Our Additional Resource Provision (ARP)
"A nurturing bridge between specialist support and mainstream opportunity, where every child is understood, valued and empowered to thrive."
Our Additionally Resourced Provision (ARP) supports children with Autism Spectrum Condition (ASC), ADHD and Speech, Language and Communication Needs (SLCN).
We provide a nurturing, structured and highly personalised environment where neurodivergent learners can thrive within a mainstream school community.
Our ARP acts as a bridge between mainstream and specialist provision — offering the right level of support at the right time, while maintaining meaningful inclusion.
Our Approach
A Safe, Structured and Nurturing Environment
Our ARP classrooms are calm, structured and sensory-considerate spaces designed to reduce anxiety and maximise engagement. Clear routines, visual supports and predictable structures help children feel safe, understood and ready to learn.
We recognise that every child has a unique profile of strengths and needs. Our provision is flexible and responsive, adapting to each child’s Education, Health and Care Plan (EHCP).
How do we deliver this effectively?
Our approach is underpinned by skilled staff, consistent practice and a deep understanding of neurodiversity. We ensure our provision is effective through:
Specialist Staffing
Each class is led by a qualified ARP teacher and supported by two experienced Teaching Assistants. Staff receive ongoing professional development in areas such as autism, ADHD, SLCN, AAC and emotional regulation to ensure practice remains current and impactful.
Consistency and Structure
Clear routines, visual supports and predictable systems are embedded across the day. This consistency reduces anxiety, supports independence and enables children to focus on learning.
Personalised Planning
Learning is carefully adapted to meet individual EHCP outcomes. Staff use regular assessment and observation to adjust teaching responsively, ensuring that provision evolves alongside each child’s needs.
Communication-Centred Practice
AAC and total communication strategies are embedded across all lessons and routines, ensuring pupils can access learning and express themselves confidently.
Strong Team Collaboration
ARP staff work closely with the SENDCo, external professionals and families to review progress, share strategies and problem-solve together. This joined-up approach ensures consistency and maximises impact.
By combining specialist knowledge, structured environments and relational practice, we create a provision where children feel safe, understood and ready to succeed.
What does this look for our children?
For our children, this means coming into a calm, predictable environment where they feel safe and understood. It means adults who know them well, recognise their individual communication styles, and respond with patience and consistency. It means learning that is adapted to their needs, opportunities to take sensory or movement breaks when needed, and support to successfully access both ARP and mainstream experiences. Most importantly, it means being valued for who they are — with their strengths recognised, their differences respected, and their progress celebrated every step of the way.
Communication at the Heart of Our Provision (AAC)
Augmentative and Alternative Communication (AAC) is central to our ARP practice.
We use a total communication approach, including:
Our aim is to give every child a voice and the tools to communicate their wants, needs, thoughts and feelings confidently and independently.
Our Speech and Language Therapist works closely with ARP staff and families to embed communication strategies consistently across school and home.
Supporting Emotional Regulation
We understand that emotional regulation underpins successful learning.
Our approach includes:
We teach children to recognise their emotions, develop coping strategies and build resilience, supporting them to become increasingly independent over time.
Sensory-Friendly Spaces
Our ARP benefits from dedicated sensory spaces, including our ARP sensory room.
In addition, calm and quiet spaces are embedded throughout the ARP to ensure children can regulate wherever they are learning.
Interventions and Specialist Support
Interventions within our ARP may include:
We work collaboratively with families and external professionals to ensure a joined-up, person-centred approach.
Inclusion and Belonging
Our ARP promotes inclusion at every level. Pupils are valued members of our school community and participate in school life wherever appropriate, including assemblies, enrichment activities and unstructured times such as playtimes and lunchtimes. We carefully support these experiences to ensure children feel safe, successful and included alongside their peers.
We actively foster understanding, acceptance and celebration of neurodiversity across the whole school, helping all children develop empathy, respect and a genuine sense of belonging.
Transition and Future Pathways
We carefully plan transitions at every stage — whether children are joining our ARP, moving between year groups, increasing mainstream access, or transitioning to secondary school.
Admission Process
Placements within our ARP are made through close collaboration with the Local Authority.
After liaison with SEND Case Officers, the SENDCo receives a formal consultation. We carefully review the child’s Education, Health and Care Plan (EHCP), professional reports and individual profile of need to ensure that our provision can meet those needs effectively.
If it is identified that needs can be appropriately met within our ARP, a place will be offered. This ensures that every child placed within our provision can be fully supported through our specialist staffing, curriculum approach and environment.
We may also invite families to visit and meet the team so that a smooth and informed transition can begin from the outset.
Transition Into the ARP
Once a place is confirmed, we provide:
- Enhanced transition visits
- Gradual start plans where appropriate
- Social stories and visual supports
- Parent meetings with the ARP team
- Information sharing with previous settings
This careful preparation helps children feel safe, secure and ready to begin.
Working in Partnership with Families
We believe that strong, respectful relationships with families are central to the success and wellbeing of every child in our ARP. Parents and carers know their children best, and their insight is invaluable in helping us understand each child’s strengths, interests, communication style and support needs.
A Collaborative Approach
From the point of consultation and admission, we work closely with families to ensure a shared understanding of provision and expectations. We take time to listen carefully, build trust and develop a partnership based on openness and mutual respect.
We work collaboratively through:
- Regular communication (home–school books, email or phone calls as appropriate)
- EHCP annual reviews and interim reviews where needed
- Sharing of targets, strategies and progress
- Joint problem-solving when challenges arise
Our aim is always to ensure consistency between home and school so that children experience clear, predictable support across environments.
Communication and Transparency
We are committed to clear and honest communication. Families are kept informed about:
- Progress towards EHCP outcomes
- Changes to support or interventions
- Emotional regulation and wellbeing
- Successes and achievements
We celebrate progress together — recognising that for many of our pupils, small steps represent significant achievements.
Empowering Families
We strive to empower families by:
- Sharing strategies that can be used at home
- Providing guidance around communication approaches, including AAC
- Signposting to external services and support networks
- Offering practical advice around regulation and routines
We recognise that parenting a neurodivergent child can sometimes feel overwhelming, and we aim to be a supportive, understanding partner throughout each family’s journey.
Valuing the Child’s Voice
We work alongside families to ensure that children’s voices are heard and respected. Through person-centred planning and child-friendly review processes, we encourage pupils to share their views, preferences and aspirations.
By working together — school, home and professionals — we create a consistent, nurturing environment where children feel understood, supported and able to thrive.
Progression in Skills and Understanding
Progression within our ARP is carefully planned and monitored to ensure every child makes meaningful progress from their individual starting point. We use the National Curriculum alongside the Engagement Model to assess and support pupils working below age-related expectations. This blended approach allows us to recognise and value the small but significant steps of progress that are often crucial for our learners. Targets are personalised and linked to EHCP outcomes, with a strong focus on communication, emotional regulation, independence and core academic skills. Through ongoing observation, assessment and review, we ensure that teaching remains responsive, evidence-informed and tailored to each child’s developing understanding.
Research
Our provision is grounded in current research and best practice in autism education, speech and language development, ADHD support and inclusive pedagogy. We use evidence-informed approaches to shape our teaching, communication strategies and regulation support, ensuring that practice is purposeful and effective.
By combining specialist knowledge, professional collaboration and reflective practice, we continually develop our provision to meet the evolving needs of our pupils — ensuring that every child receives support that is both compassionate and academically ambitious.
