Establishing Specialist Provisions in Mainstream Schools
Information for Mainstream Schools who are interested in establishing Specialist Provisions.
When considering specialist provision, the EA will seek to ensure schools satisfy the six criteria within the Framework for Specialist Provision in Mainstream Schools (closely aligned with the Schools for the Future: A Policy for Sustainable Schools), allowing for individual circumstances where appropriate; including new schools progressing towards sustainability.
The Framework’s criteria are:
- Quality Educational Experience;
- Strong Leadership and Management by Board of Governors and Principal;
- Accessibility and Accommodation;
- Clear Commitment to Inclusion;
- Strong links with the Community;
- Stable enrolment trends.
There are 7 different types of Specialist Provision Classes.
- SPL: Specialist Provision (Learning)
- SPS: Specialist Provision Special (Formally Early Years and Foundation)
- SPSC: Specialist Provision (Social Communication / Autism)
- SPH: Specialist Provision (Sensory Support)
- SPP: Specialist Provision (Physical Support)
- SPSL: Specialist Provision (Speech and Language Support)
- SPB: Specialist Provision (Behaviour Support)
The table below sets out the type of Specialist Provision where additional capacity is urgently required.
| Specialist Provision (Learning) Class (SPL) | Specialist Provision Special (Formally Early Years and Foundation) Class (SPS) | Specialist Provision (Social Communication / Autism) Class (SPSC) | |
|---|---|---|---|
| Pupil Numbers |
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| Staffing |
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| Support provided from EA Support Services |
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| Pupils who will be placed in each type of Provision | The Provision is for children and young people with a statement of SEN only with the following recommendation on their Statement: ‘Pupil needs can be met within Specialist Provision in a Mainstream School’ | Specialist Provision Special (formerly Early Years and Foundation) Classes are for pupils with a profile of Severe Learning Difficulties. | Social Communication placements are primarily for pupils with a diagnosis of ASD and an identified SEN of social communication needs and have the following recommendation on their statement: ‘In a specialist setting where he/she will be taught by teachers experienced in teaching pupils with a profile of needs outlined in Part 2 of the Statement with opportunities for [the pupil] to integrate into mainstream classes as appropriate’. Pupils with social communication needs undergoing assessment for ASD may be considered. |
| Set up allowance | Each newly set-up class receives a lump sum of £3,000 to purchase resources, paid into the school’s LMS account in the Autumn term of the year the new class becomes operational. | ||
| Equipment | The EA will provide an initial furniture and equipment budget circa £20,000 associated with any set up works required. | ||
| Finance |
In accordance with the Common Funding Scheme for the Local Management of Schools, the budget allocations for Specialist Provisions use a reduced Age Weighted Pupil Unit (AWPU) weighting to reflect the fact that the Education Authority meets the full staffing costs. | ||
Approximate LMS allocations:
| Approximate LMS allocations:
| Approximate LMS allocations:
| |
Pupil Pathways
Generally, classes operate across a Key Stage to create a pathway of provision as follows:
| Key Stage | F/KS1 | KS2 | KS3 | KS4 |
|---|---|---|---|---|
| Max No of Pupils SPL | 12 | 12 | 14 | 14 |
| Max No of Pupils SPSC | 8 | 8 | 8 | 8 |
| Max No of Pupils SPEYF | 8 |
Class size will retain a degree of flexibility based on the overall profile of the children placed.
General Information on Specialist Provisions in Mainstream School
- Pupils who are placed in the specialist provision settings are registered pupils of the mainstream school.
- One of the key benefits of Specialist Provisions is the ability to facilitate mainstream integration of pupils who secure a place in the Specialist Provision Class for periods of time in line with their development and ability.
- The school can use the expertise that develops within the Specialist Provision setting to support mainstream pupils through peer support for teachers or reverse integration of mainstream pupils into the Specialist provision setting for short periods of time for targeted support.
- Statutory Assessment and Review Service (SARS) consider parental preferences in partnership with schools as they determine an appropriate final placement.
