What is an Additional Resourced Provision (ARP)?

Many young people with special educational needs can make better, more sustained progress when they attend mainstream schools. An Additional Resourced Provision (ARP) is a provision, within a mainstream school, designed to provide specialist and targeted support for children with long-term Special Education Needs and Disabilities (SEND). ARPs are additionally funded, which means that a school ARP receives additional resources.

South Bank Primary School hosts a local authority funded 48 place Additional Resourced Provision for children with a range of needs, predominantly for those with speech, language and communication needs (including autism), moderate learning difficulties and physical needs. Pupils will have access to small group and/or 1:1 teaching within the unit to support their learning and development in all areas. 

Children who attend our ARP access mainstream classes, where appropriate, in order to provide them with good role models and also to develop their independence and resilience in preparation for the next phase of their education -  this may include access to the creative curriculum, school trips and residential visits. This allows the school to work flexibly in order to meet individual needs. The curriculum is adapted to take account of the children’s ability levels and is delivered using a range of strategies and approaches.  

We are able to offer:

• teaching staff and support staff with additional knowledge, skills, expertise and allocated time in a particular area of SEND
• specialist environments which support the individual special educational needs of each child
• lessons in mainstream classes, where appropriate for the individual child, but with additional specialist resources and teaching

Consultation process

At the point of entry into the provision, all children must have a draft or final Education, Health and Care (EHC) Plan. If a child has an EHC Plan and has recently had an annual review, the EHC Plan must be updated with the contents of the review before consultation with the Additionally Resourced Provision (ARP).

The Local Authority Placement Coordinator for Resourced Provision, will share any consultations with settings.  Schools will have fifteen calendar days to consider the documents and prepare a response to this in writing back to the Council. 

Parents will be informed of the decision within 1 to 2 days of it being received back from the school, and can request a copy of the response in writing if they wish.

Within the 15 days, the ARP  may wish to speak with the child's current setting or visit the child; however, this must be done by gaining the parent or carers consent directly and cannot impact the 15 day response. In exceptional circumstances, agreed by the Team Manager or Service Lead, SEND Placements and Governance, an extension to the 15 days may be given. 

Whilst every effort will be made by the council to not send consultations during school holidays, there are times when this will be necessary and required, as The SEND Code of Practice 2015 does not allow for changes to the process within this time. 

If a placement is agreed by the school and the Local Authority, the Placement Coordinator will contact the parents to seek their views, liaising closely with colleagues in the placements team, current school and ARP and SEND Unit.   

If the placement is agreed, the Placement Coordinator will support the parties to develop a mutually agreed transition plan into the setting, over a three week period. In exceptional circumstances when the child's needs require, a longer transition plan can be planned between the parties. 

The ARP will be named in Section I of the child's EHC Plan and will be reflected by the provision detailed in Section F upon admission.

Cognition and Learning 

Presenting needs of the child

• pupils who have evidence of a moderate learning difficulty (MLD), a specific learning difficulty (SpLD), which encompasses a range of conditions such as dyslexia, dyscalculia, or dyspraxia, or who require extra time. This must be confirmed by an appropriate professional such as an educational psychologist or specialist teacher
• pupils who have diagnosed medical conditions that contribute to learning difficulties, such as epilepsy or prolonged absence due to illness, causing a significant learning gap, as evidenced by at least three terms of progress monitoring from the setting
• pupils who are working at three years or more, below age-related expectations, despite additional support, scaffolding and targeted interventions, including those recommended by specialists, with evidence of implementation provided by the setting. It is expected that clear evidence is provided in respect of this, including evidence that the graduated response has been implemented and progress has been monitored over time and that the school have sought support from external professionals and followed the advice and guidance given
• pupils who have co-occurring needs, such as with aspects of language, motor coordination, personal organisation, attention, and concentration. Social, emotional, and mental health needs will be linked to academic self-concept, self-esteem and, or general emotional wellbeing, which is affected by the impact of their learning difficulties
• pupils who have limited independent learning skills and require frequent scaffolding and repetition

