Mercury Centre

Delivering an outstanding alternative provision for students with EHCPs who struggle to engage with the demands of mainstream education.

Mercury offers a small nurturing therapeutic environment with small class sizes (3-4 pupils) to ensure that every pupil can receive the level of support they need. ​

​The curriculum is built around each individual pupil to offer a bespoke balance of academic, vocational and personal development to support each pupil's growth and achievement. ​

Our students have already faced challenges, difficulties, and failings in their mainstream education however our dedicated team are committed to supporting the development of our young people, emphasising the starting with the Mercury pathway is a fresh start!

Academic needs are achieved through a person-centred approach, with an individualised learning experience.

All students will feel respected and have a sense of belonging in a safe and inspiring environment.

They will develop their skills for positive social relationships and emotional health and well-being that will transfer into their adult lives beyond the Mercury Pathway.

Mission Statement

To enable students with SEMH needs and EHCPs to learn, progress and grow in all aspects of their development providing them the skills to change their educational futures and life chances for Solihull’s most vulnerable and at-risk children.

Core Pillars

Our curriculum is built around three core pillars:​

• SELF— developing social skills, emotional regulation, resilience, self-esteem, and a strong sense of identity​
• Meaningful Learning — providing a broad, relevant, and accessible curriculum that builds essential skills and qualifications. Maths and English are accessed daily as their foundation subjects to maximise Post 16 opportunities. ​
• Future You Curriculum — ensuring every pupil gains the knowledge, confidence, and experiences needed to transition successfully into Post‑16 education or training. From the start of their SA journey students develop a “future you” avatar and participate in meaningful conversation about their goals and aspirations. Tis supports them to visualise meaningful success and steps needed to achieve their personal objectives. ​

Student Profile

Pupils who have an EHCP for Social, Emotional, Mental Health needs are referred by the LA SEND team for specialist placements. ​

​The curriculum is designed to prioritise both academic achievement and personal development, ensuring pupils gain the qualifications, skills, and confidence needed to move forward successfully. It offers a structured, supportive environment where individual needs are met through a highly personalised approach.​

Intended Curriculum Outcomes

Improved self-regulation — pupils demonstrate the ability to recognise emotions, use coping strategies, and remain within their window of tolerance​

Increased resilience — pupils show persistence, problem solving, and the ability to recover from setbacks​

Positive relationships — pupils form trusting, respectful relationships with staff and peers​

Stronger self-identity — pupils develop confidence, self‑worth, and a clearer sense of personal strengths​

2. Academic Outcomes​

Re‑engagement with learning — pupils demonstrate improved attendance, participation, and learning stamina​

Meaningful progress — pupils make progress from their starting points across core subjects and personalised pathways​

Achieved qualifications — pupils gain appropriate, accredited qualifications that support their Post‑16 goals​

3. Careers and Post‑16 Readiness​

Clear Post‑16 destination — every pupil leaves with a confirmed place in education, training, or employment​

Developed employability skills — pupils gain experience in teamwork, punctuality, communication, and workplace expectations​

Increased aspirations — pupils can articulate future goals and understand the steps needed to achieve them​

Zero NEET risk — pupils are fully supported into a sustained, meaningful Post‑16 pathway​