STATEMENT OF PURPOSE
A Guide to Residential Care at Alderwasley Hall School Lower Site for Parents / Carers & Professionals 1
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Welcome
Our Approach to Care
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Participation & Consultation
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Positive Relationships
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Young People’s Education
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Young People’s Health
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Supporting Positive Behaviour
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Relationships & Emotional Wellbeing
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The Use of Physical Intervention
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Monitoring & Surveillance
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Meet the Team
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Safeguarding, Bullying and Complaints
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Equality, Diversity & Inclusion
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Missing From Care
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Policies & Quality Assurance
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Admissions
Contact
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WELCOME TO ALDERWASLEY HALL CHILDREN’S HOME
One of the biggest decisions a parent or carer has to make is to decide on a residential provision for their child. I hope that this Statement of Purpose will give you all of the information to help support you in finding the right place for your child. Alderwasley Hall School provides a caring and safe environment for 25 students aged 5 to 19, across three small houses and an independent flat, Griffin, Phoenix and Farmview and Wyvern. The four houses each have an individual focus based on the age and needs of students. Alderwasley Hall School does not provide emergency admissions; however, we are able to offer bespoke placements including part- time (a minimum of 3 nights, Monday to Friday) and a range of placements from 38 weeks to 52 weeks, to support the needs of the young person . All placements are carefully considered and managed through a compatibility assessment and a period of time in the houses before we confirm admission. The ethos of Alderwasley Hall School is our individualised approach. Every element of the care package is bespoke to that individual; whether that be the number of nights young people stay, their specific routine, the input from professional services, diet, or cultural and religious preferences. Having education and care on one site, with on-site professional support services, allows us to build an interdisciplinary package around the young person. Young people are encouraged to expand their life and social skills to enhance their independence, self-image and social skills for the future. Care staff are extremely experienced in working with young people and receive comprehensive, ongoing training to keep them at the forefront of best practice. Young people are also supported by our onsite support services that include Speech & Language Therapy, Occupational Therapy, Health Promotion and Mental Health. We hope this guide will have the answers to all of your questions, but the only real way of knowing whether Alderwasley Hall is right for your child is to visit and decide for yourself. Please contact us, and we will be pleased to arrange for you to visit or answer any questions you have.
Karen Tatham Registered Manager, Lower Site
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OUR APPROACH TO CARE
Every young person at Alderwasley Hall is seen as an individual, with their own strengths, needs and potential. We create personalised care and behaviour plans for each child, developed through close partnership between care, education and therapy teams.
At the heart of everything we do is our commitment to helping young people to:
Build confidence and a positive sense of self
Develop communication, social and life skills
Feel safe, listened to and respected
Support is woven naturally into everyday life — both within the home and throughout the school day — so young people feel secure, understood and encouraged at all times.
The development of the young person’s communication and social skills to foster positive self-image in the individual underpins everything we do. The skills involved in communicating ideas, emotions and needs to others and in receiving and understanding communication are taught across the living and learning environment. Staff nurture individual relationships with the young people based on respect and positive self-regard. Daily routines are made as flexible as possible to suit the needs and preferences of each young person.
Facilities in the Homes The School and homes are set in their own parkland in a semi-rural setting.
