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 learning, and the ability to function in school settings. This can include vulnerability to, or participation in, anti-social activity within the community. 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
• may have a diagnosis of Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD) or Insecure Attachment, or ADHD plus one co-morbid condition, with complex learning, Speech, Language and Communication Needs 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:

• mediation and restorative approaches are utilised in order to develop and manage relationships and address difficulties when they occur
• use of standardised assessments for SEMH, to set baselines, plan personalised interventions, and measure impact
• 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 supportive learning environment that encourages open dialogue about emotional well-being and normalising conversations around mental health. A nurturing environment, where every child feels safe and understood
• planned programmes to develop essential life skills and independence that help them in everyday life, outside the school 
• a focus on psychoeducation to build resilience and social and emotional awareness
• pupils' individual targets are incorporated into everyday teaching, across the learning environments, including mainstream (where appropriate), outdoor provision and home 
• systems of communication and feedback, which foster positive relationships with parents and carers and celebrate the pupil's achievements and strengths
• 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
• restorative approaches are used after any incidents to repair relationships and rebuild trust, encouraging ownership of behaviours and reconnection
• 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
• children in the ARP access their mainstream environment throughout their week, which will be purposely planned and staffed
• communication between the ARP teacher and teaching assistant and the mainstream class teacher and teaching assistants must be ongoing, consistent and detailed
• prior to any transitions taking place, there is a careful plan developed and followed to ensure the best outcomes for the children
• an extended transition to secondary education should be planned at the notification of the placement
• the extended transition to Post 16 should be planned at the notification of the placement