.

What was Nacis trying to do in his story there?

What was he trying to create? We heard it earlier.

What was he trying to create? It was a word that began with "T"?

"T." What was it? Kellina?

- [Kellina] Tension. - Tension. Excellent.

I think that deserves a merit, Nacis.

- Can we have a merit for Nacis? - [man] Thank you.

[boy] "Artemis Fowl has discovered a world below ground

of armed and dangerous and extremely high-tech fairies.

Is this boy about to trigger a cross-species war?

Let the misadventure begin."

"His eyes were so incredibly blue that they looked like he'd borrowed them

- from a cartoon character." - Who-who's Mr. Dent?

What's his character?

He's a mean teacher.

You might be right. We're gonna have to read on.

Look at how much I've read.

[gasps] Ah, Geo's the genie. The teacher was actually a genie.

[Rebecca] We have had children come to us this year in Year Seven

who can't tell the time, who can't tie their shoe laces,

struggle to spell their own name.

That is not something you would expect of an 11-year-old.

But it is the case that they came in with those needs,

and so we have to then teach them those things

before we can hold them to account.

But we also have expectations, and the children have to meet them,

because, otherwise, everything starts to unravel.

If these children don't do well at GCSE and don't do well at A-level,

they'll have a life where they struggle for employment,

they struggle to make ends meet, and they're stressed.

[soft music playing]

"Chomp, chomp, gulp. He gasped.

Lots... of... milk."

[Ed] He "something" lots of milk.

- He "d." - He d-r-i-n-k...

[Ed] What do you think it could be, Harry? Don't even read it.

He "something" a lot of milk. He "something" lots of milk.

- He... drinks. - Drunk.

- Drinks. - [Ed] Right, good. He drinks lots of milk.

[Harry] "Swish...

Blomch..."

- [Sophie] Sound it out, Harry. - [Harry] "B-e-l-ch. Belch."

- [Sophie] Belch. Good. - Nice work.

- [objects clattering] - [boy] "Help, it's the thing!

Get him off me! Quick!"

Great! Great!

"Help!" That was great expression.

I loved the way you used the punctuation there.

- Terrific. - [Sophie] Good.

Come on, Harry, keep going. I know you can do this.

- [Harry] This is long. - [Sophie] It is long.

And right now, it seems hard, but the point of us doing this

is so that in the future, it's easy, okay?

You want to be really good at English. I know you do.

And this is how we're gonna get there, okay?

[students chattering]

[utensils clinking]

[Sophie] So, Lewis, if you pick up your knife,

it's gonna be a lot easier.

I can't pick up rice, Sophie.

[Sophie] You've got rice on your hand now, haven't you?

Yeah, but how are you supposed to pick up the rice?

[Sophie] So you use your knife to push it on.

[Lewis] Yeah, but then it falls through the gaps.

Yeah, but watch this.

- What? - [Sophie] Nothing's fallen through.

[murmurs]

[Ana] I'm- I'm kind of like really good in that position

because I came to this school

and nobody from my old school came here, so--

It was kind of like-- I was like,

"Um, I don't know what I'm doing, I don't know where I am."

[female teacher] When did you move to the UK?

Um, when I was five.

Okay. Do you remember that?

I don't-- I don't remember that, no.

[girl] You're an immigrant right now.

[indistinct dialogue]

[students chattering]

We have been talking about drugs so far this term, legal and illegal,

but now, we're gonna start thinking about relationships.

What different kinds of relationships can you think of? Kyle?

Say Harry was going out with someone, right, yeah?

- [Sophie] Yeah. We can imagine it. - [Kyle chuckles]

And-and then he had a friend,

a friend called, like, Amy or something, yeah?

- [students chuckle] - And they were just friends.

- You saying your girlfriend's with me? - What are you talking about?

[Sophie] Let him finish his story.

So Harry's going out with someone, and he's also got a friend called Amy.

Yeah, he would have a-a different feeling towards his girlfriend

- than he would to Amy. - [Sophie] You would hope so.

You would hope so, otherwise he's picked the wrong girlfriend.

You lot are going to be in the same class for about seven years.

[students gasp]

And now it might sound scary to think,

"Wow, we're gonna be together for the next seven years",

but, actually, you're going to get yourself

a lot of really strong friends, and not everyone will have that.

What do you think are the key things that break up friendship?

Turn to your partner. How many can you think of in 30 seconds? Go.

When your friend's going out with this other boy.

No, when you're going out with a boy, yeah?

- And then that person-- - And then you get dumped.

And then he goes out with your best friend.

Yeah. Uh... [giggles]

When, um, a girl likes--

a girl likes another girl, but that girl doesn't like that girl.

[both] Um...

Disagreements.

[Hanah] Good. Have you spoken to her?

- Oh. - Is it alright if I take one?

[Hanah] Yeah, is Lily May there?

- Yeah, she's took one. - She's taken one?

- Is that alright? She's taken one. - She's taken one.

[inaudible dialogue]

So, you've been late twice in a row, yeah?

How does that make you feel when you're late?

- Very sad. - Why does it make you feel really sad?

Because I don't like being in detention.

Okay. It's not very fun, is it?

- No. - [sobbing]

Do you want to go and get some tissues and then come back?

Or do you want me to get you some tissues so you don't have to go and see people?

- Thank you. - Yeah.

[Ana] My mum works Monday, Tuesday, Wednesday, in the afternoons, so--

But I don't get to see her, because at 4:00,

she has to leave the house.

- Do you have brothers and sisters? - I have a baby brother.

- How old is your baby brother? - He's four, but he has autism.

- Aw. - So he doesn't speak

or anything like that.

He just, like, shouts, like--

- Does he get quite angry? - Shouts and just screams all the time.

I can't do anything of my own, and do homework, then I eat,

and then I watch my baby brother, then it's, like, time to go to bed.

Okay. I feel like it might be a good idea

if we set up a meeting with Georgia once a week

so that you've got someone to talk to,

because I would imagine, with your brother,

it's quite hard for you to get the attention that you deserve.

And that might help you to feel less stressed.

Would that help? Okay. Would you like to go home now?

I would imagine you would. It's a Friday afternoon.

- Everyone wants to go home. Yeah? - [Ana] Yeah.

Hello again. I think we saw you the other day, lad.