The residential houses accommodate young people in single bedrooms with individual wardrobes and cupboard space, and a desk or table. Young people are encouraged to personalise their own space with their own items. Some bedrooms have ensuites. Space is made available for young people to study privately either in the residential house, classroom or library, with the full use of computers and other educational material available. Other facilities in each residential house include a kitchen and communal lounge area with comfortable seating, a table and chairs, a TV, a computer and games. These areas are designed and decorated to be welcoming and friendly. There is access to communal phones. Each house has a staff office and sleeping area together with an appropriate area for the storage and administration of medication. There is a main school kitchen and dining room where young people eat their main meal during the school day. During non-school hours, all meals are prepared and cooked in each house. Staff encourage young people to join in with the cooking as part of their life skills learning. There is also an on-site laundry service, although in most houses independence is encouraged and young people are supported to do their own laundry. 4
THE EXTENDED CURRICULUM
The extended curriculum is a programme of planned experiences and learning opportunities for residential students, which complements and extends those available to them during the school day. Staff organise and deliver a range of planned, organised and quality activities which build on: Speech and Language Therapy targets Occupational Therapy targets Educational targets Independent living skills Travel skills The ability to make choices and appreciate their choices The understanding of the dynamics of personal and social relationships The programmes and activities are underpinned by the principles of the Skills for Adult Life curriculum. Each residential house has meetings where young people and staff share information, discuss any concerns and plan activities. Older young people lead their own meetings. Gym sessions both onsite and at the local leisure centre Swimming onsite or at a local leisure centre Football, netball and rounders Camping Army Cadets Local Youth Club Trips to theme parks Arts and Crafts activities Pamper nights
Shopping Film Club
Cinema visits Music nights House-based activities such as computer gaming Social events such as Christmas parties
Charity events Saturday jobs
Activities take place in the evenings, at weekends and during school holidays and can be group- based or specific to an individual. Some take place either on the school site, within the young person’s residential house or out in the community. During the holidays, young people who remain at the school have the opportunity to go on residential trips further afield. Joint planning by residential staff, teachers and therapists over the year ensures that the activity programme has a holistic approach, with the young person at its centre. Whilst most activities have no associated costs, some onsite and offsite activities involve extra costs which parents/carers may be asked to contribute to. Residential Support Workers, SLTs, OTs and teachers all work together to support young people in these activities. All staff in the residential team work together to provide a supportive, relaxing and safe environment for residential young people, whilst ensuring that they are encouraged to explore community-based activities and join in local events.
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Hobbies and Interests If a young person has a hobby or special interest they would like to continue, we will accommodate this where possible. We encourage young people to participate in extracurricular activities and community-based clubs such as Scouts or Guides. We are committed to ensuring that no young person is stopped from experiencing and enjoying their childhood because of barriers their difficulties may put in their way.
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Participation and Consultation The Registered Manager will ensure that the opinions and views of the young person’s parents/carers are sought regularly. This will be achieved through telephone conversations, emails, and statutory visits by parents, carers, or social workers. The Registered Manager will take these views into account in the development of the home. The home is visited by an external (Reg 44) visitor, a requirement of the Children's Homes Regulations. The visitor meets young people and also talks to members of the staff team. They also consult with parents/carers to discuss the home, how the young person is progressing, and they submit a monthly report on their findings to Ofsted. Each young person has a nominated Key Worker who is the main contact for parents or carers, as well as professionals. They will act as an advocate for the young person, as well as their families, and will attend all reviews and key meetings about that young person. All young people have the opportunity to speak with an independent advocate who visits the home throughout the year to speak to them and listen to any concerns they may have. The advocacy service is independent and provides further safeguards for our young people to speak to safe adults outside of the school. Young people are invited to attend regular meetings to have their say and also have one-to-one time with their Key Worker to express their views and concerns and discuss their targets. Young people can also voice their thoughts by speaking to their representative on the School Council or by using suggestion forms.
Positive Relationships When a young person joins the school and the home, we agree on contact arrangements with their parents/carers. This can be different for each young person. The young person’s wishes and feelings are taken into account, as well as the wishes of parents/carers and placing authorities. These wishes are all recorded in the young person's care plan, and a written record is kept. Young people can use various forms of communication, including phone calls, letters, emails or VOIP, such as Skype. We support families with visits to the home as well as supporting them when the young person visits the family home. This is fully discussed as part of the admission process and regularly reviewed. The young person's Keyworker leads on ensuring contact is maintained. If there are legal restrictions on contact, this will be recorded in the young person's care plan, and the Registered Manager will ensure all staff are made aware of these.
