Four years ago, school leaders at Ninestiles, an Academy, decided to create a more academically rigorous curriculum for SEND learners using its resource base.
“We took this decision as we understood that those with furthest to travel needed greatest support to flourish,” said Alex Hughes, the academy’s principal.
“We were absolutely committed to ensuring all learners regardless of need or starting point could access the full breadth and depth of our broad and balanced curriculum.
“We were also fully committed to ensuring the statutory entitlement of section F for EHCP learners – which details the specific SEND provision a child or young person needs – was delivered in a rigorous and engaging way, taking into account the range of special interests that our learners have.
“A brilliant example is a learner with a keen interest in astronomy and the geopolitical situation in the South China Sea, who had had his curriculum shaped to allow him to succeed with this knowledge.”
The curriculum review was carried out by the Birmingham school’s inclusion lead, the principal, as well as speech therapists and pupil support services. Parents were also consulted and encouraged to provide feedback and support. At the same time, the inclusion team was offered improved training and development.
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Our SEND students give colleagues the opportunity to push their professional knowledge and skills, developing specialisms that reflect the depth and complexity of the world of SEND
Earlier this year, Ninestiles, an Academy, part of the Summit Learning Trust, was rewarded for its efforts by being named the Inclusive School of the Year, in the 2025 Tes Schools Awards.
Building confidence through individual interests
Using adaptive resources where appropriate, the curriculum at the school allows pupils to follow their interests with the confidence to stretch themselves beyond their comfort zones. This increased confidence then enhanced their learning in other areas.
Every SEND learner can engage in every lesson, but still receives the specialist support they need to close any learning gaps.
Learners with an EHCP spend approximately 30% of their time at the resource base at key stage 3, and form time in key stage 4. At all other times they are integrated into the main school lesson structure.
This combined approach has led to low absenteeism. Persistent absence rates amongst SEND pupils at Ninestiles is under 30%, compared to over 40% nationally.
“We never limit learner ambitions,” Hughes said. “For example, one of our year 10 resource base learners is an incredibly talented mathematician so always accesses the stretch and challenge groups in maths.”
Effective transition from primary
This journey begins before pupils enter the school for the first time.
“A strong strategic focus has been on effective transition and developing rapport before learners arrive at the academy,” Hughes explained. “This includes the identification of three positive traits and achievements in all learners during visits to primary schools. This is no mean feat when we have over 60 feeder schools in an average year.
“We have a collegiate approach between pastoral and inclusion teams ensuring all colleagues see all learners as important parts of the school.
“We took a purposeful and authentic approach to cultivating meaningful supportive relationships with families, recognising the additional challenges faced by many in our community The starting point for this was the desire to hold all stakeholders in unconditional high regard which required staff training and development.”
Celebrating the whole school community
He added: “Our SEND learners are endlessly interesting characters who are brilliant company and great conversationalists. They offer us the opportunity to be the very best we can be, professionally, and to see them grow and flourish into self-respecting global citizens.
“They also give colleagues the opportunity to push their professional knowledge and skills, developing specialisms that reflect the depth and complexity of the world of SEND. And other pupils understand the richness and variety of our community celebrating each other for what they can achieve rather than being defined by difficulties.”
Judges at the teaching awards agreed. Margaret Mulholland, who was a judge in the inclusive school category, said: “SEND learners at Ninestiles are appreciated for what they bring to the academy in all forms, rather than the deficit model.”
