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Alderman White School

Mixed secondary school for 11 - 18 year olds.

A member of the White Hills Park Federation Trust.

Who to contact

0115 9170424

Where to go

Alderman White School & Language College
Chilwell Lane

Other Details


Age Ranges
11 - 18 years

Local Offer Localoffer flash icon


We are a truly comprehensive Federation where all students are welcomed and thrive, and all are given every opportunity to achieve to their highest potential. We work in partnership with parents and carers to ensure that students’ individual needs are understood and catered for. The achievement of all students and groups of students is closely monitored so that we can provide tailored and targeted support by specialist, highly-trained staff to enable them to make excellent progress. We work closely with external agencies and organisations to access appropriate high-quality support and we use additional funding, such as SEN or pupil premium funding, wisely to secure maximum impact.


Contact Name
Julie Shiels
Contact Telephone
0115 917 0424
Contact Email

Local Offer Age Bands
Secondary (11-16 years)

Schools Extended Local Offer Response

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

The 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.


2. (For mainstream schools & maintained nurseries only) How does the school/setting 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 the schools 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.

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

The 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.

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

Students at The 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.

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

The 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 are introduced as appropriate to meet individual’s needs. In literacy students with reading ages below functions levels of 10 years are identified using star reader tests and daily or weekly tailored programmes are implemented e.g. Lexia, ‘Switch On’ ‘Toe by Toe’. In numeracy students are identified through Math’s assessments and interventions can include ‘Catch up numeracy, Rapid Maths, 1:1 work with specialist Maths teacher, before and after school boosters. For students with social and emotional difficulties interventions include, The socially talented programme, social stories, Lego Build to Express, referral for counselling or CAMHS.

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

The students at The Alderman White School are broadly set by ability at KS3. 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 through 3 different pathways, green which includes a compulsory language, blue which ensures a board and balanced range of subjects and purple which includes more accessible course. 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 always in consultation with parents. This can include a timetable of vocational courses, work placements, alternative providers etc.

At the start of GCSE courses students will be assessed by the Family SENCo for relevant access arrangements for examinations in conjunction with the JCQ requirements. Any relevant access arrangements will be granted for controlled assessments and examinations.

3.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.

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

All students at The 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 and adjustments made as required. Relevant risk assessments are always carried out.

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

The Alderman White School has an effective pastoral support system. All students meet their form tutor weekly as their first points of contact. Students who require additional support are assigned a keyworker or mentor who will meet them regularly. A keyworker can act as a very effective link between home and school for students with additional needs. In addition to this we have a school counsellor that students with additional emotional needs can be referred to as and when appropriate.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

Julie Shiels
Federation SENCO
Alderman White School – 0115 9170424

5. 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, differentiation strategies, supporting student’s access arrangements, support for students with hearing impairments and Autism. Staff specifically supporting students with SEND have been trained in first aid, dyslexia, delivering the ‘Switch On’ reading programme, Autism, delivering Catch Up Numeracy, manual handling, supporting occupational therapy programmes, supporting students with hearing impairments, emotional and social difficulties and attachment disorders. On-going training for support staff is planned in literacy and numeracy interventions, in particular dyscalculia.

5.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 Family Service, Child and Adolescent Mental Health Service and Social Care as and when required.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

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 to 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.

7. 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. Parent questionnaires are also carried out by the school and feedback forms are available at parent’s evening. In addition to this students with special education needs will have more regular review meetings during the year   where parents’ views are obtained, both prior to and during the meetings.

8. 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 and during review meetings and through student questionnaires and interviews.

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

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.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in 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.

11. How does the school/setting 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.

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

We offer a variety of visits and taster days to primary school children across the junior 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 prior to the 3 day programme 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.

13. Where can I access further information?

Further information about the school and a copy of the SEND policy can be found at


The SEND Local Offer can be found at

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