- You alright? - [boy 1 murmuring]

[chuckles]

[coach] Right, lads.

The reason it was so good last week is because you stepped up, didn't you?

So, Bobby's in goal.

I'm gonna play two in midfield, which is gonna be Ilham and Harry,

and then, Rasheed, you're up front, okay?

Let's have it.

Right, guys, keep your shape, please!

- Ah, good ball, mate! - [students screaming]

Kyle, get off!

Rasheed, you need to keep running! Keep moving! Run around!

Get back, get back, get back!

- [boy 2 screams] - [Sophie] That's gone in. It's gone in.

Oh!

Get your whole body behind the ball, okay? Knock the ball out, just punch it out.

Just get it out, okay? Come over here, please!

- Can we go to the base? - Right, Rasheed, you need to keep running.

'Cos you're standing there with your hands on your head.

- Oh, okay! - [Sophie] Jahiem. Jahiem. [laughs]

Jahiem, watch the ball. No dancing.

[students clamouring]

[coach] Right, Jahiem. Go on, Harry!

[Kyle] Rasheed, don't trip him over.

[boys screaming]

- [Sophie chuckles] - Now it's done.

[coach] Right, lads, come over here, please! Everyone!

These are a few things, I think, we just need to work on.

You know, the second half wasn't as bad as the first half, so that's fine.

Let's get back on the bus, um, and get back home.

It's alright, Bobby, it's just a little graze. It's fine.

[boy 3] My boy is hurt.

- [boy 4] When you slide it off? - [coach] Yeah, that's right.

[dialogue fades]

We go past Harry's old school.

It's the school I went to.

I didn't learn nothing at school. I got no education or no qualifications.

My sister said I kept on walking out of lessons,

most probably 'cos I was having trouble reading and writing.

My dad, he can't read or write either.

He's a lot worse than me actually, my dad.

I've never seen my dad read a paper or nothing,

'cos I know he can't do it, so...

Yeah, life does repeat itself.

It's just like, repeat, repeat, repeat, and where my dad's had it,

and I've had it, and now, my son's gonna have it.

- [Sophie] Ketchup! - [students] Ketchup!

- [Sophie] Ketchup! - [students] Ketchup!

- Le-mons! - [students] Le-mons!

- Lemons! - [students] Lemons!

- Fiz-zy! - [students] Fiz-zy!

- [Sophie] Fizzy! - [students] Fizzy!

Okay, good. Sounds that begin with "R"?

[students] "R."

- Rhino. - Rhino. Good.

What sound does the letter "H" make, Harry?

- Harry. - [Sophie] "Harry. Hello, Harry."

Other words that begin with the sound "H"? Harry?

- How many can I say? - [Sophie] As many as you can think of.

- Here we go. - I think it'll be a rap.

[Sophie] We are permitting you. Go on then. And...

- "Ch," "V," Er... - Er...

[Sophie] Next one is oxygen.

Well done. Who can tell me what oxygen is for?

- What do you do with it? - What we're breathing in now.

- [Sophie] It's what we breathe in. - Air, chair, green...

Start, woods, one, far, fair, what, two, door...

[timer rings]

- [Sophie] Okay, excellent! Wow! - [Jahiem] That was good, you know.

[Sophie] That was good.

Two claps for Harry, please. One, two, three...

[students clap]

"S." What was that?

[Sophie] Well done, Harry. That's definitely worth a merit.

[Hanah] You are a leader, okay?

- Being a leader is a responsibility. - Okay.

[Hanah] Okay? And you need to think, "Am I setting a good example?"

- Because I know you can, okay? - Okay.

[chuckles] That's the worst handshake ever.

Right, go on, Hazza. I'll see you later.

I'm gonna hand you a lolly stick with the name of someone else in the class

and you are gonna spend a couple of minutes

writing them a note on a Post-it

of something that you have seen them do really well so far this term.

[indistinct chattering]

- [jazz music playing] - [boy] Do we write their name?

So, hey, can you sit up properly?

And look at me when I'm talking to you, Nacis.

Thank you very much.

People look up to you, Nacis, and appreciate you in that classroom.

You keep everyone interested in what's happening.

Why is English in this school called English?

So if you go to Germany, it will be called German?

- [Sophie] Yeah, it would be called German. - Really?

Well, you joined us on a Five C, and your target is a Six C,

which is quite high, but we can definitely get there

because you're a bright girl who's full of good ideas.

Do you remember what you got at the end of primary school in English?

- Four something. - [Sophie] Yeah, so you had a Four B.

And the end of year target is a Five B,

which means you're one third of the way of where he needs to be,

which is absolutely fantastic.

Jahiem hasn't had a good week this week, and...

What I mean by that is he's had ten demerits already this week.

Why, Jahiem?

Why? Don't you care?

So why are you saying to your teacher you don't care?

Stop this "don't care" attitude. It's not glamorous.

If you think it is, it's not.

We're not gonna give up on you, Jahiem. We're gonna keep going and keep trying.

I'm really behind schedule now, aren't I? Half an hour.

- Hello there. - [Sophie] Hello. Nice to see you.

Hello, Harry. How are you?

Thank you for being patient and waiting for me.

So, Harry, in his writing assessment, there's-there's a way to go,

but he wrote full sentences with capital letters

and full stops at the end of each one,

- which is progress, Harry. - Head up.

[Sophie] And now you're being able to write them down yourself.

And I know that's tiring, but when you do your GCSEs,

you will write them yourself, Harry, so we need to build up towards that, okay?

- Okay. - But it was really nice to see you.

Thank you for all the hard work you're doing.

Thank you. And I'll see you tomorrow, Harry.

- Yes. - We'll be positive.

- And we'll keep being positive. - Okay, thank you.

- [Sophie] Bye-bye. See you tomorrow. - Bye-bye.

[crows cawing]

[boy] Whoa!

- Come on, let's go in. - Harry!

- Harry! - Three, two...

So these are the same spellings you did yesterday.

Every single one that you get right, I'll give you each a merit.

So there's an opportunity here to get ten merits.

[Jahiem] I don't think I'll get anything.

Yes, you will. Have faith in yourself. So the first one is "light."

- [Rasheed] L-i-g-h-t. - L-i-g-h-t. Mark yourselves.

[Harry] Well, fish is f-i-s-h.

