Special Resource Provision
We are proud to offer a dedicated Special Resource Provision (SRP) designed to support children with Visual Impairments and Cognition and Learning needs impacted by Speech, Language, and Communication. As a maintained primary school, we are committed to providing an inclusive, nurturing environment where every child can thrive and succeed. Our SRP embodies the heart of Reculver’s vision and values by offering specialist support, fostering inclusion, and empowering every child to reach their full potential. Together, we are building a community where all children can believe, achieve, and succeed.
SRPs Explained
An SRP provides specialist provision within a mainstream school for pupils who, without an increased level of specialist support would be unlikely to make progress in learning and across the wider curriculum. An SRP is led by a specialist teacher who holds or is working towards a post graduate qualification in the designation of the SRP. Support staff will have enhanced levels of training. Children in the SRP may have direct access to SALT or occupational therapy OT, if this is part of their EHC plan.
For children to be considered for placement in an SRP they must have an EHC Plan and there must be clear evidence (either through an EHC needs assessment or through review of their EHC Plan) that, without a high level of specialist support, they would find it difficult, or be unable, to participate in activities, including learning, alongside their peers, in a mainstream school.
When children are placed in a school where they are to receive support from the SRP, the expectation is that they will, in time, receive the majority of their teaching alongside their peers within lessons and that they will participate, wherever possible, in the wider life of the school. Inclusion in the mainstream school will range from 0% (for instance, on admission) to up to 80% (with support) for children across the SRP, with the percentage of inclusion being specific to the needs of the individual child.
All children in the SRP will have an individualised programme based upon their needs and learning profile (strengths, interests and difficulties.)
Children with SEND requiring support through placement within an SRP
Evidence of children requiring support from an SRP will be identified through the EHC needs assessment process supported by the SRP Panel, or during the Annual Review process for child with an existing EHCP.
Children who are likely to require SRP support to successfully access a mainstream school may be presenting with one, or some, of the following indicators:
- making little, no or retrograde progress in either learning and/or social and emotional development, despite the current school making best endeavours to support their needs
- a history of not accessing mainstream activities and lessons and/or not accessing successful relationships with their peers due to high levels of anxiety and presenting behaviours
- refusing to attend school for a prolonged period or indications that this would be the case, without prolonged and intensive support from school and parents/carers
- a deterioration in mental health and/or challenging behaviour due to anxiety and frustration relating to their SEND in a mainstream school
In addition to these indicators, each SRP may have their own specific entry criteria.
Specific Entry Criteria for Reculver SRP
Reculver SRP has fifteen commissioned places for children with VI and or children with C+L difficulties.
Usually only two children in each specialist area of need (two VI plus two C+L) can be admitted in the SRP, per academic year, due to physical space constraints in classrooms, to enable the children to work with their mainstream peers. This stipulation is made to ensure effective inclusion and learning opportunities for all children/
All places in the Reculver SRP are commissioned by Kent Local Authority who consult with the Head Teacher and governing body following deliberation of the SRP Panel. Reports and any other available information, will be scrutinised by the panel members who will carefully consider the needs of the individual child, together with those of other children already placed in the SRP and the wider school.
Designated staff from Reculver School will support the decision making progress by visiting the child to observe them in their current setting/school and liaising with staff to gain further insight into the child's needs.
Transitions to the SRP will be carefully planned and supported to enable success.
Expectations for Children in Reculver SRP
Children in the SRP will be expected to access a high level of mainstream inclusion (up to 80% supported) in order to experience a variety of learning and social opportunities, and to generalise their Iearning and self-help strategies.
There is also an expectation that children will work towards spending increased time unsupported in their learning, to further their independence.
Children will spend time out of the mainstream classroom working with specialists such as Occupational Therapists, Speech and Language Therapists, Cognition and Learning Specialist Teacher, Qualified Teacher for Visual Impairment and having interventions such as life skills work, social skills and curriculum enrichment trips / activities, appropriate to their needs. This amount of time may vary and is dependent on the level of inclusion the child has in the mainstream classroom.
Exit Criteria
Each child's progress is continually monitored through the school’s processes of assess, plan, do and review, by teaching staff and the appropriate Specialist Teacher in collaboration with other professionals, where appropriate.
lf it becomes apparent through this monitoring that the child’s needs cannot be met in the SRP, despite best endeavours, alternative provision will need to be considered. For instance, there may be significant changes to the child’s learning profile.
Similarly, through this monitoring, transitions from the SRPs to the mainstream school will be considered at the point where a child has made progress and no longer needs the provision.
Exit from the SRP will normally be considered at the formal statutory Annual Review.
When a child is ready to leave the SRP, effective transition will be planned and supported to enable success.
For more information about the individual SRPs, please visit the pages below.
Reculver Church of England Primary School - Cognition & Learning SRP
Reculver Church of England Primary School - Vision Impairment SRP
