Wiltshire SEND education guide

A resource base for complex needs.

Our Resource Base (RB) caters for children who have complex Severe Learning Difficulties or Profound and Multiple Learning Difficulties whose needs go beyond that which can be met in a standard mainstream setting, but where a special school placement is not necessary.

The child's difficulties might be as a result of a chromosome disorder, global developmental delay or long-term medical need. Because the RB is part of a mainstream school, it is important that children will be able to, or work towards being able to, successfully participate in elements of social and learning inclusion and opportunities with mainstream peers. Support needs or independence to access this mainstream inclusion will vary from child to child, but if a child is unlikely to be able to meaningfully engage in this after their first year with us, they are likely to be more suited to a different designation of Resource Base or more specialist setting.

If your child's primary or most significant need is: Autistic Spectrum Disorder, Social, Emotional and Mental Health or Speech, Language and Communication difficulties then we most likely are not the correct provision for your child; although we recognise that many children may have lower-level needs in these areas in addition to their primary need.

Class structure

We have two classes in the Complex Needs Resource Base at Frogwell School. Our classes are broadly organised into Phase/Key Stage groups, but not limited to this, depending on individual pupil needs. Potter Class caters mainly for our youngest children from EYFS to Key Stage 1, while McKee Class consists mainly of our Key Stage 2 children. Each class is led by a class teacher and a team of dedicated, skilled TAs. Individual assessment of need and 'readiness' is carefully considered before children transition into the KS2 class; this involves formal discussions between class teachers and parents on a year-to-year basis, during parent meetings and Annual Review meetings.

Curriculum offer

All pupils in the Resource Base have an Education, Health Care Plan (EHCP). Teaching and learning is structured through a highly personalised, blended approach, consisting of a mixture of sensory, play-based and more formal learning opportunities depending on the child's developmental stage and needs. Objectives are taken from the Early Years Foundation Stage Curriculum and the National Curriculum as appropriate; these are broken down into smaller chunks which allow for small steps of success and show progress over a longer period. Our pupils access a wide range of resources and opportunities which consider personal learning styles and can therefore allow success in pupils accessing and achieving individual outcomes from their EHCP. Children in both classes have access to a more 'formal' learning environment where activities are more table based, in addition to this there is also a space for more experiential learning, where activities are carefully planned and set out to support children to embed their knowledge and practice learnt skills across the wider curriculum areas through a more play-based approach. The amount of time each child spends in these differing learning spaces will depend on individual need, assessed by the class teacher and outcomes on the EHCP. All children have the opportunity if it is appropriate for them to access mainstream activities on a regular basis, such as for assemblies, singing, PE sessions and visitor sessions. These opportunities are planned with a clear focus and where support needs are agreed between class teachers and supported by class TAs where necessary.

Staff training

Across the Base there is a range of staff training that is specific to SEND. This includes:

• Makaton language programme
• Picture Exchange Communication System (PECS)
• Attention Autism
• Curiosity Programme
• Visual impairment training
• Augmentative and Alternative Communication (AAC)
• Thrive awareness.
• Brick-by-brick intervention for language development
• Specific training from external health services to meet individual children's health needs

Assessment of progress

The Resource Base uses the online 'B Squared' assessment profile which is regularly updated to assess children's learning and to track progress. This assessment data feeds into the EHCP Annual Review meeting to assess progress towards outcomes and teachers use this to plan lessons, whilst ensuring we are in line with the National Curriculum and/or Early Years outcomes.

Communication with parents and carers

In the Resource Base we use Class Dojo as a communication platform; this enables us to have successful parent-teacher communication on a regular basis. This is particularly successful for our pupils who come to school on transport and where face to face parent contact is reduced as a result. Teachers regularly share learning and photographs with parents via Dojo. It is a successful way we can ensure to maintain the positive relationships we feel are integral to supporting the holistic development of our pupils. We also use a text and email system as part of the overall school general communications to parents and carers for things like newsletters, trip letters, updates, first aid notifications etc. There are also two parents' evenings per year (autumn and spring) and an end of year written report, in addition to the formal Annual Review for the child's EHCP.

We would welcome you visiting our website to find out more about our school:

Frogwell Primary School (opens new window)

A resource base for communication and interaction.

Welcome to Lyneham Primary School. We are a mainstream Primary school that includes a Resource Base for children with Communication and Interaction difficulties. Our aim is for all of our children, to feel a sense of belonging at Lyneham Primary School.  To enable this, we tailor provision at the school to meet individual pupil's needs and we give children as many opportunities to experience new things and develop skills in a broad range of subjects, to help them find their own interests and nurture talents. We believe that all children deserve the right to an excellent and fulfilling education that prepares them well for the next stage of their lives. Through the development of pupils' communication and interaction skills, we will help them to make positive relationships and decisions, giving them more control over their lives.

Curriculum offer

Children in Maple class will enjoy key aspects of the Early Years Foundation Stage curriculum through child centred continuous provision along-side short sessions of adult led tasks. Concept Cat develops understanding of new words and dough disco develops group attention and fine motor skills. In Apple class older children will enjoy accessing the National Curriculum using a personalised semi-formal approach, with frequent learning breaks. Inclusion in mainstream classes is considered based on a pupil's interests and outcomes.

Assessment of progress

Progress is assessed using B Squared framework "Progression Steps" which breaks the EYFS and National Curriculum into smaller chunks with a start point of 12- 18months.

Class structure

Children in the Resource Base will access all of the experiences on offer in the Lyneham Primary School Curriculum, including working with our specialist Art, PE and Drama teachers.

We have two classes within the Resource Base Maple and Apple, each class currently has a class teacher and 2.5 teaching assistants.

Wider curriculum and therapeutic support

At Lyneham, with the support of the Braden stoke Solar Park Fund we are proud to offer two sensory integration rooms. These two very different rooms provide different stimulation for all the senses and offer a quiet space or to regulate or an opportunity to for those pupils who are sensory seeking to develop their sense of body and physical space awareness (proprioceptive).

Visuals are all around us at Lyneham. A visually rich environment that promotes meaningful communication without sensory overload is key to support structure and reduce anxiety. Children who are feeling over-whelmed or have limited spoken language can communicate their needs and express how they are feeling. This gives them independence, builds self-esteem and ensures they can access our provision. Choosing boards offer the opportunity for children to explain what motivates them to the adults who support them. Attention Autism aims to develop natural and spontaneous communication skills through the use of visually based and highly motivating activities. As part of our school improvement plan we aim to be communication friendly right across our school including the use of Makaton and a sensory friendly environment. We know that strong links with families is the key to success and will help us to achieve the best long term positive outcomes for our children.  

Transition support

For more information on our transition timetable and further details of our Resource Base please visit: Lyneham Primary School: Resource Base (opens new window)

We would welcome you visiting our website to find out more about our school:

Lyneham Primary School (opens new window)

A resource base for communication and interaction.

At Charter School, everyone values working together to become imaginative and creative learners through inclusion, respect and kindness. We are curious in our discovery of the world and challenge each other to succeed.

Curriculum offer

EYFS curriculum / engagement model

For children accessing the EYFS curriculum or not yet engaged in subject specific study. Children have access to free-flow provision that is themed around a class topic or book.

Pre-learning skills

The curriculum focuses on the key skills the children need to be able to access subjects from the national curriculum. Children continue to access activities that are linked to a class topic or book. 

National Curriculum

Learning is planned from the Charter Primary School small steps curriculum at a level appropriate to the child's developmental and learning needs. Children in the Resource Base have individual curriculum tracking documents to track and assess their progress towards the curriculum and their outcomes. 