- [male teacher] Brilliant. - [Harry] Yay!

- [Bobby] M-a-y. - [male teacher] May. Okay.

Harry, number four.

- [Harry] Sleep is s-l-e-e-p. - [male teacher] Brilliant, yes.

- High, is it? H-i-g-h. - [male teacher] Yeah.

[Jahiem] Everybody's gonna get this one.

- [male teacher] What is number ten? - [Rasheed] D-e-s-k?

- Yes! Ten out of ten! - I got seven!

[male teacher] Alright, write your score on there.

- See, I've got... - [male teacher] So that's brilliant.

Fantastic. Really good. Very well done.

[students clamouring]

Oh, my God!

[boy] Oh, my God!

[boys screaming]

- [Harry shudders] - Hey, your enemy is here!

[students giggling]

[overlapping voices]

[utensils clinking]

[Sophie] Team Don, who would like to share something really amazing

that they did over the holidays?

Let's track. Lewis, he's in the middle now.

Lewis, are you ready? Or shall we come back to you?

- Yeah, yeah. - [Sophie] Okay. Imogen.

Then we'll come back to Lewis. So track Imogen, she's now at the back.

- Um, I went to Amsterdam. - [Sophie] You went to Amsterdam? Wow.

- I saw lots of drug shops. - [Sophie] Lots of drug shops?

- Yep, illegal drugs. - [Sophie] Wow. Okay.

[Kyle] They can like,

- take drugs in other countries? - [Sophie] Yes!

- [boy 1 chuckles] - [boy 2] What?

[Sophie] So, not all drugs, but some drugs,

'cos they have different drug laws in Amsterdam.

- Kyle? - Is that a different country?

[Sophie] Ask Imogen.

- Is that a different country? - [students chuckle]

[Sophie] Is that a different country, Imogen?

- [Imogen] Yes. - [Sophie] Yes. Where--

Where would Kyle find this country

- if he was looking at a map? - [students clamouring]

- [boy 1 screaming] - [boy 2] Shoot! Shoot! Shoot!

[students clamouring]

Why didn't you tell me?

[Ana] Sophie, I wanna talk to you about something.

- [Sophie] Okay. - My stepdad on Wednesday, um...

he said it's like 99.999 recurring percent...

- Okay. - Now, in August,

we're gonna be moving to an area around Bristol.

- [girl] Bri-- You're always moving. - So it's what percent?

- Ninety-nine point nine, nine, nine... - So, almost certain

- you're gonna move to Bristol? - Yeah.

- Oh, Ana. - [girl] You always move.

Like, we live with my auntie and my uncle,

so there's, like, eight people in the house, and like,

our parents are kind of like, getting bothered with each other,

- like, and wanna move apart. - Mm. Yeah, I can understand.

I'm like, I was really sad about it. I talked to Georgia about it this morning.

I was like, it's only in August, but, like, it's really sad. Like...

[Sophie] That is really, really sad.

We really want you to stay here 'cos we know that you'll do really well.

- [Ana] Yeah. - [girl] Can you persuade your parents?

[Ana] I'll try.

[girl] Like saying, "I'm an inspiration

- to loads of people like me." - [giggles]

[Sophie] We'll-We'll-- We'll talk to them as well, Ana,

and see if there's anything we can do.

[students clamouring]

[Sophie] What's wrong?

[sniffles] I don't want Ana to move away.

[Sophie] Aw. She's a really good friend of yours, isn't she?

I know Ana is one of your really good friends

and I'm sure it means a lot to see how much you care about her.

But sometimes our friends do move around, and these things will happen.

But it doesn't mean you'll stop being friends if she goes to Bristol.

- Yeah. - You can still see each other.

But we've got loads and loads of time till-till then.

All of these things that are gonna happen between now and then

are just gonna make your friendship even stronger.

We're gonna go to Jamie's farm together, we're gonna go to...

all these school trips together, we're gonna read stories together.

You're gonna be such good friends, and a few miles is not gonna stop that.

- Okay? - [girl sniffles]

[students clamouring]

Okay, so we've got some very exciting news today.

The exciting news is, that Rasheed and Bobby...

have made so much progress

that you are now ready to go back into the English group.

- No, no, please. - [Sophie] Yeah.

- No, no! - [Sophie] Yes!

- No. - [Sophie] It's exciting.

- No, I don't wanna go back in there. - [Jahiem] Yay!

[Sophie] Yay! Well done, Rasheed and Bobby!

- You have done really, really well. - [Harry laughs]

[Bobby] Can't we wait until the end of the year?

[Sophie] You are ready to go back in the class.

So if he makes it, I'll be on my own?

- [Sophie chuckles] - Whoa, whoa, whoa, you make mistakes.

[Jahiem, Sophie chuckle]

I don't wanna be on my own. That's embarrassing.

- [Sophie] What? - [Harry grunts]

No. Harry, we think that you two are working at the same level, okay?

- So, that's why we think-- - [Harry] I'm working far away.

And what is really great is, when you had your assessment,

you're still on track to go back in before the end of the year.

So you've made lots of progress too, which is really good.

We've all gone for it with our hands now.

- [utensils clinking] - [Harry] Well done.

[male teacher] It's a good pursuit.

Well, you've earnt it, so congratulations.

[Harry] Why do you like Sophie's lessons?

[Bobby] I got really interested.

Did you, now?

Well, that's the same lesson that they have in Don.

[in Latvian] We might be a little bit late

because we're walking so slowly.

[Ana speaking in Latvian]

[in English] Ice cream as well.

I find Shakespeare really confusing. Why can't he just use English?

I, can't, thou...

- Take your script with you. - Thou, ought, nether, hither, thy...

art by this coil of...

- [boy] Uh-oh. - [laughs]

♪ Bad blood ♪

♪ You know it used to be mad love ♪

♪ So take a look at what you've done ♪

♪ 'Cos baby now we got bad blood ♪

♪ Now we got problems ♪

All I can see is-- I can't even see anything!

The trees look circular. That is awesome.

I can't believe you're gonna leave.

- It's gonna make so sad. - I can't either.

[Ana] Yeah, so there's eight people around the house all the time,

- and it's just-- - [boy] Eight people?

She lives with her aunt, her uncle, her cousin, her other cousin,

- her dad, and her mum, and her brother. - My stepdad.

