Additionally Resourced Provision (ARP) and SEN Units Policy 2025

This guidance is designed to give information to parents, carers and school professionals about Additionally Resourced Provision (ARP) and Special Education Needs and Disabilities (SEND) Units, which are educational provisions within Stockton-on-Tees mainstream schools. If a placement in an ARP and SEND Unit is being suggested, it is important that you know where these places are and what they specialise in. This is an outline guide only. More detailed information is always available from the school or from the Council's SEND Assessment and Review Service Area within the SEND and AP Service.

Please note, that when we refer to 'parent' in this guidance, we refer to parents, carers or those who hold parental responsibility and decision-making rights for the child or young person.

Many young people with special educational needs can make better, more sustained progress when they attend mainstream schools. An Additional Resourced Provision (ARP) is a provision, within a mainstream school, designed to provide specialist and targeted support for children with long-term Special Education Needs and Disabilities (SEND). ARPs are additionally funded, which means that a school ARP receives additional resources.

They are able to offer:

• teaching staff and support staff with additional knowledge, skills, expertise and allocated time in a particular area of SEND
• specialist environments which support the individual special educational needs of each child
• lessons in mainstream classes, where appropriate for the individual child, but with additional specialist resources and teaching

Each ARP specialises in a particular area of special educational needs, and places are allocated according to the specific needs of the child or young person. Information on this is specified further in the guidance. 

The areas relate to the areas of need set out by the Department for Education in The SEND Code of Practice 2015 are:

• communication and interaction
• cognition and learning
• social, emotional and mental health difficulties
• sensory and or physical needs

Whilst doing this however, we recognise as a council that not all children with SEND needs clearly fit into one area of need and therefore, we have responded to this by introduction of provision for children who may have one or two prominent areas of need.

Each ARP is an integral part of the school. Pupils will spend time in the ARP and, where appropriate, time in mainstream. This will be agreed so that their access is fully successful, through careful and adapted planning by the mainstream class teacher, supported by the Special Education Needs Co-ordinator (SENCo), parents and the council. 

In Stockton-on-Tees, ARP classrooms are devised for optimal space in units of 10 and 1 to 2 adults, children shall not be admitted into the space in addition to this, as to ensure that the special educational needs provision for those children accessing the provision is not detrimentally impacted.  

All children accessing the Additionally Resourced Provision (ARP) and Special Education Needs and Disabilities (SEND) Unit will have an Education, Health and Care plan.  

Parents and carers are able to express a preference for their child to access a place within a particular ARP and SEND Unit; however, the council reserves the right to consult with all provisions of this type, if deemed appropriate, for example, if a child has cognition and learning needs, it may be that a number of such provisions are consulted with. Prior to this, the council's SEND Multi Agency Panel must agree that the child meets the criteria for a place, in line with this policy guidance. 

The council's SEND Placements and Governance Service area will oversee the admissions to and exits from the ARP and SEND Units. The new role of Placement Coordinator - Resourced Provision would be the first point of contact for schools and parents, whilst the allocation and admissions process is ongoing. This role is dedicated to monitoring and oversight of the processes relating to ARP and SEND Units. 

Schools will be approached to take a child into the provision, by way of formal consultation with the Education, Health and Care (EHC) plan and appendices in line with the Children and Families Act 2014. Criteria relating to the needs of the child and the provision they require are available later in this guidance. Children and young people placed in the ARP and SEND Unit must be suitable to attend the provision, and this will be mutually agreed by the school and the SEND Service before a placement is agreed.  

The council reserve the right to name an alternative placement in Section I of a child's EHC Plan if a placement in an ARP and SEND Unit is unsuitable to meet their special educational needs, age, aptitude or ability of the child and young person and both the school and council feel they are unsuitable for the provision or their needs do not align with the specified policy. This is to ensure that we have the right children in the most suitable school places to meet their special educational needs, and that they are able to access the provision they require. 

Travel assistance may be available for a child to access an ARP and SEND Unit place if the statutory guidance and criteria for transport assistance are met. This will be discussed with parents as part of the admissions process.

At the point of entry into the provision, all children must have a draft or final Education, Health and Care (EHC) Plan. If a child has an EHC Plan and has recently had an annual review, the EHC Plan must be updated with the contents of the review before consultation with the Additionally Resourced Provision (ARP) and Special Education Needs and Disabilities (SEND) Unit takes place. 

The Placement Coordinator for Resourced Provision, will share any consultations with settings.  Schools will have fifteen calendar days to consider the documents and prepare a response to this in writing back to the Council. This should be prepared on the Council's consultation response proforma. 

Parents will be informed of the decision within 1 to 2 days of it being received back from the school, and can request a copy of the response in writing if they wish.

Within the 15 days, the ARP and SEND Unit schools may wish to speak with the child's current setting or visit the child; however, this must be done by gaining the parent or carers consent directly and cannot impact the 15 day response. In exceptional circumstances, agreed by the Team Manager or Service Lead, SEND Placements and Governance, an extension to the 15 days may be given. 