Class structure

The Resource Base, known as Dragon Class, encompasses three classrooms, two sensory rooms and two smaller group learning spaces. Pupils move fluidly between the spaces as part of their bespoke individual timetables. This ensures all pupils' access learning opportunities that are tailored to their needs and also supports children to prepare for transition and changes. Teachers and teaching assistants work with all pupils across the Resource Base. 

Staff training

Across the Resource Base we have staff with the following qualifications and training:

• NASENCO qualification
• Makaton 
• Shape coding
• ELSA
• Team Teach
• PECs

Transition support

Children have bespoke transition plans to support them starting school. We work in partnership with parents to develop a transition plan that will meet the child's needs. We work closely with secondary schools to share information and prepare children for the next stage of their education.

Communication with parents and carers

We value working in partnership with families to support their children and have multiple channels of communication available including;

• Home-school contact diary
• Parent support groups
• Resource Base SENCO 

We would welcome you visiting our website to find out more about our school:

Charter Primary School, Chippenham (opens new window)

A resource base for complex needs.

It is our aim that every pupil can look back positively on their school experience having achieved the highest standards of work and achievement. To this end we provide a broad and balanced curriculum which gives emphasis to the aesthetic, creative, practical, social and moral aspects of life as well as academic skills, underpinned by our school values:

• Pride
• Respect
• Success

Curriculum offer

Our tailored curriculum enables the children to thrive and gain the skills and knowledge they need to progress through their education. We will achieve this through a united approach of:

• formal and informal learning and assessment through
  • small group teacher-led sessions
  • a varied but focused continuous provision
  • 1:1 interactions

The objectives that are followed are a blended approach of Early Years learning goals, Development matters, National Curriculum, ASD Framework statements and the Engagement Model, as well as honing in on each individual child's key targets from their EHCP. This enables all pupils to have a personalised, highly engaging, multi-sensory approach to their learning.

The pupils also access a variety of different provisions, including Attention Autism sessions (Bucket Time), ELSA support, speech and language, as well as opportunities to refer to outside agencies and therapists.

We encourage the integration of our children within the mainstream school. When our children are ready, with the support of our parents, we introduce them to an area of the curriculum that they are able to access whether it be playtime, continuous play in reception, art or maths. We match the children up with their age appropriate class to allow them to make relationships with a wider variety of peers. 

Wider curriculum and therapeutic support

Where our pupils have a range of different complex needs, we access the full local offer of external professionals and agencies, ensuring bespoke and targeted support is accessed and utilised.

In addition to this, we have an external P.E coach who comes in once a week to work with all of the children in the resource base. We also have outreach support twice a term from the therapeutic team at Springfield Academy.

Class structure

We are a 20 place Resource Base within Clarendon Infant School for children aged 4 - 7. Our designation is for children with complex needs; with the majority of children seeking most support in their communication, interaction and speech and language. Within the Resource Base, we have two classes with approximately 10 children in each. Our classes are decided upon by need rather than by chronological age as we feel this allows the children to thrive.

Transition support

We start with initially meeting the children in their own familiar environment - either at home or school/nursery setting. We then meet with the parents and setting staff to help us really understand the needs of the children.

The children are then invited to stay and play sessions which are tailored to meet their needs.

A staggered start is then used in September to ensure the children have a positive transition into school life.

Staff training

Our school adopts a Trauma Informed approach. This allows us as educators to realise the widespread impact of trauma and understand the potential paths for recovery. As a school, we recognise the importance for successful communication for every child. These are the building blocks for successful relationships, communications and interactions allowing the children to fully immerse themselves in their environment. To ensure this is achieved, our staff receive a continuous CPD program of training to really embed our ethos. 

We would welcome you visiting our website to find out more about our school:

Clarendon Infant School (opens new window)

A resource base for complex needs.

With God all things are possible.....Matthew 19:26 Along with our Christian vision, we also celebrate our values of trust, thankfulness, perseverance, respect, courage and compassion within everything we do at Marden Vale. 

Curriculum offer

We believe that the children within Marden Vale's Resource Base are entitled to and deserve an exciting and rewarding curriculum which equips them with the skills and knowledge they need for the future. They will access a broad and balanced curriculum that prioritises the most pertinent aspects of the Early Years Foundation Stage and the National Curriculum giving each individual then knowledge to inspire confidence and encourage independence for the future. 

The Resource Base curriculum will prioritise the skills that are most important to each child. These skills will be broken into small steps of learning, sequenced and taught to enable the children to master skills and then use and apply them independently in a variety of contexts. The learning journey for each child, through our curriculum, will be closely matched to individual outcomes set out in their Education, Health and Care Plans.  

The children within Marden Vale's Resource Base are an integral part of the school community and Christian family.  All opportunities for inclusion are explored and encouraged with careful planning and consideration of individual needs to ensure success.

Inclusive opportunities may include acts of worship, lunchtimes and playtimes, school performances, trips, sports days and access to the mainstream curriculum lessons where appropriate. As part of our Christian ethos all children are encouraged to accept and embrace differences and support and celebrate each other's achievements.  

Wider curriculum offer and therapeutic support

Children within the Resource Base will also have opportunities to experience an enhanced curriculum designed to support their social and emotional development, their attention for and engagement in learning sensory awareness, life skills and independence. These enhanced learning activities will include Attention Autism, Forest School, cooking, yoga, mindfulness, gardening and opportunities to explore the local community.

Class structure

There are currently 14 children with allocated resource base places across two classes. The children are placed according their individual needs outlined on education, health care plans.  

Honey Bees class currently supports children who have high sensory needs and require additional support to develop early engagement skills, verbal communication and interaction skills

Transition support

• TISM meetings
• Transition meetings
• Slower transitions process than mainstream
• Transition booklets and photos or classrooms, teachers and TAs
• Opportunities to visit classrooms before the start of the autumn term.
• Social stories and language jugs explaining rules and routines

Staff training

Since September 2023:

• Attention autism training
• ASD training - supporting the behaviour and inclusion of children on the autism spectrum

Assessment of progress

Children will follow individual assessment pathways which are continually assessed and reviewed allowing a responsive approach to children's developing learning needs.

Communication with parents and carers

Communication with parents and carers is extremely important to us. They know their children's needs best of all and their insight enables to best provide tailored support for each individual.  We will endeavour to communicate with parents on a regular basis and encourage them to speak to us promptly about any worries or concerns. This may happen at the gate in the morning or afternoon, via phone conversations, emails or through our online platform 'Showbie'. Teachers are also able to send photos and comments regarding the children's learning throughout the week which parents and carers can respond to.

In addition there will be more formal opportunities for parents to discuss their child's progress with staff and outside professionals at parent consultations and at annual review meetings.  

We would welcome you visiting our website to find out more about our school:

Marden Vale C E Academy: The Hive (opens new window)

A resource base for complex needs.

'Together we believe, learn and achieve'

Curriculum offer

Acorn - students in this class access an EYFS and sensory-based curriculum where they can develop their communication, play and self-help skills, along with attention and listening skills. The learners here have very high needs and often require significant 1:1 support. This means that this class is very small in size to ensure that we can provide the best possible provision.

Oak - students in this class access adapted National Curriculum subjects which are matched to their learning and developmental needs. Along with this, there is a focus on the acquisition of key life skills aimed to support each student in all aspects of life. Where appropriate, students will have opportunities to access a mainstream class.

Class structure

The Orchard consists of two classes, Oakand Acorn, and students are grouped by their needs rather than their age. Each class has a class teacher and at least three supporting TAs.

Wider curriculum and therapeutic support

During the academic year 2023-24, we are able to provide the following opportunities and support:

• Weekly horse riding with Marlborough's Riding for the Disabled Association (RDA).
• Regular swimming sessions at Marlborough College.
• On-site Forest School activities.
• Weekly support from a private Speech and Language Therapist
• Termly support from a private Occupational Therapist.