And isn't it becoming harder to pay-- to pay rent? To pay rent?

[Ana] Yeah. Yeah, yeah. Um, so we're trying to move alone,

but in here, it's really, really costly.

- London's getting way too expensive. - [Ana] Oh, yeah, yeah.

I think the VAT for everything is...

We didn't do that in math.

- [boy] When did Skittles cost 1.20-pound? - I know, right?

- They used to be like under a pound! - My mum used to buy them for, like, 50p

'cos, at one point, she went through a phase

where she was addicted to Skittles

and she just stocked up the cupboard full of Skittles.

It was so funny.

Right, I'm going down the slide now.

- Yes, so am I. No, no, no! - [Ana] No, Krishnan!

- Three, two, one, go! - [girls screaming]

[woman] Okay, so, Harry, remember, let's try

and get into the meditation zone this time, okay?

'Cos I remember last time, you were a little bit giggly.

You can close your eyes or keep your eyes open.

I'd prefer to keep my eyes open.

I'm scared of the dark.

Okay, Harry, just...

[timer dings]

[female on recording] Deliberately take three or four deep breaths,

feel the air as it enters your nostrils,

fills your chest and abdomen,

and then flows out again.

And let your breath settle into its natural rhythm

without forcing it or trying to control it.

Notice where you feel your breath most vividly, most predominately.

Rest your attention lightly,

the way a butterfly rests on a flower.

The moment that we realise our attention has wandered

is the magic moment of the practice,

because that's the moment we have the chance to be really different.

[soft chuckle]

Do you want stop there? How do you feel?

Fine. He passed out.

- He fell asleep. - Do you feel a bit calmer?

- I fell asleep. - [boys chuckle]

- I'm too tired. - Harry, how do you feel?

Fine. Just chillaxing.

Mm.

[inaudible dialogue]

[woman] So, I just want to give an update on Harry's academic progress.

He has made... stupendous progress.

His English level was a 1A, and he's currently a 3B plus,

which is almost six sub-levels of progress which is really mind-blowing.

It's really important, Harry, that you hear that

and that you know how much progress you have made.

I think sometimes it still feels hard and you feel like,

"Oh, there's still so much to go. I'm still at a level three.

Other people in my class are at a level four or level five."

But they haven't made as much progress as you have in one year.

Grant, we are so delighted with Harry, and I hope that you also feel happy

with the progress that he's made this year.

I am. I didn't think he'd even last a term at school,

but, yeah, he's impressed me, yeah.

- [Grant chuckles] - He better be.

He said, "You stay in school for a year," yeah,

that he'd give me a PlayStation 4 and anything I want for Christmas too.

- Oh, my gosh! [chuckles] - Oh, my goodness.

[woman] So some things have been going well,

but there's other things that are still concerning,

and so I want to just table them here.

His language skills, his social interactions, his self-esteem,

his concentration skills, those are all things that we're still...

gonna be working on.

I'm getting texts every day saying he's on detention, detention, de--

Every day. Every-every day.

[Harry] Yesterday, I wasn't.

Every day. I got one yesterday, saying you was in detention.

Yeah, and I think this is coming to Harry's ups and downs

in terms of his behaviour, which we want to talk about,

because I think Harry gets detentions and he--

- For things that are easily avoidable. - [Harry] What time will this end?

- Will it be like 3:40? - [Grant chuckles]

- What, this meeting? - Yeah.

You're wondering about

whether you're getting out of your whole maths class.

- [woman] Can we get back to this? - [Harry] Yeah.

[woman] Um, what are your thoughts for his future?

What-what do you hope for him

in, like, his time at Reach over the next year or so?

- In the future, what do you-- - Yeah. It's up to him.

I just wanted to make sure he can just read and write properly.

That's-that's all I expect from him, really.

'Cos he will get on in life if he can read and write properly.

If you can't do them two things, you're not getting nowhere in life.

[Harry] You-you did.

Yeah, but it's hard. It's hard.

It's not like it was when I was at school.

[English teacher] Can we please get out our English folders?

Make sure your planner's on your desk.

If you're waiting for your planner to arrive, can you get out your copy

of The Curious Incident of the Dog in the Night-Time.

Mikel, Tia, Eliot, and Fahima have already followed my instructions.

They have got their copies.

- So you'll do some-- you'll do some "D." - Uh-huh.

[Sophie] I hope you have a great lesson and you can tell me how you get on, okay?

- Okay. I'm trying. - You feeling alright?

[English teacher] You now need to turn over your post-learning quiz.

Write your name on it,

and then turn around, ready for the spellings. Kyle.

- One day, the witch... hmm. - Cast.

- Good. A "hmm" on me. - A spell.

[Sophie] What does it mean to cast a spell?

It means to like put a magic wand or something...

Yeah, so it's "put a magic spell on you."

Good. Okay. I just have to go and get... something from there.

- Okay, bye. - Bye.

- Bye. - Bye-bye.

You're leaving your phone.

That's alright. I'm not expecting you to call anyone.

My mum might call you.

[Sophie humming]

- Hmm, look what I've got. - See, one of us is leaving.

Who's leaving? Can you tell us who's leaving?

- What is going on here then? - Is he leaving?

- One of us is leaving? - [Sophie] Why have we got a cake?

Oh, Jahiem is shuffling along now?

Now one of us is leaving, both of us are leaving.

[Sophie] What do you mean you're leaving?

Because we've got a cake, that's what you said.

- You're both going into English. - No!

- Yes! Yes! - No!

That's really great,

'cos we think you're ready to go back in the class.

- I can't spell. Um... - But Harry--

I don't know that letter.

We're still going to work together in English.

We're just gonna work together in the classroom.

- Oh, Hazla. It's a good thing. - [Harry] It's not.

- [Sophie] It's a great thing. It is. - [Harry] It's terrible.

[Sophie] You're gonna be in the class, Harry.

What are you worried about?

- What are you not looking forward to? - [Harry] Getting homework.

[Sophie] No, you'll-- you'll get different homework, okay?

It'll be-- It won't be the same homework as everyone.

You've got lots to say about things when we talk to you about them,

and you're missing out on them by being in this group.

You're missing out on all those great discussions.

You'll be a king of English, Harry.

Yay!

- No! - Yes!

Thirteen-nine! Ah!

No!