Whilst every effort will be made by the council to not send consultations during school holidays, there are times when this will be necessary and required, as The SEND Code of Practice 2015 does not allow for changes to the process within this time. During school holidays, it is expected that a response will be provided by the Headteacher or Principal of the ARP and SEND Unit School.

If a placement is agreed by the school and the Council, the Placement Coordinator will contact the parents to seek their views, liaising closely with colleagues in the placements team, current school and ARP and SEND Unit.   

If the placement is agreed, the Placement Coordinator will support the parties to develop a mutually agreed transition plan into the setting, over a three week period. In exceptional circumstances when the child's needs require, a longer transition plan can be planned between the parties. 

The ARP and SEND Unit will be named in Section I of the child's EHC Plan and will be reflected by the provision detailed in Section F upon admission.  

Each Additionally Resourced Provision (ARP) and Special Education Needs and Disabilities (SEND) Unit in Stockton-on-Tees will be subject to a Service Level Agreement, which sets out the expectations of the school and the council in the process of admissions and review of the ARP and SEND Units.

The setting will be subject to an annual review and a 6-monthly update meeting, which will be organised and facilitated by the Placement Co-ordinator from within the SEND Placements and Governance Service.  

The review will be undertaken by a member of the Senior Leadership Team, a specialist teacher and the Placements Co-ordinator - Resourced Provision.

The review will ensure the quality of the provision, effectiveness and alignment with the service level agreement and the key performance indicators, in line with high expectations for quality of provision for children with SEND. 

The review will assess the overall quality and progress against the expected outcomes, but it will not be subject to a grading or a measurement. Feedback will be provided to the Special Educational Needs Co-ordinator (SENCo) and headteacher of the school directly in writing within 2 weeks of the review meeting. 

The review will also be an opportunity to speak with children and young people within the setting and gather their views. Prior to the review, the Placements Co-ordinator: Resourced Provision, will also contact parents to gather their views on the provision. 

If any areas of development are identified, as part of the review, the Council will work alongside the school to support and make any necessary changes to maintain the expected standards.

How will the new Additionally Resourced Provision (ARP) and Special Education Needs and Disabilities (SEND) Units be funded? 

Place funding for ARP and SEND Units as required by the Department for Education (DfE). This is a combination of per-pupil funding through the local schools' funding formula, plus £6,000 High Needs funding per place for those occupied by pupils on roll, and £10,000 High Needs funding per place for the remainder of places to be funded. 

The council will provide the place funding for maintained schools, but DfE will provide the place funding directly for academies. The Council will also provide additional funding, on the same basis, for any ARP and SEND Unit with over-numbered places. 

Each ARP and SEND Unit then has an amount of funding per child to meet the individualised needs of all pupils and cover the cost of staffing, staff training, equipment, resource and any external professional support a child in the ARP and SEND Unit may need, such as support from Occupational Therapy, Speech and Language Therapy or counselling.  

Presenting needs of the child

This ARP is designed to support children with the following presenting needs:

• pupils who have evidence of a moderate learning difficulty (MLD), a specific learning difficulty (SpLD), which encompasses a range of conditions such as dyslexia, dyscalculia, or dyspraxia, or who require extra time. This must be confirmed by an appropriate professional such as an educational psychologist or specialist teacher
• pupils who have diagnosed medical conditions that contribute to learning difficulties, such as epilepsy or prolonged absence due to illness, causing a significant learning gap, as evidenced by at least three terms of progress monitoring from the setting
• pupils who are working at three years or more, below age-related expectations, despite additional support, scaffolding and targeted interventions, including those recommended by specialists, with evidence of implementation provided by the setting. It is expected that clear evidence is provided in respect of this, including evidence that the graduated response has been implemented and progress has been monitored over time and that the school have sought support from external professionals and followed the advice and guidance given
• pupils who have co-occurring needs, such as with aspects of language, motor coordination, personal organisation, attention, and concentration. Social, emotional, and mental health needs will be linked to academic self-concept, self-esteem and, or general emotional wellbeing, which is affected by the impact of their learning difficulties
• pupils who have limited independent learning skills and require frequent scaffolding and repetition

Placement will be confirmed via SENDMAP following the outcome of Education, Health and Care Needs Assessment or an annual or interim review made by the setting. 

