Additionally Resourced Provision (ARP) and SEN Units Policy 2025

Presenting needs of the child

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

• children on the Neurodevelopmental pathway who have a diagnosis of Autism or Autism plus one co-morbid condition with complex learning needs. Or pupils with Cognition and Learning difficulties with associated communication and interaction needs. The pupil is likely to have long-term Special Educational Needs and Disabilities (SEND) which are persistent, complex and making very limited progress. The children in the SEND Unit could be non-speaking or have very little spoken language and may communicate by alternative means
• in addition to Autism or Cognition and Learning needs, pupils may also need support for personal care, safety and wellbeing. Pupils will need access to a range of specialist approaches, a structured and personalised learning environment, and a curriculum  
• the pupil will present with communication and interaction difficulties and these will significantly affect curriculum access and social development to the extent that needs cannot usually be met in a mainstream classroom
• difficulties are so significant that specialist daily teaching and access to a modified curriculum is required. The level of adjustment and specialist teaching across the curriculum required is significantly greater than is normally provided in a mainstream classroom
• the pupil may have severe and persistent difficulties in the acquisition and, or use of basic skills and with the curriculum 
• pupils will be working significantly below age related expectations. In Year 6 pupils will be working within the Year 2 curriculum or below

Specification of Provision 

It is expected that the SEND Unit will offer the following special educational needs provision to every child:

• bespoke and highly specialist interventions that help to develop their social interaction skills, life skills, study skills, anxiety management and self-regulatory skills
• access to specialist teaching and interventions in small groups and one to one
• speech and language interventions built into everyday curriculum and access to specialist external support following referral by the school on an individual basis
• pupils taught by subject specialists with additional targeted support, as required. There is high emphasis on developing functional basic skills, social interaction and independence 
• a predictable and structured routine with explicit teaching within a reduced group size and regular access to additional adult support
• adapted environments which support the learning needs of each pupil
• robust systems to track small, step progress
• modified curriculum dependent on needs and development
• direct instruction with very finely graded tasks  
• pre learning of vocabulary or lesson content for class-based activities  
• use of high tech Augmentative and Alternative Communication (AAC) or where appropriate, Picture Exchange Communication Systems (PECS), Makaton, British Sign Language or communication books and devices
• staff trained in working with children who have a Gestalt Language Processing difficulties
• use of visual materials and cues including a total communication approach where necessary
• development of fine and gross motor skills
• prior to any transitions taking place, there is a careful plan developed and followed, to ensure best outcomes for the children
• transition to secondary education should be planned, at the notification of the placement
• ongoing access to sensory rooms, circuits and calming areas. Each child should have a sensory diet which is overseen by a qualified occupational therapist. 

Staffing

Staffing should include:

• a qualified teacher with experience of teaching pupils with complex Communication and Interaction and Cognition and Learning needs
• two Level 3 Teaching Assistants.

Staff must have knowledge and expertise supporting pupils with specific learning difficulties along with broader challenges in areas such as memory, attention and executive functioning