Specialist Resource Provisions are currently being developed in Hertfordshire and will be opening gradually between Sep 2022 and Sep 2024. Initially, places in the SRPs will be filled by those children already attending SLCN bases, before taking on new pupils.
When will the SRPs be ready?
What are Specialist Resource Provisions (SRPs)?
Specialist Resource Provisions (SRPs) are centres attached to secondary and primary mainstream settings across Hertfordshire. Pupils attending the SRPs have access to a mainstream curriculum, but the stress of a mainstream environment is reduced and they have a safe space to be in where their needs are met. The staff and teachers at the SRPs will be trained to support the children and young people's emotional wellbeing and self-regulation, alongside their social and communication needs. As pupils in the SRPs gain confidence and independence, the aim is that they will spend an increasing amount of time within mainstream lessons, alongside their peers and with access to the wider variety of opportunities available to them there.
Who are the SRPs for?
The SRPs are for those children with speech, language, communication needs and autism, who don't need a special school, but they need additional support so that they can access learning in a mainstream school.
The SRPs are for children and young people with:
- a developmental language disorder and / or a severe motor speech disorder (developmental verbal dyspraxia)
- a social communication and social interaction difficulty who may acquire a diagnosis of autism
What kind of support will SRPs offer?
Support in SRPs is tailored to each individual pupil. The number of places are kept small, with higher ratios of staff, to allow this tailoring to happen. Support will look different for every pupil, and the aim for each pupil is to help them develop their social and communication skills and confidence, to allow them to increase the time they are able to access mainstream classes.
For example, a pupil starting in an SRP may begin by spending 80% of their time in the SRP and 20% with their mainstream class. As their confidence and skills develop, they may be able to increase the amount of time spent in mainstream classes, with the aim that they can eventually access mainstream full time with confidence and happiness. All pupils will have individual goals and journeys.
If a pupil is not able to access mainstream classes at all, it might be that special school is a more appropriate setting for them.
Specialist Resource Provisions will offer children and young people the following types of support:
- opportunities for learning in small groups
- an environment that feels safe and nurturing
- help to organise the necessary speech and language therapies
- individual tailored learning strategies
- staff with specialist training and expertise, such as Specialist Advisory Teachers, Speech and Language Therapists and Educational Psychologists
- an environment with lots of visual learning support and language adaptations
How are the places for SRPs allocated?
A team of professionals from different areas including health and education will consider the needs of all of those pupils whose annual review suggests they may need the kind of specialist provision offered by SRPs. Children and young people with social communication difficulties will not need a medical diagnosis of autism to apply, as access is needs-led. However, children with developmental language disorder and severe motor speech disorders will be identified by a speech and language therapy lead clinician, ahead of being recommended to the admissions panel.
Initially the places in the SRPs will be filled by those children already attending bases. If your child is currently attending one of these bases, you will be contacted by your EHCP Coordinator and staff will work together to ensure the transition to the new setting is as smooth as possible.
If you feel that an SRP would be the most suitable setting for your child, your first step would be to speak to your child's current school. Find out more about the process of Requesting a Special School.