Specification of Provision 

It is expected that the cognition and learning ARP will offer the following special educational needs provision to every child:

• a high level of adult support and access to a dedicated space where there are no more than 10 pupils. This dedicated space should act as a base for the pupil but it is to be determined by the lead teacher or Special Educational Needs and Disabilities Coordinator (SENDCo) how much time each child spends within the ARP. This should be considered on an individual basis and discussed with the parent or carer in advance
• the use of precision teaching, where appropriate, delivered by specialist teachers with training in moderate learning difficulties or other specific learning needs
• the curriculum needs of the individual pupil are carefully planned for by the relevant staff members, working together with the pupil, family and when necessary, colleagues from specialist outside agencies
• the pupil will follow the full primary curriculum, at the appropriate stage
• an adapted, flexible environment to support the learning needs, where lighting, concrete resources, wall displays, board presentation, collaborative seating, distraction free workstations and quiet areas are carefully considered and reviewed
• a modified maths and English curriculum, dependent on the needs and development of the pupil, which should be determined upon entry by the teacher in charge of the ARP and SENCo
• targeted, measured interventions to build key skills and a high emphasis on developing functional basic skills and independence 
• access to a range of assistive technologies
• a robust tracking system, where a range of assessments are used
• pupils will pre-learn new vocabulary and overlearn lesson content for consolidation
• planned, bespoke support to develop fine and gross motor skills
• use of multi-sensory teaching methods, visual materials and cues, and online programmes
• learning is based around a pupil's learning style, area of interest and aspirations
• prior to any transitions taking place, there is a careful plan developed and followed to ensure the best outcomes for the children
• structured and supported inclusion in mainstream classes where appropriate
• communication between the ARP teacher and teaching assistant and the mainstream class teacher and teaching assistants must be ongoing, consistent and detailed   
• transition to secondary education should be planned at the notification of the placement   

Staffing

Staff should include:

• a qualified teacher with knowledge, skills, experience, and expertise in teaching pupils with cognition and learning needs
• one Teaching Assistant Level 3

Staff should have:

• up-to-date, appropriate qualifications and, or recent training which equips them to support a range of cognitive and learning needs
• knowledge and expertise in supporting pupils with specific learning difficulties, along with broader challenges in areas such as memory, attention and executive functioning

Presenting needs of the child

This ARP is designed to support children with the following presenting needs:

• pupils who have evidence of a Moderate Learning Difficulty (MLD), a Specific Learning Difficulty (SpLD), which encompasses a range of conditions such as dyslexia, dyscalculia, or dyspraxia, or who require extra time. This must be confirmed by an appropriate professional, such as an educational psychologist or specialist teacher
• pupils who have diagnosed medical conditions that contribute to learning difficulties, such as epilepsy, or prolonged absence due to illness causing a significant learning gap
• pupils who are working at three years or more, below age-related expectations, despite additional support, scaffolding and targeted interventions, including those recommended by specialists. A clear understanding of their social ability, social safety and vulnerabilities must be provided by the current educational setting, so that they can be considered alongside cognition and learning needs
• pupils who have co-occurring needs, such as with aspects of language, motor coordination, personal organisation, attention, and concentration. Social, emotional, and mental health needs will be linked to academic self-concept, self-esteem and, or general emotional wellbeing, which is affected by the impact of their learning difficulties

Specification of provision 

It is expected that the cognition and learning ARP will offer the following special educational needs provision to every child:

• a high level of adult support and access to a dedicated space where there are no more than 10 pupils. This dedicated space should act as a base for the pupil, but it is to be determined by the lead teacher and Special Educational Needs and Disabilities Coordinator (SENDCo) how much time each child spends within the ARP. This should be considered on an individual basis and discussed with the parents or carers in advance
• teaching, planned and delivered by specialist teachers with training in moderate learning difficulties or other specific learning needs
• the curriculum needs of the individual pupil are planned for by the relevant staff members, working together with the pupil, family and, when necessary, colleagues from specialist outside agencies
• the pupil will follow the secondary curriculum, which should be appropriately adapted to address cognitive needs whilst preparing pupils for independence, adulthood and life beyond school. The curriculum should consider functional skills and personal development. An adapted, flexible environment to support the learning needs, where lighting, concrete resources, wall displays, board presentation, collaborative seating, distraction-free workstations, and quiet areas are carefully considered and reviewed
• a modified maths and English curriculum, dependent on the needs and development of the pupil, which will be determined by the lead teacher and SENCo upon admission. Support and guidance will be made available by the Council's specialist teacher upon admission planning for all children
• a flexible Key Stage 4 offer, including vocational qualifications, taking into account the learning needs and reasonable adjustments required
• targeted, measured interventions to build key skills, and a high emphasis on developing functional basic skills and independence
• a robust tracking system, where a range of assessments are used
• planned bespoke support, to develop fine and gross motor skills
• use of multisensory teaching methods, visual materials and cues, and online programmes
• prior to any transitions taking place, there is a careful plan developed and followed to ensure the best outcomes for the children
• communication between ARP teacher and teaching assistant and the mainstream class teacher and teaching assistants must be ongoing, consistent and detailed
• extended transition to secondary education should be planned at the notification of the placement
• extended transition to Post 16 should be planned at the time of notification of the placement

Staffing

Staff should include:

• a qualified teacher with knowledge, skills, experience, and expertise of teaching pupils with cognition and learning needs
• one Teaching Assistant Level 3

Staff should have up-to-date appropriate qualifications and, or recent training which equips them to support a range of cognition and learning needs.

