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:

• complex, long term Communication and Interaction needs, that present as behaviours that challenge and barriers to learning as a result of unmet communication and interaction needs
• limited age-related learning progress, concerns about lack of necessary resilience to manage difficulties and challenges
• evidence of persistent presenting social difficulties which impacts on progress
• challenging behaviours that are associated with sensory overload, autistic burnout or distress 
• persistent high levels of hyperactivity, impulsivity and, or lack of concentration
• behaviour that could present as defiant and, or non-compliant but relates to rigidity of thought and social communication understanding
• frequently challenging 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, including support from an Occupational Therapist, still persist in the environment 
• are on the Neurodevelopmental pathway, Autism diagnosis or Autism plus one co-morbid condition (may include 'PDA profile') with complex learning and behaviour needs. Pupils will need access to a range of specialist approaches, a structured and personalised learning environment, and curriculum
• the child may have sensory needs or Development Coordination Disorder (DCD) 

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 or one to one
• speech and language interventions and support as determined required
• learning environment underpinned by Attachment Aware and, or Trauma Informed Practices. Progress targets to include developmental social and emotional focuses
• pupils taught by subject specialists with additional targeted support, as required. There is high emphasis on developing functional basic skills, social interaction, and independence

For further information see the provision for Cognition and Learning and Communication and Interaction provision.

The provision offers structured teaching with clear routines and structure, clear expectations and boundaries and consistent behaviour management. Based on structured teaching principles the provision has:  

• physical structure
• visual timetables for pupils  
• distraction-free workstations  
• modified tasks
• individualised timetables
• bespoke reward systems (where appropriate)
• sensory regulation opportunities to allow pupils who are finding the environment and the work at certain periods of the day an opportunity to independently recover and be ready for learning 
• high tech Augmentative and Alternative Communication (ACC)
• oversight from an occupational therapist who can identify sensory barriers and environmental factors contributing to any distress 
• there are opportunities for social play to develop social skills, small group work to help develop attention and listening skills, and circle time to develop social behaviours (turn-taking, sharing, paying attention to others etc.) 
• pupils will be continuously assessed using a combination of SEND-specific packages
• prior to any transitions taking place, there is a careful plan developed and followed to ensure the best outcomes for the children
• transition to secondary should be planned at the notification of the placement

Staffing

Staffing should include:

• a qualified teacher with experience of teaching pupils with Communication and Interaction Difficulties and Social, Emotional and Mental Health (SEMH) needs
• two Level 3 Teaching Assistants

Staff should have: 

• knowledge and expertise supporting pupils using trauma-informed and attachment-aware practices and, or Threat, Harm, Risk, Investigation, Vulnerability, and Engagement (THRIVE) approaches 
• experience of multi-agency collaborative problem solving in relation to complex family circumstances and mental health needs 
• experience in delivering structured intervention programmes and supporting with de-escalation techniques