I am delighted to welcome you to Alderwasley Hall School and Sixth Form. We are exceptionally proud of every aspect of our school and homes, from the academic and social achievement of our learners, to the outstanding specialist intervention and support we can provide for young people in our classes and our care.
OUR PLACEMENT AVAILABILITY
Summer 2026 Newsletter
We deliver specialist education, care & community support for children, young people & adults with autism, learning disabilities & complex needs.
Bladon House School
Alderwasley Hall School
Location: Staffordshire Ages: Mixed 5-19
Location: Derbyshire Ages: Mixed 5-20
Supports: Autism, Speech & Language Disorders, Moderate to Severe Learning Difficulties & Associated Behavioural Difficulties
Supports: Autism, Developmental Language Disorder, Associated Mental Health Needs Day & Residential (38wk to 52wk) placements available across all Key Stages
Residential (38wk to 52wk): KS4/5 (age 14-16) MLD - 1 Place KS2/3 (age 7-14) MLD - 1 Place KS2/3 (age 7-14) SLD - 1 Place Day: KS1/Lower KS2 (age 5-9) - 2 Places
Edgewood School Location: Northampton Ages: Mixed 7-16
Supports: Autism, Moderate to Severe Learning Difficulties, Speech & Language Difficulties & Associated behavioural difficulties.
KS2/3 (age 10-13) - 3 Places KS4.5 (age 14-18) - 2 Places
Residential (38wk to 52wk): KS2/3/4 (age 7-13) - 2 Places
Maple View School
Location: Derbyshire Ages: Mixed 6-16 Supports: Moderate to severe learning difficulties
Aran Hall School Location: Dolgellau Ages: Mixed 11-19 Supports: Learning Disabilities, Autism & Associated Challenging Behaviour
Residential (38wk to 52wk): KS2 (age 7-10) - 4 Places
Residential (38wk to 52wk): KS3/4/5 - 4 Places
01332 378 840 / info@senadgroup.com
THE POWER OF SPECIALIST PROVISION: BREAKING THE LINK BETWEEN EHCPS & NEET STATUS
The latest DfE research report on NEET risk factors is a stark reminder of the challenges facing our most vulnerable young people. The data shows that having an Education and Health Care Plan (EHCP) is the single strongest predictor of becoming NEET, with a staggering 63% of young people with an EHCP being NEET at some point between ages 20 and 24. At The SENAD Group, we are proving that this trajectory is not inevitable. When a child is provided with the right placement including specialist, multidisciplinary support, we can significantly reduce these risks.
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The Evidence: Defying the Statistics
achieve high levels of increased attendance effectively re-engaging students who have previously struggled to maintain attendance in less specialised settings. Strategic Vocational Pathways: The DfE highlights that a lack of engagement and social participation increases NEET risk. Our vocational certifications in Digital Industries, Horticulture, and Catering are meticulously mapped to the labour market to ensure our students leave with real-world currency. Ending the “Revolving Door” of Placements: The report shows that moving schools during KS4 is a high-risk factor. Our model prioritises placement stability, with a sustained reduction in mid-year leavers, ensuring students remain in education long enough to complete their qualification cycles.
The DfE report identifies three main factors that drive NEET risk: (1) low GCSE attainment, (2) persistent absence, and (3) having an EHCP.
Here is how our 2024-2025 outcomes are directly countering these trends:
Exceeding Academic Expectations: While the DfE links low attainment to a higher risk of long-term inactivity, our students are achieving “remarkable” growth. At Alderwasley Hall School in Derbyshire, 67% of students secured a Grade 4 or above in Mathematics – a nearly 30% increase in just one year. Doubling Access to Higher Education: The government report notes that a lack of Level 3 qualifications is a key driver for being NEET. We have doubled the rate of our students accessing Level 3 courses or Higher Education to 60% since 2018. Proactive Re-engagement and Attendance Stability: The DfE identifies persistent absence (missing 10% or more of school) as one of the three strongest predictors of a young person becoming NEET. Our schools directly counter this risk by addressing the root causes of previous non-attendance – such as school-related anxiety and inappropriate placement – through a multidisciplinary model that integrates clinical mental health practice with “academic-focused” learning. By ensuring appropriate provision and using a ‘gradual and planned transition’ model, we
The Bottom Line The Bottom Line
NEET risk increases linearly with the number of risk factors a child faces. To prevent long-term dependency on services, we must move beyond “care-focused” models toward “academic-focused” learning supported by clinical therapy. The DfE’s findings confirm that young people with SEN are more sensitive to risk factors. This is exactly why specialist provision isn’t just a choice – it’s a critical intervention that secures sustainable adult lives and a clear return on investment for Local Authorities, families and society as a whole.