[laughing]

- Yes! Seventeen to 17. - [Sophie] Alright.

[English teacher] You need to be tracking me, please, in five,

four, three, two, and one.

Tracking me, please. Word of the day, where did we get up to?

[girl] "Inarticulate."

[English teacher] "Inarticulate." Okay, very good.

How do you spell it, sorry, first of all?

- I-n-a-r... - [Sophie] Okay, write it down.

- [English teacher] Yeah. - ...t-i-c-u-l-a-t-e.

[Sophie] It means not--

Someone who's not able to express themself.

[English teacher] Thanks very much.

Not able. Able. A-b-l-e.

[whispering] So that's the definition.

[in normal voice] So how can you use "inarticulate" in a sentence?

"The inart-- inarticulate man struggled to be understood"?

[male teacher] Yep. In a moment, I'd like you to write your homework

in your homework planner if you haven't done so already.

And then start the "Do Now."

You need to answer these questions in full sentences.

[Sophie] So what shall we say instead of "children"? These...

We're not gonna say "these children" 'cos we wrote that there.

What can we say instead of "these children"?

Kids?

Hmm. How might we describe them? What kind of things?

Are they poor, gentle? What third word could we use

- to describe them? - Kind.

Poor, gentle, kind children.

So, "these children should be with their families, being looked after.

These poor, gentle, kind..." triplet there,

"...children should be able to be healthy."

Let's write this down.

They should...

- Can I draw on your vein? - No, thank you.

"They should be able to..." What should they be able to do, Harry?

Put that down unless you wanna do the writing.

[Harry] Are they all going home straightaway? They all are?

Look, Dylan's going home already. What a saddo.

[Sophie] So expectations get higher as you get older, don't they?

- Mm-hmm. - They're gonna get higher, aren't they?

The higher you go up the school.

So let's sit up and let's do this reflection.

So, you sign this commitment that you're doing whatever it takes

to make things different that may give you a better future.

The Whatever It Takes commitment states, "I am ready to do whatever it takes

to be successful at school and in life beyond.

What does success look like for you when you're older?"

Twenty-five years old. Imagine it.

- Harry is aged 25. - Maybe dead.

Even my dad will be dead at that age.

Twenty-five? How-how many years is that?

Twelve, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25.

It's 13 years. So, in 13 years, I don't think I'll be dead.

- I'll be in my '40s. - Oh, you'll be old.

- I'll be old, yeah. Older. - You'll be grey and wrinkly.

[Sophie] Harry. Okay, so what are you gonna be doing when you're 25?

- Trying to stay alive. - Trying to stay alive?

So you're gonna spend each day just surviving?

- Do you think you might have a job? - Yeah.

- What kind of job will you have? - Don't know.

- What do you think you're good at? - PE. PE.

- [Sophie] PE? You wanna be a PE Teacher? - Mm-hm.

- Yeah? - Yeah.

[Sophie] Okay. What do you think you're gonna have to be like as a teacher

in order to be a good teacher?

- Pretty hench. - Pretty hench? [chuckles]

What, to be a PE teacher? You're gonna be hench?

- I'd hate to have too much muscles. - Why?

People always have muscles like that that's bigger than their head.

- Yeah. You have to sign it. - Then you have proof.

- That's me, that is you. - I can't-- I can't do it.

- You do it. You go first. - Life's so hard.

I had to write my name down before Sophie. New signature.

- Okay. - Oh, I gotta do study for jobs, Sophie.

Why do you need your jobs in here?

Hey, Harry, put your blazer on if you're going to see Andy.

[Harry murmuring]

[birds chirping]

[Grant] I sort of try to stay in my little--

My boundary, as I call it. My bubble.

I call my house "my bubble."

And I-- You know, if I go out of my boundary,

how am I gonna know where I'm going if I can't read?

I've never been abroad, so I've not craved going to these places.

I'm not going on no plane. I'd be too nervous.

I do feel like the education let me down a bit when I was in school.

I might've, you know, got out of this bubble

and maybe explored a bit more,

but, you know, my life's gonna fly by and it's gonna be--

it's gonna be all over, innit, really?

But you just gotta live with it.

Even Samuel's a jerk.

Basically.

Oh, I won't tell Kyle. I won't tell Kyle. It's just us two.

- Please. - [boy indistinct]

Well, tell me now 'cos I ain't gonna snitch.

Come on, Nacis, you know I don't snitch.

- Wow, is it about my thingy? - No, no, no.

- You sure? - Yes, I'm sure. [giggles]

If I didn't fight for him to get him in that school, I think...

he would have gone down the road of not good.

I do get emotional quite a bit

'cos I feel like he's growing up quite fast.

[boys chattering]

[Grant] Kids these days don't think ahead, really.

They can go on benefits and just live on the state and--

I don't want that for my child.

I never claimed any type of benefits. I-I want my kids to be out there

and getting a good job and a good education, but...

it's a struggle.

Life is very stressful.

[students chattering]

- [boy 1] Yeah. - [boy 2] Don't say it.

[Nacis] Oh, my God, Jamie's farm!

[Jamie] Okay, welcome, Reach Academy.

We are extremely excited that you've arrived.

You will really, really, really enjoy your week.

And most important thing that you guys can do is to say yes to things.

Have a go.

Ooh.

Look at that chicken.

Nacis, you're not allowed to eat the chicken.

[sheep bleating]

[boys] Whoo! Whoo! Whoo!

[Jamie] Perfect. Okay. Send her on.

This is actually quite fun.

If one of them touches my legs, yeah, I'm gonna beat them up.

[Harry mimicking bleating noises]

[piano music playing]

Wow, that was amazing. My God.

[female teacher] That bit of tree isn't actually that strong.

Oh, Christian might be flirting with Ana.

Hey, Ana!

Is that your new lover boy?

Who's your top five?

It'd be Ellie, Morgan, Tia, and then Ana.

No. Morgan, Ellie... Tia.

You have a real crush on Morgan, innit?

[Harry] I need a-- I'm having a shower after dinner.

Tia! Adham likes you! He keeps talking about you.

- When did that happen? - [girl giggles]

[Sophie] So you did get a little bit.

- What? - What?

[students chattering]

[guitar music playing]

- [woman] You can use your hands, guys. - [Ana laughs]

Where did-- How are we supposed to do it without a shovel?

