• 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?

    Mrs A Heath 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 Mrs Heath  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 Mrs Heath.

    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:

    https://childrens.mycareinbirmingham.org.uk/

  • 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

    From September, the government announced plans for all students to return to school on a full time basis.

    Following the guidelines provided by the government, which can be found below.

    https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools

    Erdington Academy will be providing the following:

    • Students will be taught in ‘bubbles’ linked to their year group, for example:
    • Year 7
    • Year 8
    • Year 9
    • Year 10
    • Year 11

    Each year group bubble will have a member of the Pastoral Team assigned to it. Subject teachers will be working across bubbles and will therefore follow government guidelines and keep a 2m social distance between themselves and the student.

    • Students will have access to their relevant curriculum through planned lessons, set by class teachers, which take into account the gaps students may have in their learning due to the extended school closure
    • Students will have, where possible, to all SEND provisions appropriate to their individual needs identified through the work of the SENDCo. This includes:
    • Activities linked to the outcomes on their Education, Health, Care and Plans.
    • Visual supports such as visual timetables, working memory boards, now and next cards or task boards.
    • Coloured overlays, ear defenders and sensory boxes.
    • Technology where appropriate, such as laptops and iPads.
    • Access to resources to support emotional well-being, such a social or emotional stories.
    • Online provisions, such as Lexia
    • In class support, where staff can work safely with students
    • Interventions will take place within bubbles. Trained Teaching Assistants will deliver these interventions following government social distancing guidelines and hygiene.
    • SEND support plans will continue to be in place for children on the SEND register and reviews will be conducted via Email, Edukey provision Map or Telephone call.
    • EHCP annual reviews or meetings will be held via Microsoft Teams/Telephone call/Planned Meetings with professionals and parents.
    • Outside agencies will begin providing interventions within school or online via Microsoft Teams/Telephone calls, where necessary, following all guidance on social distancing and hygiene.

    The offer shown below applies to any children that may need to be taught remotely.  

    As stated in the government guidance:

    ‘Where a class, group or small number of pupils need to self-isolate, or there is a local lockdown requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education’. 

    Should there be a case for children to work from home, Erdington Academy will ensure:

    • Work will be set by class teachers. It will take in to account the needs of the pupils in their classes and will follow a well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject.
    • Teachers will check work regularly to gauge how well pupils are progressing through the curriculum.
    • Class teachers will set work and provide resources for individual SEND children relating to the outcomes/targets on their EHCP or SEND support plans.
    • Key workers will provide printed resources, such as workbooks and worksheets for SEND pupils whom require it

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

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

    Transition 

    We are aware that the transition period for our pupils with SEND has been greatly affected by the current situation. Each student in Year 7 with SEND and their family was contacted by their allocated Key worker in the Summer Term. Each student returning from the extended break has met with their Key worker in the first few weeks of term to set up new systems and discuss their needs. The SENDCo has liaised with all primary schools throughout the extended break to ensure all information.

     

  • Support for Parents

    For parents to access support please click on the links below:

    http://www.erdingtonacademy.bham.sch.uk/wp-content/uploads/2020/09/SEND-Parent-Webinars-1.pdf

    http://www.erdingtonacademy.bham.sch.uk/wp-content/uploads/2020/09/SEND-Parent-Webinars-2.pdf