Additionally Resourced Provision (ARP) and SEN Units Policy 2025

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.