Specification of Provision 

• a high level of adult support and access to a dedicated space. This dedicated space should act as a base for the pupil but it is to be determined by the lead teacher or Special Educational Needs and Disabilities Coordinator (SENDCo) how much time each child spends within the ARP. This should be considered on an individual basis and discussed with the parent or carer in advance
• the use of precision teaching, where appropriate, delivered by specialist teachers with training in moderate learning difficulties or other specific learning needs
• the curriculum needs of the individual pupil are carefully planned for by the relevant staff members, working together with the pupil, family and when necessary, colleagues from specialist outside agencies
• the pupil will follow the full primary curriculum, at the appropriate stage
• an adapted, flexible environment to support the learning needs, where lighting, concrete resources, wall displays, board presentation, collaborative seating, distraction free workstations and quiet areas are carefully considered and reviewed
• a modified maths and English curriculum, dependent on the needs and development of the pupil, which should be determined upon entry by the teacher in charge of the ARP and SENCo
• targeted, measured interventions to build key skills and a high emphasis on developing functional basic skills and independence 
• access to a range of assistive technologies
• a robust tracking system, where a range of assessments are used
• pupils will pre-learn new vocabulary and overlearn lesson content for consolidation
• planned, bespoke support to develop fine and gross motor skills
• use of multi-sensory teaching methods, visual materials and cues, and online programmes
• learning is based around a pupil's learning style, area of interest and aspirations
• prior to any transitions taking place, there is a careful plan developed and followed to ensure the best outcomes for the children
• structured and supported inclusion in mainstream classes where appropriate
• communication between the 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   

Communication and Interaction 

Presenting needs of the child

The child should have communication and interaction difficulties, which include, but are not limited to, barriers with social interaction and may have identified difficulties with learning, whilst still being able to access a differentiated mainstream curriculum, or have a diagnosis of Autism. It is not required for the child to have a diagnosis of Autism or to be on the Neurodevelopmental pathway, however, an appropriate professional should confirm that the child has needs that present in line with neurodevelopmental difficulties and social communication and interaction needs are their primary need, including:

• delayed or disordered language development both expressive and receptive
• difficulty understanding language or using language to express needs
• difficulty in maintaining social relationships with peers or adults
• difficulty with self regulation as a result of sensory overload
• difficulty with identifying and managing emotions, requiring structured interventions to support emotional literacy
• difficulties understanding instructions, expressing needs or following classroom discussion

In addition to communication and interaction needs or Autism, 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.  

It should be recommended by an appropriate professional, such as educational psychologist or specialist teacher, that the setting is suitable to meet the needs of the child. 

Specification of Provision 

• a high level of adult support and a dedicated space for children accessing the ARP. This should act as a base for children to be educated on a daily basis. However, access to mainstream should be determined on an individual basis, in liaison with the pupils' parents or carers 
• specialist teaching and support staff who have experience of working with children with social communication needs and Autism
• low arousal environment, with pre-teaching prior to accessing mainstream classes. There should be environmental adaptations to manage social, environmental and sensory demands, minimal visual and auditory distractions and clearly defined areas for different activities such as individualised work stations, quiet area, breakout space and sensory and intervention space.
• use of structured teaching approaches such as Treatment and Education of Autistic and related Communication handicapped Children (TEACCH) 
• use of high teach Augmentative and Alternative Communication (AAC) and appropriately trained staff
• integrated speech and language support for developing receptive and expressive language and social communication
• plan and deliver bespoke sessions around social interaction, communication, turn-taking and waiting skills, emotional and sensory regulation, and organisational skills  
• bespoke support, to develop essential life skills and independence, that help them in everyday life outside the school 
• planned bespoke support to develop fine and gross motor skills 
• pupils' individual targets are incorporated into everyday teaching, across the learning environments, including mainstream (where appropriate), outdoor provision and home to develop generalisation skills  
• pupils may also need support for personal care, safety and wellbeing
• prior to any transitions taking place, there is a careful plan developed and followed to ensure best outcomes for the children
• communication between ARP teacher and teaching assistants and mainstream class teacher and teaching assistants must be ongoing, consistent and detailed
• extended transition to secondary education should be planned at the notification of the placement
• a sensory diet, which is individually planned based on presenting needs, in consultation with an Occupational Therapist for every pupil
• movement breaks and proprioceptive activities to support regulation and attention embedded throughout the curriculum and day
• the setting must embed Autism standards such as those provided by the Autism Education Trust Framework