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.

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.