SEND

At Thomas Alleyne's High School we have an amazing SEND team, who will be supporting your child throughout their school journey. We believe that every child has the right to learn, grow and succeed in an inclusive environment where their voice is heard, their individuality is valued, and opportunities are accessible to all. Our commitment to Special Educational Needs and Disabilities (SEND) is embedded within our Mission, Vision, SEND Values and strategic objectives, ensuring that inclusion is at the heart of everything we do. Guided by the principles of the Education Endowment Foundation's approach to inclusive teaching, we prioritise high-quality, adaptive teaching that meets the needs of all learners. Through responsive classroom practice, strong partnerships with families and a culture of high expectations, we enable every student to thrive academically, socially and personally.

Our SEND provision has benefited from external consultation and review by organisations including Whole School SEND, the National Autistic Society and Ofsted. We value the recommendations provided through these reviews and use them to inform strategic planning, staff development and ongoing improvements across the school.

Effective support for young people relies on strong partnerships. We work collaboratively with families, education, health and social care professionals to ensure that support is coordinated, timely and centred around the needs of each student.

Our multi-agency work includes:

The SENDCo serving as Vice Chair of the Uttoxeter SEND and Inclusion Hub, working alongside local schools to share expertise, develop inclusive practice and improve outcomes across the area.
The SENDCo and Behaviour Lead attending the Burton SEND and Inclusion Hub, collaborating with colleagues and specialist services to develop effective provision and share best practice.
Working closely with the Educational Psychology Service to understand individual learning profiles and inform effective strategies and provision.
Partnership with the Autism Inclusion Team to provide specialist advice, staff training and tailored support for autistic students.
Collaborative working with Early Help services to ensure families receive coordinated support, promoting positive educational, social and emotional outcomes.

By working in partnership with specialist services and engaging in ongoing professional development, we continue to strengthen our inclusive culture and ensure that every student has the opportunity to succeed.

Individual Support Plans

Every student on the SEND Register has an Individual Support Plan (ISP) that provides a clear overview of their strengths, identified needs, successful strategies and the reasonable adjustments required to enable them to access learning and achieve their potential.

Individual Support Plans are developed in partnership with students, parents or carers, school staff and, where appropriate, external professionals. They ensure that all staff have a shared understanding of each student's needs and the approaches that will best support their learning, wellbeing and independence.

ISPs are formally reviewed during our bi-annual SEND Review Days, where parents and carers are invited to meet with a SEND Co-ordinator to discuss progress, celebrate successes, review support strategies and share feedback. These meetings provide an important opportunity to ensure that provision remains responsive to each student's changing needs and aspirations.

The implementation of Individual Support Plans is the responsibility of all staff and reflects our whole-school commitment to inclusive practice. To ensure consistency and high-quality provision, the SENDCo quality assures the implementation of ISPs through regular monitoring, classroom visits, staff collaboration and ongoing professional dialogue. This helps to ensure that agreed strategies are embedded within everyday teaching and that students receive consistent support across all areas of school life.

Education, Health and Care Plans (EHCPs)

Students with an Education, Health and Care Plan (EHCP) receive provision that is personalised to meet the outcomes and recommendations identified within their statutory plan. Our aim is to ensure that every student with an EHCP is supported to achieve academically, develop independence and participate fully in all aspects of school life.

The provision outlined within each EHCP is implemented through a personalised programme of support, informed by the student's strengths, aspirations and individual needs. The strategies, adjustments and interventions detailed within the EHCP are shared with relevant staff and embedded into everyday teaching through high-quality, adaptive practice.

Parents and carers are valued partners throughout this process. In addition to ongoing communication, every student with an EHCP has a statutory Annual Review, led by the SEND Team. These meetings bring together the student, parents or carers, school staff and, where appropriate, external professionals to review progress towards agreed outcomes, evaluate the effectiveness of provision and consider any amendments required to ensure the plan continues to meet the student's needs.

