Additionally Resourced Provision

“ARP” stands for additionally resourced provision. This means we provide specialist support for selected students. Each ARP has a particular specialism - ours is autism. In Havering there are currently three primary ARPs and two secondary ARPs (including ourselves) for autism / social communication difficulties. The Local Authority decides which students require ARP places.

As autism is a spectrum condition, each autistic person is different and has their own strengths and difficulties. This means that there will be some who can access mainstream but will also require the additional support that an ARP can provide. The ARP is not a separate unit, but an integral part of the school which provides support to the students that need it. The ARP building consists of a central “open area”, a classroom, a life skills room, a kitchen, and two quiet rooms (a sensory room and a dark room), which the students all have access to as appropriate.

We support students who have a place in our ARP, as well as a number of other autistic students in the school.


Aims of the ARP:


There are two main aims of the ARP:

To develop social, communication and emotional skills

Autistic students typically have difficulties with social, communication and emotional skills. We provide opportunities for them to develop these in a variety of ways. These include informal opportunities such as Breakfast Club and Lunchtime Club; and also structured interventions (see below).

To support learning

The majority of ARP students attend mainstream lessons. They are supported in class by Student Development Assistants (SDAs) who know them and their needs well.

There are three main pathways which ARP students can follow for their learning (see below). These range from students having lessons in the ARP full-time, to coming to the ARP for lessons when needed.

Some students may need a short break from their mainstream classes, and will be able to use a time out card to go one of the ARP quiet rooms for short periods of time, usually ranging from 3 to 10 minutes. At the end, a discussion will take place with one of the ARP staff about what has happened, how the student feels, and how they can return successfully to their learning.


Intended outcomes

It is intended that all ARP students, by following the appropriate pathway, and by receiving the correct support in learning, at social times, and through interventions, will be able to have a successful educational experience at Redden Court School. For most students this will mean that they are able to participate in mainstream classes when they are ready. For all students, it will mean that they are taking appropriate qualifications. Additionally for all it will mean that they have developed other skills such as social and communication skills and emotional understanding.


Pathways

ARP students are supported in one of three different pathways.


Pathway 1 (P1): students based in the ARP full-time

This is an alternative curriculum structure for those students who are ARP based full-time / long-term. It is designed to meet their social and communication needs, emotional needs and learning needs.


Pathway 2 (P2): students preparing to transition to mainstream

This is a transitional curriculum structure for those students who are preparing to transition to mainstream.

Their lessons will mirror their mainstream timetable, which will enable flexibility in when and how the student attends the mainstream classes.

Students may be on this pathway for a number of weeks or months depending on their level of need. They may successfully transition to some lessons sooner than others, meaning that they are ARP based part-time / medium-term before fully transitioning to mainstream.


Pathway 3 (P3): mainstream students

This pathway creates capacity for students to be out of mainstream lessons to have their learning take place in the ARP. This could be on a short-term basis (eg for a few days, or for a particular topic in a curriculum area); or on a one-off basis (eg an afternoon / if the student is feeling unable to cope in class that lesson or that day).

Time spent in the ARP without prior notice is monitored and analysed.


Interventions

The ARP team run a range of focused intervention groups for students in the ARP and for students in the main school. The wide range of targeted interventions is beneficial to the students in many ways. The SDAs running these interventions have had training or have the use of a detailed programme to assist in the intervention.

Students’ progress is monitored academically, and also monitored against their main areas of need, in regards to how much progress they are making.

Interventions currently include: social skills, life skills, working together with Lego, speech and language, mentoring and mindfulness.


ARP prospectus

For more information about the ARP, please see the ARP prospectus. [insert hyperlink to pdf document]

A version for students has also been developed with the help of the current ARP students. [insert hyperlink to pdf document]


Outreach service

This academic year we are also offering an outreach service.


Staff

The ARP is run by a Lead Teacher, with support from four Student Development Assistants. All are experienced in supporting autistic students.

Mr Mark Gilbert: Assistant Headteacher for Inclusion / SENDCo

Mrs Amanda Hind: Second in Student Development Faculty & ARP Lead Teacher

Mrs Rachael Baker: Lead ARP SDA

Mrs Elina Koloni: ARP Team Speech and Language SDA

Miss Karen Nash: ARP Team SDA

Mrs Leanne Pattle: ARP Team SDA

For more information on the ARP staff, please see the ARP Team page.