Additionally Resourced Provision (ARP) and SEN Units Policy 2025

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