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YOUNG PEOPLE’S EDUCATION
The curriculum is based on the National Curriculum, with many young people achieving qualifications leading to their chosen next steps. It is adapted to meet the individual needs of our young people, and Therapies are integrated throughout to provide a truly holistic approach, with young people at the centre of this. Specialist Literacy and Numeracy Intervention is also available if required. Our approach has a proven track record of producing exceptional outcomes for young people, both educationally and socially, enabling them to become happy, confident, independent and valued members of society. The school is rated Outstanding by Ofsted. Our curriculum is designed to support every learner’s journey from early education through to preparation for adulthood, with a focus on individual strengths, needs, and aspirations. Primary Phase The primary curriculum lays the foundations for lifelong learning, focusing on communication, cognition, physical development and emotional wellbeing. It offers a broad and balanced education, enriched by therapeutic support, and promotes curiosity and independence. Secondary Phase In secondary, young people follow a curriculum broadly aligned with the national model, working towards accredited outcomes such as GCSEs and Functional Skills. Therapeutic input continues to play a key role, supporting emotional development and readiness for adulthood. Learning pathways are personalised to ensure meaningful progress. Post -16 Phase The post-16 curriculum prepares young people for life beyond school, offering a variety of courses at different levels, including vocational qualifications and life skills programmes. It focuses on independence, communication and wellbeing, equipping learners with the skills and confidence needed for further education, employment or supported living.
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YOUNG PEOPLE’S HEALTH
The health and wellbeing of every young person is our highest priority. We work closely with families, health professionals and therapists to ensure each young person receives the care, support and reassurance they need to stay healthy and feel safe. Any health concerns are taken seriously and are promptly shared with the Registered Manager and the Health Promotions Manager. Where appropriate, concerns are also discussed with the young person’s GP and parents or carers. If medical attention is required, the young person will be supported to attend their local GP as soon as possible, depending on the urgency of the situation. If a young person becomes unwell or has an accident that requires medical attention, parents or the responsible adult are contacted immediately. We also ask families to keep us informed of any medical appointments or treatment a young person receives during home visits, helping us to provide consistent and informed care. Our Health Promotions Manager works closely alongside staff teams to support medical care and wellbeing. She ensures that young people attend all necessary health appointments, including follow ‑ ups and aftercare visits, and keeps all relevant staff informed. All medical matters are reported to the Registered Manager to ensure clear oversight and continuity of care.
MEDICATION & MEDICAL PROCEDURES
GP, DENTAL AND OPTICAL CARE When young people join us, they are registered with a local GP unless parents prefer their child to remain registered with their home GP. All young people in 52 ‑ week residential placements are registered with the local health centre. Young people are also registered for regular dental check ‑ ups, either locally or with their family dentist if preferred. Optical services are arranged locally or at home, depending on what works best for the young person and their family.
Medication is administered only by trained and competent staff who have authorised access to secure medication storage. Staff follow clear procedures and keep detailed, accurate records to ensure medication is given safely and correctly at all times. Any medication that requires injections or invasive procedures is supported through an individual Health Care Plan. These plans are developed with medical guidance and only put in place when agreed as appropriate by parents and all relevant professionals. 9
ON ‑ SITE THERAPY & SPECIALIST SUPPORT
We have on ‑ site Speech and Language Therapists (SLT) and Occupational Therapists (OT) who form part of our multi ‑ disciplinary team. Speech and Language Therapists support young people to develop their communication skills. They assess how each young person communicates and create personalised communication systems to meet their needs. They also help young people build the confidence and skills needed to access learning and communicate effectively across different environments. Occupational Therapists work with young people to develop essential motor skills, sensory processing and visual perceptual abilities. These skills support everyday activities, learning and social participation. Our OTs specialise in Sensory Integration Therapy and the Assessment of Motor Process Skills, creating tailored programmes that support each young person’s development and independence. The team of therapists are qualified and registered to practice with the HCPC (Health & Care Professionals Council). Therapists follow strict professional guidelines and continually update their knowledge and skills through ongoing professional supervision, audited through the HCPC process.
