SEN Information and SEND Local Offer

  1. What kinds of special educational needs does the school make provision for?

Alderman White School has an inclusive policy and makes provision for students with a variety of special educational needs including those with:

  • Cognition & learning difficulties.
  • Sensory Medical and Physical Needs.
  • Communication and Interaction Difficulties.
  • Social & Emotional Development Needs.
  • Anxiety Related Needs.
  1. How does the school know if pupils need extra help and what should I do if I think that my child may have special educational needs?

In the identification of children with SEND a graduated response is followed. The following hierarchy is reviewed and stepped up as required if further issues/concerns are arising after intervention.  An EHAF or referral to other agencies such as school nurse, CAMHS etc may also be made as required.

  • Initial concerns raised by class teacher/parents with pastoral team. Student placed at Class Concern and interventions monitored using college tracking data.
  • Referral to school SENCO for observations assessments and implementation of strategies.  Students will be added to SEN register at SEN Concern level or SEN Support where interventions are required.
  • Referral to family SENCO for further observations, assessments and implementation of relevant recommendations and intervention strategies. Students will be added to SEN register at SEN support level.
  • Parental permission sought for discussion at termly Springboard meetings, followed by referrals as needed for involvement with Educational Psychology and or Schools and Families Specialist Services (SFSS). Students will be added to SEN register at SEN Support level.

If you think your child has a special educational need you should initially contact your Child’s form tutor or inclusion leader at the school.  

  1. a) How does the school evaluate the effectiveness of its provision for pupils with special educational needs?

Alderman White School has a robust quality assurance programme to analyse and assess the effectiveness of each department, including its provision for special educational needs. The Directors take an active involvement and this and a link director has special responsibility for SEND. The SEND Link Director meets regularly with the SENCo to discuss the evaluation of provision, overall effectiveness and the action plan.

b) How will both the school and I know how my child/young person is doing and how will the school help me to support their learning?

Students at Alderman White School are assessed every half term. The progress of students with special educational needs is revaluated by the SENCo and shared with parents. Parents of students with special educational needs are invited to review meetings with the SENCo in addition to parent’s evenings and reports offered to all parents. Communication between home and school and across school is important. Parents are actively encouraged to communication through the student planner and by phone or e-mail.

Students with special educational needs have a student profile to allow the sharing of difficulties and strategies with staff. Parents are actively encouraged to help in the production of these to more effectively support students in school. 

c) What is the school’s approach to teaching pupils with special educational needs?

Alderman White School has an inclusive approach to teaching students with special educational needs. Students are offered access to the same curriculum and opportunities as all students, but provision is then tailored to meet needs. Students are supported in class by quality first class teaching with additional support from teaching assistants where required. In addition to this intervention programmes in literacy, numeracy and social skills are introduced as required to meet individual’s needs.

d) How will the curriculum and learning be matched to my child/young person’s needs?

The students at Alderman White School are broadly set by ability at KS3 in English, Maths, Science and Languages. All other subjects are taught in mixed ability tutor groups. At KS4, Core subjects Maths, English and Science are taught in ability groupings and all options subjects are taught in mixed ability classes.  Teaching is differentiated to support individuals, extend learners and encouraging achievement. As a federation we offer a wide range of appropriate courses for students with different interests and strengths at KS4. Students and parents are guided through the options process to ensure the correct provision is reached. Further personalised curriculums are developed

to meet individual needs as they arise and is always in consultation with parents. This can include a timetable of vocational courses, work placements, alternative providers etc. 

Before beginning GCSE courses students will be assessed for relevant access arrangements for examinations in conjunction with the JCQ requirements. Any relevant access arrangements will be granted for controlled assessments and examinations.

e) How are decisions made about the type and amount of support my child/young person will receive?

We involve parents in discussions about needs and support for a student with special educational needs. This is done at review meetings as needs change. The type and amount of support will vary and is driven by the needs of the individual.

f) How will my child/young person be included in activities outside the classroom, including school trips?

All students at Alderman White School have full access to the extra-curricular programme including school trips. A review of the support needed for a student to access a school trip is made on an individual basis. Relevant risk assessments are always carried out.

g) What support will there be for my child/young person’s overall well-being?

