SEND Information

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

• Communication and Interaction
• Cognition and learning
• Social, emotional and mental health (SEMH)
• Sensory / physical

Our universal provision is designed to be as inclusive as possible. We aim to meet the needs of as many children as possible within our universal provision. We follow a graduated response, which is described below.

When a new student joins our school, whether at the start of year 7 or another point, we gather information from their previous school and teachers, look at any test results, and monitor how they are settling in and getting on.

• Teachers will check the learning of all students regularly, usually through low-stakes white board tasks, quizzes or discussions, with half termly or termly more formal assessment tasks.  We will also test students reading age.
• The pastoral team will monitor the attendance, behaviour and wellbeing of all students.
• Curriculum Leaders will monitor test results for each year group and carefully monitor the support in place for any students who are not progressing as they should.
• The Progress Leader and SLT Link will have an overview of each year group, and the tutor will keep an eye on the progress of their tutor group.

Many children may need additional help at some point – this doesn’t necessarily mean that they have Special Educational Needs. If a member of staff feels that a student needs additional support, they can put this in place or refer them for some support or intervention. This is our usual way of working. If these interventions work, we will share this as a good strategy to support your child. Parents are not always informed immediately of these low-level support strategies. They will be discussed with you if needed or at events such as Parents Evenings.

If these universal interventions and support strategies do not address your child’s needs and enable them to progress in line with their peers, the adults at school who know your child well will review what else we can put in place to support your child. You and your child will be involved in these discussions.

Where needed, the SENCO will be consulted and may be involved in deciding on next steps. Where your child’s provision means they are accessing something that is significantly “different from” or “additional to” that of other children, they may be added to the Special Educational Needs register as receiving “SEND support”. They do not need a diagnosis for this to be agreed. This will always be discussed with you in advance.

We may agree with you to refer your child for further assessment or support. This could include completing an Early Help Assessment Form (EHAF) or making a referral to another agency such as the Healthy Families Team or Mental Health Support Team.

If there is a need for specialist assessment or support, the SENCO will ask your permission for your child to be discussed at the termly Family of Schools Springboard meeting. This may result in further school-based support strategies advised by a specialist, a referral to Educational Psychology and/ or Schools and Families Specialist Services (SFSS), or to the family of schools SENCo for further observations, assessments and implementation of relevant recommendations and intervention strategies.

Where the provision and support in place is still not meeting your child’s needs, an application can be made for additional funding (AFN), and then if this still does not meet their needs, higher level needs funding (HLN).

If your child’s needs are still not being met with all of these strategies in place, an application for an Education Health Care Plan may be considered.

What should I do if I think that my child may have special educational needs?

Please arrange to have a discussion with a member of staff who knows your child well to explain your concerns and to find out how they are doing at school. Make sure notes are recorded, actions agreed and that you receive a copy of these. Agree a timescale to review how things are going.

If you feel that your child needs further support, you may want to request a referral for assessment or to meet with the SENCO or Assistant SENCO. Your child’s Progress Leader, or another member of staff may be able to complete the referral in liaison with the SENCO.

Depending on the nature of your concerns you may also want to take your child to the GP to pursue a medical diagnosis.

• We monitor data on students’ academic progress and qualifications at the end of year 11 in relation to their starting points; we also monitor reading and writing assessments, attendance and behaviour data.
• We gather students and parent voice through surveys and discussion. This includes specific feedback about provision for children with SEND.
• The provision for children with SEND needs is monitored through our lesson visits, book looks and discussions with students about their learning.
• The SEND Link Governor meets regularly with the SENCo to discuss the evaluation of provision, overall effectiveness and the action plan.

Teachers check the understanding of all students every lesson, through “low stakes” assessment activities.

Every half term (core subjects) or term (other subjects), students complete a summative assessment or test. We will also test students’ reading age. Where possible your child will complete these tests and assessments. Reasonable adjustments may be put in place such as the support of an adult to read questions if appropriate. Curriculum Leaders will monitor test results for each year group, paying careful attention to children with SEND needs and checking that they are progressing well from their starting points.

The pastoral team will monitor the attendance, behaviour, academic progress and wellbeing of all students. The Progress Leader and SLT Link will have an overview of each year group, and the tutor will keep an eye on the progress of their tutor group. The SENCO will monitor the attendance, academic progress and wellbeing of the SEND cohort in each year group.

Each student with SEND needs is entitled to a termly review with a member of staff who knows them well. This will look at their strengths, achievements, needs support and intervention. It will consider their attendance, academic progress, wellbeing and future plans.