If you eat my hand, I'm gonna eat you for dinner.

- [man] Are your hands alright? - [Jahiem] Yeah.

[men cheering]

Ha!

[woman] He can be a bit nervous as a horse,

but it's still about getting that connection

and responding to your instructions.

[clicks tongue] Trot on! Deary me.

Good boy.

- Do you think you can have a go? - Yeah. I'll try. [chuckles]

[woman] Okay.

We're gonna be...

[male teacher] Get down there. Let's try to catch it.

- Chicken or cockerel? - Chicken.

- Chicken! - See, I'm a master at this game

- 'cos it's an old Latvian game. - Whoo.

[boy laughs]

[man] Countdown on five.

[all] Four, three, two, one!

[all clamouring]

[fire rustling]

[people applauding]

[woman] "Kyle, I think you've been one of the stars this week.

I hope you can carry on being this example to other children in the year

because I know that others have benefited a lot

from learning from your model behaviour, so keep it up."

[Sophie] Yeah, Morgan, I agree that you're a very--

a very compassionate person.

And I think you've done lots of things that you might not have done before.

And you've helped other people to enjoy them,

so thank you very much.

[students applauding]

Harry, I look at you chilled out now,

all relaxed in the sun, with your sunglasses on,

and I think that just shows how far you've come this week.

I think you've had a fantastic week.

That's the only word I can describe.

You're getting stuck in, you've learnt new things,

but above all, and the word that keeps coming back to me

is "calm" and in a happy place.

I hope that what you've learned about yourself here,

that you're able to take it back to London and keep improving in those ways.

And I think you'll find focus in class a lot easier

and just listening to people and enjoying things a lot more

because you're calmer within.

[students applauding]

[Sophie] Okay, before we start our assessments,

I'm gonna get what we need.

So you know your questions.

I've put them on paper for everyone. You've got plenty of time.

You should be able to use lots of detail in your answers.

Okay, your time starts... now.

If you've got a question, put your hand up.

Good luck, Team Don.

[whispering indistinctly]

[Sophie] That's level six, being able to say two different things, okay?

And then what we should do is you should start listening...

[whispering indistinctly]

[Sophie] All pens need to be down

in five, four, three, two, one.

- Well done, Team Don. - [boy] Yes!

Give yourselves a round of applause! Well done, Team Don!

[students cheering, applauding]

[knocks on door]

[Georgia] Come in!

- Hello. - Hi.

So, tell me about Jamie's farm. What was the best bit?

If you could pick one.

Um, wood chopping.

[Georgia] Is it the first time you've been away from home?

- No. - No?

So you didn't mind being away from dad for that amount of time or anything?

- Yeah. I don't know. - You did mind? Or you don't mind?

- No, I don't mind. - Okay. Well, that's good.

How's your anger, then? How's it been since I've seen you?

Fine. I don't...

At home with dad, all been good so far?

Good. I'm really pleased. So, can you remember what this is?

This is you.

[Harry] Looks like I was born in the '80s, about to go for a disco.

[Georgia chuckles] So, you said when you get angry, you get hot,

you swear, you push,

and you walk around.

Is there anything else that we can add to this

that you can remember or not?

It's just those things?

This is like a road of your life so far, and that's gonna go on

for years and years and years and years and years.

I'm guessing you need a bigger picture then.

- Pardon? - I think you need a bigger one.

[Georgia] So when we think about it, some of your most happy...

happiest memories, happiest experiences,

is there a particular time when you remember

having a really good time with a friend?

[Harry mutters]

[Georgia] Christmases? Or any holidays?

Any times with your dad?

Nothing?

Have a think,

and we can revisit this one.

And then we're gonna...

think about some of the harder things that you've had to deal with

and note them down, because we have to deal with hard things

to be able to get through and go into the good ones.

- Yeah? - Yeah.

Shall we put your hand print on the wall?

- Yeah, sure. - Yeah?

That was a good one.

Looks good.

[students chattering]

This is talking to you about Year Eight

because it's really important that you know what's going on next year.

So Year Eight is going to be a very, very exciting year.

Your homework is going to stay similar, but one of the main changes

is that in English, you're going to start to do coursework

to get you ready for your GCSEs, your A-levels, and university.

Your "Do Now" is on the board. You have two minutes.

You need to write down any questions you have about Year Eight.

Once you get your pen, you can start. You've got two minutes.

[boy yawns]

[students clamouring]

And what we're gonna do today is we're gonna write a really honest,

reflective letter to yourself.

And the point of that letter

is to think about all of the great things you have done this year,

and to be honest with yourself about what you haven't done so well at

that you want to change in Year Eight.

[whispering] Hmm. Yeah, that's true.

"Saying yes to everything." What a great thing.

Oh, I'm really proud of the things you said yesterday

and you've dealt really well with the fact that you're going.

And we'll keep this letter,

but we can post it to you if you want, next year.

You can tell us how you're doing.

[in normal voice] So, Team Don, today is our last day as Seven Don.

When we come back, we're gonna be Eight Don. Hoorah!

And, Ana, it has been lovely having you with us for this one year.

It's sad that you won't be with us forever,

but we really hope we can hear your news,

and we'd love to-- love to hear how you're getting on.

Thank you.

[boy 1] Yeah. Good luck next year as well.

[Sophie] Keep going, boys.

[girl squeals]

It's gonna be so sad.

- [boy 2] Yeah. - Down on the floor.

[students chattering]

- [woman laughs] - Is it margarita time?

No, that's not-- See you at five o'clock.

[car horn honks]

[mellow music playing]

[engine starts]

[Sophie] Hey, Harry, you've got your blazer on now. Very smart.

- New one. - [Grant] Yes.

- [Sophie] New blazer. - [Grant chuckles]

- [Sophie] So, how are you feeling? - Fine.

Yeah? How did you get on this morning with your homework?

Which one are you struggling with the most, the English?

All of them.

I've done a tiny bit. I think I've done a tiny bit of science.

[chuckles] Nicely.

So much.

It's really important that you learn a bit about The Merchant of Venice,

ready so that you'll understand it when we read it tomorrow, okay?

And then you've got your book review

and you've got some science and maths questions.

I don't wanna stay after school.

- Come on. - [Harry] No.

You said you were gonna stay half an hour.

- [Harry] But it's too long. - It's not too long.