EMOTIONAL HEALTH & MENTAL WELLBEING
Alderwasley Hall operates a trauma informed model of care. Behaviour is understood as a form of communication and staff focus on identifying underlying need rather than simply responding to behaviour. In addition to on ‑ site therapies, we have input from experienced psychotherapists and clinical psychologists. They provide individual therapeutic support for young people, as well as consultation and training for staff to ensure emotional wellbeing is understood and supported throughout the home and school environment. They are professionally registered (HCPC, the Association of Child Psychotherapists, the British Association of Behavioural and Cognitive Psychotherapists or PSA registered). We also maintain close links with Child and Adolescent Mental Health Services (CAMHS) in Derby and across Derbyshire, ensuring young people can access specialist mental health support when needed. 10
SUPPORTING POSITIVE BEHAVIOUR We believe that positive behaviour support is about helping each young person develop self ‑ control,
By planning together and sharing information across teams, we ensure that behaviours are managed consistently throughout the day. Each individual programme is shared with all staff and professionals involved with the young person, promoting a calm, predictable and supportive environment.
understanding and confidence. We aim to motivate young people towards positive and acceptable behaviours so they can feel safe, valued and fully able to enjoy life and contribute to their community. When behaviours arise that would reasonably be considered unacceptable within a family or group setting, we understand that additional support may be needed. In these situations, we use behaviour coaching rather than punishment wherever possible. Behaviour coaching involves staff working closely with the young person — and their family — to help them reflect on what has happened, understand the impact of their choices and learn how to make more positive decisions in the future. For young people who need more focused support, individual behaviour programmes are created in consultation with care and education teams, speech and language therapists, parents and other relevant professionals. From this collaborative process, a Behaviour Support Plan is developed. This plan provides clear guidance for staff and ensures that each young person is supported in a positive, consistent and constructive way to reduce behaviours of concern and build healthier coping strategies.
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RELATIONSHIPS & EMOTIONAL WELLBEING
We recognise that relationships are a normal part of growing up. If a young person forms a relationship while living in one of our residential houses, we work sensitively with them to understand behaviour expectations and boundaries. We also provide dedicated support around positive and healthy relationships. If two young people living in the same house form a relationship, a meeting will be arranged with both sets of parents. This discussion may explore the option of a house move for one young person, supporting both individuals to learn how relationships develop naturally while ensuring their emotional wellbeing and safeguarding remain a priority. The safety of our young people is paramount. In line with the Quality Standards and the Children’s Homes Regulations (2015), SENAD has clear policies, guidelines and procedures regarding the use of physical intervention. Physical intervention is always a last resort and is only used when necessary to keep everyone safe. All staff follow the NAPPI (Non ‑ Abusive Psychological and Physical Intervention) approach and receive full training in its principles. Proactive and preventative strategies are always used first to support young people and reduce the likelihood of incidents. Where a young person requires additional support, a bespoke Behaviour Support Plan may include specific elements of NAPPI Level 2, tailored to their individual needs. Every young person also has a Lalemand Scale, which provides clear, consistent guidance on how their behaviours should be supported and what approaches are helpful or unhelpful. Any use of physical intervention — and indeed every significant incident — is closely monitored by the Registered Manager and the senior NAPPI lead, who is also an on ‑ site NAPPI trainer. Transparency is very important to us, and we believe in working openly with families. All incident records are shared with parents or carers and other significant people involved in the young person’s care. THE USE OF PHYSICAL INTERVENTION
Our approach is always compassionate, respectful and centred on helping young people feel safe, understood and supported as they grow and develop.
