The ARP has a capacity of 14 children. Some children in our ARP will need a specialist class receiving their main input from a SEND teacher. This class is called The Grove. Additionally, however, some may be able to manage in the mainstream with specialist support. ARP places for EHCP children with a diagnosis of ASD will be allocated directly by Camden.
Additional Resourced Provision offer
Some children in the additionally resourced provision will access The Grove. This is a classroom where their main academic input will take place so they can receive a specialised and personalised timetable. Some children however will be able to receive this in a mainstream setting and thus will spend more or all of their time in the mainstream while still receiving ARP funding. Children in reception or KS1 will often be encouraged to start their time in the mainstream to access continuous provision and so that they benefit from the universally more play based education in these years.
ARP offer in The Grove (where 50% or more of the time is spent in the Grove classroom):
- A classroom which is set up to allow for better sensory integration and learning more specialised for those with complex needs
- Access to a soft play room
- Access to a sensory room
- Access to the Grove Garden as a space for exploration and learning
- Sensory circuits intervention
- Bucket time intervention
- Weekly intervention from our music therapist
- Complex needs SALT
- Complex needs OT
- More Educational Psychologist time (around 40%) of total EP time
- A SEND teacher
- A separate specialised curriculum
- Integration into the mainstream with a 1:1 TA from the ARP team with the use of a integration plan
- A range of sensory, visual and regulatory resources
- An IPM or SEND support plan which is more specialised each with an additional sensory checklist, BSP, risk assessment.
- More oversight, observation and input from the Assistant Head of Inclusion in recognition of the complexity of need of children in the ARP
- A team of TAs who receive specialised training for Autism, often using our external professionals
ARP offer for children who spend 50% of more of their time in the mainstream:
- A daily slot in the soft play
- Weekly or daily slots in the sensory room
- Weekly interventions with our music therapist for music therapy or musical
interaction - Access to the Grove garden for exploration and learning
- Interventions which may include: sensory circuits, bucket time, sensory phonics or
social skills (depending on appropriateness, age and development of children) - Complex needs SALT work with these children as well as children in the Grove
(where as our mainstream SALT works across the rest of the school) - Complex needs OT work with these children as well as children in the Grove
- More Educational Psychologist time (around 40%) of total EP time. This 40% is
for ALL children with ARP funding regardless of if they access the mainstream
or Grove classroom more. - Advice and input from our SEND teacher to inform on regulation, engagement and
curriculum - A range of sensory, visual and regulatory resources
- An IPM or SEND support plan which is more specialised each with an
additional sensory checklist, BSP, risk assessment. - More oversight, observation and input from the Assistant Head of Inclusion in
recognition of the complexity of need of children in the ARP - A team of TAs who receive specialised training for Autism, often using our
external professionals
How can I request a place for my child in the Additionally Resourced Provision?
Admissions into our ARP is strictly through Camden SEN. Parents of children with ASD and an Education and Health Care Plan should liaise directly with the Camden SEN team if they are interested in applying to the ARP.
If parents want more information, you can contact the SENDCo Aurora Roelofs through this email address: admin@primrosehill.camden.sch.uk
What are the values of our Additionally Resourced Provision?
Our core values of care, challenge and community are as important in our additionally resourced provision as anywhere else in the school. We aim to offer quality first teaching as the first and foremost form of support to children with SEND and those in the ARP to offer care, challenge and make them feel part of our school and wider community. We use a person-centred approach in teaching children in our ARP and in the Grove, encouraging them to take part in daily activities as well as making learning as fun and enjoyable as possible.
We are an inclusive school and the aim for each of our ARP children is ultimately to include them as much as is appropriate within the mainstream class with additional support and adaptation. Additional support in class might include the use of visuals, a workstation, communication systems such as coreboards, and individualised learning plans.
What does support look like for children in the ARP?
Where children are in the Grove class, there is a specialised and alternative curriculum. This is theme-based with a different theme each half term which looks to link in with cultural and social events in the yearly calendar.
All learning here is multi-sensory and is informed by the SCERTS model. The SCERTS model is a model of intervention for children with Autism and communication needs. You can read more about the SCERTS model here: https://scerts.com/#:~:text=The%20SCERTS%20%C2%AE%20Model%20is%20a%20research-based%20educational,with%20ASD%20and%20related%20disabilities%2C%20and%20their%20families
We aim to provide all children in our ARP with specialist support to meet their needs whether they are in the Grove classroom or educated in the mainstream of the school. This includes access to additional therapy, access to the Soft Play and Sensory Room, support from a complex needs Speech and Language Therapist and Occupational Therapist as well as a higher ratio of adult support depending on the specific child’s needs.
