In addition to our mainstream provision, we also provide education through our Additionally Resourced Provision (ARP). This is for children with an EHCP who have a diagnosed Developmental Language Disorder and require support in Speech, Language and Communication (SLCN). In our ARP we provide specialist teaching along with direct therapy from a qualified Speech and Language Therapist.
There are places for 8 children in the ARP. The provision has its own classroom which is well resourced with specialist materials and equipment.
Admissions to Elmtree Infant & Nursery School’s Additionally Resourced Provision
Elmtree has an ‘Additionally Resourced Provision’ (ARP) for SLCN students that supports the needs of 8 students. In order not to affect the efficiency of education within the ARP, there are eight places available in from Reception to Year 2 and parents need to approach their Local Authority SEN team to express a preference for this provision. The local authority will assess the child’s suitability for a place against their admissions guidance for Special Provisions documents and then provide documentation to the academy for consideration.
The admissions criteria are published on our website. To be accepted into Elmtree’s ARP in Reception – Year 2, students should be able to display the ability to:
a. Area of need: Speech and Language
b. In ARPs for specifically for Speech and Language needs, Children and Young People (CYP) will present with a combination of the following needs:
i. An Education, Health and Care Plan relating to a specific speech and / or language disorder
ii. CYP must have a DLD as a diagnoses of their primary need. Will have significant difficulties over time in accessing the curriculum despite having followed intensive support programmes, designed in partnership with support services and parents/carers.
In addition whether applying for a place in the ARP for SLCN students should display the ability to:
a) Access and make academic progress within a mainstream classroom setting (with support);
b) Communicate as a minimum, their basic needs, verbally and in a timely manner.
c) Respond to adult intervention and requests;
d) Interact with other students with or without support and encouragement;
e) Be able to deal with some unplanned changes to schedules within the school day, with support;
f) Cope with the sensory stimuli within a mainstream environment, including where reasonable adjustments can be made to support students to manage this;
g) Respond to strategies employed to help students cope with their difficulties;
h) Be aware of their own safety and the safety of others in a large building, with hazards such as a stairs, communal areas, or the road outside the school;
i) Follow the school behaviour expectations & policy (with support)
Speech and Language Therapist: Katrina Kerrigan