Presenting needs of the child

The child should have communication and interaction difficulties, which include, but are not limited to, barriers with social interaction and may have identified difficulties with learning, whilst still being able to access a differentiated mainstream curriculum, or have a diagnosis of Autism. It is not required for the child to have a diagnosis of Autism or to be on the Neurodevelopmental pathway, however, an appropriate professional should confirm that the child has needs that present in line with neurodevelopmental difficulties and social communication and interaction needs are their primary need, including:

• delayed or disordered language development both expressive and receptive
• difficulty understanding language or using language to express needs
• difficulty in maintaining social relationships with peers or adults
• difficulty with self regulation as a result of sensory overload
• difficulty with identifying and managing emotions, requiring structured interventions to support emotional literacy
• difficulties understanding instructions, expressing needs or following classroom discussion

In addition to communication and interaction needs or Autism, pupils may also need support for personal care, safety and wellbeing.  

Pupils will need access to a range of targeted approaches, a structured and personalised learning environment, and a curriculum.  

Pupils will be placed via SENDMAP following the Education Health and Care Needs Assessment or annual or interim review initiated by the setting. 

It should be recommended by an appropriate professional, such as educational psychologist or specialist teacher, that the setting is suitable to meet the needs of the child. 

Specification of Provision 

It is expected that the communication and interaction ARP will offer the following special educational needs provision to every child:

• a high level of adult support and a dedicated space for children accessing the ARP. This should act as a base for children to be educated on a daily basis. However, access to mainstream should be determined on an individual basis, in liaison with the pupils' parents or carers 
• specialist teaching and support staff who have experience of working with children with social communication needs and Autism
• low arousal environment, with pre-teaching prior to accessing mainstream classes. There should be environmental adaptations to manage social, environmental and sensory demands, minimal visual and auditory distractions and clearly defined areas for different activities such as individualised work stations, quiet area, breakout space and sensory and intervention space.
• use of structured teaching approaches such as Treatment and Education of Autistic and related Communication handicapped Children (TEACCH) 
• use of high teach Augmentative and Alternative Communication (AAC) and appropriately trained staff
• integrated speech and language support for developing receptive and expressive language and social communication
• plan and deliver bespoke sessions around social interaction, communication, turn-taking and waiting skills, emotional and sensory regulation, and organisational skills  
• bespoke support, to develop essential life skills and independence, that help them in everyday life outside the school 
• planned bespoke support to develop fine and gross motor skills 
• pupils' individual targets are incorporated into everyday teaching, across the learning environments, including mainstream (where appropriate), outdoor provision and home to develop generalisation skills  
• pupils may also need support for personal care, safety and wellbeing
• prior to any transitions taking place, there is a careful plan developed and followed to ensure best outcomes for the children
• communication between ARP teacher and teaching assistants and mainstream class teacher and teaching assistants must be ongoing, consistent and detailed
• extended transition to secondary education should be planned at the notification of the placement
• a sensory diet, which is individually planned based on presenting needs, in consultation with an Occupational Therapist for every pupil
• movement breaks and proprioceptive activities to support regulation and attention embedded throughout the curriculum and day
• the setting must embed Autism standards such as those provided by the Autism Education Trust Framework

Staffing

Staff should include:

• a qualified teacher with experience of teaching pupils with Communication and Interaction, Autistic Spectrum Disorder and Speech, Language and Communication Needs
• one Teaching Assistant Level 3

All staff should either have or be working towards a neurodiverse recognised qualification or have had relevant training.

Presenting needs of the child

The child should have communication and interaction difficulties, which include, but are not limited to, barriers with social interaction and may have identified difficulties with learning, whilst still being able to access a differentiated mainstream curriculum, or have a diagnosis of Autism. It is not required for the child to have a diagnosis of Autism or to be on the Neurodevelopmental pathway; however, an appropriate professional should confirm that the child has needs that present in line with neurodevelopmental difficulties, and social communication and interaction needs are their primary need.

In addition to Autism, pupils may also need support for personal care, safety and wellbeing.  

Pupils will need access to a range of targeted approaches, a structured and personalised learning environment and curriculum.  

Specification of provision

It is expected that the Communication and Interaction Additionally Resourced Provision (ARP) will offer the following special educational needs provision to every child:

• a high level of adult support and a dedicated space for children accessing the ARP. This should act as a base for children to be educated on a daily basis. However, access to mainstream should be determined on an individual basis, in liaison with the pupils' parents or carers 
• specialist teaching and support staff who have experience of working with children with social communication needs and Autism
• all pupils will receive bespoke career support to prepare and plan for adulthood
• subject teachers to liaise with an ARP teacher and to have an overview and scaffold work to enable the needs of ARP pupils to be met
• all staff should either have or be working towards a neurodiverse recognised qualification or have had training which is refreshed annually
• the setting must embed Autism standards such as those provided by the Autism Education Trust Framework
• develop links with external providers for bespoke work placements which meet the needs of the pupils 
• low arousal environment pre teaching prior to accessing mainstream classes. There should be environmental adaptations to manage social, environmental and sensory demands
• plan and deliver bespoke sessions around social interaction, communication, turn-taking and waiting skills, emotional and sensory regulation
• planned bespoke support to develop fine and gross motor skills 
• bespoke support to develop essential life skills and independence, that help them in everyday life outside the school
• pupils' individual targets are incorporated into everyday teaching across the learning environments, including mainstream (where appropriate), outdoor provision and home develop generalisation skills
• prior to any transitions taking place, there is a careful plan developed and followed to ensure best outcomes for the children  
• communication between ARP teacher and teaching assistants and mainstream class teacher and teaching assistants must be ongoing, consistent and detailed 
• extended transition to Post 16 should be planned at the notification of the placement  