We use external CCTV to monitor the grounds after school hours, evenings, weekends, and holidays. In the home, we use sensor systems in the corridors that alert staff to movement. These are activated at night only. MONITORING & SURVEILLANCE 12
MEET THE TEAM
Karen Tatham Registered Manager
Level 5 Diploma in Leadership and Management NVQ Level 4 in Health and Social Care (Adults) Level 4 Registered Manager Award (Adults) Child Protection and Safeguarding for Managers Safer Recruitment
Karen Tatham is a highly experienced and dedicated leader who is deeply committed to providing safe, nurturing and child ‑ centred care. She has worked within residential services since 1995 and brings a calm, compassionate and knowledgeable approach to her role at Alderwasley Hall School.
Karen has extensive experience supporting children and young people who have experienced trauma, disrupted attachments and complex life experiences. She is trained in trauma ‑ informed and attachment ‑ aware care, and strongly believes that understanding a young person’s past experiences is key to supporting their present needs. Karen promotes reflective, therapeutic practice across staff teams, ensuring young people are met with empathy, patience and consistency at all times. Before joining Alderwasley Hall, Karen worked in a respite service supporting young adults with physical and mental health needs. She joined Alderwasley Hall School in 2006 and has grown alongside the service, holding a number of roles including Deputy House Manager within the Sixth Form and House Manager within the residential homes. In February 2014, Karen took on the role of Registered Manager. What matters most to Karen is ensuring that every young person feels heard, valued and understood. She is passionate about making sure children’s voices influence their care and that they feel safe enough to express themselves. Karen makes every effort to spend meaningful time with young people, building trusting relationships and helping them feel secure and supported within their home. Karen’s warm, approachable manner and strong belief in kindness, consistency and understanding help to create a nurturing environment where young people can heal, grow and thrive.
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Sam has worked for the SENAD Group for over 15 years, beginning her career as a member of the bank staff team, and progressed to the role of Care Manager. Sam has experience working with children and young people with complex and diverse support needs. She is skilled in ensuring person-centred care, supporting positive outcomes, managing risk and working closely with families and other professionals. Sam is passionate about supporting young people to achieve their potential and ensuring they receive safe, consistent and high quality care. She leads and supports her staff to provide a nurturing environment in which every young person is treated with dignity, respect and understanding. Sam White Care Manager Currently studying towards Level 5 Diploma in Leadership and Management Level 3 Diploma in Children and Young People’s Workforce Bernardo Vega Head Teacher & Deputy Designated Safeguarding Lead Masters in Education (or M. Ed) (2009) from Derby University. Postgraduate Certificate (1999) and Diploma (2002) in ASD from Manchester Metropolitan University Special Needs Teaching Degree from Madrid’s Universidad Complutense (1998) Bernardo joined Alderwasley Hall School in 2003 as a key stage 3 and 4 teacher and became PSHE Co-ordinator between 2008 and 2015 as well as the role of Assessment Manager between 2009 and 2015. He then took on the role of Assistant Head Teacher for the Upper Site, before becoming the Deputy Head Teacher in 2022. In November 2025 he took over the headship of the school. Bernardo graduated in 1998, gaining a Special Needs teaching degree from Madrid’s “Complutense University”. He has worked in specialist schools in New Zealand and UK since then. Bernardo obtained a Postgraduate certificate in Autistic Spectrum Disorder in 1999 and a further diploma in Autism in 2002 (both at Manchester Metropolitan University). In 2009 Bernardo completed a Master's in Education at Derby University, with a dissertation on the use of social networking sites by young people with Autism. Bernardo has a professional interest in the application of teaching and learning strategies to teaching young people with autism and on the successful transition of young people with Autism to further study and employment.
