Additionally Resourced Provision

  • Additionally Resourced Provision (ARP)

    The Additionally Resourced Provision (ARP) at Rossmere Primary was established following a review of Special Educational Needs in Hartlepool. It was felt that there was a need for specialist classes within primary schools to meet the very complex needs of children who are struggling to cope within mainstream classes due to extremely challenging behaviour. The children accessing the ARP will have:

    • Access to a full, rich and relevant curriculum
    • Opportunities to develop socially and academically
    • Specialist support through small group teaching
    • Assessment of any unmet need that could be causing the SEMH need – occupational therapy, speech and language therapy, play therapy.
    • The approach is one that is flexible and responsive to the individual needs of each child. The aim of the ARP is to support and promote:
    • Independent learning
    • Positive responses to stressful or challenging situations
    • Positive relationships with peers and school staff
    • An awareness of their skills and strengths
    • Positive responses to directions from adults

    Hartlepool Borough Council fund 6 places in the class, and there are an additional 2 places available for children on role at Rossmere Primary School.
    All children will remain on dual registration with their home school – the long term aim is to return all children to their home school within 3 – 12 months, following intensive support and assessment. It is therefore essential that the child maintains a connection and attachment to their home school. This is planned for through regular review and joint planning meetings.

    ARP Class

    The ARP is located in an area off the carpark, within the main school building. The classroom door is secure to prevent children from leaving without the knowledge of an adult. Children accessing The ARP also spend time in the main school for assemblies, playtimes and the dining hall. Reintegration to a mainstream class is the priority for all children in The ARP, and this is facilitated by the experienced staff within the setting.

    The ARP is set out for formal learning – all children are expected to participate in class lessons (with differentiation for the different ages and abilities). All children also have their own work station which is used for independent learning and self regulation.

    Children are expected to be able to follow direction from adults, walk safely around the school and participate in whole school activities.

    The ARP has its own front door which is to the side of the main school car park. This means that children transported by car can be dropped right outside the door – this minimises any anxiety first thing in the morning and allows parents / carers to communicate well with ARP staff.

    The ARP comprises a classroom area with 8 individual workstations and a large table for whole group work. There are also 2 small quiet spaces that are used when a child may need some time on their own with an adult. There is also a cloakroom area with a toilet.

    Every morning there is a focus on maths and English, with the children following a differentiated curriculum with individual support if needed. This includes work to fill gaps in learning that can include phonics and basic skills, as well as work to extend the learning of more able children.

    Afternoons follow a cross curricular approach that includes recommendations from Educational Psychology, Future Steps Occupational Therapy and Speech and Language Therapy. The emphasis is on developing social skills and trust through group activities. Physical activity and Forest School learning are also included.

    We are aware that all children who join our ARP will have missed out on learning within their mainstream school, so we complete a baseline assessment when they join us to identify the gaps. The intention is to fill those gaps and get them back on track with their learning as quickly as possible.

    There is an expectation that children work independently in every lesson, as experience has shown us that children with SEMH needs have often experienced one to one support in mainstream schools, and there is a need for them to become more independent.

    The Staff

    Debbie Anderson (Deputy Head Teacher / Teacher in Charge)

    Siouxsanne Dunn (Lead)

    Pamela Stead (Learning Coach)

    Leigh Reynard (Learning Coach)


    Admission is through the following routes:

    • Application made by a school to the SEMH panel (made up of headteachers, educational psychology, LA SEND department, CAMHS, Social Care)
    • Placement by SEND department if provision is named on a child’s EHCP

    Review Process

    All ARP children are discussed at regular review meetings. These will take place every 2 weeks for the first 6 weeks, then at 6 weekly intervals. Review meetings will be attended by –

    • Staff from Rossmere ARP
    • Staff from the home school
    • Parents/Carers
    • Any other professionals involved

    Parents are also encouraged to be involved on a daily basis through contact with the ARP staff.
    The class teacher or other key staff from the home school are encouraged to maintain a connection and attachment to the child. This is essential to ensure positive reintegration.

    Schools who want to find out more about the ARP before applying for a place are welcome to contact us to arrange a visit.
    Debbie Anderson (01429)274608

    Rossmere ARP Booklet