• Erdington Academy SEND Vision

    Erdington Academy aims to meet the needs of all students with Special Educational Needs and Disability (SEND), 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 does ‘Special Educational Needs and Disability’ mean?

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

    There are four areas of SEND, 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 students 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 the academy we deliver:

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

    External agencies that support in the academy are:

    • Student 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)

    A student at Erdington Academy that has been identified as having additional needs that require support will receive a tiered approach of intervention. 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 the academy, these include:

    • Attend Parents Evenings
    • Attend ‘Meet the Headteacher’ 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 academy 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:

    • Breakfast Club (Every Morning)
    • Gross Motor Skills (Tuesday After-School)
    • 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 their 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 academy number on 0121 373 1080 or email her on [email protected]

    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.

    Students in Year 7 working below National Curriculum Level 3 in English and Maths can be supported through the adapted curriculum within our ‘Skills School’, a class focused on accelerating Literacy and Numeracy Skills.

    In Year 8 pupils working below National Curriculum Level 3 continue to be supported through targeted support.

    Students in Year 9 who continue 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.

  • 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
    • Access Student Leadership opportunities
  • 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 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 our policies page.

    If you wish to make a complaint, follow these steps in order. Move on to the next step if your complaint is not resolved.

    1. Talk to the academy’s special educational needs co-ordinator (SENCO).
    2. Follow the academy’s complaints procedure.
    3. Complain to your local authority.For further information on Birmingham’s Local Offer in the local area please visit:https://childrens.mycareinbirmingham.org.uk/
  • Parent Link Service Contact Line
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  • Physical Difficulties Support Service
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  • Learning Difficulties Help

    For “Learning Difficulties” help please click here.

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  • Sensory Support Help
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  • Communication and Autism Help
    20210112_Parent webinars 6 FINAL
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  • Educational Psychology Help
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  • Special arrangements in relation to COVID-19

    Following the closure of school from Tuesday 5th January 2021, SEND practice at Erdington Academy has been changed to align with government guidelines. The guidelines for schools provided by the government can be found below.


    Erdington Academy provides the following arrangements in-line with these guidelines:

    • Students will access ‘remote learning’ from home
    • Resources for lessons will be uploaded onto the TEAMs (Students have had training on how to access this in school)
    • Students will submit their work, using the resources on TEAMs via Show My Homework – now called Satchel One
    • Teachers will be available on TEAMs via the ‘chat’ function for 10-15 minutes during the lessons to answer queries and provide support to students
    • Teachers will also be available to provide feedback on Satchel One
    • All students working at home will receive weekly calls from key staff in school to offer support and guidance
    • Assistive technology that can be used to support students with SEND with remote learning has been sent out via the school app. For example, speech to text technology and colour-tinting the screen
    • Students in school will have activities linked to their outcomes on their Education, Health and Care Plans.
    • 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.



    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.

    Key Workers for students with SEND

    Each student with SEND continues to have an allocated Key Worker, these have not changed. These are points of contacts for students, parents and teachers and are vital in supporting each for the benefit of the child.

    Key Workers will continue to be responsible for setting students targets and liaising with staff to support students throughout the remote learning period.

    Key Stage 2 and Key Stage 4 Transition

    We are aware that the transition period for our pupils with SEND has been greatly affected by the current situation.

    Key Stage 4

    • Each student in Year 11 with SEND will continue to have support and advice from the Careers Advisor in school
    • Key Workers will continue to contact students/parents regularly and support with applications to post-16 provisions
    • ‘EA Careers’ twitter page directs student to a variety of options regularly
    • Each student has a ‘Unifrog’ log in providing support to them during the transitional stage of Year 11 to post-16 provision

    Key Stage 2 to 3

    • March 1st is the National Offer Day for Year 6 pupils
    • From this date parents of students with SEND will begin to have communication in preparing their child for the move to secondary school
    • We encourage all parents of Year 6 students offered a place at Erdington Academy to contact the SENDCo as soon as possible to ensure that the transition process can begin
  • Support for Parents

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

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    Parent pandemic session flyer North - 2



    Online Evening “Be Empowered” Workshops – January 2020 – February 2021

    For the “Be Empowered” booking form please click here.

  • Reading List

    Information Leaflet on Autism

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