Staff training

Both class teachers have extensive SEND experience, working in many specialist settings during their careers. Across The Orchard, there are staff trained in:

• Attention Autism
• Makaton
• Colourful Semantics
• NELI Early Language Intervention
• ELSA and Precision Teach
• All school staff are Thrive trained

We would welcome you visiting our website to find out more about our school:

Marlborough St Mary’s CE Primary School: Resource Base (opens new window)

A resource base for complex needs.

We offer an inclusive education for learners who may experience a variety of barriers to learning. Being closely linked with the mainstream classes ensures multiple opportunities for inclusion and learning—for all pupils across the school. We foster and develop life skills, as well as support academic learning, in preparation for wider life experiences. Children are encouraged to explore and grow, gaining confidence and self-esteem and an awareness of their own strengths and challenges.

Curriculum offer

Pupils access a wide variety of resources and personalised learning that is above and beyond their mainstream peers. They have opportunities to learn at their own pace and understanding whilst being provided opportunities for challenge and greater depth of learning. Objectives that are followed are a blended approach of Early Years learning goals, National Curriculum, ASD Framework statements and the Engagement Model, as well as honing in on each individual child's key targets from their EHCP.

Class Structure

Rainbow consists of two classes; 'Sun' and 'Sky', each of which is led by a class teacher and supported by TAs. In Sun, pupils follow a blended approach to their curriculum of learning through play and more formal curriculum learning. In Sky, pupils access a differentiated curriculum with an adapted formal approach. 

Assessment of progress

The Resource Base uses 'Evidence for Learning', an online system, which is used to collect and assess evidence of children's learning and understanding, which will soon be accessible to parents. 

Staff training

Resource Base teachers attend both mainstream and CNRB specific training, differentiating this to meet the pupils' needs in the classroom. Resource Base teachers and TAs receive frequent internal and external training, including on positive behaviour support systems, THRIVE ethos, SALT intervention support and Team Teach

Transition support

All pupils transitioning into and out of the base have personalised transition plans of support, and the opportunity to visit their new setting. Our ELSA practitioner will also support the implementation of these plans either 1:1, or in small groups.

Wider curriculum and therapeutic support

• ELSA and THRIVE trained practitioner
• Forest School practitioner (whole class and 1:1 referrals)
• PE specialist
• Attention Autism intervention
• Speech and Language intervention support (inc. PECS/
• Makaton/Colourful Semantics)
• Music Therapy and Music and Movement specialist
• Access to Sensory Room, ELSA Room, Therapy Room, trim trail, outdoor classroom, MUGA

Communication with parents and carers

The Resource Base ensures contact with the class teacher during Annual Reviews, annual reports, using Seesaw Infoshare and Seesaw instant messaging system, email/phone contact and face to face. Support can also be provided via the school's Parent Support Advisor, or through other external agencies.

We would welcome you visiting our website to find out more about our school:

Wansdyke Primary School Devizes (opens new window)

A resource base for complex needs.

Within the Resource Base we aim to meet the whole school vision and values of striving for success, owning our actions, being ambitious and being respectful, reflective and resilient. We want all of our children to SOAR and we know for the children in the Resource Base we need to know them well to best help them to achieve this. Relationships come before curriculum.

Curriculum offer

The Kiwi Resource Base Curriculum aims to provide children with a targeted curriculum that meets their individual needs while engaging with their interests, fascinations and the wider world. The aim is to provide children with experiences that help them to thrive and to gain the knowledge and skills they will need to progress through their education. This includes formal and less formal approaches with priority given to establishing positive relationships between adults and children. The curriculum covers three main areas through which the totality of the children's experiences can be seen: core, enrichment and integrated.

The core curriculum is built on the four areas of needs identified within the SEN Code of Practice: Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health and Physical and Sensory Needs. Each area of need has five goals identified which broadly relate to targets set within the EHCPs for the children in the class. By focusing on these areas as the core provision we can ensure that we are working towards the children's foundation needs.

Beyond this core curriculum we aim to provide a rich and meaningful range of enrichment and enhancement experiences which will bring learning to life. This will be identified from three main sources: children's motivations and interests, events in the world around them (eg harvest, seasonal changes, Christmas) and created opportunities (eg animal handling experiences, swimming.) Children's engagement with these opportunities and experiences will be tracked separately to inform future planning and to illustrate that children are engaging in a broad curriculum beyond potentially narrow fields of personal interest. This aspect of the curriculum will be emergent in that it will stem from 'in the moment' and meaningful opportunities rather than a pre-planned themes or topics.

This aspect of the curriculum will be monitored to ensure that children are experiencing a breadth of learning as illustrated within the National Curriculum. Opportunities to learn about science, the history and geography of the world, people's beliefs and customs as well as creative opportunities are as important as the core curriculum. Progress within the core curriculum will help children to access the enrichment curriculum. The enrichment curriculum will bring the core curriculum to life.

For some children there will be appropriate opportunities available within the mainstream curriculum for them to integrate their learning. This is the benefit of a Resource Base within a mainstream school. For some children this may be specific academic lessons (eg English or maths) or because of a particular skill or interest (eg art, music or PE). There are also further opportunities on a daily basis including break and lunch times, assemblies and special events such as performances. These opportunities will be planned on an individual basis to meet children's needs without overwhelming them.

Through these three strands a personalised, highly engaging, multi-sensory approach is built. Targeted and specialised approaches are used including Attention Autism (Bucket Time) sessions, Intensive Interactions, the TEACCH approach and Sensory Stories. These are supplemented by language and communication approaches including Colourful Semantics, Makaton and a range of visual supports.

Wider curriculum and therapeutic support

Where our children have a range of different complex needs, we access the full local offer of external professionals and agencies, ensuring bespoke and targeted support is accessed and utilised.

Class structure

We are currently a 15 place Resource Base within Kiwi Primary School for children aged 4 - 9. Our designation is for children with complex needs; with the majority of children seeking most support in their communication and interaction needs as well as their social, emotional and mental health. We currently operate within one cohort although experiences and inputs are tailored to children's developmental stage and learning preferences.

We would welcome you visiting our website to find out more about our school:

Kiwi Primary School (opens new window)

A resource base for Complex Needs and Communication and Interaction.

Studley Green values are followed by everyone in school, these are: Respect, Kindness, Positivity, Resilience, Responsibility and Honesty. Our resource bases are part of a mainstream school, which is fully inclusive and all pupils have equal access to learning and the same opportunities.

We strive towards children who are happy, engaged and successful, who will become independent learners/thinkers and ultimately will achieve the best outcomes, through the additional specialist support provided.

Curriculum offer

Our curriculum aims to set children up to become lifelong learners who strive for success and to flourish 'beyond expectation'.

Resource base classes follow the whole school curriculum (based on the National Curriculum), aligned to an appropriate year group. The content and teaching approach is then adapted for the children's needs, so that they fully develop their abilities - this includes physical, social, emotional, self- care/personal, and academic skills.

If it is appropriate children may join their mainstream year group for some learning/social interaction, which will be supported.

Wider curriculum and therapeutic support

We ensure that our curriculum is broad and balanced. Children learn best through experiences e.g. participation in events outside school, trips out, visitors coming into school/learning skills such as riding a bike/crossing a road etc. 

We are a Trauma informed school and recognise how emotions can impact learning and translate into behaviours.

Class structure

There are 34 allocated places; the children are split into 3 classes: Sometimes there is a slight variation, depending on cohort size and the needs of the children.