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Alderwasley Hall School promotes a safeguarding environment throughout its service. All staff working at Alderwasley receive safeguarding training as part of their induction and have regular refresher training. There is a team of Designated Safeguarding Officers, which is headed by Kay Tunstall ( Designated Safeguarding Lead) and includes the Registered Manager, Karen Tatham. In all aspects of safeguarding, decisions are always made in a team approach. A positive relationship is maintained with Derbyshire Safeguarding. Any concerns identified by a young person, staff member or anyone who has contact with the young person is recorded on a safeguarding form. These are immediately forwarded to one of the Designated Safeguarding Leads, who will put the necessary actions in place. An on- call system is in place to ensure immediate attention is given. Every Safeguarding form is designated to a specific area: Child Protection, Welfare, Bullying and Complaint. Regardless of its designation, every safeguarding form is dealt with the same seriousness and urgency. Depending on its designation depends on how the issue will be dealt with accordingly. At all times, the team around the child and relevant professionals are involved to ensure the best outcome is achieved for the young person. Many of the young people show challenging behaviours which can be shown to peers in the home. The high staffing supervision ratios mean that these behaviours are closely monitored. Young people who feel they are being bullied, as well as the alleged perpetrators, are sensitively supported by their key team, which will include members of our therapy team. All complaints are taken seriously and are dealt with by the Registered Manager, or her Care Manager in her absence. If the complaint is specific to the education provision, it will be dealt with by the Head Teacher, Bernardo Vega. All complaints are recorded centrally in the specific log and are monitored by Regulation 44 visitors and monthly as part of internal audits. All parental complaints are responded to in writing. SENAD and all of the homes see complaints as part of the learning process; it helps young people understand how to resolve issues appropriately and helps the home develop practice. In the first instance, any complaint should be referred to the home to resolve. If this cannot be achieved, the complaint can be referred to SENAD, Tel: 01332 378840 and/or Ofsted, Tel:0300 1231231 SENAD will follow its complaints procedure by appointing someone independent of the home to investigate. The final stage is for any unresolved complaint to go to a complaint panel. SAFEGUARDING, BULLYING & COMPLAINTS We aim to provide a high standard of care and service but recognise that sometimes things do not go according to plan. In these cases we will try and put things right as quickly as we can. We have a policy which clearly sets out how to make a complaint and how it will be dealt with. Staff will advocate for young people and support them in making complaints when they feel their needs are not being met or they have any other concerns. We have similar policies and procedures for countering bullying. 15
SAFEGUARDING STATEMENT Alderwasley Hall School is committed to keeping children and young people safe. By providing a safe environment for children to live, learn and play and by identifying children who are, or may be, suffering harm, the school will endeavour to ensure they are kept safe both at school and at home.
To achieve this, we have systems in place which are designed to:
• Create and maintain a safe living and learning environment. • Identify child welfare concerns and take appropriate action. • Use the curriculum to enable our children to develop keep-safe strategies. • Operate safer recruitment and selection procedures to prevent unsuitable people from working with our children. Anyone visiting the school shares the responsibility to keep children safe whilst on our premises and will be required to work within the guidelines of our safeguarding procedures. Our safeguarding policies can be viewed in the policies section of the website. Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We will ensure that our concerns about our students are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child’s welfare. If at any time you have concerns about the welfare of a child, Kay Tunstall, the Designated Safeguarding Lead (DSL), or our Deputy DSL should be contacted. If either are not available please call the school office and you will be transferred to a member of the safeguarding team to discuss your concerns.
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EQUALITY, DIVERSITY & INCLUSION
SENAD offers staff training in anti-discriminatory practice as part of our mandatory training and embraces difference and diversity across all settings. We support our staff and the young people we care for to embrace the multicultural society in which we live. We treat all the children and young people with the same respect for their individuality regardless of their disability. In line with The Equality Act 2010, we take every reasonable step to ensure that young people are not disadvantaged or excluded from any activity.
MISSING FROM CARE
We very rarely experience any young person missing from our care.
All young people have an individualised risk assessment and major hazard sheet. This identifies all known risks and places control measures to attempt to reduce the risk. It is important that we allow our young people to take risks so that they can learn and develop, but this is done in a controlled manner. If a young person is identified as being at risk of going missing, a specific missing person protocol will be completed. This will give specific areas of risk, identify hazards and control measures that must be put in place. These include proactive measures that are put in place to support that young person. The protocol specifies at what point the Police should be contacted. Due to the vulnerability of the young people, it has been agreed with Derbyshire Police that they will be considered missing rather than absent. All protocols are shared with local Police. They are accompanied by an Appendix A, as set out by Derbyshire Constabulary. The Appendix includes all the information the Police require when first contact is made and ensures the correct response is given speedily. We are active members of the Philomena Protocol with Derbyshire Police, ensuring that the missing person process is quicker due to the information on file about the young person.
