Alderman Peel 

High School

Wells-Next-The-Sea   Norfolk



Mrs K Norman: SENCO

Mrs L Yarham: HLTA

Mrs T Lear: Teaching Assistant in Mathematics

Mrs C Cunningham: Teaching Assistant

Mrs S Clarke: Teaching Assistant

Mrs M Somerton


We are immensely proud of the exceptional progress, personal, social and academic achievements of our students with Special Education Needs and disabilities.

We believe passionately in an inclusive education for all, whilst providing bespoke support in order to meet individual needs.



We are committed to

  • Ensuring all students realise and fulfil their potential through a broad, balanced appropriate curriculum.
  • Ensure all students with special educational needs are identified, assessed and supported through the High School phase.



The SEN Co-ordinator (SENCO) is Kate Norman.  Responsibilities include

  • Overseeing the day-to-day operation of the school’s SEN policy.
  • Co-ordinating provision for students with special educational needs.
  • Liaising with parents of students with special educational needs.
  • Overseeing the records on all students with special education needs.
  • Liaising with external agencies including the LA’s support and educational psychology services, the Connexions PA, health and social services and voluntary bodies.
  • Liaising with and advising fellow teachers.
  • Managing the SEN Team of Teachers and Teaching Assistants.
  • Contributing to the in-service training of staff.



The Senco is supported by 2 HLTA’s who have responsibility for leading interventions and alternative provisions at Key Stage 3 and Key Stage 4, and a deputy SENCO who is a dyslexia and sensory impairment specialist TA.



Learning support takes place both in the classroom alongside the students and on a withdrawal basis.  Students are sometimes supported within the teaching group by a teaching assistant under the direction of the teacher. All staff are aware of special needs and plan accordingly, differentiating where necessary to meet students’ needs.  Teaching assistants support in a variety of ways whilst striving to encourage independence.

A student may require more bespoke / specific support and therefore need to be withdrawn for some time on the timetable inorder to access specific intervention work from a qualified member of staff.The department has a specialist classroom called ‘Becketts’.  The room is mainly used as a teaching base for small group work and individual tuition designed to improve literacy, numeracy, social or life skills.  The room is well equipped with a digital projector and 14 computers.

The room is available at lunch and breaktimes for any students who wishes to seek support, read or engage in some quiet activity.  A homework club runs every lunchtime for all students, with TA support. Our new inclusion base offers further small group workspaces and quiet study rooms.

The Senco at Alderman Peel High School works within the cluster prior to transition into Year 7, thus collating all the necessary information regarding students with special educational needs / disabilities prior to arrival.

At KS3 extra teaching groups are created in English and Maths.  This allows identified pupils to learn in well supported small groups.  These pupils who need additional literacy or numeracy support are also withdrawn from Modern Foreign Language lessons to receive extra tuition.

As KS4 pupils in Year 10 and 11 benefit from a highly differentiated curriculum which is individually tailored to a student’s needs.  In addition to extra Study Support time, we deliver programmes designed to offer a variety of independent living skills, community projects and a Holkham work experience placement.

Throughout both KS3 and KS4 individual mentoring is available for these students who require it.  Also the school runs the Titan Independent Travel Programme, a reading mentor programme and social skills training.Autistic student benefit from small group support and enrichment clubs.

For those students who have disabilities, guidance is sought and all reasonable adjustments are made.  The school has a lift ar one end of the school, ramps throughout and disabled toilet and changing facilities.

One of the most crucial links to pupil engagement and progress is that between the parent and school.  This is a strong, positive working relationship.  Regular meetings are held to discuss students individual targets and report on the progress they are making, thus keeping parents fully informed.

Every student with special educational needs is encouraged to play a highly active role within the school.  Participation in clubs, trips and competitions by our SEN students is excellent, as is their attendance at school. Many have roles of responsibility within school and are supported individually to move on to appropriate further or higher education or training once they leave APHS.