- The number of pupils placed will depend on the overall profile and complexity of SEN within the class. Schools should consider the consultations for placement from SARS very carefully with a view to including additional children where physical capacity allows and SEN can be met.
- Ideally pupils will be placed evenly across each year group within the key stages.
- Integration of specialist provision pupils into mainstream may create opportunities for mainstream pupils to reverse integrate.
- There are whole school benefits regarding sharing practice/training.
Accommodation
- Ideally the provision should be within the footprint of the main school building with guarantee that space will continue to be available for a number of years.
- New provisions will be supported to ensure the classroom and support spaces are suitable for the SEN needs of the pupils who will use it.
- The suitability of accommodation will be determined through a multi-disciplinary site visit when such issues as availability of classrooms, direct access to outdoor space from ground level accommodation will be considered, as well as proximity of toilet facilities etc.
Training and Support
- The Specialist Provisions Service supports staff in Specialist Provisions in Mainstream Schools to improve outcomes for children and young people.
- This includes link, universal, targeted and specialist support for schools, parents and children and young people.
- The Specialist Provisions Service offer a wide range of professional learning and development programmes. The team also provide advice, support and consultation as well as whole class, small group and modelling/demonstration sessions. Specialist short term individual support and/or consultation may also be offered for those pupils with persistent needs who have not responded positively to other strategies.
- Contact Email Info.SENSSST@eani.org.uk
Link Support
- Each setting will be allocated an Advisory Teacher as a point of contact for support, signposting and advice.
Universal Support
- Universal programmes have been intentionally designed to build the capacity to meet pupil needs with increasing confidence and skill, through training and capacity building.
- Each school/setting will continue to have access to a named School Improvement Professional from the School Development Service to support the school leader and strategic planning.
Targeted Support
- Targeted support ensure that children and young people receive high quality provision and educational experiences. This involves capacity building of staff and parents to meet individual needs. A range of targeted professional learning development programmes and cluster groups, across all phases, are designed to support settings with curriculum and assessment, quality of provision, staff development and leadership. Further targeted advice, support and guidance is also available via a Link Advisory Teacher.
- To find out about the current training available from the SEN Specialist Provisions Team visit the Training Programme.
Specialist Support
Short term specialist support for staff, parents, children and young people aims to build upon the foundations developed in schools through both teacher professional learning and targeted support. Intensive support focuses on developing staff skills to support individual children and young people’s needs.
Area Planning Approvals
Any new provisions are being set up initially on a temporary basis while the Area Planning Team progress a consultation process, which is required before seeking formal approval.
In seeking approval, the EA will apply the following process where formerly a full Development Proposal would have been required:
- Prepare an abridged Case for Change document applying criteria to meet the Framework for Specialist Provision in Mainstream Schools and criteria specifically applicable to Specialist Provisions.
- Consult with Board of Governors, school staff, parents and pupils. The consultation also includes ALL schools as part of the affected schools consultation. In addition, the consultation will be available on the Annual Plan of Arrangements (APA) and the EA Public consultation web pages for members of the public who may respond to the consultation. Going forward all Specialist Provision and Special School changes will also be part of the APA consultation and published on the APA page when it is fully implemented.
- Following the 8 weeks consultation, a report will be tabled at the EA Strategic Planning and Policy Committee for consideration and approval to establish, change or close Specialist Provision classes. EA will provide a Statement of Assurance to DE to confirm that the consultation has taken place until the APA is fully implemented.
Register Interest
To register your interest in Specialist Provisions please email: specialistprovisions@eani.org.uk
Training Available Programme
To find out about the current training available from the SEN Specialist Settings Support Team click on the below link.
