Additionally Resourced Provision (ARP) and SEN Units Policy 2025

Sensory and Physical ARP - Primary and Secondary School Pupils

This ARP is designed to support children with the following presenting needs:

if a child's physical and, or medical disability is a barrier to learning, then a sensory and physical ARP placement may be considered
the child may need some supervision for mobility and safe movement around school as a result of a physical disability or difficulty that cannot be safely accommodated for in their local mainstream school
the child has (or is likely to have, if undergoing assessment) a physical and, or medical disability as the primary need as confirmed by a multi-professional assessment
there is evidence from professionals that the child will benefit from access to a mainstream environment and curriculum, alongside typically developing peers, given appropriate support from the sensory and physical ARP
the ability of the child lies within the broad average range. (The child is able to access a broadly age-appropriate curriculum with suitable differentiation, that is not children whose abilities are significantly below their peers and who may need an alternative developmentally appropriate curriculum)
the child is able to access mainstream inclusion with an appropriate peer group

It is expected that the sensory and physical ARP will offer the following special educational needs provision to every child:

staff trained in moving and handling techniques and the use of specialist equipment
individualised learning away from the main classroom when appropriate
speech and language therapy, occupational therapy, physiotherapy according to individual needs (to be determined by Education, Health and Care Plans (EHCPs)
Alternative and, or augmentative means of communication and recording, where appropriate and as advised by an appropriate professional, such as a physiotherapist
the sensory and physical ARP should not be seen as a class in itself, but the mechanism to support access to mainstream classes and inclusion with peers
transition to secondary education should be planned at the time of notification of the placement

Staffing should include:

a qualified teacher with experience of teaching pupils with special educational needs
one Level 3 Teaching Assistant