Staffing

Staff should include:

• a qualified teacher with experience of teaching Communication and Interaction and Autism Spectrum Disorder pupils and across the curriculum
• one Teaching Assistant level 3
• a consistent member of staff where possible to be in the ARP

Staff should show a passion for working with children and young people.

Presenting needs of the child

Indicators are used, rather than criteria, to permit individual cases to be considered, according to the particular needs and circumstances of the pupil. 

This ARP is designed to support children with the following presenting needs:

• SEMH needs that present barriers to learning, risk factors that impact on learning and ability to function, in school settings. Limited age-related learning progress, concerns about a lack of necessary resilience to manage difficulties and challenges. Evidence of emerging mental health difficulties, which impacts progress
• high risk, challenging emotional, social or conduct behaviours. These may be, but are not exhaustive of, persistent high levels of hyperactivity, impulsivity and, or lack of concentration. Behaviour that can be defiant and, or non-compliant. Frequently challenging or unusual behaviour that is evident in more than one setting, and with a variety of adults and peers, despite a range of approaches having been utilised
• emotional regulation challenges, especially in the face of academic pressures or stress, can lead to frustration or anxiety
• children may have a diagnosis of Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Insecure Attachment, or ADHD plus one co-morbid condition, with complex learning, Speech, Language and Communication Needs (SLCN) and behaviour needs. In addition, pupils may also need support for personal care, safety and wellbeing. Pupils will need access to a range of targeted approaches, a structured and personalised learning environment, and a curriculum.  

Specification of provision 

It is expected that the SEMH ARP will offer the following special educational needs provision to every child:

• use of standardised assessments for SEMH, to set baselines, plan personalised interventions and measure impact, which will include Boxall data
• an understanding of how to support and develop positive learning behaviours, emotional behaviours, social behaviours, and conduct behaviours 
• approaches and strategies, which are based on neuroscience, attachment and child development 
• a physical environment that promotes a sense of security, nurture, healthy attachment, and emotional well-being
• bespoke sessions that include social skill groups to improve peer relationships, targeted mindfulness activities to enhance self-awareness and regulation, as well as consistent positive reinforcement to bolster self-esteem
• a supportive learning environment that encourages open dialogue about emotional well-being and normalising conversations around mental health. A nurturing ethos where every child feels safe and understood
• a structured, bespoke approach to develop essential life skills and independence that help them in everyday life outside the school
• a focus for Upper Key Stage 2 pupils on psychoeducation, to build resilience and social and emotional awareness
• a trauma-informed approach, ensuring there are clear routines, calm environments and a sense of emotional safety
• systems of communication and feedback, which foster positive relationships with parents and carers and celebrate the pupil's achievements and strengths
• children in the ARP access their mainstream environment throughout their week, which will be purposely planned and staffed
• dedicated calm areas with reduced noise, visual stimuli and clutter 
• staff trained in Playfulness, Acceptance, Curiosity and Empathy (PACE) or similar approaches
• use of key adults and mentors to provide emotional security with an emphasis on empathy and understanding
• use of zones of regulation and mood check-ins
• restorative approaches are used after any incidents to repair relationships and rebuild trust, encouraging ownership of behaviours and reconnection
• communication between ARP teacher and teaching assistant and the mainstream class teacher and teaching assistants must be ongoing, consistent and detailed. Transition to secondary education should be planned at the notification of the placement
• staff to have had practical experience with using trauma-informed and Attachment Aware practices and, or Threat, Harm, Risk, Investigation, Vulnerability, and Engagement (THRIVE) approaches. They should also have an understanding of attachment theory, developmental trauma and Adverse Childhood Experiences

Staffing

Staff should include:

• a qualified teacher with experience of teaching pupils with SEMH needs
• two Teaching Assistants Level 3

All staff should:

• have, or be working towards a recognised qualification to support pupils with Social Emotion Mental Health or have had relevant training
• have experience of multi-agency collaborative problem solving in relation to complex family circumstances and mental health needs

Presenting needs of the child

Indicators are used, rather than criteria, to permit individual cases to be considered, according to the particular needs and circumstances of the pupil. 

