Welcome to the ARC
Lead Teacher:
Miss French
Learning Assistant: Mrs Sheldon
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HLTA: Mrs Yeo
Learning Assistant: Mrs James
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Learning Assistant: Mrs Trenfield
Therapy Dog: Grace
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Autism Resource Centre (ARC) Provision
The ARC has been designed and built based on information drawn from research and evidence based practice, to inform the best possible learning environment for a child with Autism.
The ARC has a family centred approach and provides a welcoming and nurturing environment where children and their families are always welcome.
The winding, sensory pathway, leads up to the main entrance of the ARC passing our ‘Sensory Sanctuary’ willow sculpture. The building consists of a purpose built, Autism friendly classroom with a curved wall, identified Autism friendly colours and neutral furniture to support individual children with their learning styles and aid self-regulation. A family room is available within the main building in addition to a multi-purpose meeting room, spacious corridor, two bathrooms and kitchen-all of which continue with the philosophy underpinning the research around colour and space. The ongoing development of our Sensory Studio has been informed by specialist advisors to promote co-creation, co-construction and co-production, whilst modelling and developing independence to self-regulate and respond to sensory processing difficulties. The ARC offers a responsive learning environment, and ongoing developments will be led by an embedded process of Inquiry
ARC Approach
The ARC offers a Total Communication Environment at all times. The classroom environment is resourced with a range of communication approaches; we accept that all behaviour is communication. Staff are tuned into individual child responses including facial expression, body language, sound and movement, and are always working as a communication partner with the child to ensure that the intention of any communicative act is not missed. All of this is set within a structured, child focused, play-based environment.
The approaches and strategies employed within our Total Communication Environment are;
• Intensive Interaction
• Photographs & Symbols
• Token Object Based Icons (TOBI’s)
• Objects of Reference (OOR)
• Sign Along
• Picture Exchange Communication (PECs)
Engagement is key to effective learning and underpins all aspects of child development within the ARC. We are guided by the Engagement for Learning Framework to interpret children’s responses to learning activities. Observation and reflection enable us to assess against the five aspects of learning - Persistence, Exploration, Anticipation, Initiation and Realisation, on an ongoing basis.
We will deliver an adapted, differentiated and personalised curriculum for each child, within the context of the Primary curriculum offered by the main school. Over time links will be made with the age appropriate year group for extended learning opportunities. These enrichment experiences will take the form of small group sessions, peer group targeted interventions and individual work.
The ARC aims to provide, through a wealth of rich and stimulating experiences and activities, a learning environment that enables the child to become an engaged, and successful learner, making meaningful progress, happy and secure in their relationships, effective in social communication and able to self-regulate their emotional and mental well-being.
ARC Allocation
Places are allocated through the EHCP, Worcestershire Children’s First SEND Panel after consultation has been sort from the specialist team at CCEPS & ARC. Allocation is based on if we can meet need. Once a place has been allocated to your child, the ARC team will make a series of home visits and to the current setting, if appropriate. Together, with the family, a transition plan will be developed with a child led focus at all times. As the transition plan progresses, the time within the ARC will increase and the child led approach continues to lead the way. Children attending the ARC are very much part of the main school and have access to all opportunities and facilities based on their individual needs, preferences and what they are able to cope with.
Children will have an annual review as part of the EHCP process to review outcomes set and appropriate provision. This will identify outcomes achieved and develop new ones, it may identify a need that wasn’t evident or identified previously, resulting in an additional agency becoming involved. It will review how the child’s needs are being met in the ARC and if it is still the appropriate provision. Based on this review process, children allocated a place in the ARC may remain until the end of year 6 before transitioning onto appropriately allocated secondary provision.
Children who attend the ARC will have an EHCP and a diagnosis of Autism. In addition to this they may have additional diagnoses of Sensory Processing Difficulties (SPD), Attention Deficit Hyperactivity Disorder (ADHD), Pathological Demand Avoidance (PDA) or a Demand Avoidant profile. Children may present with communication delay, emotional and behavioural difficulties and attachment disorder. Our children will have a multi-disciplinary approach and work with external agencies including Occupational Therapy, Speech and Language Therapy and Educational Psychologists as outlined in their individual EHCP’s.
ARC Staffing
The ARC is staffed by a specialist team including Leader of the ARC/Specialist Teacher, Higher Level Teaching Assistant (HLTA) & Learning Assistants (LA); all with a wealth of experience working with children with a diagnosis of Autism and other identified complex needs. The ARC team will be working closely with the SENCO, SEN teaching staff in the main school and teaching staff as needed based on year groups for integration and developmental needs. Staffing requirements and ratios are based on our initial cohort and individual needs of the children.
All children and their families have had their own individual experiences of not being able to access a mainstream school environment, reduced timetables, failed placements and all around traumatic experiences. Building trusting relationships with our families as much as our children is paramount in the placement and progression being a success.
Each child will follow their own learning pathway based on individual needs, learning styles and barriers to learning, communication and understanding and academic ability. Our key aim is to engage the disengaged child in a safe and nurturing school environment.
Where appropriate and when ready links will be made with key children and year groups within the school to support in building social communication and relationships, play and transition. For example, this may include joining children on the playground, PE lessons or forest school, extra-curricular clubs such as football and where possible within the classroom. In addition to this we have an allocated space for children to access, as a stepping stone, into the mainstream classroom as seen suitable.
