• Erdington Academy SEND Vision

    Erdington Academy aims to meet the needs of all students with special educational needs, in line with the guidance provided by the local authority. Through quality first teaching we strive to ensure all students, irrespective of their needs, make progress in all aspects of school life; academically, socially and emotionally.

  • What do OFSTED say?

    Erdington Academy has not yet had an OFSTED inspection.

  • What does ‘Special Educational Needs’ mean?

    The term ‘Special Educational Needs’ (SEN) is used to identify students who have needs which are ‘additional to and/or different from’ their peers.

    There are four areas of SEN, these are:
    a)    Cognition and Learning
    b)    Communication and Interaction
    c)    Social, Emotional and Mental Health
    d)    Sensory and/or Physical Needs

  • What kind of Special Educational Needs can be met at Erdington Academy?

    We are an inclusive school, which offers a variety of support to students with additional needs. The curriculum is differentiated (adapted) to meet the learning needs of students with SEND. Any materials provided to students are presented in an appropriate form in order for them to access the content. This includes providing a multi-sensory learning environment, which caters to a variety of learning styles.

    Staff are supported to help SEND children access the curriculum through an Individual Pupil Profile (IPP). This document details the nature of the child’s needs and the ways in which teachers can support the students in lessons. ALL staff at Erdington Academy are teachers of SEND.

  • Whole Academy Provision

    All pupils attend lessons that are differentiated to meet the needs of groups and individual pupils in each class. This is supported through both behaviour management and personalised teaching strategies, which enable activities in lessons to be planned, delivered and pitched appropriately for individual students.

    In order to tailor in class provision teachers may:

    • Change the seating plan
    • Adapt resources
    • Provide additional structure to tasks
    • Ask the student to use a Task Board
    • Provide extension tasks to keep students engaged
  • Targeted Provision

    For student concerns that have been raised by staff or parents there may be a need to create a Pupil Passport or Student Target Plan.

    A Pupil Passport enables teachers to access information that is personal to an individual student’s learning, the information will allow teachers to know the best way to approach new learning or situations with students.

    A Student Target Plan is specific to the needs of the student. A maximum of three targets are set and reviewed every term. Students are part of the process of setting and reviewing targets. Student Target Plans are sent home in a letter and via the parents’ access page online.

    A range of booster and intervention sessions can be in place to support a student at this level in order to accelerate progress.

  • Specialist Provision

    There is a range of specialist provision at Erdington Academy, provided by specialist trained staff both in school and through external agencies.

    In school we deliver:

    • Gross Motor Skills Groups
    • Social Skills Group
    • Alternative Curriculum

    External agencies that support in school are:

    • Pupil and School Support
    • City of Birmingham Schools Outreach Team
    • Educational Psychologist
    • Communication and Autism Team
    • Forward Thinking Birmingham
    • Dare to Dream Mentoring
    • Debate Mate
    • Sensory Support Service (For Visual and Hearing Impaired)
    • Speech and Language Therapists
    • Social Workers
    • Barnados
    • Advocacy Matters
  • How does Erdington Academy identify and assess pupils with additional needs?

    The Academy identifies the individual needs of pupils through a variety of methods. These include:

    • Transition documents from Partner Primary schools
    • Observations
    • Referrals from Teaching Staff
    • Data analysis of pupil progress
    • Specialised assessments carried out by external agencies
    • Changes in a pupils behaviour
    • Concerns of parents/carers
    • Referrals from the Pastoral Team (to the Student Support Forum)

    After a pupil at Erdington Academy is identified as having additional needs that require support, a tiered approach of intervention is put in place. Initial assessments are carried out to identify areas of specific need before appropriate boosters or interventions are put in place.

    At Erdington Academy, support for pupils with additional needs can be administered through one or more of the following:

    • Increased in class provision
    • Literacy and/or Numeracy Interventions
    • Counselling/Mentoring
    • Observations from Professionals (Pupil Support Service, Educational Psychologist, Communication and Autism Team, City of Birmingham School)
    • Gross Motor Skills Groups
    • Tailored Homework Club provision
    • Social/Emotional Programmes in the Learning Zone
    • Alternative Curriculum offers
    • Specialist support (eg. Dyslexia support, ASD support, ADHD support)
  • How will I know how well my child is doing?

    There are a range of ways to identify how well your child is doing in school, these include:

    • Attend Parents Evenings
    • Attend ‘Meet the Head Teacher’ evenings
    • Monitor your child’s use of Show My Homework
    • Read your child’s report
    • Contact from the Head of House/Form Tutor
  • How can I support my child’s learning?
    • Check your child is completing his/her homework using the Show My Homework App
    •     Check and sign your child’s planner every week
    • Regularly check the school website
    • Encourage your child to attend extra-curricular clubs
    • Ensure your child is reading for about 20 minutes per day
    • Follow advice and support given by staff and external agencies
    • Attend Parents Evenings
    • Attend any meetings set for your child
  • What extra-curricular activities are there available for students with additional needs?

    Erdington Academy supports a range of extra-curricular activities that are available to all students.