This ARP is designed to support children with the following presenting needs:

• SEMH needs that present barriers to learning, risk factors that impact learning, and the ability to function in school settings. This can include vulnerability to, or participation in, anti-social activity within the community. Limited age-related learning progress, concerns about a lack of necessary resilience to manage difficulties and challenges. Evidence of emerging mental health difficulties, which impacts progress
• high risk, challenging emotional, social or conduct behaviours. These may be, but are not exhaustive of, persistent high levels of hyperactivity, impulsivity and, or lack of concentration. Behaviour that can be defiant and, or non-compliant
• frequently challenging or unusual behaviour that is evident in more than one setting, and with a variety of adults and peers, despite a range of approaches having been utilised
• may have a diagnosis of Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD) or Insecure Attachment, or ADHD plus one co-morbid condition, with complex learning, Speech, Language and Communication Needs and behaviour needs. In addition, pupils may also need support for personal care, safety and wellbeing. Pupils will need access to a range of targeted approaches, a structured and personalised learning environment, and a curriculum

Specification of provision 

It is expected that the SEMH ARP will offer the following special educational needs provision to every child:

• mediation and restorative approaches are utilised in order to develop and manage relationships and address difficulties when they occur
• use of standardised assessments for SEMH, to set baselines, plan personalised interventions, and measure impact
• an understanding of how to support and develop positive learning behaviours, emotional behaviours, social behaviours, and conduct behaviours
• approaches and strategies, which are based on neuroscience, attachment and child development
• a supportive learning environment that encourages open dialogue about emotional well-being and normalising conversations around mental health. A nurturing environment, where every child feels safe and understood
• planned programmes to develop essential life skills and independence that help them in everyday life, outside the school 
• a focus on psychoeducation to build resilience and social and emotional awareness
• pupils' individual targets are incorporated into everyday teaching, across the learning environments, including mainstream (where appropriate), outdoor provision and home 
• systems of communication and feedback, which foster positive relationships with parents and carers and celebrate the pupil's achievements and strengths
• dedicated calm areas with reduced noise, visual stimuli and clutter
• staff trained in Playfulness, Acceptance, Curiosity, and Empathy (PACE) or similar approaches
• use of key adults and mentors to provide emotional security with an emphasis on empathy and understanding
• use of zones of regulation
• restorative approaches are used after any incidents to repair relationships and rebuild trust, encouraging ownership of behaviours and reconnection
• staff to have had practical experience with using trauma-informed and Attachment Aware practices and or Threat, Harm, Risk, Investigation, Vulnerability, and Engagement (THRIVE) approaches. They should also have an understanding of attachment theory, developmental trauma and adverse childhood experiences
• children in the ARP access their mainstream environment throughout their week, which will be purposely planned and staffed
• communication between the ARP teacher and teaching assistant and the mainstream class teacher and teaching assistants must be ongoing, consistent and detailed
• prior to any transitions taking place, there is a careful plan developed and followed to ensure the best outcomes for the children
• an extended transition to secondary education should be planned at the notification of the placement
• the extended transition to Post 16 should be planned at the notification of the placement

Presenting needs of the child

This ARP is designed to support children with the following presenting needs:

• if a child's physical and, or medical disability is a barrier to learning, then a sensory and physical ARP placement may be considered
• the child may need some supervision for mobility and safe movement around school as a result of a physical disability or difficulty that cannot be safely accommodated for in their local mainstream school
• the child has (or is likely to have, if undergoing assessment) a physical and, or medical disability as the primary need as confirmed by a multi-professional assessment
• there is evidence from professionals that the child will benefit from access to a mainstream environment and curriculum, alongside typically developing peers, given appropriate support from the sensory and physical ARP
• the ability of the child lies within the broad average range. (The child is able to access a broadly age-appropriate curriculum with suitable differentiation, that is not children whose abilities are significantly below their peers and who may need an alternative developmentally appropriate curriculum)
• the child is able to access mainstream inclusion with an appropriate peer group

Specification of provision 

It is expected that the sensory and physical ARP will offer the following special educational needs provision to every child:

• staff trained in moving and handling techniques and the use of specialist equipment 
• individualised learning away from the main classroom when appropriate
• speech and language therapy, occupational therapy, physiotherapy according to individual needs (to be determined by Education, Health and Care Plans (EHCPs) 
• Alternative and, or augmentative means of communication and recording, where appropriate and as advised by an appropriate professional, such as a physiotherapist
• the sensory and physical ARP should not be seen as a class in itself, but the mechanism to support access to mainstream classes and inclusion with peers
• transition to secondary education should be planned at the time of notification of the placement

Staffing

Staffing should include:

• a qualified teacher with experience of teaching pupils with special educational needs
• one Level 3 Teaching Assistant

Presenting needs of the child

This ARP is designed to support children with the following presenting needs:

• may need some supervision for mobility and safe movement around school
• may need support for learning, recording and communicating 
• must be willing to communicate and interact (not necessarily verbally)
• there is evidence from professionals, such as STARS, that the young person will benefit from access to a mainstream environment and curriculum, alongside typically developing peers, given appropriate support
• the ability of the young person lies within the broad average range.  (The young person is able to access a broadly age-appropriate curriculum with suitable differentiation that is not young people whose abilities are significantly below their peers and who may need an alternative developmentally appropriate curriculum)
• the young person is able to access mainstream inclusion with an appropriate peer group