Alderman White School has an effective pastoral support system. All students meet their form tutor daily as their first points of contact. Form Tutors play an important role is setting students up ready for the days learning. Students who require additional support are assigned a keyworker or mentor who will meet them regularly. In addition to this we have a school counsellor that students with additional emotional needs can be referred to as and when appropriate.

  1.  Who is the school’s special educational needs co-ordinator (SENCO) and what are their contact details.

Julie Shiels

Federation SENCo

Alderman White School – 0115 9170424

  1. a) What training have staff supporting special educational needs had and what is planned?

The School offers a comprehensive CPD programme to all staff. This has included specific training on changes to the SEN policy and practice, Dyslexia and differentiation strategies. Staff specifically supporting students with SEND have been trained in first aid, dyslexia, delivering the ‘Switch On’ reading programme, Autism, delivering Catch Up Numeracy, supporting occupational therapy programmes, supporting students with emotional and social difficulties, manual handling and attachment disorders.  Further whole staff training in planned by the SENCo for this academic year (15-16) in supporting students with autism, attachment disorder, hearing impairments and other specific special educational needs. On-going training for support staff is planned in supporting student’s access arrangements and literacy and numeracy interventions. In addition to this the SENCo is currently completing ‘The National Award for SEN Co-ordination’.

b) What specialist services and expertise are available or accessed by the setting/school?

The school has access to Nottinghamshire County Council Schools and Families Specialist Services. This includes the Educational Psychology Service, Communication & Interaction Team, Cognition & Learning team and the Sensory Team. Referrals are made to this service at the termly Springboard meetings for individual students requiring further intervention. The school also has a counsellor available. Parental permission is always sought.

In addition to this schools can refer to Nottinghamshire and Nottingham City Targeted Support Service, Child and Adolescent Mental Health Service and Social Care as and when required.

  1. How will equipment and facilities to support pupils with special educational needs be secured? How accessible is the school?

Place funding is used to provide up to 9.5 hours of additional support for students with special educational needs. After this bids are made for additional family funding (AFN) if additional hours of support are required for an individual. The individual has to meet stringent criteria set by the Local Authority to receive this funding. Further from this if criteria are reached then High Levels Needs (HLN) funding can be applied for by the school directly to the Local Authority. This funding is then used to provide resources, specialist equipment or Teaching Assistant Support as required by the individual.

The school has been assessed for wheelchair users and students with visual impairments. Adjustments are made as required to meet needs in accordance with the accessibility policy.

  1. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

All parents have the opportunity to take part in parent forums and the PTA. In addition to this parents views are sought prior to and during review meetings for students with special educational needs. Parent questionnaires are also carried out by the school and feedback forms are available at parent’s evening.

  1. What are the arrangements for consulting young people with SEN and involving them in their education?

The school has a student council that all students have the opportunity to take part in through their form representatives. In addition to this the SENCo and other members of the Learning Support department will seek out student views during keyworker meetings, prior to review meetings and through student questionnaires and interviews.

  1. What do I do if I have a concern or complaint about the SEN provision made by the school?

If you have an initial concern or complaint you should contact the SENCo in the first instance. Alternatively you may put your complaint in writing to the Headteacher or Directors as is consistent with the complaints policy.

  1. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in the meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The Directors actively encourage contact with outside agencies through the Nottinghamshire Guidance and relevant referral systems.

  1. How does the school seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The school will discuss access to relevant organisations and signpost parents to external support services at review meetings. In addition information is shared over the telephone and online.

  1. How will the school prepare my child/young person to:

I. Join the school?

We offer a variety of visits and taster days to primary school children across the age range. Parents are actively encourage to visit and tour the school prior to entry and these can be arranged by contacting the school office. There are also weekend and evening language classes taking place at the school.

II. Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

All students will complete a 3 day induction programme in the summer before the September start. In addition to this students with special educational needs are offered extra visits in a small group to support a smooth transition and reduce anxieties. There is a culture of sharing information with feeder primary schools to further aid this process.

The Citizenship programme at KS3 & 4 prepares students for transition to the next phase of education.

III. Prepare for adulthood and independent living?

Students are offered a wide variety of course choices at KS4 & 5 to give them the most appropriate opportunities following completion of compulsory education. In addition to this interview days are held for KS4 students to prepare them for job applications.

  1.   Where can I access further information?

Further information about the school, a copy of the SEND policy can be found in our policies section.

The SEND Local Offer can be found at