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The SENAD Group owns and operates a number of schools and children’s homes and has a set of common policies and procedures which apply to all settings. The Group has a philosophy of operating openly and transparently, involving and keeping parents and placing authorities informed of all incidents, accidents and positive outcomes as regularly as possible. SENAD’s policies are available on our website or can be supplied on request. As a group, we welcome feedback. POLICIES & QUALITY ASSURANCE
Responsible Individual
Contact:
Mark Ryder is the Director of Care and Responsible Individual for all of the SENAD children’s homes in England. Mark is based at the SENAD Group head office in Derby.
Mark Ryder, Director of Care SENAD Group 1 St George’s House Vernon Gate, Derby, DE1 1UQ Tel: 01332 378840
Quality & Compliance Manager:
The company’s Quality and Compliance Manager, Kelly Watson reports directly to the company’s Directors. She performs the function of ensuring all SENAD homes meet the Children’s Homes Regulations (2015) by managing the independent person and ensuring that the young people’s voice is heard, their rights promoted and that safeguarding policies are followed in an open and transparent manner. She offers professional challenge to the Registered Managers and Heads of Service. She is available to take an independent view on any concerns.
Contact:
Kelly Watson, Quality & Compliance Manager SENAD Group, 1 St George’s House Vernon Gate, Derby, DE1 1UQ Tel: 01332 378840
The Children’s Commissioner for England is Dame Rachel de Souza. Email: help.team@childrenscommissioner.gov.uk or freephone 0800 528 0731. Children’s Commissioner Details: Ofsted, National Business Unit, Piccadilly Gate, Store Street, Manchester, M1 2WD Email: Enquiries@ofsted.gov.uk Tel: 0300 1231231 To speak directly to Ofsted, contact:
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ADMISSIONS Alderwasley Hall School provides residential placements for young people with an EHCP and does not offer emergency admissions. Referrals are usually made through the young person's Local Authority. We support young people with a primary diagnosis of: Autism Developmental Language Disorder (DLD) Additional needs may include: ADHD Sensory Processing Disorder Selective Mutism Dyslexia Diagnosed mental health conditions such as OCD or depression We offer flexible placements, including part-time residential options (minimum three nights per week) and programmes ranging from 38 to 52 weeks. A free, no-obligation suitability assessment is available. T he Admission Process Initial contact is made by parents/carers or the Local Authority. Relevant reports and assessments are reviewed. The young person and their family are invited to visit the school. If appropriate, a residential assessment is arranged. Following assessment, suitability and placement availability are considered. A formal offer is made by the Head Teacher and Registered Manager, subject to funding approval. Transition and Placement Before admission, transition visits can be arranged and an individual support plan developed to meet the young person's educational, health, dietary, religious and environmental needs. Residential house allocation is based on factors such as age, gender, needs and group compatibility. Reviews 52-week placements: Reviews take place after 4 weeks, 3 months, and then twice yearly, including the Annual Review. 38-week placements: Progress is monitored through Annual Reviews and other review meetings as appropriate. On admission, families receive key information about staffing, contacts, school procedures and support arrangements to help ensure a smooth transition.
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POLICIES The following policies are available to view on our website: Accessibility Admissions Child Protection & Safeguarding Complaints Equal Opportunities Diversity
01629 822586
Alderwasley.info@senadgroup.com
Alderwasley Hall School (Lower) Alderwasley, Belper, Derbyshire, DE56 2SR
CONTACT Please email referrals@senadgroup.com or call 01332 378840 Option 1 Ext 2
Alderwasley.info@senadgroup.com
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Updated Sept 2026
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