Specification of provision 

It is expected that the Hearing Impairment and Visual Impairment (HI and VI) ARP will offer the following special educational needs provision to every child:

• staff trained in teaching children with hearing and vision difficulties or multi sensory impairment, including a Teacher of the Deaf or Teacher of the Visually Impaired to provide advice on curriculum access and communication
• ongoing training for staff both in the ARP and mainstream school in relation to HI and VI needs 
• opportunities for individualised learning away from the main classroom when appropriate.
• access to speech and language therapy, occupational therapy and physiotherapy according to individual needs (to be determined by Education, Health and Care Plans (EHCPs)) 
• access to alternative and, or augmentative means of communication and recording, where appropriate
• an environment which minimises background noise and ensures good lighting
• seating at the front of the classroom
• extended transition to Post 16 should be planned at the notification of the placement
• for children who use sign or British Sign Language (BSL), appropriately trained staff (level 2 minimum) should be available at all times to aid communication
• modified resources with visual aids or braille text in line with advice from suitably trained professionals 
• use of tactile diagrams, audio versions of texts and screen readers
• consistent classroom layouts and minimal clutter
• access to an appropriate curriculum framework for children with HI and VI needs

Staffing

Staffing should include:

• one Teaching Assistant 
• one Qualified Teacher of Deaf
• one Qualified Teacher of Visually Impaired

Presenting needs of the child

This ARP is designed to support children with the following presenting needs:

• children on the Neurodevelopmental pathway who have a diagnosis of Autism or Autism plus one co-morbid condition with complex learning needs. Or pupils with Cognition and Learning difficulties with associated communication and interaction needs. The pupil is likely to have long-term Special Educational Needs and Disabilities (SEND) which are persistent, complex and making very limited progress. The children in the SEND Unit could be non-speaking or have very little spoken language and may communicate by alternative means
• in addition to Autism or Cognition and Learning needs, pupils may also need support for personal care, safety and wellbeing. Pupils will need access to a range of specialist approaches, a structured and personalised learning environment, and a curriculum  
• the pupil will present with communication and interaction difficulties and these will significantly affect curriculum access and social development to the extent that needs cannot usually be met in a mainstream classroom
• difficulties are so significant that specialist daily teaching and access to a modified curriculum is required. The level of adjustment and specialist teaching across the curriculum required is significantly greater than is normally provided in a mainstream classroom
• the pupil may have severe and persistent difficulties in the acquisition and, or use of basic skills and with the curriculum 
• pupils will be working significantly below age related expectations. In Year 6 pupils will be working within the Year 2 curriculum or below

Specification of Provision 

It is expected that the SEND Unit will offer the following special educational needs provision to every child:

• bespoke and highly specialist interventions that help to develop their social interaction skills, life skills, study skills, anxiety management and self-regulatory skills
• access to specialist teaching and interventions in small groups and one to one
• speech and language interventions built into everyday curriculum and access to specialist external support following referral by the school on an individual basis
• pupils taught by subject specialists with additional targeted support, as required. There is high emphasis on developing functional basic skills, social interaction and independence 
• a predictable and structured routine with explicit teaching within a reduced group size and regular access to additional adult support
• adapted environments which support the learning needs of each pupil
• robust systems to track small, step progress
• modified curriculum dependent on needs and development
• direct instruction with very finely graded tasks  
• pre learning of vocabulary or lesson content for class-based activities  
• use of high tech Augmentative and Alternative Communication (AAC) or where appropriate, Picture Exchange Communication Systems (PECS), Makaton, British Sign Language or communication books and devices
• staff trained in working with children who have a Gestalt Language Processing difficulties
• use of visual materials and cues including a total communication approach where necessary
• development of fine and gross motor skills
• prior to any transitions taking place, there is a careful plan developed and followed, to ensure best outcomes for the children
• transition to secondary education should be planned, at the notification of the placement
• ongoing access to sensory rooms, circuits and calming areas. Each child should have a sensory diet which is overseen by a qualified occupational therapist. 

Staffing

Staffing should include:

• a qualified teacher with experience of teaching pupils with complex Communication and Interaction and Cognition and Learning needs
• two Level 3 Teaching Assistants.