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

Progress data is shared with all parents three times a year, which shows assessment band (Year 7-9) or grade (Year 10-11) and Learner Behaviour. Parents will also receive an annual written report and have the opportunity to attend a Subject Parents Evening each year. It is important that parents of children with SEND needs access this information and attend these events and request any additional support that they may need to do so.

Parents will be involved in the termly review process. The SENCO or Assistant SENCO will be involved in the Annual Reviews for students with EHCPs.

We have high expectations of all students, including those with SEND needs.

We use evidence-based approaches to support children with SEND needs. This includes use of the Education Endowment Foundation (EEF) guidance on adaptive practice and the SEND 5 a day:

• • Explicit instruction: clear explanations, modelling and frequent checks for understanding. This is followed by guided practice, then independent practice.
  • Cognitive and metacognitive strategies: managing cognitive load; providing opportunities for students to plan, monitor and evaluate their own learning.
  • Scaffolding: providing a supportive tool or resource such as a writing frame or a partially completed example; aiming to provide less support of this nature over time.
  • Flexible grouping: allocating groups temporarily, based on current level of mastery.
  • Use of technology: From the second half of the Autumn term of Year 7, all students have access to a Chromebook or laptop for use at school and at home. Technology can be used by a teacher to model worked examples; it can be used by a student to help them to learn, to practice and to record their learning.

Support is tailored to meet individual needs. Students have a student profile which shares their strengths, interests, needs and appropriate support strategies with all relevant staff. Students and parents are consulted when profiles are written or reviewed.

Where Teaching Assistants are present in the classroom, this does not reduce the amount of input SEND students receive from the teacher, as they are the expert in the room. 

Where needed, students have access to additional small group and 1:1 intervention including phonics, reading fluency / comprehension, handwriting, ELSA (emotional literacy support), social skills or mentoring intervention.

Most students with SEND needs follow the same curriculum as all other students. We follow the National Curriculum at Key Stage 3 and offer a wide range of qualifications at Key Stage 4. Students are taught in mixed ability groups in Year 7-9. In Year 7-8 they remain with their tutor group for most subjects. In Year 10-11, Maths, English and Science are taught in broad ability groupings, and specialism subjects are usually taught in mixed ability classes. 

We are working to ensure that all classrooms are suitable for students who need sensory adjustments e.g. low lighting, good ventilation, periods of silent working and limits on noise, predictability, advanced warning of changes to routine e.g. new seating plan, 50% blank walls, no clutter, carefully arranged seating. We have 15 classrooms with air conditioning and have recently had new radiators and boilers so we can maintain an appropriate temperature in winter.

We offer a wide range of appropriate courses for students with different interests and strengths in Year 10-11. This includes the opportunity for some students to pursue a Preparation for Adulthood course delivered by the SEND team, and off-site vocational courses delivered at Nottingham College for small groups of students.  Students and parents are guided through the specialisms process to ensure the correct provision is reached.

The curriculum will be adapted within the classroom to meet the needs of individual learners.

Further personalised curriculums are developed to meet individual needs as they arise and always in consultation with parents. This may include agreed time in our Thrive Centre to support students to access or return to a mainly mainstream timetable. You will always be informed and involved in any decisions about changes to your child’s timetable, and we will always maintain high expectations of and for your child. Our Haven and Nurture areas include sensory areas and varied workspaces.

Year 10-11 students will be assessed for relevant access arrangements for examinations. Students with exam access arrangements may have rest breaks, additional time, use of IT, access to reading software, a small group environment, or 1:1 provision, dependent on their need. This has to follow JCQ regulations and be their usual way of working.

We will first try to adjust our universal provision so it meets the need of your child. We will then implement a graduated response using the “assess-plan-do-review” model and evidence-based interventions and support.

Support strategies

Teacher: teachers are trained to use adaptive practice, strategies that support SEND learners, and individual strategies included in student profiles.

Chromebooks: all students have a Chromebook. These can be used to support students with SEND needs with reading and writing tasks. Soe students may be provided with a Laptop instead if this better meets their needs.

Teaching Assistants: A dedicated Teaching Assistant is allocated to each Year 7 tutor group so that they can get to know the class well. The EEF guidance on the most effective use of Teaching Assistants is used. The use of TAs does not reduce SEND students’ contact with the teacher, and TAs provide scaffolding which is temporary and removed gradually to increase independence.

Intervention: We offer small group interventions in phonics, reading comprehension / fluency, handwriting, social skills and LEGO therapy.