The implementation of EHCP provision is monitored and quality assured by the SENDCo through regular review of student progress, collaboration with staff and evaluation of the support in place. This ensures that provision remains effective, consistent and responsive to changing needs.

Admissions for Students with an EHCP

Admissions for students with an Education, Health and Care Plan are managed through the Staffordshire Local Authority. Where Thomas Alleynes High School is being considered as a placement, the Local Authority will undertake a statutory consultation with the school. Following this consultation, the Local Authority will determine the most appropriate educational placement in accordance with the student's needs and the statutory requirements of the SEND Code of Practice.

Targeted Intervention

At Thomas Alleynes High School, interventions are carefully planned to provide timely, targeted support that complements high-quality classroom teaching. Intervention is not intended to replace adaptive teaching but to address specific barriers to learning, helping students to develop the knowledge, skills and confidence needed to achieve their full potential.

Our intervention offer is guided by the Graduated Approach (Assess, Plan, Do, Review) and is informed by a range of evidence, including assessment data, teacher observations, student voice and wider pastoral information. This ensures that support is responsive to individual need and that its impact is regularly monitored and evaluated.

A particular focus is placed on supporting students in Year 9, ensuring they are well prepared for the academic, social and emotional demands of Key Stage 4 and GCSE study. Early identification of need enables us to provide timely support that promotes confidence, independence and long-term success.

Our targeted interventions are personalised and may include:

CLIP (Communication, Literacy and Intervention Programme) to strengthen literacy, reading and communication skills.
ELSA (Emotional Literacy Support Assistant) interventions, providing structured support to help students develop emotional awareness, resilience and strategies for managing everyday challenges.
Emotion Coaching, helping students to understand, regulate and communicate their emotions, supporting positive relationships and readiness to learn.
Animal Assisted Intervention on our school farm, using therapeutic interactions with animals to promote wellbeing, engagement, confidence and emotional regulation.
Touch Typing programmes to develop keyboard skills and increase independence for students who benefit from assistive technology.
Homework Club, offering structured support to develop organisation, study skills and independent learning habits.
Our developing Engagement Coaching Programme, providing personalised mentoring and coaching to improve attendance, motivation, self-regulation and engagement with learning.
Close liaison with external Alternative Provision providers where appropriate, ensuring students receive personalised support and access to specialist programmes while maintaining strong links with school and their long-term educational outcomes.

The effectiveness of all interventions is monitored through the Assess, Plan, Do, Review cycle. By evaluating progress and adapting provision where necessary, we ensure that support remains purposeful, evidence-informed and responsive to the changing needs of each student, enabling them to thrive both academically and personally.

Pictured is Keeling House. This is a designated space for the SEND team.

Contact the SEND Team

If you have any questions about our SEND provision, would like to discuss your child's needs, or require further information about the support available at Thomas Alleynes High School, please do not hesitate to get in touch.

Jack Biggs
Assistant Headteacher & SENDCo
Email: j.biggs@i2.org.uk

We value working in partnership with parents, carers and external professionals to ensure every student receives the support they need to thrive.

Mr Biggs	Assistant Headteacher: SENDCO	j.biggs@i2e.org.uk
Mrs Neill	SENDCO Facilitator	c.neill@i2e.org.uk
Mrs McCusker	Learning Support Assistant	j.mccusker@i2e.org.uk
Mrs Wallbank	Learning Support Assistant	k.wallbank@i2e.org.uk
Mrs Anderson	Learning Support Assistant	l.anderson@i2e.org.uk
Mrs Hadden	Learning Support Assistant	d.hadden@i2e.org.uk
Mrs Oakes	Learning Support Assistant	t.oakes@i2e.org.uk
Mrs Vincent	Learning Support Assistant	l.vincent@i2e.org.uk
Mrs Dear	Learning Support Assistant	e.dear@i2e.org.uk