Staff must have knowledge and expertise supporting pupils with specific learning difficulties along with broader challenges in areas such as memory, attention and executive functioning 

Presenting needs of the child

This ARP is designed to support children with the following presenting needs:

• complex, long term Communication and Interaction needs, that present as behaviours that challenge and barriers to learning as a result of unmet communication and interaction needs
• limited age-related learning progress, concerns about lack of necessary resilience to manage difficulties and challenges
• evidence of persistent presenting social difficulties which impacts on progress
• challenging behaviours that are associated with sensory overload, autistic burnout or distress 
• persistent high levels of hyperactivity, impulsivity and, or lack of concentration
• behaviour that could present as defiant and, or non-compliant but relates to rigidity of thought and social communication understanding
• frequently challenging behaviour that is evident in more than one setting and with a variety of adults and peers despite a range of approaches having been utilised, including support from an Occupational Therapist, still persist in the environment 
• are on the Neurodevelopmental pathway, Autism diagnosis or Autism plus one co-morbid condition (may include 'PDA profile') with complex learning and behaviour needs. Pupils will need access to a range of specialist approaches, a structured and personalised learning environment, and curriculum
• the child may have sensory needs or Development Coordination Disorder (DCD) 

Specification of provision 

It is expected that the SEND Unit will offer the following special educational needs provision to every child:

• bespoke and highly specialist interventions that help to develop their social interaction skills, life skills, study skills, anxiety management and self-regulatory skills
• access to specialist teaching and interventions in small groups or one to one
• speech and language interventions and support as determined required
• learning environment underpinned by Attachment Aware and, or Trauma Informed Practices. Progress targets to include developmental social and emotional focuses
• pupils taught by subject specialists with additional targeted support, as required. There is high emphasis on developing functional basic skills, social interaction, and independence

For further information see the provision for Cognition and Learning and Communication and Interaction provision.

The provision offers structured teaching with clear routines and structure, clear expectations and boundaries and consistent behaviour management. Based on structured teaching principles the provision has:  

• physical structure
• visual timetables for pupils  
• distraction-free workstations  
• modified tasks
• individualised timetables
• bespoke reward systems (where appropriate)
• sensory regulation opportunities to allow pupils who are finding the environment and the work at certain periods of the day an opportunity to independently recover and be ready for learning 
• high tech Augmentative and Alternative Communication (ACC)
• oversight from an occupational therapist who can identify sensory barriers and environmental factors contributing to any distress 
• there are opportunities for social play to develop social skills, small group work to help develop attention and listening skills, and circle time to develop social behaviours (turn-taking, sharing, paying attention to others etc.) 
• pupils will be continuously assessed using a combination of SEND-specific packages
• prior to any transitions taking place, there is a careful plan developed and followed to ensure the best outcomes for the children
• transition to secondary should be planned at the notification of the placement

Staffing

Staffing should include:

• a qualified teacher with experience of teaching pupils with Communication and Interaction Difficulties and Social, Emotional and Mental Health (SEMH) needs
• two Level 3 Teaching Assistants

Staff should have: 

• knowledge and expertise supporting pupils using trauma-informed and attachment-aware practices and, or Threat, Harm, Risk, Investigation, Vulnerability, and Engagement (THRIVE) approaches 
• experience of multi-agency collaborative problem solving in relation to complex family circumstances and mental health needs 
• experience in delivering structured intervention programmes and supporting with de-escalation techniques

Every child or young person who has a place in an Additionally Resourced Provision or Special Educational Needs and Disabilities (SEND) Unit should have an annual review meeting, which reviews the contents of the Education Health and Care Plan.

Schools should follow usual planning processes for annual reviews and will facilitate and organise the meeting on behalf of the Council.

Schools should invite a member of the SEND Assessment and Review Team to any annual review where a child's needs have significantly changed or a request for additional funding or support is being made. 

Annual Reviews from Year 9 onwards must have a focus on preparing for adulthood. 

If a child in an ARP or SEND Unit moves out of the area, then the receiving Council must seek alternative placement for the child in line with Education, Health and Care (EHC) Plan requirements. Whilst this is ongoing, the new Council will be financially responsible for the placement costs.

If a child is determined to be ready to transfer into mainstream on a full-time basis, the school should speak with the Placement Coordinator, Resourced Provision in the first instance, to plan for this accordingly.

If a child's needs significantly change and can no longer be met in an ARP or SEND Unit, an interim review meeting should be held to update the EHC Plan, and a discussion at SENDMAP will take place.

If a child's needs remain in line with the criteria for the ARP or SEND Unit, they will exit at the appropriate Key Stage Phased Transfer and planning for this should occur in line with enhanced transition planning. It is expected that, where sufficiency allows, children in ARP or SEND Units should transfer to secondary as such, if this remains suitable. Planning for this should take place in the Year 5 annual review meeting. 

The Placements Coordinator, Resourced Provision, can support settings with organising and planning for transition into the Additionally Resourced Provision (ARP) or Special Educational Needs and Disabilities (SEND) Unit.

Transition planning must take place in conjunction with the parent or carer and any other professionals working with the child.

Phased transfer processes should be followed for children in Year 5, 6 and Year 9,10 and 11.

For information regarding this policy, contact:

Jacqui Fisher, Placements Coordinator for Resourced Provision SEND Placements and Governance, Placements Team.

Telephone: 01642 528719  

Email: Jacqueline.Fisher@stockton.gov.uk

Email: schoolconsultations@stockton.gov.uk

For general enquiries email: sensection@stockton.gov.uk