If you have any additional queries, please do not hesitate in contacting the ARC team.
Contact:
01562 777312
The ARC has a family centred approach and provides a welcoming and nurturing environment where children and their families are always welcome.
The winding, sensory pathway, leads up to the main entrance of the ARC passing our ‘Sensory Sanctuary’ willow sculpture. The building consists of a purpose built, Autism friendly classroom with a curved wall, identified Autism friendly colours and neutral furniture to support individual children with their learning styles and aid self-regulation. A family room is available within the main building in addition to a multi-purpose meeting room, spacious corridor, two bathrooms and kitchen-all of which continue with the philosophy underpinning the research around colour and space. The ongoing development of our Sensory Studio has been informed by specialist advisors to promote co-creation, co-construction and co-production, whilst modelling and developing independence to self-regulate and respond to sensory processing difficulties. The ARC offers a responsive learning environment, and ongoing developments will be led by an embedded process of Inquiry
ARC Approach
The ARC offers a Total Communication Environment at all times. The classroom environment is resourced with a range of communication approaches; we accept that all behaviour is communication. Staff are tuned into individual child responses including facial expression, body language, sound and movement, and are always working as a communication partner with the child to ensure that the intention of any communicative act is not missed. All of this is set within a structured, child focused, play-based environment.
The approaches and strategies employed within our Total Communication Environment are;
• Intensive Interaction
• Photographs & Symbols
• Token Object Based Icons (TOBI’s)
• Objects of Reference (OOR)
• Sign Along
• Picture Exchange Communication (PECs)
Engagement is key to effective learning and underpins all aspects of child development within the ARC. We are guided by the Engagement for Learning Framework to interpret children’s responses to learning activities. Observation and reflection enable us to assess against the five aspects of learning - Persistence, Exploration, Anticipation, Initiation and Realisation, on an ongoing basis.
We will deliver an adapted, differentiated and personalised curriculum for each child, within the context of the Primary curriculum offered by the main school. Over time links will be made with the age appropriate year group for extended learning opportunities. These enrichment experiences will take the form of small group sessions, peer group targeted interventions and individual work.
The ARC aims to provide, through a wealth of rich and stimulating experiences and activities, a learning environment that enables the child to become an engaged, and successful learner, making meaningful progress, happy and secure in their relationships, effective in social communication and able to self-regulate their emotional and mental well-being.
ARC Allocation
Places are allocated through the EHCP, Worcestershire Children’s First SEND Panel after consultation has been sort from the specialist team at CCEPS & ARC. Allocation is based on if we can meet need. Once a place has been allocated to your child, the ARC team will make a series of home visits and to the current setting, if appropriate. Together, with the family, a transition plan will be developed with a child led focus at all times. As the transition plan progresses, the time within the ARC will increase and the child led approach continues to lead the way. Children attending the ARC are very much part of the main school and have access to all opportunities and facilities based on their individual needs, preferences and what they are able to cope with.
Children will have an annual review as part of the EHCP process to review outcomes set and appropriate provision. This will identify outcomes achieved and develop new ones, it may identify a need that wasn’t evident or identified previously, resulting in an additional agency becoming involved. It will review how the child’s needs are being met in the ARC and if it is still the appropriate provision. Based on this review process, children allocated a place in the ARC may remain until the end of year 6 before transitioning onto appropriately allocated secondary provision.
Children who attend the ARC will have an EHCP and a diagnosis of Autism. In addition to this they may have additional diagnoses of Sensory Processing Difficulties (SPD), Attention Deficit Hyperactivity Disorder (ADHD), Pathological Demand Avoidance (PDA) or a Demand Avoidant profile. Children may present with communication delay, emotional and behavioural difficulties and attachment disorder. Our children will have a multi-disciplinary approach and work with external agencies including Occupational Therapy, Speech and Language Therapy and Educational Psychologists as outlined in their individual EHCP’s.
ARC Staffing
The ARC is staffed by a specialist team including Leader of the ARC/Specialist Teacher, Higher Level Teaching Assistant (HLTA) & Learning Assistants (LA); all with a wealth of experience working with children with a diagnosis of Autism and other identified complex needs. The ARC team will be working closely with the SENCO, SEN teaching staff in the main school and teaching staff as needed based on year groups for integration and developmental needs. Staffing requirements and ratios are based on our initial cohort and individual needs of the children.
All children and their families have had their own individual experiences of not being able to access a mainstream school environment, reduced timetables, failed placements and all around traumatic experiences. Building trusting relationships with our families as much as our children is paramount in the placement and progression being a success.
Each child will follow their own learning pathway based on individual needs, learning styles and barriers to learning, communication and understanding and academic ability. Our key aim is to engage the disengaged child in a safe and nurturing school environment.
Where appropriate and when ready links will be made with key children and year groups within the school to support in building social communication and relationships, play and transition. For example, this may include joining children on the playground, PE lessons or forest school, extra-curricular clubs such as football and where possible within the classroom. In addition to this we have an allocated space for children to access, as a stepping stone, into the mainstream classroom as seen suitable.
If you have any additional queries, please do not hesitate in contacting the ARC team.
Contact:
01562 777312
Curriculum Map
Our Environment
Our Playground
Further Resources