1. Pan class for EY/Year 1/2  - no more than 10 children
2. Atlas Class for Year 2/3/4
3. Hydra Class for Year 4/5/6 - no more than 14 children

Staff training

We have experienced staff in all the classes. All have completed SEND training from outside trainers and and also inside knowledge. We also have an ELTA practitioner in the resource bases.

Assessment of progress

We use Connecting Steps and B Squared to evidence small steps of progress. Daily observations and continuous monitoring, book looks, liaising with parents and involved professionals

Transition support

We ensure that all information is passed across, meetings are held between schools, and parents are involved. Transition visits are important and will be planned.

Communication with parents and carers

We use a variety of ways which includes: Review meetings, See saw, Parent mail, home school book, phone calls etc

We would welcome you visiting our website to find out more about our school:

Studley Green Primary School (opens new window)

A resource base for complex needs.

About us

Our Resource Base holds 35 places for primary school children with complex needs. Typically, our children have varied needs including; global delay, Down Syndrome, Cerebral Palsy, Autism Spectrum Disorders, speech and language and communication needs, sensory processing difficulties and/or visual impairments. The provision is staffed by dedicated and experienced qualified teachers and Teaching Assistants, many of whom have personal experience of raising children with additional needs. We are committed to ensuring our Resource Base is a place where our children are happy and safe, motivated to reach their full potential, and equipped to become resilient and independent learners.

Castle Mead is an inclusive school. Pupils with special educational needs and/or disabilities are well supported and learn successfully. - Ofsted Report, March 2023

Class structure

There are 3 classes, which are each tailored to meet the needs of the individual children. Spotted Bats offers opportunities for the children to develop their early engagement skills whilst following a predominantly Early Years Foundation Stage curriculum. For children who demonstrate a more developed engagement profile, Long-Nosed Bats offers more in-depth learning opportunities using more advanced communication. Finally, Flying Fox Bats begins to adopt a more formal approach to teaching which prepares children for their next steps in education. This might include increased inclusion opportunities in mainstream classes, which will also support the children's transition to secondary school.

Curriculum offer

We believe the children in our Resource Base are entitled to, and deserve, a broad, balanced and rewarding curriculum that provides them with the skills and knowledge to flourish in life. The curriculum is designed to draw out and prioritise the most pertinent aspects of the Early Years Foundation Stage and National Curriculum, to provide each child with powerful knowledge that inspires and equips them to act increasingly independently in their ever-widening world.

Our curriculum prioritises the skills that are most important to each individual. We break these into small steps of learning which are then carefully sequenced and taught to enable the children to acquire the skill and use it independently. Each child's learning journey is closely aligned to their own targets as set out in their Education, Health and Care Plan.

For some of our children, sensory experiences form an integral part of their curriculum. Our sensory curriculum allows these learners to develop their engagement for learning through experiences such as Sing & Ball, Sensology, and Attention Autism. Our sensory swing also provides opportunities to develop engagement, self-regulation, and physical skills.

Assessment of progress

To be responsive to each child's learning needs, we continually assess and review their progress and adjust their pathway through the curriculum and teaching accordingly. Our intimate knowledge of children's progress allows us frequent opportunities to celebrate their achievements, which we believe is fundamental to success. Progress towards targets are shared regularly with parents so we can celebrate them together and work in partnership.

Teaching approach

Our teaching approach is always cognisant of the unique needs of each child and their preferred style of learning. As a result, a wide range of teaching methods, approaches and strategies are used responsively within the Resource Base, including those recommended by the TEACCH philosophy, Attention Autism, colourful semantics and THRIVE.
To implement our curriculum appropriately, we follow a TOTAL communication approach which includes a variety of communication methods matched to the needs of each child. For example, some children use P.E.C.S. (Picture Exchange Communication System) as a way of communicating. Others communicate using a communication aid/object of reference or photos or symbols, Makaton, gesture, facial expression or speech, or a combination of these. Simultaneously, attention and listening skills are developed continuously throughout the day in a variety of situations through direct teaching and role modelling.

Wider curriculum and therapeutic support

Children within our Resource Base have regular opportunities to experience enhanced curricular activities for academic, emotional, social, physical and sensory development. These may include activities such as music therapy, play therapy, Forest School, martial arts, swimming, horse riding and yoga.

Alongside these enhanced curricular activities, educational visits are carefully designed to deepen the children's experiences of the world around them by taking their learning out into the community, equipping them with powerful knowledge that enriches their lives. These educational visits give the children experiences to understand their learning in the classroom in the real world, provides them with experiences to maximise their potential to enjoy the world and be independent and develops their capacity to be part of their local and national community. Educational visits have in the past included train rides, termly trips to the local library, visits to the dairy farm, theatre trips, visits to the beach, and adventures to the enchanted garden of lights (American Museum).

Our Resource Base children are very much part of our school community and where appropriate all opportunities for inclusion are explored and encouraged. Experiences within the mainstream school are carefully considered and planned, while opportunities for inclusion with other children are actively sought - including joining assemblies, sports day, and curriculum lessons in groups or class.

Communication with parents and carers

Communication with families and gaining insight into their child's learning is a vital means by which we are able to respond to children's most pressing needs. There are many ways in which we seek to build relationships and communicate with parents and carers. Most importantly, this occurs through natural day to day conversation; we always endeavour to make time to talk. However, we know that time is often pressed so we have other channels of communication including our digital classroom platform, which is also used to provide information and reflections about the knowledge and skills being taught each week, as well as to share photos to illustrate this learning. In addition to this, there are more formal meetings such as the child's annual review.

You can read more about our approach to Resource Base provision, and book a tour of our classrooms, on our website:

Castle Mead School: Bats (Complex Needs Resource Base) (opens new window)

A resource base for complex needs.

Vision and values

We believe that every child in every school should aspire to achieve their potential.  We embrace the philosophy of learning for all and strive to prepare the children in our schools for their future in their time.

Class structure

We have two classes at Avenue. One is more focused on structured learning with adaptions to prepare students for their next steps in education- focusing on positive learning behaviours along side a skills based curriculum. In the other classroom the focus is on skills acquisition as well as learning through play- In this area students start to develop their social learning skills and have a mixed diet of sensory play,  academic learning and personalised learning.

Curriculum offer

1. Pupils in the Complex Needs Resource Base are included in relevant mainstream year group lessons and activities as appropriate for their individual needs.
2. The Resource Base curriculum is adapted and scaffolded to meet the individual needs of the children. It provides personalised levels of support to enable all children to access learning. The objectives that are followed are a blended approach of early years learning goals, national curriculum, ASD Framework statements and the Engagement Model, as well as honing in on each individual child's key targets from their EHCP.
3. Children who attend the Resource Base throughout their primary school life will access a wide variety of resources and personalised learning that is above and beyond their mainstream peers. They will have had opportunities to learn at their own pace and understanding whilst being provided opportunities for challenge and greater depth of learning. Teachers are able to frequently assess and implement new strategies and scaffolding, whilst tailoring topics to children's interests.

Wider curriculum and therapeutic support

• Thrive support
• Woodland Learning
• Trained SALT teaching assistant
• Trained Emotional Literacy Support Assistance
• Play Therapy

Staff training

• Team Teach
• Thrive
• National College SEND training
• Specific training linked to individual needs

Assessment of progress

• Evidence for learning
• Trust Complex Needs Resource Base assessment
• Diagnostic assessments
• Statutory assessment points
• Pre-Key Stage Standards
• Engagement Scale and National Curriculum
• Annual Reviews
• Parents evening
• Annual reports

Transition support

During a child's final years at primary school, staff are able to support the identification and transition to a new setting and get them ready for their next phase of learning.

Communication with parents and carers

• Regular contact via Class Dojo
• Meet the teacher
• Annual reviews

We would welcome you visiting our website to find out more about our school:

The Avenue Primary School (opens new window)

A resource base for complex needs.

