Learning and Cognition Specialist Resource Base (SRB) Policy
IntroductionA resource base is a specialist provision within a mainstream school. Our resource base caters for Key Stage 1 pupils who would benefit from intervention in the teaching of core skills, such as literacy and numeracy, in a small group environment. Pupils can be referred to the SRB from schools throughout Norfolk if they are experiencing difficulties making adequate progress in the classroom. Applications are considered according to priority of need, and admissions are determined by a panel comprising of representatives from the four Norfolk Learning and Cognition SRBs and their Specialist Partners. Admissions may be made every half-term offering a two or three term placement. Our SRB currently has provision for a total of eight full time equivalent placements; children spend four full days in the SRB and Wednesdays in their home school. Pupils remain on the register of their home school, and close links are maintained between the SRB and the home school to enable successful transitions and reintegration at the end of the placement. Although they are taught separately, and wear their own school uniform if they choose to do so, children in the SRB are involved in the wider school community at assemblies, break-times, lunchtimes and special events. The SRB ensures that parents are very involved in their children’s placement. Parent views are solicited at the time of referral, communication occurs daily through a home-school book, and parents attend a review meeting every half-term with a representative from the SRB and from the home school to discuss progress and review targets. The SRB is staffed by a full-time teacher and a cover supervisor, and is further supported by specialist staff including Parkside Complex Needs School, an Outreach Support Teacher and an Educational Psychologist.
Aims and ObjectivesThe main aim of our SRB is to remove barriers to participation in learning and narrow the gap between the children admitted and their peers in the classroom. We aim to achieve the following:
- To provide specialist help in basic skills particularly reading, writing and number.
- To provide the children with a supportive and safe learning environment.
- To provide the children with the opportunity to experience success in learning and acquire a sense of worth.
- To develop each child’s independence in learning and self-sufficiency to the greatest extent possible.
- To promote cooperation, collaboration and positive social relationships.
- To promote positive attitudes, enthusiasm for learning and confidence.
- To embark on equipping the children with the necessary skills that will enable them to play a full part in the school community.
Monitoring and AssessmentChildren are assessed on entry to the SRB in reading, number and emotional literacy, using standardised tests to provide a baseline from which progress is measured. Data from these tests and information from the home school’s pupil referrals is used to create an ‘Individual Learning Plan’ for each child. Children are carefully monitored in relation to the progress they have made towards their individual targets. Pupil data is ‘owned’ by the child’s home school and communicated at review meetings and on other occasions when necessary. The SRB teacher may refer children to the SRB Outreach Support Teacher or SRB Educational Psychologist if there are concerns relating to progress or if additional barriers to learning are suspected. Assessment data is scrutinised according to Mile Cross Primary’s internal monitoring arrangements and by Norfolk County Council’s Children’s Services Commissioning Team which examines the overall effectiveness of the SRBs in Norfolk.
SRB Pupil ProfilesThe SRB specialises in learning and cognition issues which constitute an identifiable barrier to learning which has lead to pupils ‘making less than expected progress’ as defined in the SEND Code of Practice 2014 (p.95) Pupils admitted to the SRB:
- Will be in Key Stage 1 at the time of referral, or due to commence Key Stage 1 at the start of placement.
- May or may not hold a statement of SEN or an Education, Health and Care Plan.
- Have assessed additional needs which relate primarily to learning difficulties but which may also encompass a range of secondary needs such as speech, language and communication, specific learning difficulty or physical, medical and sensory needs.
- Be on roll at a mainstream school which has already deployed delegated school and cluster resources to support the learner, without significantly improving outcomes.
- Have the potential to reintegrate into a mainstream school setting relevant to their age and stage of development and benefit from a differentiated mainstream curriculum.
- Would not generally meet the criteria for a complex needs school.
- May have difficulties with independent learning skills (including fluency, generalisation and organisation) or present with low self-confidence as a learner.