Special Educational Needs
Welcome to the SEND department at Erasmus Darwin Academy
SEND Support
At Erasmus Darwin Academy, our key value is Excellence and we are passionate about providing a truly excellent education for all of our young people. And for us, an excellent education means a well-rounded education which prepares young people for their future lives as well-rounded citizens in modern Britain. Our SEND mission is incredibly important to us; that together, we will prepare SEND students to achieve their full potential, to become confident and independent individuals, and transform their futures. We will ensure inclusion is at the heart of our broad and balanced curriculum, delivered by staff who are invested in their responsibility towards providing the highest quality support. Together, in a nurturing environment where all students feel they belong, we will make excellence accessible for all.
SEND Vision:
E – Enriching the education of all students
D – Delivering high quality teaching & support
A – Ambitious expectations for successful transition into adulthood.
At Erasmus Darwin Academy our approach to teaching and learning is broken down into our waved approach. Staff deliver quality first teaching with a specific focus on adaptive teaching strategies. Adaptive teaching is simply: understanding the learning needs of all pupils and adapting the teaching in response to those needs. This means that a SEND focused approach in all classrooms allows a learning experience that is harmful to none, beneficial to all yet critical for some.
We know that the transition to secondary school is an anxious time, however we pride ourselves on our relationship with our primary schools to ensure a smooth and timely transition is in place. For those students that require additional support, the SEND team will work closely with your child’s primary school to ensure the best provision for your child is shared. On arrival in year 7, your child will be allocated a ‘SEND key worker’ who will be your main point of contact for anything to do with your child’s SEND needs. We welcome collaboration with parents and carers to ensure the provision is bespoke and targeted and our children are at the heart of every decision that we make. We will endeavour to provide your child with the best well-rounded education possible, ready for the challenges that life presents.
Mrs O.Conolly
Assistant Headteacher
Important Dates (2025-26)
MEP Evening 1 – Wednesday 3rd December 2025
MEP Evening 2 – Wednesday 11th March 2026
MEP Evening 3 – Wednesday 1st July 2026
Accessibility and Equality Action Plan
The Hub
The HUB is a building located within the school grounds next to the tennis courts. Not only is it the base for the Learning Support Assistants and SEND team at Erasmus Darwin Academy, but also a centre for inclusion, support, reflection, self discovery, growth and friendship. Primarily designed as a classroom, the HUB has capacity for small group interventions but is so much more than a classroom. Here students can seek support from Learning support assistants, key workers and mentors, access computers for homework purposes, meet with friends during break and lunch times, become involved in gardening projects, or simply take a little time out in the Reflection room. On entering the HUB we have a chill out zone with sofas to encourage friendship and communication and in the HUB garden area we have plants, benches, fruit trees and picnic tables to offer an alternative environment for those seeking to connect with nature and relax. Whatever the purpose for your visit, one thing that is always guaranteed is a warm welcome and friendly smile.
We are here to help
The nature and extent of support we offer is dependent upon the young person’s need and provision will be linked to their setting. We consult with parents/carers of your people with additional needs to ensure that interventions and support are purposeful and monitored carefully through their Erasmus Darwin Academy experience. All interventions are utilised at the discretion of the SEND team.
Tutor Time Intervention
Reading intervention is delivered to a small group of students by a Learning Support Assistant. Students either follow the Rapid Reader reading scheme or a book is selected that is appropriate to their reading age. The focus is on sight reading, pronunciation, fluency and comprehension. The Academy has recently introduced a new online literacy scheme, called Bedrock, for all year 7 and 8 students. This focuses on grammar and vocabulary comprehension and is individually tailored to each student’s needs. Bedrock forms the basis of English homework during those years and is also completed during library lessons.
Phonics is an additional intervention offered to students on a needs basis which is completed in small literacy groups with an aim of building confidence in word recognition and reading fluency.
Touch Typing is a computer based intervention where students develop their typing speed and accuracy. Students are invited to this intervention if staff have reported concerns with handwriting or if they have qualified for a scribe/word processor for exams.
Daily Check ins are conducted by a Learning Support Assistant and involve ensuring that students are prepared for the day and that any concerns have been addressed. These may take part at various times throughout the day.
Lesson Based Intervention
Lego Therapy is delivered by a Learning Support Assistant to a group of three students. The aim of the intervention is to develop turn taking, communication and social skills as students work together in different roles to build a model.
Mentoring is carried out on an individual basis with a Learning Support Assistant. Mentoring is tailored to the specific needs of the student.
KS4 Numeracy Intervention is delivered to a small group of students by a Learning Support Assistant. The content of the sessions aligns and builds on the areas of study within the KS4 Maths curriculum.
KS4 Literacy Intervention is delivered to a small group of students by a Learning Support Assistant. The content of the sessions aligns and builds on the areas of study within the KS4 English curriculum.
Wellbeing Intervention is carried out in a small group with a Learning Support Assistant. The purpose of the six week course is to provide a basic introduction to mindfulness, its purpose and practical application to help balance emotional response to situations that may arise at school or in the students personal life.
Time to Talk is delivered by the ELSA (Emotional Literacy Support Assistant). The purpose is to give students the opportunity to talk about an emotional change that may be happening e.g bereavement, illness, family changes or school related anxieties. They last up to 30 minutes and take place in the ELSA Room on a 1:1 basis during Period 1. Students are recommended for this intervention by the Pastoral Team or Tutor.