[Sophie] If you won't have done your homework, Harry,

you'd be in homework catch-up.

[Grant] Straightaway. It's not good, is it?

You're giving up already?

Yeah, I understand it's quite stressful

to be the day before school and to feel like

you've got an impossible amount of work to do,

but I'll sit here and I'll help you with it, okay?

Because you're ready to be in the main English class now, Harry.

And it's important for when you start reading the book

that everyone is on the same page, okay?

Okay, so, today, we're going to look at The Tempest,

and then we're going to talk about what about Shakespeare's time

can we see in the play?

[instruments on TV playing]

Hi, friends. My name is William Shakespeare,

- but I suppose you've heard about me. - [students laughing]

[voice-over] For my company, The Lord Chamberlain's Men,

you could get in to see a play for a penny.

The standees were known as "groundlings."

The members of the audience

would drop their coins into a box as they entered,

hence the term "box office."

There could be as many as 500 for a performance

and they kept commenting all that was taking place on the stage.

[female teacher] Okay, question number one,

what were the people who paid a penny to stand called?

Lewis?

- [Lewis] Cramps? - No.

- [girls giggle] - [female teacher] Rachel?

- [Rachel] The groundlings. - [female teacher] It was the groundlings.

[boy] Oh!

[female teacher] What river was The Globe built next to?

Kellina?

- [Kellina] The Thames? - [female teacher] The Thames.

So, the type of question that we're going to be doing is this, on the board.

Do you think The Tempest or Iqbal is a better story

for teaching Reach pupils about good and evil?

There is no kind of way that you would organise your ideas.

I just want you to get as many ideas as possible.

Is Iqbal better or is The Tempest better for teaching pupils about good and evil?

Gradually, your targets are gonna change,

as by the time you get to GCSE,

you will need to do extended writing in your exams.

[Sophie] You're getting to a difficult time and things are getting hard,

and at the moment they're starting to get hard,

you're saying, "Well, I don't care."

But you have to keep caring.

[male teacher] When you write an essay for me,

you're actually writing a GCSE question.

And that's the dream, that's the goal.

So you can get the highest maximum marks in your assessment.

[woman] It's harder than a mainstream class

because you have to concentrate, you can't take as many breaks...

[Sophie] Harry, that was rude. You are spoiling this for everyone.

- It's alright, people. I'm leaving. - [Sophie] Thank you.

The reason that you're getting these demerits

and sent out of lessons is nearly always for the same thing.

When things go a bit wrong,

you take it out on the people that are closest to you.

- Yeah, Jahiem. - [Sophie] Harry, stop talking over me.

You have just been incredibly rude to me, and I care about you.

It's not fair.

I've got it from my bag.

Okay, Harry, I haven't said that I disagree.

- I found it there. - That you didn't-- Let's move on then.

You can ask Tia. I found it yesterday in my bag.

[Sophie] We've got a bit of a situation. Would you be able to-- Are you free?

Have you told your dad what happened on Friday?

- [blows raspberry] No. - [Grant, Sophie] No.

In the science lesson, Isobel, his science teacher,

asked Harry to say a word, that was "photosynthesis",

which is quite a difficult word to say, I agree.

I said it, like, a hundred times.

"Try and say it", and then she gave me a demerit,

and then that's when I stopped trying.

She said, "Try to say it"?

Yeah. And I couldn't say it and I'm trying,

and she went, "Demerit for not trying."

Then Isobel gave me another demerit, so that was three demerits--

[Sophie] One-one demerit was for saying that Isobel was ugly.

- Wasn't it? - Yeah.

[Sophie] Which is really rude.

So one of the demerits was not for not trying,

it was for being really rude about a teacher.

People are trying to support you, and it's okay to feel frustrated.

It's not okay to take it out on people.

And probably, I know you better than lots of the other teachers.

I can see sometimes that you're frustrated,

but everyone wants to help you and wants you to be successful.

They're never trying to embarrass you or to make you have a horrible lesson.

What are you gonna do to make sure you're not on step one again?

Come on, Harry.

- [Grant] Come on. - Don't be rude.

[Sophie] Yeah. That's the most important thing, to not be rude to people.

I agree, Harry.

Rudeness of any sort is only something that we've seen recently.

At the beginning of the year, Harry was never rude to anyone.

It's been little things.

But saying Isobel is ugly isn't really a little thing anymore.

[Grant] No, it's not.

[Harry] That's disgusting.

Look-look at that, there's some ninja guy over there.

What is he doing?

Oh, the guy thinks he's Jackie Chan or something.

Look at him, throwing fists.

In Year Seven, I was alright, and then in Year Eight,

um, I've been removed from lessons quite a lot.

And I think the school is...

I think it's too difficult for me, 'cos, like, you have to wake up early,

like about... about 6:00, it depends how far you live too.

Like me, I-I know I live, like, just across the road,

just round the corner,

but still, you have to wake up early, about 6:00,

by the time you have breakfast, by the time you leave,

by the time you come and meet your friends,

and then you have to go straight into the school, and then--

by the time you come back, you have to do your homework,

then eat, then sleep.

It's the exact same thing over and over again.

My dad thinks like it was...

He-- I shouldn't have done, like, the things I done, like

keep getting excluded and all the things like that.

Don't know what's gonna happen next year.

Doesn't matter where I go, where I don't go.

Life is just life.

[Sophie] We'll...

Have to?

No. Look at this word. We'll...

Have.

Begins with "a."

Ar-- Are-- Are've-- I don't know.

- So this is a long-- - Can we just read it?

- Do I have to do this? - Yeah.

So sit up, and then you'll be able to see it better.

- You can't see it from there. - I can.

Okay. Sit up, Harry.

That's it.

- [sighs] What if I didn't do this? - Come on. Harry, sit up.

- [Sophie] What's wrong, Harry? - Don't wanna do it.

- Why? 'Cos it's difficult? - No.

- Why not then? - Just don't wanna do it.

[woman] So, shall we tell Harry why we've had this meeting?

Last year, we were really proud of you,

because, sometimes, you would have real wobbles,

but you would pick yourself up again

and then you'd manage to go back into lesson,

and you used to do your homework really well.

And then this year, the thing that has been really difficult

has been you-you being in lessons.

And in, you know, three months,

you've done seven pieces of work in English,

and in maths you've done two.

