Erica Moody Memorial Trust
Charity 1027683
Overview
Summary
The Erica Moody Memorial Trust appears to be a place-based support charity operating around Brays Special School in Birmingham. Rather than delivering education itself, it seems to mobilise funding to widen the resources and developmental opportunities available to pupils. Its remit is notably broad: educational support is framed alongside social, physical, mental and spiritual development, suggesting a role in enabling experiences or provision that sit beyond core schooling.
Operational geography
Evidence and reasoning
Supporting evidence
Sheldon
Confidence: high
The Trust's stated activity is to raise funds for the benefit of pupils at Brays School, and current official school and Birmingham City Council records identify Brays School as being in Sheldon.
- Supplied organisation record
The Trust states that it solicits funds used for the benefit of pupils of Brays Special School in the City of Birmingham; its charitable object is directed to children attending Brays School. - Brays School official website, accessed August 2026
The school identifies its school office as Brays School in Sheldon, Birmingham. - Birmingham City Council school directory, accessed August 2026
The Council lists Brays School in Sheldon, Birmingham, and identifies its ward as Sheldon.
Remaining uncertainties
- There is no current public evidence of Trust-funded activity at locations other than Brays School.
- The available evidence does not establish whether the Trust makes grants directly to individual pupils, to the school, or through another delivery arrangement.
- Brays School's current site in Sheldon is clear, but the Trust's Coventry registered address should not be treated as an operational location in Birmingham.
- Although Brays School is a Birmingham special school and its pupils may travel from beyond the immediate neighbourhood, the evidence does not demonstrate that the Trust itself operates citywide or across defined additional wards.
- The supplied financial record reports income of £2 and expenditure of £0 for the year ending 30 November 2024; this limits confidence about the present scale and regularity of grant activity, despite the charity remaining registered.
Additional evidence needed
- The Trust's latest trustees' annual report or accounts, setting out grants made, recipients and the locations or programmes supported.
- Confirmation from the Trust or Brays School of the current mechanism through which Trust funds benefit pupils and whether any funded activity takes place away from the Sheldon school site.
- Current evidence of any formal delivery partners, funded projects or additional operational sites linked specifically to the Trust.
Areas of work
- Amateur Sport
- Disability
- Education/training
Who they help
- Children/young People
- People With Disabilities
How they help
- Makes Grants To Individuals
- Makes Grants To Organisations
Discoveries involving this organisation
The Atlas has not published any Discoveries involving this organisation yet.
Observations
A school-centred funding partner
The Trust appears to function as a financial support mechanism closely tied to one school community, directing solicited funds toward pupils of Brays Special School rather than serving a broad public beneficiary group.
Why it matters
This suggests its value may lie in responsiveness to a specific institution's unmet opportunities and priorities. Understanding its relationship with the school would be central to understanding its practical influence.
Show evidence
“Solicits funds which are then used for the benefit of the pupils of Brays Special School in the City of Birmingham.”
Source:Charity Commission“The charity's objects refer to children attending Brays School.”
Source:Charity Commission
Development is defined more broadly than attainment
The Trust may complement formal education by supporting whole-person development, including social, physical, mental and spiritual capacities, rather than concentrating only on academic outcomes.
Why it matters
This broad framing could make the Trust especially relevant where pupils' participation, confidence, wellbeing or access to enriching activities require resources beyond standard educational provision.
Show evidence
“The objects include the social training and development of individual physical, mental and spiritual capacities.”
Source:Charity Commission“What the charity does includes education/training, disability and amateur sport.”
Source:Charity Commission
Potentially flexible route for targeted support
By making grants to both individuals and organisations, the Trust may be able to respond to needs at more than one level: directly supporting pupils while also enabling school-linked provision or partners.
Why it matters
This dual grant-making model could allow the Trust to bridge individual barriers and wider organisational opportunities, but it is unclear how often each route is used.
Show evidence
“How the charity helps includes making grants to individuals and making grants to organisations.”
Source:Charity Commission“Who the charity helps includes children/young people and people with disabilities.”
Source:Charity Commission
- What kinds of costs, activities or opportunities the Trust actually funds.
- Whether grants are made directly to pupils and families, to the school, or to external organisations.
- How the Trust identifies needs and coordinates with Brays Special School.
Remaining uncertainties
- Recent grant records, including recipients, amounts and purposes.
- Information from Brays Special School on the Trust's role in school priorities and pupil experiences.
- Annual reports or trustee statements describing funding decisions and intended outcomes.
Additional evidence needed
Charity Commission profile
Activities
Solicites funds which are then used for the benefit of the pupils of Brays Special School in the City of Birmingham
Charity objects
TO ADVANCE THE EDUCATION INCLUDING THE SOCIAL TRAINING AND THE DEVELOPMENT OF THE INDIVIDUAL PHYSICAL, MENTAL AND SPIRITUAL CAPACITIES OF THE CHILDREN ATTENDING BRAYS SCHOOL SO THAT THEY MAY GROW TO THEIR FULL MATURITY AS INDIVIDUALS AND MEMBERS OF SOCIETY