Nurture / IMP: Where it is not possible for students to access a fulltime mainstream curriculum, they may have timetabled sessions in our Nurture or IMP provision where they are taught in a class group. In Year 7-9, an adapted curriculum is followed focussing on foundational knowledge and learning. In IMP, students follow GCSE curriculums for a reduced number of qualifications.  

Alternative Provision: We may explore access to part-time or full-time Alternative Provision where we feel this will best meet the needs of the student, taking into account the views of the student and parents / carers, where other school-based strategies have not been successful in meeting their needs and where funding is available, either through the school or externally. The parent and student will always have the opportunity to visit the provision first and have any questions answered. 

Exam Access Arrangements: Children will be assessed for Exam Access Arrangements during Year 9/10. These will be implemented for all tests and assessments where possible to ensure they are the usual way of working for the student.

We involve parents and the young person in discussions about needs and support for a student with special educational needs. This is done at review meetings or as needs change.

The type and amount of support will vary and is driven by the needs of the individual. Decisions are made about the most appropriate type and amount of support using the graduated response. We will keep the provision under review and adjust or change it as needed, within our budget and resource limitations.  Access to more costly provision will be determined based on need and evidence-based practice and may be dependent on any additional funding that can be accessed to support this.

All reasonable adjustments are made to ensure that students with SEND can access all aspects of school life. Most students access tutor time and assemblies. Where students attend the Haven or Nurture tutor groups as part of a “soft start”, they are supported where possible to attend assembly. Where necessary, adjustments can be made e.g. sitting at the back with a trusted adult.

We have built choices and options into our school uniform to include most sensory needs e.g. plain black trainers without air bubbles may be worn, students can wear a school blazer, jumper or cardigan; they can wear standard school trousers, pleated skirts or shorts.

There are separate breaks and lunchtimes for Year 7-8 and Year 9-11. Senior staff and Supervisors are on duty and wear high-vis jackets so they can be easily identified. Some of the Supervisors also support in Nurture / Haven  / Thrive, so know many of the students who need additional support well.  The library is open to students who prefer a smaller and quieter indoor space at lunchtime, and students who access Nurture or Haven may also spend time there. Where needed, adjustments to break and lunch provision are made e.g. support / supervision from a member of staff, leaving the lesson a few minutes early to be at the front of the queue.

The school offers a range of lunchtime and after school enrichment activities which are free. Reasonable adjustments are put in place to enable and encourage students with SEND needs to take part. Where students require reasonable adjustments and additional support to access a school trip, these will be put in place where possible. 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.

Details of our enrichment programme can be found on the school’s website.: https://aldermanwhite.school/enrichment

We use assemblies and tutor times to teach students our school INSPIRE values and expectations. Our behaviour policy has a strong focus on relational and restorative practice.

Our school is “a community of opportunity for all”. We recognise the importance of students feeling that they belong and are accepted and valued and have a relationship with trusted adults in school. We work hard to ensure this for our students with SEND needs.

All students meet their form tutor daily as their first point of contact. Form Tutors play an important role is setting students up ready for the days learning. Year 7 tutor groups have a dedicated Teaching Assistant who moves around much (but not all) of the curriculum with the group and gets to know the children well; they will focus on supporting students with SEND needs and other barriers to learning.

Our tutor programme, assemblies and Personal Development curriculum include teaching about healthy relationships including friendships and mental health and wellbeing.

In addition, we run a range of different group interventions to support children’s social and emotional development, including emotion literacy, social skills and wellbeing groups. Students may have dedicated Nurture or Haven time with a wellbeing or social and emotional development focus.

We recognise that young people with SEND needs may need additional support to make and sustain friendships and understand and follow expectations and rules in school. We will be proactive in providing support that will enable them to do this.

We are aware that young people with SEND needs are at greater risk for bullying. We have a zero tolerance to bullying and child-on-child abuse, and treat any instances occur as a safeguarding issue. Our Anti-Bullying Policy follows the guidance from the Anti-Bullying Alliance. Adults in school will be vigilant, and we will teach students what to do if they have a concern or worry. We encourage children to speak to a directed adult, but they also have access to the SHARP system, and online reporting system.

Students who require additional support are assigned a keyworker or mentor who will meet them regularly.

Where additional personalised strategies to support emotional and social development / wellbeing are required, these will be identified on a student’s profile and shared with all relevant staff.

We recognise that the transition to a new school, start of a new school year, or the start of the school day, can be a challenging and will put in place additional support at these times where needed.

We use a trauma-informed “5 to Thrive” approach if a young person becomes dysregulated and put in place a safe place to go for students who need it.  Our behaviour processes including Reflection and RESET include restorative practice, and reasonable adjustments are made for students with SEND needs.