The inclusion lead works closely with the resource base to ensure that the pupils' complex needs are met both within the base and in the mainstream classes. This work has been highly effective in developing pupils' literacy skills and their personal and social education." Ofsted. You can read our most recent Ofsted report here.

The River Mead Resource Base holds 35 places for primary school-aged children with complex needs. Typically, children who are placed with us have varied needs including; global delay, Down Syndrome, Cerebral Palsy, Autism Spectrum Disorders, speech, language and communication needs, sensory processing difficulties and/or visual impairments.

The Resource Base team is staffed by dedicated and experienced qualified teachers and teaching assistants. We are committed to ensuring our Resource Base is a place where our children are happy and safe, motivated to reach their full potential, and equipped to become resilient and independent learners. Our carefully considered environment feels warm and homely, and children told us in September 2023 - "It's happy. It's good all day."

Class structure

The Resource Base provision is made up of 3 classes which are each tailored to meet the needs of the individual children. 'Busy Bees' offers opportunities for the children to develop their early engagement skills whilst following a predominantly Early Years Foundation Stage curriculum. For children who demonstrate a more developed engagement profile, 'Honey Bees' offers more in-depth learning opportunities using more advanced communication. Finally, 'Bumble Bees' begins to adopt a more formal approach to teaching which prepares children for their next steps in education. This might include increased inclusion opportunities in mainstream classes, which also supports the preparation for the children's transition from primary to
secondary school.

Curriculum offer

The children in our Resource Bases are entitled to, and deserve a broad, balanced and rewarding curriculum that provides them with the skills and knowledge to flourish in life. The curriculum is designed to draw out and prioritise the most pertinent aspects of the Early Years Foundation Stage and the National Curriculum to provide each child with powerful knowledge that inspires and equips them to act increasingly independently in their ever widening world.

Our curriculum allows us to prioritise the skills that are most important to everyone. We break these skills into small steps of learning which are then carefully sequenced and taught to enable the children to acquire the skill and use it independently. Each child's learning journey through our curriculum is closely aligned to their own individual targets as set out in their Education, Health and Care Plan.

For some of our children, sensory experiences form an integral part of their curriculum. For these learners our sensory curriculum allows them to develop their engagement for learning through experiences such as Stillness, Sensology, Sing & Swing and Attention Autism. Our sensory swing also provides opportunities to develop engagement, self-regulation, and physical skills.

Wider curriculum and therapeutic support

The children within the Resource Base classes have regular opportunities to experience enhanced curricular activities for academic, emotional, social, physical, and sensory development. These enhanced provisions may include opportunities such as music therapy, play therapy, forest learning, martial arts, swimming, horse riding and yoga.

Alongside these enhanced curricular activities, educational visits are carefully designed to deepen the children's experiences of the world around them by taking their learning out into the community, equipping them with powerful knowledge that enriches their lives. These educational visits give the children experiences to understand their learning in the classroom in the real world, provide them with experiences to maximise their potential to enjoy the world, be independent and develop their capacity and pleasure to be part of their local and national community. Education visits may include train rides, termly trips to the local library, or the local cafe.

The children within our Resource Base are very much a part of our school community and where appropriate all opportunities for inclusion are explored and encouraged. For our children, experiences within the mainstream school are carefully considered and planned for. Opportunities for inclusion with other children are actively sought and this may include joining assemblies, lunchtimes, sports day, curriculum lessons in groups or class, dependent upon what will work best for each child.

We believe in a holistic approach to learning and work closely with a wide range of multi-agency professionals to fine tune each child's curriculum and promote the best outcomes for our children. These professional partnerships may include SEND Lead Workers, Educational Psychologists, Sensory Occupational Therapists, the Learning Disability Team, Paediatricians and Speech and Language Therapists.

Teaching approach

Our teaching approach is always cognisant of the unique needs of each child and their preferred style of learning. As a result, a wide range of teaching methods, approaches and strategies are used responsively within the Resource Base. Notably, these include those recommended by the TEACCH philosophy, Attention Autism, colourful semantics and THRIVE.
To implement our curriculum appropriately, we follow a TOTAL communication approach which includes a variety of communication methods matched to the needs of each child. For example, some children use P.E.C.S (Picture Exchange Communication System) as a way of communicating. Others communicate using a communication aid/object of reference or photos or symbols, Makaton, gesture, facial expression or speech, or a combination of the above. Simultaneously, attention and listening skills are developed continuously throughout the day in a variety of situations through direct teaching and role modelling.

Assessing progress

To enable us to be responsive to each child's learning needs, we continually assess and review each child's progress and adjust their pathway through the curriculum and teaching accordingly. Our intimate knowledge of children's progress also allows us to take frequent opportunities to delegate their achievements - something that we believe is fundamental to success. Progress towards children's targets is shared regularly with parents so we can celebrate them together and work in partnership.

Communication with parents and carers

Communication with parents and gaining insight into their child's learning is another vital means by which we are able to responds to children's most pressing needs. There are many ways in which we seek to build relationships and communicate with parents. Most importantly, this will occur through natural day to day conversation. We always endeavour to make time to talk. However, we know that time is often pressed so we have other channels of communication including our digital classroom platform, which is also used to provide information and reflections about the knowledge and skills being taught each week, as well as to share photos to illustrate this learning. In addition to this, there are more formal meeting such as the child's annual review.

We would welcome you visiting our website to find out more about our school:

The Mead Academy Trust: Resource Base provision (opens new window)

A resource base for complex needs.

Westbury Junior School is a KS2 mainstream school with a complex needs resource base. Many children continue their educational journey with Westbury Juniors from the neighbouring Westbury Infant school; this includes children from the complex needs resource base at the infant school. Our resource base follows the same ethos and values of the mainstream part of the school which are, 'Respect, Care and Inspire for all to create a vibrant Christian learning community.' We strive to ensure that all our children across the whole school, will have the opportunity to become the best version of themselves.

We support children with complex needs, communication and interaction, ASD, ADHD, and cognition and learning needs. We have the capacity to support 15 children who are currently taught by two qualified teachers and six skilled teaching assistants.

Wider curriculum and therapeutic support

Many of our children require support with social communication and interaction. We embed this into our weekly timetable to give children the opportunity to practise these skills during structured turn taking activities which are facilitated by an adult. Children are also considered for our more therapeutic opportunities (such as ELSA and Play Therapy) which are delivered by trained and qualified staff. We also have a trained member of staff who is our designated Mental Health Champion. Their role is to promote positive mental health practices, encourage open and honest conversations about mental health and share strategies for wellbeing. Within the CNRB, we create an atmosphere of acceptance and understanding which fits well into our positive whole-school approach to wellbeing. We understand that children are sometimes overwhelmed at busy or loud periods throughout the day, such as lunch times, and need to access a safe and nurturing place. To support this need, we offer children the opportunity to spend lunch times in the nurture room where they can eat their lunch in a quiet and calm area and participate in activities with a small number of children and adults.

All the children that attend the resource base integrate with the whole school during collective worship, play times, lunchtimes and whole school events such as festivals that are held at the church in Westbury town. The children are also included in other extracurricular activities and events such as school residential visits, Bikeability courses and after school clubs.

Class structure

Our resource base comprises of a large classroom which is divided into two separate classrooms for teaching, a smaller room which is designated to small group teaching or used as a calm room, an outdoor space which is currently used as a continuous provision area and our own cloakroom and toilets. We also have our own kitchen area which allows the children to participate in weekly cooking activities.

