Additionally Resourced Provision (ARP) and SEN Units Policy 2025

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