Our school counsellor provides wellbeing sessions and counselling, and Willow, our emotional support dog, is on site 2 days per week. Our School Counsellor co-ordinates referrals to the Mental Health Support Team and liaises with CAMHS.

Where students require additional external support in relation to wellbeing or emotional and social needs, we will liaise with parents and make referrals as necessary. 

SENCo: Patricia Padley

patricia.padley@whptrust.org

Assistant SENCo: Liz Matthews

liz.matthews@whptrust.org

Alderman White School – 0115 9170424

• Teachers are trained in relational and trauma-informed practice, and evidence-informed practice for supporting children with SEND needs including adaptive practice and the EEF SEND 5 a day. The SENCO provides training in specific areas of needs and appropriate support and strategies. Training has also been provided by specialists working with the school.
• Teaching Assistants have received training in supporting occupational therapy programmes (including supporting students with Acquired Brain Injury), CBT approaches, mental health first aid, PDA strategies, interoception, sensory processing difficulties, practices to support students with visual and hearing impairments from specialist practitioners, and manual handling.
• All staff at Alderman White have access to the National College to access training courses for SEND.
• A team of teachers and TAs have received training in reading intervention including Pearl Phonics, a secondary phonics programme, and fluency and comprehension interventions.
• The SENCo holds ‘The National Award for SEN Co-ordination’.
• Future training will continue to ensure the consistency of high-quality classroom practice, with a focus on further developing the effective use of Teaching Assistants. 

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.

In addition to this, the school can refer to Nottinghamshire and Nottingham City Family Service, Early Support Service, Child and Adolescent Mental Health Service (CAMHS) and Social Care as and when required.

The school has a range of resources and equipment that will support many young people with different SEND needs which includes accessible toilets, SEN laptops, coloured overlays, visual timetables, social stories, Widgit symbols, Lego Therapy and fidget tools.

The Thrive Centre includes the Haven and Nurture areas. These include a wide range of resources including sensory areas and equipment and increased adult support. These areas are small, and places need to be allocated on a needs basis. The school has a garden area, which may be used as a learning area for small group outdoor learning, or as a regulation area for identified students.

All students in school have their own Chromebook or laptop. These are available to buy and subsidised by the school or provided by the school if needed. The school has a range of software to support students with SEND needs including Read & Write, Speech-to-text and Text-to-speech.

All but 4 classrooms are on the ground floor; the school does not have a lift to these 4 rooms or the resources to install one. The school has been assessed for wheelchair users and students with visual impairments. Where a student is unable to access the upstairs room, timetable changes will be made so that their class is taught on the ground floor. The school has 2 fully accessible toilets. See our Accessibility plan for more detail.

The school is able to access provision at the Enhanced Resource Provision (ERP) located on the Bramcote College site. Where a student would benefit from the equipment or facilities at an Alternative Provision to supplement or as an alternative to their school provision, this will be carefully considered. The school has a finite budget for Alternative Provision, and this will be prioritised dependent on need.

Where additional equipment or facilities are required, we will work with the Local Authority and Specialist services so that this is provided by them or the school, dependent on cost, or bid for additional funding. This is currently a time-consuming process and may not be successful. The school will meet its obligations under the Equality Act within the resources available and refer to the Local Authority where there is a concern that students do not have access to the equipment or facilities that they need.

The school regularly consults with all parents and carers. There is an annual parent survey which includes a question about SEND provision and opportunity for written feedback, and a termly Parent Forum with senior leaders which all parents are invited to and can add agenda items to. Parents are consulted on significant changes to school life e.g. structure of the school day and uniform.

Parents of children with SEND needs are informed of any significant changes to their child’s profile or provision and consulted wherever possible; parents are consulted during review meetings.

We aim to keep all parents as informed as possible, to enable them to be involved in their child’s education:

• Our curriculum information is on our website. Subject Information | Alderman White School
• Homework is set on google classroom and parents can receive summaries by email.
• Parents have access to My Child at School.
• We ask that all parents read school reports and attend Parents Evenings and school events.
• We ask all parents to contact us if they have any additional questions or concerns.

If there are other ways that you would like to be involved on your child’s education, and feel that this would support them, please contact school to make this request.

The school regularly consults with all students and will try to ensure that all students with SEND needs are able to participate in this. This includes an annual student survey, as well as a Student Parliament where each tutor group is represented by an MP. 

School Evaluation activities may focus on students with SEND needs and other barriers to learning e.g. a student voice activity was carried out in May 2026 to get feedback about the Personal Development curriculum from students with SEND needs.

