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
• 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.