School Testimonials
Shaftesbury Nursery School
I am just delighted with the new Specialist Provision Early Years Foundation unit that has recently been provided. Over the Summer months this took shape, and the vision became a reality. It has made such a difference to see the children in the unit with an environment that has been tailored to their specific needs - both indoors and outdoors. The resourcing allocation has allowed us to set up the classroom with intentionality and therefore support the individual needs of each child in a way that was very challenging in the mainstream classroom. With well-trained adults, a range of external supports and a better staffing ratio - the children are beginning to flourish. It is a joy to meet with the families and hear the difference this provision has made to their family life. The parents of the mainstream children have also welcomed the opportunities for inclusion and integration that our new Specialist Provision Early Years Foundation unit will provide. The new classroom has enabled us to respond to the needs in the local community and we are looking forward to continuing to develop our provision to meet the needs with warmth and a partnership approach.
Mrs Stephanie Gillespie
Principal
Dunclug Primary School
The Specialist Provision classes have been a great addition to our school community. The classrooms are ideal for children with additional needs who would benefit from learning in a small group setting. The high adult:pupil ratio ensures that teaching and learning can be personalised to meet the individual requirements of each child. We feel that inclusion is at the heart of providing this Specialist Provision. The pupils integrate with the pupils from the mainstream classes at various times throughout the school day. It has been rewarding for staff to see these children take part in whole school events such as sports day. The feedback that we have received from parents has been fantastic. For example, many families have explained that their overall family life has signficantly improved due to their child being happy, settled and making progress in school. One family told us that "we got our child back." Many thanks to our SEN Link Officer Catriona, Rebecca, Michael and EA Children & Young People’s Services for supporting us as we continue to develop this provision.
Mr A Beacom
Principal
St Columban’s Primary School
In May 2022, after detailed consideration, consultation and site visits by a wide range of EA Officers and Rathore and St Columban’s School Senior Leaders it was agreed that the accommodation at St Columban’s PS would meet the very bespoke needs required for Rathore children, and a new 3 Specialist Provision Early Years Foundation classes would open in September 2023. We have since opened a fourth class in September 23 and a fifth class in September 24. We now have 40 pupils with a SLD profile attending St Columban’s PS
We have been delighted with the success of our provision since it opened. We have obviously benefitted with the close links with Rathore Special School and the expertise and training they have been able to provide for myself and the staff. The staff have also availed of training provided by EA and the SSST Team which has widened their skill set greatly. The pupils have received the same quality education that they would receive at Rathore, alongside the support from the various Allied Health Professionals in bespoke classrooms. Our pupils are also able to benefit with various levels of integration with the mainstream pupils. Examples of this are pupils joining the mainstream P1 class for Play, PE and even class assemblies. They also benefit socially from the older pupils joining them in their own class.
Pupils from the provision will also join the mainstream for events such as weekly assembly, the Daily Mile initiative and outdoor play.
We avail of many opportunities to allow our mainstream pupils to integrate with our Specialist Provision Early Years Foundation pupils which has enriched their skills with and empathy for children with disabilities immensely. Our P6 and P7 pupils will choose to go the provision as part of their weekly golden time activities. Primary 7 take part in the various ‘performances’ the provision invite parents in for, singing and performing songs using Makaton. Each class in the school actively teach the children Makaton. Our provision pupils are like little celebrities when they meet the older pupils.
After three years we can confidently say that our Specialist Provision Early Years Foundation is an integral part of our whole school community. The response and comments from parents, both from the provision and the mainstream, have been universally positive and this is recognised throughout the area.
Finally, from a personal level, opening the Specialist Provision has been the most rewarding initiative that I have done throughout my teaching career.
Julian Kelly
Principal
Gilford PS
The children have developed good routines & are following rules and displaying an awareness of boundaries. Parents have reported improved behaviour in the home & an improvement in emotional skills.
The children are engaging and enjoying different aspects of the curriculum which they would not have developed in a mainstream class.
The whole school has used the expertise that has developed within the Specialist Provision setting to support mainstream pupils through peer support for teachers. This has made a very positive impact on both the children attending the class & the whole school community.”
Doreen Armstrong
Principal
Dungannon Primary School
We welcomed our first cohort of pupils back in September 2022. The children have an opportunity to learn within an environment that caters for their individual needs effectively. The Governors of the school embraced the vision & invested in the initiative by purchasing additional sensory equipment & helping to furnish a new outdoor soft play area. This area works as an extension to the classroom & can be used as a break-out space if or when required.