ECCLESBOURNE LODGE Q&A with Registered Manager
Who do you support here?
We support adults with autism and people with learning disabilities. Some of the individuals we support may display behaviours that challenge, and everyone has different levels of need. The approach here is to get to know each person properly and support them in a way that works best for them.
Can you tell me about what Ecclesbourne Lodge offers?
Ecclesbourne Lodge is a residential home for adults with autism and complex needs. The care here is very much centred around each individual, so support is tailored to what each person needs. There’s a big focus on helping people become as independent as possible, building everyday life skills, and supporting their overall wellbeing. We also use positive behaviour support to help manage behaviours that challenge in a consistent and understanding way. Each person has their own bedroom, which is set up to suit their preferences and make it feel like their own space.
What does a typical day look like?
There isn’t one set day that’s the same for everyone, but having a structure is important, so there’s usually a routine in place to give consistency. People are supported with things like personal care and daily tasks, and there’s time built in for meals and relaxing. Activities are based on what each person enjoys, which could be anything from going for walks to doing hobbies or sensory activities. We also work on practical skills like cooking. Residents are supported to get out into the community as well, doing things like going to the seaside, bike riding, trampolining, horse riding, swimming, or going to the cinema or local events like discos. At the same time, if someone needs quiet time or space, they can spend time in their own room. It’s really about being flexible around each person.
Can you share any success stories from residents?
A lot of the achievements we see are in the small, everyday things, but they make a real difference. That might be someone communicating more clearly, managing their emotions better, or showing fewer behaviours that challenge. We also see people becoming more independent with things like daily routines or building the confidence to go out into the community. Forming positive relationships is another big one. Even small steps forward are important and really valued here.
How does the home engage with the local community?
We try to keep residents as involved in the community as possible. That can be simple things like going to local shops or walks in the area, as well as attending activities or events nearby. It’s about giving people opportunities to be part of their community and encouraging social interaction, while making sure they feel supported.
What role does the surrounding area play in residents’ lives?
The setting makes quite a big difference. Being in the countryside means it’s generally quieter and less overwhelming, which can really help reduce anxiety, especially for people with sensory sensitivities. There’s space to get outdoors, go for walks, and spend time in nature, which is good for both physical and mental wellbeing. It also allows for more outdoor activities. Everything is risk assessed so people can enjoy it safely, and even the garden space, with things like the large swings, is something residents get a lot out of.
How do you see residential care evolving in the future?
I think there will continue to be more focus on person- centred care, making sure support really fits each individual. Independence will keep being a key goal, even for people with higher support needs. There’s likely to be more use of positive behaviour support and fewer restrictive approaches. Technology will probably play a bigger role as well, and hopefully there will be more opportunities for people to be included in their communities.
Is there anything else you’d like people to understand about Ecclesbourne Lodge?
One of the most important things is that this is people’s home, not just a placement. A lot of emphasis is put on dignity, respect and giving people choice in their day-to- day lives. Staff build strong relationships with residents, which makes a big difference. Everything is aimed at helping each person reach their potential, however that looks for them. The personalised spaces, especially bedrooms, really help people feel comfortable and settled. At the end of the day, it’s about supporting people to live meaningful lives in a way that works for them.
Learn more about Ecclesbourne Lodge: senadgroup.com/adult-homes/ecclesbournelodge/
Day and residential 38 - 52 week placements | Ages 11–19
Autism & Learning Difficulties with Challenging Behaviour
Homely classrooms, creative spaces and extensive outdoor areas ; nurturing focus, expression and hands-on development.
Facilities
Weekly 1:1 person‑centred psychotherapy, CBT/TA/ACT (DNA‑V), equine learning and monthly psychiatry, supporting wellbeing and self‑esteem.
Therapy
Re‑engaging young people in learning and meaningful community connection while building their independence
Aims
Our Achieve! Programme is a whole‑school, inclusive framework that helps pupils make progress with their IDP and EHCP goals. It supports academic, social and emotional development by setting consistent expectations and encouraging positive behaviour and engagement. Based on evidence‑informed practice and Applied Behaviour Analysis, the programme rewards effort, celebrates personal progress and helps pupils build independence, confidence and skills for adulthood. Its impact is highlighted in our latest Estyn report.
