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 spacious corridor links the classrooms, the two bathrooms and kitchen-all of which continue the philosophy underpinning the research around colour and space. The 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 any new 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 and child focused 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 child engagement to interpret children’s responses to learning activities. Observation and reflection enable us to use the five aspects of learning - Persistence, Exploration, Anticipation, Initiation and Realisation, on an ongoing basis.
We will deliver an adapted, responsive and personalised curriculum for each child, within the context of the Primary curriculum offered by the main school. Over time links are made with the age appropriate year group for learning opportunities. These learning 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 Worcestershire County Council SEND Panel, after consultation has been sought from the specialist team at Chaddesley Corbett Endowed Primary School. Allocation is carefully considered to ensure it is the best setting for your child and the impact, of your child attending, on the children currently attending. Once a place has been allocated to your child, the ARC team will make a series of visits to your home and 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 and it may identify a need that wasn’t evident or identified previously, resulting in an additional agency becoming involved. It will review your child's progress in the ARC and if it is still the most 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), a Communication delay, Attention Deficit Hyperactivity Disorder (ADHD), Pathological Demand Avoidance (PDA) or a Demand Avoidant profile. 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 the school SENDCO, Leader of the ARC, Higher Level Teaching Assistant (HLTA) & three 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 work closely with the SENDCO, SEN teaching staff in the main school and teaching staff as needed based on year groups for integration and developmental needs.
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 and where possible within the classroom. In addition to this we have an allocated classroom in the school 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 SENDCO, Miss Jayne Edwards.
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 spacious corridor links the classrooms, the two bathrooms and kitchen-all of which continue the philosophy underpinning the research around colour and space. The 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 any new 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 and child focused 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 child engagement to interpret children’s responses to learning activities. Observation and reflection enable us to use the five aspects of learning - Persistence, Exploration, Anticipation, Initiation and Realisation, on an ongoing basis.
We will deliver an adapted, responsive and personalised curriculum for each child, within the context of the Primary curriculum offered by the main school. Over time links are made with the age appropriate year group for learning opportunities. These learning 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 Worcestershire County Council SEND Panel, after consultation has been sought from the specialist team at Chaddesley Corbett Endowed Primary School. Allocation is carefully considered to ensure it is the best setting for your child and the impact, of your child attending, on the children currently attending. Once a place has been allocated to your child, the ARC team will make a series of visits to your home and 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 and it may identify a need that wasn’t evident or identified previously, resulting in an additional agency becoming involved. It will review your child's progress in the ARC and if it is still the most 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), a Communication delay, Attention Deficit Hyperactivity Disorder (ADHD), Pathological Demand Avoidance (PDA) or a Demand Avoidant profile. 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 the school SENDCO, Leader of the ARC, Higher Level Teaching Assistant (HLTA) & three 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 work closely with the SENDCO, SEN teaching staff in the main school and teaching staff as needed based on year groups for integration and developmental needs.
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 and where possible within the classroom. In addition to this we have an allocated classroom in the school 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 SENDCO, Miss Jayne Edwards.
Contact:
01562 777312
Curriculum Overview
Intent
The ARC delivers a highly adapted curriculum designed to support pupils to develop and thrive in all areas. Central to this approach is the development of five key learning behaviours
Exploration – Encouraging curiosity and interaction with new experiences, objects, and people.
Realisation – Recognising the impact of actions and developing an understanding of cause and effect.
Anticipation – Predicting what will happen next based on past experiences, fostering a sense of routine and expectation.
Persistence – Sustaining attention and effort when faced with challenges or new learning opportunities.
Initiation – Demonstrating independence by making choices, seeking interaction, or engaging in activities without prompting.
We have designed a curriculum that encourages pupils to engage meaningfully and make personal progress academically, socially, emotionally and physically
Implementation
The ARC curriculum is rooted in the National Curriculum and Early Years Guidance, enhanced with carefully selected schemes tailored to pupils’ abilities, experiences, and strengths.
Provision to support the curriculum is carefully tailored to each pupil, guided by their Education, Health and Care (EHC) plan. This ensures that individual needs, strengths, and areas for development are fully addressed. Our personalised approach is seamlessly embedded throughout the curriculum, enabling pupils to access learning in ways that are most effective and meaningful for them.
For some pupils, this may include additional support, adapted resources, or alternative teaching strategies to foster engagement and progress.
Crucially, the curriculum integrates key developmental areas— sense of identity, communication and interaction, executive function, sensory processing, emotional regulation, and independence—into daily learning experiences.
These elements form the foundation of our Autism Curriculum, which is delivered as part of our broader PSHE offer, ensuring a holistic and inclusive educational experience for every learner.
The Autism Curriculum
The Autism Curriculum focuses on the above areas and is woven skilfully throughout the daily experiences of each individual.
A Speech and Language Therapist has been utilised to support communication and interaction one day a week. She works closely on EHCP targets and wider areas of support.