This year, I asked Cameron, and he said that,

"Harry has not given me enough work for me to be able to mark

to see what his level is

'cos he's just not done enough work."

So that's really worrying for us.

You need to be in your lessons and you need to be learning.

[Sophie] Yeah, I think you see what Mangala is saying

that although you enjoy the bits of school that aren't the lessons,

the lessons are the bit that you're really here for

and the bit that's not going that well.

[woman] What we have said and what we're gonna--

the message that we're gonna give to the local authority in Hounslow,

is that right now, we don't feel like Harry is making

academic progress in Reach,

so you're not improving with your learning.

You're-you're improving in many other ways, you know.

You're becoming really-- You're really friendly, you're really polite.

Really helpful and really good fun.

Like, we all enjoy spending time with you

and we appreciate all of the time that we spend with you.

- Yeah. - So, we're saying that,

but we're saying that, you know, the thing that Harry's here for

is really to make progress in his English, and his maths,

and his science, and that's not happening.

We're-we're doing as much as we can and we can't think of a lot more

- that we can do, and it's not-- - Cool.

It's not really working at the moment for you 'cos you're not being--

you're not able to be successful in the way that you were last year.

Can you move me to a different class?

So I don't think that moving to a different class

would necessarily change anything.

[woman] What do you think? What do you want to say?

[kids] That's okay.

- Huh? - [man] Huh?

Oh, that's nasty, that!

Oh, that chicken just laid an egg! That's disgusting, man.

They said, "You're going to a different school."

I can't be in class, 'cos, apparently, I don't do my work.

And I can't stay at home because, apparently, it's illegal.

And, um, I just help with the nursery.

[kids chattering]

[Harry] Ah! Okay. Ready.

Let go! Let go! Come on. [groans]

- That's good. Over. - Thank you.

I've got you.

I'm stuck!

[Sophie] We knew that Harry was probably going to have to leave

because we just weren't able to teach him.

It's a small school. It was just a lot of resources.

In order to meet Harry's needs, it meant that

we weren't able to meet everyone else's needs in the same way.

For Harry, it's just that lack of belief.

It was hard to always be behind,

and I don't think that he could really cope with that.

It did work really well.

We just couldn't maintain it long enough for it to...

to make the difference that I wanted it to make, I think.

That's what's really sad.

- [Harry] I can't see what you're hearing. - No, but I can hear it.

Is that the-- Is that the ice cream?

[Harry] Yeah.

Is that what we get for dessert? It's quite exciting, isn't it?

And pizza.

[Sophie] That's such an elegant way to eat an ice cream, Harry.

Can I go now?

[Sophie] Can't we wait in here for longer?

I don't know what I'm supposed to be doing.

- Huh? - Do you want your cards now?

Want me to read it?

Ryan...

- Rasheed... - Let me show you.

So I think some people didn't get to do it.

So, Ryan says,

"Have a good-- Have a good time at your new school. Good luck. Ryan."

"To Harry, have a good time in your new school,

keep out of trouble.

- I will Snapchat you." - Who's that?

[Sophie] Morgan.

"To Harry, good luck at your new school. You will be missed.

- I hope you go far in life." - So let's go to the next one.

"Dear Harry, I've really enjoyed working with you

and getting to know you over the past two years.

You have a unique and amazing view of the world

and I know that you can go on to do wonderful things if you want to.

I remember your first day, and I'm really sad

that I don't get to continue being your head of year.

We will miss you. I hope you stay in touch. Love, Sophie."

[Ed] Look after yourself, okay?

And I think that the idea of you working with young people later

is a really good one.

So I think you could be a really great--

You like-- You've got a real gift with those little ones.

So you just bear that in mind, okay? Take care of yourself.

And if there's anything we can do to help, you can drop in anytime.

- Okay? - Okay.

- Bye. - All the best. Take care.

[kid giggling]

[kids clamouring]

- [girl 1 screams] - I've got you!

- Now you've got to try and catch me. - Got you again!

[girl 2] Try and catch me now!

[man] George. Good job. Three.

Ready up. Proud of you.

Okay. Ready up. Carlos!

[Harry groans]

This is my last day at school.

Can I have a hug before you go?

Bye. High five.

- Bye. - [woman] We're gonna miss big Harry!

Harry's been talking about you all week.

- Careful. - [woman] Good, Riley.

[girl] Harry!

Bye!

- Good luck, Harry. I'm gonna miss you. - Yeah. I'm not gonna miss you.

- Bye. - Bye.

[Harry] I always thought I was gonna get kicked out anyway.

If it was gonna be in Year Nine, Year Eight, Year Ten? Don't know.

This is the right move, yeah.

Yeah.

I'm happy because I'm going to a new school.

I'd give it, like, five days, probably be kicked out.

Bye!

[tires squeal]

[Rebecca] So, we were gonna talk to mum about your school,

'cos you're not at the school that you were at, are you?

- No. - [Rebecca] So tell me about that.

- What happened? - Uh, I got excluded.

[Rebecca] Okay. What for?

Um...

Fighting. Uh, and I stabbed somebody.

- [Rebecca] What with? - [Casey] A knife.

But the main reason they've decided to take him out of the school

was because he took an overdose at school.

- Yeah. - Um...

[sighs]

Casey, at the moment, what we're trying to do is get to know you

so that we make sure that we can look after you.

So, this is the really, really important bit of the visit, okay?

You're gonna read from here, from "I will do whatever it takes..."

down to here.

And these are all the things in school that we ask our students to do.

- [Casey] Who's gonna read that? - [Rebecca] You are. Okay.

"I believe I am capable of academic success.

And I'm ready to do whatever it takes

to be successful at school and in life beyond school."

[Rebecca] That was amazing. What were you worried about?

That was so good.

- Are you ready to join Reach Academy? - Mm, dunno.

[chuckles] You need to be sure before you can sign.

- Say it properly. - Yes.

You are going to feel proud of yourself,

because this is the start

of you going to a school where you're gonna learn things.

[indistinct chattering]

Well done. Amazing.

- Congratulations. - Thank you, Sophie.

[Grant] Stretch his hands. "S..."

It's a "D."

A "D." A "D."

Da-da-da-da.

Uh... bouncing. Uh...

[indistinct chattering]

[soft music playing]