Where appropriate, the children follow the KS1 and KS2 curriculum that is personalised to meet the children's' academic needs. We feel that it is important that children are given the same opportunities as their mainstream peers (where appropriate) and in doing so, we personalise the curriculum to ensure a rich and broad content for as many children possible. A personalised curriculum is currently structured to meet the academic needs across three groups: an EYFS based learning environment that encompasses the continuous provision model and includes the different schemas of learning, a lower KS1 content group, where children are emerging into the more formal aspect of learning and a higher KS1/lower KS2 curriculum content group, where children are ready to embrace the formal path towards learning. 

Wherever possible, we support those children who are emotionally and academically prepared to integrate into the mainstream classes for learning.

Staff training

All our staff are experienced and skilled in working with children with SEND, and have 
various qualifications in:

• Understanding Autism Training Level 2
• NVQ level 3 Supporting Teaching and Learning
• Children's' and young peoples' Workforce Level 2
• Level 3 SEN Training
• Level 2 Behaviour Training
• Level 2 Mental Health and a trained ELSA lead
• The lead teacher is also the newly appointed SENCo for the resource base and will be completing the relevant qualification.

Transition support

Being a KS2 resource base, we support the transition period for children from KS1 who are coming across from the neighbouring resource base at the infant school, and for children who will be entering KS3.

We work very closely with the resource base at the infant school to ensure a smooth and successful transition for your child. In the run up to and during term 6, the teachers of both resource bases meet to discuss the needs of the children to ensure a smooth handover of how to meet the individual needs of the children. This is then followed by an enhances transition programme of weekly visits throughout term 6 for those children that are coming to our resource base. This gives the children the opportunity to meet the new staff and children that they will be working with and enable them to explore their new school and expectations, ready for September. For children in year 5, we will hold a phased transfer review to discuss your child's secondary provision. This is usually held from anytime in term 4 to term 6 and we will invite parents, SEND Lead Workers and any other relevant professionals that are required at the time. Once your child's secondary placement has been awarded, we will work with the chosen secondary school's transition programme to ensure a smooth transition from Westbury Juniors into KS3. Each secondary school's transition programme may vary, so please be sure to check with the chosen school how this will look for your child.

We would welcome you visiting our website to find out more about our school:

Westbury Church of England Junior School (opens new window)

A resource base for complex needs.

Westbury Infants Resource Base focuses on supporting learners with a wide range of Complex Needs. This could include ASD, a speech and language delay or developmental need that places the child significantly behind their chronological peers. Children in the Resource Base have needs that require significant amounts of differentiation that cannot be reasonably accommodated within a mainstream class.

We pride ourselves on offering an EYFS and Key Stage 1 education with a focus on 'We can, we will.' We believe every child can and will achieve success through a holistic, differentiated and child centred approach. Our aim is to create a calm, structured and happy environment in which the pupils feel safe and secure and can learn and develop both their academic skills alongside their social and emotional skills, supported by an experienced and dedicated staff team. 

Class structure

We are a 20 place Resource Base and can support children between the ages of 4 and 7 years old. (EYFS and Key Stage 1). We offer two well-resourced and engaging learning spaces. Our EYFS classroom supports an explorative approach to learning and can accommodate up to 8 learners. Our Key Stage 1 classroom can support up to 12 learners and follows the National Curriculum in order to deliver a more formal approach to learning. All our children have regular access to our inviting outdoor space, climbing frame, trim trail and nature area. 

Curriculum

We offer a child centred and engaging curriculum that supports children to reach their full potential. Autism friendly approaches such as the use of symbols, visual and auditory prompts support children to structure their day and promote independent learning skills. In addition to this we use Makaton to help develop their communication and interaction with others. Our children are encouraged to focus their attention by using ASD friendly strategies such as Attention Autism Bucket and the TEACCH approach. They are also given many opportunities throughout the day to meet their sensory needs through play and exploration. In addition to this, children work one to one and in small groups with a skilled member of staff in order to help them meet specific and individual targets as set out within the child's EHC Plan and One Page Profile. The Resource Base is able to confidently support personal care needs and develop independence as appropriate.

Wider curriculum and therapeutic support

Targeted speech and language support is delivered by trained staff. We also support children's mental health adopting a, 'Thrive,' approach.  This can support and track individual children's social and emotional development and informs staff and parents of next steps to support. We work very closely with a range of outside agencies and follow the professional advice.

Assessment of progress

We report progress on a termly basis. We focus on a child's holistic as well as academic progress as detailed on EHC plans.  One-page profiles are used to create smart, trackable targets for every child. We offer parents evenings twice a year and a yearly review of each pupils EHC Plan.  

Transition support

• A child centred approach to transition into school to ensure it is smooth and positive for every child
• Stay and play sessions
• We offer home visits
• Transfer into School Meetings are held with previous settings, parents and carers and new settings
• Welcome transition booklet
• A bespoke transition support package into their next setting

We would welcome you visiting our website to find out more about our school:

Westbury Infant School and Resource Base (opens new window)

A resource base for communication and interaction.

We believe that all children have the right to an education which enables them to achieve all that they are capable of. As Christian educators, we do all we can to provide the opportunities for our children to thrive, in all things. Our school vision is underpinned by the overarching Trust vision: As a community of Catholic schools, we aspire to give children an all-round education rooted in Christian values in a nurturing environment where they flourish, become lifelong learners and fulfil their potential. You can find our core values of stewardship, respect, forgiveness, curiosity, love and resilience are embedded in all that we do.

Curriculum offer

The adapted curriculum within the Resource Base has a topic based approach where all subjects are taught around a learning focus each half term. We aim to provide a practical curriculum that both inspires and challenges children to reach their potential. We ensure pupils can access the topics but also bring their learning to life through a variety of activities that are delivered in and out of the classroom environment. All pupils have high levels of speech and language support to ensure they access all areas of the curriculum. Where appropriate, pupils are able to access the National Curriculum within mainstream classrooms, supported through visuals, adult support or other tools to help them access their learning. Our school supports the Thrive Approach for all children to support their social and emotional well-being.

Class structure

Our Resource Base welcomes young people aged 5-11 from across Wiltshire with speech, language and communication needs, enabling them to gain the skills and knowledge they need to progress in their education and personal development. Pupils are split between two classes, primarily based on age and stage, where class teachers who are supported by a team of teaching assistants within the classroom. In addition, there are a range of staff who deliver bespoke programmes of support outside the classroom to support children in achieving their EHCP targets. The aim of the Resource Base is to integrate and include the children with peers of the same/similar age as much as possible in the mainstream part of the school.

Communication with parents and carers

We know that parents are crucial in a child's success and we strive to work with parents to support their child's needs. This takes the form of regular communication and opportunities to visit the Resource Base during the year. Transition into our Resource Base from mainstream settings is supported through parent meetings, pre-visits and if required, a phased start. We always consult with the SEND team and previous schools to help ensure your child has a smooth transition to their new setting. We communicate with parents to support their child's annual review, and will liaise with outside agencies where necessary to ensure that provision to support progress of EHCP targets is in place.

We would welcome you visiting our website to find out more about our school:

Christ The King Catholic Primary School, Salisbury (opens new window)

A resource base for Autism Spectrum Disorder.

Greentrees Primary School (Pickwick Academy Trust) is a large, vibrant, and friendly school. We have a specialist resource provision for children with autism or related social communication and interaction difficulties. Greentrees is a split site primary school and we are based at the junior site.

Our Vision - Why we exist:

To provide an environment where everyone feels safe and supported to achieve their very best and pupils receive an outstanding education, as a foundation for them to develop into independent, life-long learners and valuable members of a global society.

