SRP Curriculum Statement

The SRP at Langley Park is a Specialist Resource Provision for pupils with a diagnosis of ASD/ASC and an EHCP.

An SRP is distinct from a specialist unit. An SEN Unit is a provision within a mainstream school where pupils are taught their academic curriculum mainly in separate classes. An SRP is a base within a mainstream school whose purpose is to provide support, facilities or resources to enable children to develop the skills needed to meet the identified outcomes of their EHCP, thereby impacting on their academic learning in their mainstream class. Click here for further information.

An SRP is an appropriate placement for a child who is taught mainly within mainstream classes. Langley Park has the capacity to support 15 children. These places are funded by the Local Authority.

An SRP placement does not mean that full time 1:1 learning support in class is provided, unless additional funding has been provided by the local authority.

There are two bases at Langley Park to support children with a funded SRP place. PIP supports EYFS and KS1 pupils and Bramley supports KS2 pupils. PIP has an allocated outside learning area in common with all downstairs work spaces.

The SRP pupils will be taught predominantly within their mainstream classrooms. In common with their classmates, the academic curriculum is planned, taught and assessed by the class teacher.

Where appropriate to individual EHCPs or personalised plans, SRP staff may work with pupils in class during specific sessions to enable access to the curriculum, or to generalise skills and knowledge demonstrated in the SRP base between environments.
Pupils may use the SRP for specific interventions and/or sessions needed in line with their EHCP. As each EHCP is personalised to the individual, so the support provided by the SRP is also personalised. An individual’s SRP input, therefore, will focus on the four areas of their EHCP, these being:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and Physical.

For our pupils with an SRP placement, the main area of need is expected to be Communication and Interaction.

Each student will have a personalised plan which will detail their EHCP outcomes as well as smaller step targets for each seasonal term of the school year. The personalised plan will be developed jointly by mainstream and SRP teachers, in consultation with families and outside agencies (Speech and Language service, Occupational Therapy, Physiotherapy etc.) where appropriate. This will assist the children to achieve their end of Key Stage outcomes and will be reviewed at least three times per year either with the class teacher or the inclusion leader.

Strategies and resources used to support the four areas of the EHCP might include:

Communication and Interaction

  • Individual Behaviour and Communication Support Plan, detailing specific strategies to support communication and interaction.
  • Individual risk assessment
  • Symbolised supports and communication systems, e.g. Colourful Semantics, PECS, symbolised texts, Read Write toolbar (Widget symbols are used in school)
  • Augmentative signing (Makaton is the signing system used in school)
  • Intensive Interaction
  • Attention Autism
  • Comic strip conversations
  • Social stories

Cognition and Learning

  • Organisational supports such as individual timetables, task boards, Now and Next cards, etc.
  • Small group, paired, or individual work focusing on specific areas of the curriculum, where specified in EHCPs or personalised plans.
  • Small group work focusing on personal organisation and independence.
  • Use of alternative recording methods such as Chromebooks, Talk and Type, Clicker, iPads (photographic, video or audio evidence).
  • Curriculum adaptation, developed jointly by SRP and class teachers, where appropriate.

Social, Emotional and Mental Health

  • Zones of Regulation – this is a whole school approach
  • Autism awareness
  • Social communication groups: focusing on turn taking, awareness of self and others, negotiation, adapting to a variety of group roles, online safety

Sensory and Physical

  • Sensory learning: building experience and tolerance of texture, sound, etc.
  • Sensory circuits
  • Sensory room
  • Portable sensory boxes
  • Adjusted seating
  • Therapeutic equipment such as peanut balls, chew tools or fidget tools

The impact of SRP input on EHCP outcomes will be assessed at each phase, in line with their targets.

The impact of SRP input on pupil’s mainstream learning will be considered with reference to the following statements. This will form part of the annual review process at end of Key Stage, when considering whether the placement remains appropriate:

  • By the end of EYFS (Year R), SRP students will be confident to separate from carers and work with a range of familiar adults throughout the school day. The students will be able to engage in a range of activities appropriate to the EYFS curriculum, including teacher directed activities. They will be able to work and play alongside their peers. The students will be able to tolerate an adult participating in play with them and changing the direction of play to build their resilience. The SRP students will be able to communicate their needs and preferences effectively to familiar adults and some peers.
  • By the end of Key Stage One (Year 2), SRP students will have grown in independence as learners. They will have the resilience to try activities outside of their comfort zone including tasks directed by adults, even if they are not sure that they have the knowledge to succeed. The students will be able to take part in a turn taking game with another peer in social and learning situations and begin to work in small groups to tolerate the ideas of others. The pupils will be able to ask for help independent of prompting, in learning or social situations, and they will have the confidence and skills to communicate their needs and emotions. The pupils will be able to answer retrieval questions, posed verbally or written and will be able to select supportive resources independently and use them with support. They will be able to transition successfully between familiar environments with support as detailed in their personalised plan. They will have developed independent life skills appropriate to their age.
  • By the end of Key Stage Two (Year 6), SRP students will be independent and resilient learners. They will have the confidence and skills to communicate their needs, their emotions, and the reasons for these emotions. They will be able to answer inference or interpretative questions and they will be able to respond to demand criteria such as showing a working method in Maths. The students will be able to select and use supportive resources (e.g. task board, individual timetables, sensory processing equipment) independent of adult prompting. They will have developed independent life skills appropriate to their age, e.g. organising their own personal possessions. The pupils will have developed strategies, tailored to their individual needs, to help them manage and/or problem solve learning or social situations, such as working collaboratively in a small group to achieve an outcome. They will be able to transition successfully between environments and teachers within the school day, with support as detailed in their personalised plans.