A member of staff who knows your child well will regularly consult with them about their individual provision including their Student Profile, take into account their views, and share them with other colleagues.

We always prefer to hear about any concerns you may have. Please raise these with the most appropriate member of staff.

Concerns that you wish to escalate should be addressed to Mrs M Holling, Deputy Headteacher for Behaviour and Inclusion, in the first instance.

Complaints should be dealt with following the WHP Trust Complaints policy which is published on the school and Trust website.

1. Join the school?

We hold an Open Evening for children in Year 5-6 and their Parents and carers and offer tours of the school during the school day. Where children have an EHCP or an application has been submitted, a tour and meeting can be arranged with our SENCO or Assistant SENCO, to support parents to decide which provision can best meet their child’s needs.

We hold a Welcome Meeting in the April of Year 6, after National Offer Day, which the SENCO attends. Our Transition Lead will send regular newsletters including information about key staff.

Members of the transition team, including the SENCO and Assistant SENCO, will visit the children at their primary school and speak to primary school staff. The SENCO or Assistant SENCO will also attend primary school review meetings.

We hold a 3-day Induction Programme in the July of Year 6, including an Induction Evening. Before this, SEND children who need additional support around transition will be invited for additional half-day visits to meet some of their peers and key staff. Parents and carers will also be invited to an additional transition meeting.

Children with SEND needs will be carefully placed in a tutor group, with supportive peers from their primary school where possible. All children will spend the Induction Days in their tutor groups, supported by a dedicated Teaching Assistant. They will undertake a range of learning activities that follow a timetable and move between classrooms to help children to prepare for Year 7. They will have a mixture of academic and practical subjects and activities. There will be a focus on getting to know peers. There will not be any tests or assessments.

In September, each tutor group will have a dedicated Teaching Assistant who will stay with them for most of the curriculum. Year 7 children are mainly taught in tutor groups and will move around the curriculum together. If needed, a visual timetable will be provided. Student profiles will be completed and teachers given information about strengths and interests, needs and strategies. Teachers will use adaptive practice and make their classroom as inclusive and welcoming as possible while maintaining high expectations.

Additional interventions, support and adjustments will be put in place as required.

The school operates a gradual introduction of responsibilities and expectations to support executive function. Exercise books and resources will be kept at school for the first half term. Homework will only be set in English, Maths and Languages for the first half term and then gradually increased each half term. Any information given to children will also be emailed to parents and carers.

2. Transfer from Key Stage 3 (Year 7-9) to Key Stage 4 (Year 10-11)?

All students will take part on a specialisms process including careers lessons in Personal Development, a specialisms booklet and Specialisms Evening to which parents are invited, a Meet the Professionals event, and Taster Lessons in subjects not taught at Key Stage 3.

For children with SEND, their specialism choices will be discussed with an adult who knows them well in a review meeting, and there will be additional discussions with parents.

The adults who know your child well will review their profile and consider any additional support that is needed as they move into new teaching groups, and the expectation of external exam specifications.

3. Prepare for adulthood and independent living?

Carers education is ongoing from Year 7, and Personal Development lessons and the tutor programme also focus on skills needed for independent living, e.g. managing personal finances.

Students are offered a wide variety of course choices in Year 10-11 to best match their interests and prepare them for post-16 education or training. A small number of identified students have access to a Preparation for Adulthood course, and / or vocational course delivered at Nottingham College as part of their curriculum.  The Preparing for Adulthood programme at KS3 & 4 prepares students for transition to the next phase of education. While it is our ambition that all students are entered for GCSEs, Entry level courses in core subjects are delivered to students in addition where appropriate.

In Year 10, all students will attend a Mock Interview and Careers Fair, have access to an independent careers advisor, and a Work Experience placement for 5 days. Parents are invited to a Success at Key Stage 4 Information Evening  in both Year 10 and 11 which includes exam preparation and post-16 applications.

Additional discussion and support are offered as required to individuals with special educational needs.

The SEND Local Offer can be found at Nottinghamshire's SEND Local Offer - Your Notts Director

School staff will discuss access to relevant organisations and signpost parents to external support services at review meetings or during conversations with parents.

You may also find the following links useful: 

Home page | Nasen

Providing help and support to autistic people… | Autism East Midlands

Services for Families - ADHD Foundation: ADHD Foundation

ADHD UK - Homepage - ADHD UK

Help and support for autistic people and their families - NHS

Dyscalculia - British Dyslexia Association

Home - The Dyslexia Association