    In addition to the extra-curricular opportunities offered, there are a range of clubs that are specific to students’ needs these include:

    • Miss Sharp’s Breakfast Club (Every Morning)
    • Gross Motor Skills (Tuesday After-School)
    • Mrs Ivery’s Homework Club (Tuesday, Wednesday and Thursday After-School)
  • Who is the SENCO? What are their roles/responsibilities?

    Miss A Turnbull is the SENCo at Erdington Academy. Her role is to ensure that students with needs additional to and/or different from the needs of peers are met. She attends all Parents Evenings.

    It is essential that Miss Turnbull has up-to-date information on your child’s needs. Therefore, any information from health professionals, such as Forward Thinking Birmingham, must be forwarded to Miss Turnbull.

    If you have any concerns contact her through the school number on 0121 373 1080.

    What specialist support can Erdington Academy offer?

    As a mainstream provider, the Academy is able to provide additional support to pupils in mainstream lessons through interventions aimed at accelerating progress with the support of teaching assistants.

    Pupils in Year 7 working below National Curriculum Level 3 in English and Maths can be supported through the adapted curriculum within the Skills School aimed at accelerating Literacy and Numeracy Skills.

    In Year 8 pupils working below National Curriculum Level 3 continue to be supported through targeted support. However it is also necessary for them to access the whole curriculum within subject areas in order to ensure they have maximum opportunities to choose appropriate options in Year 9.

    Students in Year 9 who are continuing to require additional support to access the curriculum will access their education through the Flexible Learning Tier. This will enable students to access a curriculum tailored to practical learning to promote speaking and listening as a gear to enhancing learning.

    Classes in the Skills School are reduced to the size of 16 pupils.

    What involvement do parents have with their child’s education?

    • Parents Open Evenings – Year Groups
    • Regular Contact Home from Form Tutor and Head of House
    • Parents Forum with the Head Teacher and Senior Leadership Team
    • Awards Evenings
    • Invitation to Planning Meetings surrounding the needs of your child
  • What involvement do pupils have with their education?

    Ensuring your child is happy with the support strategies that are used is key to ensuring these strategies are successful. Many planning meetings based around meeting the needs of your child will require both you and your child to be involved in the decision making process. Your child will need to:

    • Record homework in their Planners


    • Take responsibility for completing and handing in homework
    • Talk to staff when they have a problem
    • In Year 8 pupils will narrow the subjects they have at Year 9 in order to prepare for the GCSE transition
    • Access Student Leadership through the right channels
  • What support is available for pupils with additional needs when transitioning to/from other provisions?

    Transition from Primary Schools

    • Information is requested from Primary Schools
    • SENCO meetings with the Primary Schools
    • Transition Day for Year 6 in the Summer Term
    • Extra Transition Days for key students

    Transition to Post-16 Education

    • Meetings with the Careers Advisor in school
    • Options evenings (Available to Year 8/9)
    • Transition meetings with relevant colleges
  • If I have a complaint who can I talk to?

    In the vast majority of cases, concerns can normally be resolved by speaking to the SENCo. If the issue is not resolved, it can be escalated through the school’s complaint procedure, available on request.

    For further information on Birmingham’s Local Offer in the local area please visit:


  • Parent Link Service Contact Line
  • Physical Difficulties Support Service
  • Learning Difficulties Help
  • Sensory Support Help
  • Communication and Autism Help
  • Educational Psychology Help
  • Special arrangements in relation to COVID-19

    Following the closure of schools from the 23rd March 2020 Government guidelines stated:

    Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education, health and care (EHC) plans.

    Those with an EHC plan should be risk-assessed by their school in consultation with the local authority (LA) and parents, to decide whether they need to continue to be offered a school or college place in order to meet their needs, or whether they can safely have their needs met at home. This could include, if necessary, carers, therapists or clinicians visiting the home to provide any essential services. Many children and young people with EHC plans can safely remain at home.

    In order to ensure that our pupils with EHC plans are supported we have consulted families with regards to whether or not their child needs to attend school. We have ensured that the expectations for work being done at home is understood and that pupils can access the work being set by school staff. As a school we are undertaking weekly check ins to ensure that pupils outcomes are kept at the forefront and that their emotional needs are being met. Work set by class teachers takes in to account the needs of the pupils in their classes and is open-ended in nature to allow pupils to engage with and further their own learning. Where students access additional support in school, support staff are providing work appropriate to the intervention that was in place.

    Parents of SEND pupils may require our support at this time and the messaging facility on Show My Homework allows for private conversations to be had between staff and parents. The SENCO can be reached at [email protected].

    We are aware that the transition period for our pupils with SEND has been greatly affected by the current situation and we continue to work alongside our primary and post-16 colleagues to ensure that the information needed is shared. As the summer term progresses we will begin to send out transition style material that will endeavour to support all our pupils at this transitional time.

    Resources that support our pupils’ emotional and social development during this unprecedented time have been uploaded on to the school website in the SEND section. These will continue to be updated as time passes.

    External agencies will only become involved if necessary following the usual graduated response process detailed above.