Our Values - Who we are: 

Values are core beliefs, clearly understood and shared by every member of the school community. Those we strive to foster at Greentrees are:

• Curiosity
• Kindness
• Equality
• Determination
• Collaboration
• Achievement

Curriculum offer

• Quality first teaching in their Base class with their peers - and access to integration into a mainstream class
• High level of support by the team, working closely with you
• Highly specialised interventions, to meet their social communication, social interactions, sensory, physical, emotional and mental health needs through targeting their needs using their Education Health and Care Plans.
• Enrichment activities to support social communication and taking part in activities in the wider community, like Swimming and Equine Therapy
• A team of specialised Teachers and teaching assistants to support children in the Base and mainstream who have the necessary understanding of their needs.
• Flexible and personalised support when needed.

Class structure

We aim for the children to access integration into our mainstream classes as and when appropriate. Our 12 placed resource Base is organised into two classes one for each key stage to allow a sense of belonging. As far as possible children follow our Whole school enquiry lead curriculum which enables effect integration into mainstream, enabling the children to have the same offer creating a whole school approach.

We would welcome you visiting our website to find out more about our school:

Greentees Primary School (opens new window)

A resource base for complex needs.

We are a specialist resource provision for children with complex needs. The majority of children have global developmental delay, chromosomal deletions or duplications and associated difficulties. We aim for the children to access integration into our mainstream classes as and when appropriate. Without this resourced provision, the children would not be able to access mainstream.

Manor Fields is a one form entry primary school in Salisbury. At Manor Fields, we are committed to ensuring that every child is safe, happy and healthy and that they will have the confidence, skills and opportunities to contribute and achieve.  

Through our 'open door' policy, we make ourselves accessible to provide support and guidance. We believe that working in partnership with families is one of the most important determinants of the success of any child. Therefore, we strive to bring the two worlds of home and school together to form one whole learning experience with children at the heart of all that we do. 

Curriculum offer

The purpose of the Resource Base is to provide an inclusive education setting which enables children to make progress and attain learning goals in a bespoke and skilled provision, with access to mainstream sessions where appropriate.

The Resource Base works to remove barriers in order that each pupil can make good progress from their starting point, as judged by using the school's own systems of tracking.   

The Resource Base will work with pupils, parents/carers, other mainstream schools and Local Authority support services with the aim that, whenever possible and appropriate, pupils become fully integrated into mainstream school.

• Quality first teaching in their Resource Base class with their peers.
• High level of support by the RB team, working closely with you.
• Communication-rich environment which is highly stimulating to foster the achievement of the profile of children with complex needs.
• Access to the EYFS and the National Curriculum which may be modified to meet individual needs.
• The curriculum is broad and balanced and there is focus on social skills and daily life skills, such as cooking.  
• Individual programmes which include individual targets and details of additional therapies/inputs from other agencies.
• Time spent in mainstream that is dependent on the individual needs of the child.
• Specialist support that enhances physical development, like sports coaches, horse riding and swimming

We would welcome you visiting our website to find out more about our school:

Manor Fields School, Salisbury (opens new window)

A resource base for Hearing Impairment.

The Hearing Impaired Resource Base (HIRB) at our school offers enhanced specialist support within a mainstream primary setting for children whose primary area of need is deafness. Our intent is to provide our pupils with the support they need to achieve their full potential within a supportive and inclusive mainstream environment. We aim to promote the optimal learning and well-being of the children who are deaf within our school community.

Curriculum offer

Our school's curriculum includes all the planned activities that we organise in order to promote learning, and the children's emotional well-being. It encompasses the 'hidden curriculum' - what the children learn from the way they are treated and expected to behave. We want children to grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills, in order to achieve their true potential and grow a 'love of learning'. It promotes pupils' spiritual, moral, social and cultural development and aims to prepare all pupils for the opportunities, responsibilities and experiences of life in modern Britain. The school curriculum provides opportunities for all pupils to learn and to achieve.

We strive to make our curriculum creative and stimulating for learners, by choosing curriculum units that will motivate and bring a desire to learn. We have a whole school 'umbrella topic' then classes focus on curriculum areas relevant to their year group National Curriculum objectives. The umbrella topics provide opportunities for whole school projects, events, trips and collaborative work and opportunities to see how curriculum areas fit in to 'the bigger picture'. Where appropriate cross-curricular links are made. We have a 2 year rolling programme for some curriculum areas for Key Stage 1, Years 3/4 and Years 5/6. In the Foundation Stage the units are shorter and converge with the Key Stage 1 topics where appropriate.

Through our small step planning, we set clear learning objectives and identify the end goals for each topic; our plans ensure the National Curriculum strands have been covered. All parents are sent a curriculum map at the start of every term, informing them of the topic their child will be studying and an outline of what will be covered under each subject area.

You can read more by visiting: Sarum St Paul's CofE (VA) Primary School: Our curriculum (opens new window)

Wider curriculum and therapeutic offer

• Daily access to a Qualified Teacher of the Deaf
• 1:1 or small group teaching of curriculum subjects depending on the child's needs. The primary aim for the child to gain enough understanding and strategies to enable their return to the mainstream classroom. This teaching will be planned and primarily taught by the Teacher of the Deaf.
• Weekly specialist teaching from the Teacher of the Deaf to support the development of listening, language and understanding.
• Daily checks of audiology equipment, and support to increase independence in its use
• Deaf awareness training for all staff who work with the pupil
• Pre- and post-teaching of language and concepts to support access to the mainstream curriculum
• Support to pupils in developing deaf awareness and identity, an understanding of their own deafness and the confidence to share with others
• Support to pupils in developing positive social and emotional wellbeing
• Daily interaction and activities with other children who are deaf
• Support for pupils to be fully included in the life of our school including educational visits, extra-curricular activities and roles of responsibility
• Sound field technology used consistently throughout the school to create an inclusive learning environment
• We follow an oral/aural or total communication approach, where emphasis is placed on the development of speaking and listening skills, but all possible communication is encouraged.

Class structure

Our pupils spend the majority of their school day within the mainstream classroom supported by Specialist Teaching Assistants or the Teacher of the Deaf. Mainstream staff understand the needs of deaf learners, and work closely with HIRB staff to share knowledge of the pupils learning and progress. Pupils who are part of the Resource Base access the full primary curriculum within their classes.

Assessing progress

Alongside mainstream assessment across the curriculum, pupils have ongoing specialist language assessments and informal assessment completed by the Teacher of the Deaf to inform teaching and monitor progress.

Communication with parent carers

Parents and carers are invited into school to meet with the Teacher of the Deaf termly to celebrate successes, discuss progress and any concerns. Parents and carers are welcome to request additional meetings with the Teacher of the Deaf to discuss any concerns, along with emails and phone calls as needed.

We would welcome you visiting our website to find out more about our school:

Sarum St Paul's CE Primary School, Salisbury (opens new window)

A resource base for communication and interaction.

The Resource Bases are a very special part of the schools in which they are based and the Trust as a whole. They provide a unique opportunity for students to experience both specialist and mainstream expertise in a way that is specific to them from the ages of 4-11. Unlike many Resource Bases those at St Mark's and Wyndham Park are unique collaborations sharing the expertise across the Trust, which includes specialist support and input from Exeter House Special School as well as the wealth of mainstream experience.

Curriculum offer

• Cued articulation adapted Essential Letters and Sounds (ELS)
• Colourful semantics, SALT work
• Makaton, Attention autism sessions (Bucket)
• Talk for writing, Drama for all
• NCETM Mastery of number, White Rose Maths
• PE, Rebound therapy, Gymnastics, Forest school
• PSHE - SEND Framework
• Soft play at Exeter House
• Integration - children integrate for all and what reflects the next steps in their integration journey building from playtimes, assemblies, trips out, school council, maths, phonics, PE, DT and geography - the approach is highly personalised

Alternative provision

• Additional forest school sessions on referral at Exeter House
• Wiltshire Wildlife Trust
• Riverbourne community farm

Wider curriculum and therapeutic support

• RDA - riding for the disabled
• Rebound therapy
• Music therapy
• Forest school
• Gymnastics coaching

Class structure

1 class of 13 KS2 students and 4 TAs, soon to be expanding to 2 classes of 20 students.

Assessment of progress

• Exeter House Development Matters - adapted statements for SEN students written by team of professionals at EH, OT, SALT, EYFS team
• ELS - Phonics tracker
• Maths - White rose small term assessments, progression tracker
• Assess against small steps for Annual review on E4L tracker
• Annual review

Transition support

• Transition meetings with SEND lead worker, both settings, parents, teaching staff
• Transition social story
• Visits to settings and tour
• Visit to previous setting
• Staggered transition to school
• Positive pairing and low demands whilst building relationships

Staff training

• Makaton
• Positive behaviour management
• Sensory integration, theory, practical
• Attention autism (Bucket)
• Pictures are powerful - SALT Kate P VC
• Autism structures
• Classroom communication environment
• OT - Exeter House Helen Twentyman - eating, toileting, dressing, independence
• PECs and visuals
• Communication overview
• Rosenshine
• P4C Philosophy for children
• Talk for writing

Communication with parents and carers

• Evidence for learning - portal to share learning moments
• Home communication books
• Structured conversations three times yearly
• Annual review
• Parent Support Advisor

We would welcome you visiting our website to find out more about our school:

St Marks CofE Junior School (opens new window)

A resource base for communication and interaction.

Wilton CE Primary School is a happy, highly inclusive school that has a resource base for 20 children, the majority of whom have Developmental Language Disorder (DLD).  Our specialism is in speech, language and communication but many children have other co-occurring difficulties. Our Resource Base sits at the heart of the school and our school ethos encompasses all children through our vision of "Everyone belongs, and Everyone achieves".  We are proud to be recognised as an Ofsted 'Good' school and hold the Dyslexia Friendly School Award. 

Children in the resource base classrooms range from Reception to Year 6.  These classes are supported by 6 well trained staff as well as a speech and language therapist who is attached to the school for one day a week.

Curriculum offer

We have two classrooms within the base. One supports children working on a pre-curriculum discovery pathway, where they focus on early learning and developmental goals, and the other class is aimed at children working at EYFS or national curriculum levels. All children within the resource base have access to the national curriculum or early learning opportunities that are appropriate to their stage of learning. All children have the opportunity to access mainstream classes for lessons which are a strength or interest for them. Children access mainstream at stage not necessarily their chronological age, and are supported by a member of the Resource Base staff team. 

Assessment of progress

Progress is assessed against individual SALT targets and EHCP outcomes.  These include school assessments at an appropriate stage, measured using standardised scores and against Hodder scores to show progress. We use YARC reading assessment to check children's reading accuracy and comprehension. Children working at discovery levels are assessed using engagement levels and development matters areas of learning, including early national curriculum where appropriate. Personalised curriculum approaches are used for children where needed.  Children's progress is celebrated with parents throughout the school year. 

Wider curriculum and therapeutic support

We work very closely with the Speech and language therapist who supports all the children within the base on their SALT targets. In the wider curriculum all children are able to access horse riding and outdoor learning opportunities, as well as going on trips with the Resource Base or other classes. If they are able to, children access mainstream PE lessons each week.  They have access to after-school clubs in the same way as any other child in the school, including wrap-around care.  We work with a wide range of professionals to support all the needs of the children as is necessary.  

Transition support

Transition into the Resource Base can happen at any year group, and at any stage through the year.  We visit children in their current setting and to those who know the children best. We offer initial visits with parents, and then an individual transition programme building over a number of weeks for children to become used to their new environment.   

Transition to the next stage of children's education, be it mainstream or special school, is very important. Visits are planned to their new schools with a member of the Resource Base team supporting. We hold close discussions with the next school and plan events where the children can be supported at their new school by known staff whilst they get to know their new surroundings. 

Staff training

Staff are well trained and experienced in supporting children with speech and language difficulties including the use of Makaton, PECS and a variety of speech and language programmes to support children.  We also have staff who have outside learning/forest school experience and try to use the outside environment as much as possible.  In-house school professional development relating to SEND is given to all staff in the school, which has included intense Dyslexia Friendly School. 

Communication with parents and carers

Parents and Carers are warmly welcome to visit the school whenever they can and are often invited to see their child's learning at termly learning galleries and for parent/teacher consultations. We hold coffee afternoons and have a range of activities such as Summer Fetes and Sports Days where parents are able to come in to support their children.  We have regular newsletters sent from school, and parents are able to look on the school website for information about what is happening in the classroom. Children's learning is celebrated and copies of good learning sent home.  Parents are able to email their child's teacher and the SENDCo. Furthermore, we have a Family Liaison officer on hand to support with any parenting worries or to have a conversation with should there be any concerns.

We would welcome you visiting our website to find out more about our school:

Wilton CE Primary School (opens new window)

A resource base for communication and interaction.

The Resource Bases are a very special part of the schools in which they are based and the Trust as a whole. They provide a unique opportunity for students to experience both specialist and mainstream expertise in a way that is specific to them from the ages of 4-11. Unlike many Resource Bases those at St Mark's and Wyndham Park are unique collaborations sharing the expertise across the Trust, which includes specialist support and input from Exeter House Special School as well as the wealth of mainstream experience.

Our values:

• Kindness
• Love
• Resilience
• Respect
• Teamwork

Curriculum offer

• Cued articulation adapted Essential Letters and Sounds (ELS)
• Colourful semantics, SALT work
• Makaton, Attention autism sessions (Bucket)
• Talk for writing, Drama for all
• NCETM Mastery of number, White Rose Maths
• PE, Rebound therapy, Gymnastics, Forest school
• PSHE - SEND Framework
• Soft play at Exeter House

Children integrate for all and what reflects the next steps in their integration journey building from playtimes, assemblies, trips out, school council, maths, phonics, PE, DT and geography - the approach is highly personalised

Alternative provision

• Additional forest school sessions on referral at Exeter House
• Wiltshire Wildlife Trust
• Riverbourne community farm

Class structure

• 1 class of 10 EYFS and year 1 students and 3 TAs
• 1 class of 10 KS1 students, 1 HLTA and 3 TAs

Students are split across these classes with stage not age approach and divided on levels of engagement

Wider curriculum and therapeutic support

• RDA - riding for the disabled
• Rebound therapy
• Music therapy
• Forest school
• Gymnastics coaching

Assessment of progress

• Exeter House Development Matters - adapted statements for SEN students written by team of professionals at EH, OT, SALT, EYFS team
• ELS - Phonics tracker
• Maths - White rose small term assessments, progression tracker
• Assess against small steps for Annual review on E4L tracker
• Annual review

Transition support

• Transition meetings with SEND lead worker, both settings, parents, teaching staff
• Transition social story
• Visits to settings and tour
• Visit to previous setting
• Staggered transition to school
• Positive pairing and low demands whilst building relationships

Staff training

• Makaton
• Positive behaviour management
• Sensory integration, theory, practical
• Attention autism (Bucket)
• Pictures are powerful - SALT Kate P VC
• Autism structures
• Classroom communication environment
• OT - Exeter House Helen Twentyman - eating, toileting, dressing, independence
• PECs and visuals
• Communication overview
• Rosenshine
• P4C Philosophy for children
• Talk for writing

Communication with parents and carers

• Evidence for learning - portal to share learning moments
• Home communication books
• Structured conversations three times yearly
• Annual review
• Parent Support Advisor

We would welcome you visiting our website to find out more about our school:

Wyndham Park Infants' School (opens new window)