Executive function is a set of mental skills that help with goal-oriented tasks like planning, focusing, and remembering. It acts as the brain's "management system," coordinating other cognitive functions to help you multitask, control impulses, and adapt to changing situations. These skills are essential for daily life and development, from managing schoolwork to social interactions.
This is closely related to the area of Independence that is scaffolded throughout the day using visuals, times, notes etc to enable pupils to become independent in everyday tasks.
The school’s Autism Mentor explores a sense of identity with individuals to ensure they understand their strengths and difficulties.
Sensory understanding has been developed through the support of The Sensory People. The senses are building blocks for child development/future learning and thinking. Pupils need to develop their;
Vestibular (movement and gravity)
Proprioceptive (body awareness)
Tactile Sense before they can fully become effective learners.
The Zones of Regulation® is the original self-regulation curriculum that helps learners build self-regulation skills for life alongside regular emotion coaching delivered by staff.
Phonics & Reading
Phonics is taught daily using the Song of Sounds scheme. The song is incorporated into daily practice alongside the corresponding handwriting patterns for each sound.
Individualised phonics and reading instruction is provided during the day. Every child reads a book aligned with the structured reading scheme while reading for pleasure is actively encouraged.
Many children in the ARC are sight readers and exhibit Hyperlexia. As a result, reading comprehension is a key focus in daily lessons to ensure meaningful engagement with texts.
Mathematics
Children in the ARC receive four days of direct instruction in new mathematical concepts. Interventions are provided to targeted support, either through post-teaching (to reinforce learning) or pre-teaching (to prepare for the following week's content), tailored to individual needs.
The ARC follows the White Rose curriculum for content and sequencing; however, there is a greater emphasis on number. Other areas of mathematics are covered throughout the term to ensure a balanced curriculum. Pupils have specific personalised targets to work on throughout these sessions. These are based on cognition and stages of development and not chronological age.
Foundation Subjects
The subject specific curriculum follows a three-year spiral programme, incorporating learning areas from the PKC, Plymouth Science schemes etc used in the mainstream school. Topics are carefully selected to ensure access to a broad and balanced curriculum with clear progression.
Lessons include:
The prior knowledge of each child
Themes and interests that motivate engagement Frequent revisiting of content will enable pupils to build on and develop skills and knowledge
Termly content is balanced to ensure that there is not a cognitive overload.
Pupils in the ARC also engage in weekly PE and Forest School lessons to promote a healthy lifestyle and awareness of their community.
PE has a high focus on healthy lifestyles and fundamental movement skills. Pupils will also work on their teamwork and engagement with others through sports. Pupils will have opportunities to engage in sport specific skills and problem-solving activities.
Forest School provides a child-centred, hands-on, and holistic approach to learning in a natural environment. It builds confidence, creativity, and independence through supported risk-taking and self-directed play. The core principles include focusing on the child's curiosity, fostering resilience, and using the natural environment as a teaching tool to develop social, emotional, and physical skills
Impact
Impact is measured in a variety of ways;
Pupil Engagement in Learning – Monitoring how effectively pupils are developing new skills, knowledge, and concepts within the school’s curriculum.
Effectiveness of Special Educational Provision – Evaluating how well tailored support enables pupils to progress toward the agreed outcomes in their EHC plans, ensuring they are meaningfully engaged and making measurable progress. Tracking progress in relation to the four key areas outlined in the SEND Code of Practice:
Communication and Interaction – Developing expressive and receptive communication skills.
Cognition and Learning – Engaging with learning opportunities and acquiring new knowledge.
Social, Emotional, and Mental Health (SEMH) Difficulties – Building resilience, emotional regulation, and social skills. Sensory and/or Physical Needs – Developing independence in navigating sensory challenges and physical abilities.
Achievement Across all Curriculum Areas – This is completed using progression drives and tracking carefully selected small steps in achievement.
SCERTS (Social Communication, Emotional Regulation, and Transactional Support) is used to support pupils in accessing the curriculum effectively. The ARC implements SCERTS to assess each pupil’s social communication and emotional regulation skills, ensuring they receive the right level of support to reach their goals and achieve their potential.
Social Communication – Supports pupils in developing spontaneous communication, expressing emotions, and building trusting relationships with peers and adults.
Emotional Regulation – Helps pupils learn strategies to manage their emotions, cope with stress, and navigate social interactions more effectively.
Transactional Support – Provides tailored guidance to staff and families, helping them respond to the pupil’s individual needs and create an environment that fosters success. By embedding SCERTS into daily practice, the ARC ensures that pupils receive a structured yet flexible approach to developing essential life skills while feeling supported in their learning journey.
External agency support is funded through the ARC budget and higher needs funding. The Complex Communication Team, Learning Support Team, Educational Psychologist, and Speech and Language Therapists—both privately funded and NHS.
These experts collaborate with staff to assess, guide, and support pupils both in school and at home, ensuring access to the resources and strategies needed for holistic development.
Our learning is organised in a three year spiral curriculum. The details of which can be found below.
Our Environment
Our Playground
Further Resources
