Applying for a Place at our School
To join our school, your child must have an Education, Health and Care Plan (EHCP) in place. Learners who are identified as having additional needs but do not yet have an EHCP, will need to undergo the Education, Health and Care Assessment Request (ECHAR) process. If capacity allows, Coombswood School may support local authorities, families, and learners in gaining an EHCP by offering a short-term placement whilst all assessments are completed. If, following assessment, a learner is given an EHCP, admission will be considered to Coombswood School in line with our Admissions Policy.
We have a formal admissions procedure which is outlined in our Admissions Policy and which ensures we are able to meet a learner’s needs.
Our school works with learners with a broad range of SEND, including ASD, Mild Learning Needs and Social Emotional Mental Health.
Learners can join our school at any time during the school year and will follow a personalised curriculum package to meet their individual needs.
Our caring and committed staff team will spend time getting to know you and your child during a carefully planned transition, to ensure they feel safe, settled, secure, and ready to learn.
If you have any questions, please do contact us on 0121 573 0544.
To read our Admissions Policy, please visit our Policies Page
Learner Case Studies
We love to celebrate our learners’ successes and achievements! We are proud to share with you some of the stories of how the school and our incredible team have supported learners to fulfil their potential.
Learner A
Learner A is in Year 8 and part of Pine Class, our nurturing class. He previously attended a specialist SEN school but transferred to Coombswood School as he required a nurturing classroom environment and school setting.
A valued member of the school community, Learner A was elected to the school council, where he actively voices his opinions on school changes, including lunchtime clubs and activities.
Learner A’s primary need is communication and interaction due to his ASD diagnosis. His EHCP highlights challenges with low resilience and emotional regulation, alongside a presentation of SEMH needs.
In previous settings, Learner A struggled to make friends. However, he is now communicating well with peers, expressing himself when upset, requesting space when needed, and using brain breaks appropriately.
To support his academic progress, Learner A continues to have phonics sessions and is becoming much more independent. Since joining Coombswood School, he has grown in confidence and has even started speaking and presenting in assemblies.
Learner B
Learner C joined Coombswood School in Year 11 after experiencing significant disruption to his education. Following several moves across different local authorities and many months out of school, he arrived late into his secondary education with understandable reluctance and a lack of confidence in his learning. Having missed so much schooling, he felt unsure of how to access lessons in the same way as his peers.
With patient, consistent support from the Coombswood team, Learner C began attending regularly and slowly rebuilt his confidence. Staff worked closely with him to ensure lessons were engaging, accessible, and meaningful. His learning was brought to life through personalised activities and experiences designed to reconnect him with education in a positive way.
A key part of his journey was the strong focus on careers education from the moment he arrived. He received clear guidance on college pathways, employment skills, and the application process for jobs and further education. This ensured that he not only secured a college place when he left Coombswood, but also gained the independence and understanding needed to plan his future.
One of the highlights of his time with us was his enthusiasm for internal work experience opportunities. Learner C applied and interviewed to take on the role of a Teaching Assistant for the day, an experience he embraced with maturity and pride. He supported younger learners in PE sessions, demonstrating patience, responsibility, and a natural ability to encourage others.
Despite being with Coombswood School for less than a year, Learner C achieved an impressive amount. He secured several Entry Level Qualifications and successfully attained his Functional Skills Level 1. His determination and engagement were remarkable, and we are incredibly proud of his progress.
Learner C has now moved on to college and continues to thrive. We are always delighted when he visits Coombswood School to share how well he is doing.
A huge well done to Learner C, your hard work and resilience have been outstanding.
Learner C
When Learner B first visited Coombswood School in Year 6, both he and his parents were extremely anxious. His previous teachers were also concerned, as he struggled with change.
To support his transition, Coombswood School implemented a detailed plan. This included cooking sessions at Coombswood alongside his previous school, followed by visits with familiar staff to ensure he felt safe. During these visits, the nurturing approach of Coombswood’s staff helped Learner B grow in confidence. He even made a friend a couple of years older than him—a moment that made me incredibly proud.
Now in Year 7, Learner B attends school every day and absolutely loves it. He has made significant progress, reading with staff daily and even choosing to read at home. Seeing Learner B happy and thriving at school is truly wonderful.
Testimonials
“My child couldn’t read, write or speak when they first started. Within the year she started speaking, reading and writing, and she has come on tremendously.”
“I couldn’t name just one member of staff who goes above and beyond, they are all fantastic.”
“Kyle has progressed so much in school, I am very proud of him. He has improved with his social skills and is learning how to regulate his emotions.
Coombswood is an amazing school and I highly recommend to other parents.”