ELSA Intervention is delivered by the ELSA (Emotional Literacy Support Assistant). Students will be given bespoke 1:1 sessions for approx. 20 to 30 mins. This intervention is tailored to a specific emotional need and lasts for a minimum of 6 weeks. Each session includes an emotional check in, an activity based on the area of need followed by time to relax. Students are referred to this intervention via the SEND team.
After School Intervention
Zones of Regulation is delivered on an individual basis by a Learning Support Assistant and is a curriculum that is designed to foster self-regulation and emotional control.
Handwriting Intervention is delivered to students who have been identified by teaching staff as having difficulties with their handwriting. The intervention explores hand strengthening exercises and letter formation.
KS3 Numeracy Intervention is delivered to a small group of students by a Learning Support Assistant. The content of the sessions aligns and builds on the areas of study within the KS4 Maths curriculum.
For any after school interventions, please be aware that you will be contacted by the lead Learning Support Assistant to inform you of the dates and times. These supportive measures will be reviewed termly and a decision about whether the intervention continues to be needed, will be made.
Frequently Asked Questions
What should I do if I am concerned about my child in relation to their SEN?
Contact your child’s Key Worker via email or alternatively you may wish to email Mrs Eustace (Key Stage 3 SEND Lead) Mr Peace (Key Stage 4 & 5 SEND Lead) Mrs Ireson (SEND Manager) or Mrs Conolly (Assistant Headteacher and SENDCo)
My child needs 1:1 support, does Erasmus Darwin Academy offer this?
Erasmus Darwin Academy strives to ensure that students develop independence and resilient learning skills, all students who require additional support will have a named Key Worker and support is offered in the form of small group interventions and strategies are developed so the student can access all aspects of the curriculum with confidence and independence. Where a child has an EHCP the support is discussed with the primary school and families as outlined in their individual plan.
My child struggles with crowds, how do you support with this?
Erasmus Darwin Academy offer an exit pass, this enables students to leave the end of a lesson a few minutes early before the corridors become busier. We also offer a lunch pass to enable students to access the canteen first before it becomes busy. If we feel that this is something your child may need we will discuss it with you. At social times we also have the ‘Learning Support Hub’ which is staffed by the SEND team. This gives students the opportunity to share a game, eat their packed lunch with friends, receive support with social interactions and relax in a smaller environment. There is also an outdoors area with picnic benches which students can use if they wish to.
Does my child need to have an official diagnosis to receive support?
No. As every child’s needs can vary considerably, (and a diagnosis is often a very lengthy process) each student will be supported through their individual challenges as they arise.
Will my child receive additional support if we have an official diagnosis?
No. As our support is tailored to each child’s specific needs, this is unlikely to change with a diagnosis. The support that students are given is based on their current needs.
We do not have an EHCP, however my child currently receives one to one support in primary. Will this continue at Erasmus Darwin Academy
We liaise extensively with your child’s Primary school prior to transition, ensuring that we have a comprehensive picture of where support is most needed. We also ensure key workers contact parents within the first week to review the transition process and ensure we have the clearest picture in order to develop the most effective support package for your child. We want to promote independence during your child’s time at the school and support is offered to small groups of learners within mainstream classrooms.
Will my child receive additional support during exams?
As your child progresses through Erasmus Darwin Academy, we will be gathering a variety of evidence to determine what support is needed during examinations. Staff will refer students towards the end of Year 9. They will then be assessed in Year 10 by our external JCQ regulated assessor to determine whether they formally qualify for access arrangements. The criteria that students need to meet is quite extensive and therefore we are governed by the outcome of the assessments that take place externally. Alongside this, we also have to provide substantial evidence to show that it is the students normal way of working. Each child is individually considered and where a need is identified, support can range from; a prompt, rest breaks, laptop or reader, or your child may qualify for extra time and/or a scribe. These support options will be discussed fully from Year 9 onwards.
How do I get my child to read?
We would encourage your child to read anything that they enjoy reading (comics, recipe books, subtitles on their favourite film, online articles, writing and reading a shopping list). We would also encourage you as parents to still read with your child and ask questions about what they have read (or vice versa.) You could suggest they read to younger siblings or grandparents. Most importantly make it fun!
Do I need to get a private Dyslexia diagnosis?
There are currently no dyslexia referral pathways for schools or GPs within Staffordshire. If you feel that you want to pursue a diagnosis this has to be arranged and paid for privately. More information can be obtained from the British Dyslexia Association website. The current advice from the Education Psychology Service is that around 10% of the population have dyslexia and most needs are met through the quality first teaching that your child will receive in the classroom.
What should I do if I feel my child has autism or ADHD?
Your first point of call should be the GP as these are medical diagnoses. It is important to remember that the presenting behaviours will need to be seen in more than one context and that a substantial amount of evidence is required, which will need to be collected over time. The referral and assessment process can be a lengthy one, in most cases 25-30 months. Should families decide to follow a private pathway, it is the family’s responsibility to ensure that the assessments meet NHS NICE guidelines.
Who should my child contact if they have any concerns or queries?
We would encourage students and their parents to have regular communication with their named key worked, tutor or a trusted adult at the Academy. This can be face to face or via email.
I think my child needs and EHCP, how do I go about this?
Requests to carry out an EHC needs assessment can be made by:
- education settings (with parental consent)
- parents and carers
- young people over the age of 16 but under the age of 25
It is essential that parents/carers discuss this with us before requesting an assessment.
For further information, please read the parent guide provided by Staffordshire Connects:
Further Support - SEND Local Offer
Please access the following information on the Staffordshire Connects Website: