Special Educational Needs and Disability
Special Educational Needs and Disability Key Contacts
Mrs Melanie Heggie: Head of ASD ARP
Mrs Jessica Gregory: SENDCo (Mondays, Tuesdays, Wednesdays)
Tel: 01844 345 251
The contact for compliments, concerns or complaints from parents/carers of pupils with SEND:
Mrs Amy Howlett: Headteacher
Tel: 01844 345 251
Additionally Resourced Provision (ARP)
The Additionally Resourced Provision (ARP) is part of Princes Risborough Primary School and is situated in two classrooms within the mainstream building. Within the ARP there is also a sensory stimulus free room, a sensory garden and a chill out room (with exercise bike). Children have access to specialised equipment such as OT recommended chairs and cutlery, Ipads and sensory equipment (ear defenders, weighted blankets, fidget toys) etc.
The ARP is staffed by:
- Head of Department
- SEN teachers
- Specialist ASD Practitioners
- Learning Support Assistants
All decisions regarding placements in the ARP are made by County. Up to 12 children, who have been identified as having Special Educational Needs (SEN) and whose primary need is ASD, can attend. However, with consultations with County, the number of children who can be placed in the ARP can go to 14.
All our highly dedicated and experienced staff are trained in Positive Handling techniques and work closely as a team, involving parents as well, to identify the most effective behaviour, teaching and learning strategies for each individual child. Each child has access to the National Curriculum which is differentiated to meet their specific needs, together with social skills training, regular speech and language therapy and daily life skills guidance. The children work either in small supported groups in the ARP, in a structured and organised environment where visual symbols are used to reduce anxiety and to regulate behaviour, or, where integration is appropriate, in mainstream classes with support from ARP staff. As the ARP is attached to the mainstream school, its primary focus is to include the children, with support, into mainstream classes. However, we will only integrate children into lessons that are appropriate for them, taking into consideration the pace, levels of anxiety and self-esteem.