Make a Referral
Aran Hall School, Rhydymain, Dolgellau, Gwynedd, LL40 2AR
Learn more about Aran Hall School
aran.info@senadgroup.com
BENEFITS OF A RESIDENTIAL PLACEMENT
Consistency and Joined-Up Support
A Supportive Environment for Wellbeing
One of the main advantages of a residential placement is the consistency it offers. Rather than support being limited to the school day, students experience a joined-up approach across education, care and therapy. Strategies introduced in the classroom can be reinforced during evenings and weekends, helping to embed routines, improve emotional regulation and build confidence over time. This integrated way of working also allows staff to share information and respond more effectively to each student’s needs. Education teams, therapists and care staff work closely together, meaning support can be adapted quickly and consistently. For students, this reduces uncertainty and helps create a more stable and predictable environment.
The environment itself plays an important role in supporting students. Many of SENAD Group’s residential settings are located in quieter, rural areas, which can help reduce sensory overload and create a calmer atmosphere. For students who find busy or unpredictable environments challenging, this can make a meaningful difference to how they feel day to day. Combined with clear routines and familiar staff, this type of setting can help reduce anxiety and support emotional wellbeing. Feeling settled and secure is a key foundation for both learning and personal development.
A Supportive Environment for Wellbeing
For students who may have experienced disruption in previous placements, a residential setting can offer a much-needed sense of stability. Remaining in one environment, with consistent support, allows them to build trust, make progress and complete their education without unnecessary change. Residential placements also create opportunities to prepare for adulthood in a practical way. Access to on-site facilities, as well as visits to local communities, helps students develop confidence in real-life situations. At the same time, close communication with families ensures that progress is shared and that everyone is working towards the same long-term goals.
Improving Access to Education
For some young people, there are significant barriers to attending school regularly. These may include anxiety, long journeys, or previous experiences in settings that did not meet their needs. Residential placements can help remove these barriers by providing a setting that is closely linked to their place of education. As a result, students are often able to attend more consistently and engage more fully in their learning. Over time, this can lead to improvements in both attainment and confidence, as students begin to experience education in a more positive and accessible way.
OUR REFERRALS PROCESS
*
Who can refer:
How to refer:
Local Authorities Parents / Carers Professionals
Referral / Initial Enquiry
Contact the Central Office Referrals Team (Online Enquiry Form or Phone: 01332 378 840)
No
If the child / young person does not have an EHCP or draft EHCP, we are unable to progress to a school placement
Key Requirement Check
Local Authority sends formal consultation paperwork to the Central Referral Team Email for LA use: referrals@senadgroup.com
Formal Consultation Submitted
The central referrals team identify potentially suitable SENAD schools and forward the EHCP and reports to relevant school assessment teams. We notify the Local Authority which schools are reviewing the consultation.
Referral Distribution
No
If the school is unable to meet need and/or capacity, the placement is declined and feedback sent to the Local Authority
Initial Suitability Decision
Consent for Assessment
The Local Authority and parents give consent for an assesssment.
This may include: parent / carer meeting, a school visit / observation. a paper- based review, and a discussion with professionals
School Assessment & Visit
No
Post Assessment Decision
If the placement is not suitable, feedback provided to Local Authorities
Formal offer letter sent via the Central Referrals Team. This letter includes the type of placement (day / residential) and the school identified. The Local Authority proceeds with naming the school in the EHCP.
Offer of Placement Issued
Transition planning begins Start date agreed
Admission Planning
SENAD does not offer same-day admissions. Emergency placements are only possible after assessment.
*This flowchart provides a general process summary. For more specific information, please contact to our referrals team on 01332 378 840
Learn more at: https://senadgroup.com/advice-and-faqs-for-professionals/
01332 378 840
info@senadgroup.com
senadgroup.com
The SENAD Group, 1 St George’s House, Vernon Gate, Derby, DE1 1UQ
Alderwasley School Hall & Sixth Form
Pegasus School
Maple View School
Edgewood School
Rowden House School
Bladon House School
Aran Hall School
Hope House School
For more information or to discuss a young person, please call 01332 378 840 or email referrals@senadgroup.com to speak with our referrals team
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