There will always be obstacles and challenges to face when establishing a new provision. However, our overall experience has been very positive. We are proud, as a school, to have the capacity to cater for the needs of children with severe learning difficulties. Our highly trained & experienced staff are the backbone & key to the successful establishment of this provision.
We consider the experiences of all children attending Dungannon Primary School & we strive to ensure these experiences are not only positive but are also used to help shape attitudes & create an environment of mutual understanding, respect & trust. With this in mind, our approach to integration is an important element & children attending our Specialist Provision class have numerous opportunities to integrate with children attending the mainstream setting daily.
These may include Play-based learning sessions, Key Stage & Whole School Assemblies, as well as participating in key celebrations such as Harvest or Christmas. In our experience, our mainstream children have had many positive experiences & learning opportunities during these periods of integration & this has to be recognised & celebrated.
The staff of Dungannon Primary School have benefitted also & have numerous opportunities to observe & share best practices. Their knowledge & understanding has broadened & their capacity to cater for the needs of children with complex learning needs has improved significantly.
Our links with Sperrinview Special School have strengthened & we can always rely on them for support, help & guidance if & when required.
I would encourage any school leader to consider working with EA to establish a Specialist Provision class within their setting. This setting is just another facet of our school & is something that has been hugely positive to those attending the class, those attending the school & those affiliated to the school. “
David Thompson
Principal
St. Joseph's Boys' School, Derry
St. Joseph's opened our first SPiM in September 2021 and since then the provision has grown to five rooms, to include SPSC and SPL. Our motto has always been 'Achievement for All' and our SPiMS have really allowed this vision to be thoroughly embedded through equality of provision and inclusion for our most special students. It has meant that for many of our families, their children haven't had to attend different schools and all that this entails. The children themselves have been allowed to remain in their own community and be educated with their friends and neighbours. The children have access to a full and varied curriculum allowing them to develop not only academically and vocationally, but also socially, morally and spiritually.
It has benefitted the whole school community as evidenced by the fact that pupils are able to travel to and be fully integrated in mainstream classes and likewise where a pupil requires a little quiet time, or regulation time they have been able to have reverse integration into the SPiMS. Our Sixth Form Future Skills programme pupils have worked as peer mentors with SPiM students, assisting them with trips, sports, and environmental work, ensuring that there has also been integration between older and younger pupils.
Our staff and students have embraced this multi-faceted approach to education, with many of our teachers and classroom assistants completing specialist training such as the ASD PGCE, and Master's degrees in Education specialising in ASD or SEN. The provision has become so popular in the local community that we are providing tours to children (and parents) as young as Primary 5.
St Colmcille’s Primary School, Downpatrick
Establishing a Specialist Provision Class in St Colmcille's PS has been extremely beneficial to the school community in the following ways;
- It has allowed our school to be recognised as even more inclusive in catering for pupils with severe and complex needs.
- Parents are very pleased that siblings can attend the same school and not have to choose alternative provision- improving family harmony.
- Our pupils across the school demonstrate greater levels of understanding, tolerance and empathy towards pupils with severe and complex SEN and are involved in 'Buddy Programmes' which they greatly enjoy! They will be more effective contributors to society as a result.
- It has been hugely rewarding and satisfying to accommodate our children who attend the Specialist Provision classes, and see them thrive and make progress on their individual targets. Our child centred ethos has grown as a result!
- EA has provided modern building enhancements and upgraded facilities ensuring that children have access to a premises that meets their needs.
- Our teaching staff and classroom assistants have benefitted from bespoke training and are very passionate in the work that they do.
- There were regular multidisciplinary meetings to establish the Specialist Provision and Gillian Dowds our School Support Officer was extremely proactive in addressing queries and assisting with the establishment of the provision. It was a process that was very effectively and efficiently managed by EA/Gillian and there was excellent collaboration throughout establishment with myself as Principal and the school SENCo.
Our Specialist Provision Class has been very much worth the effort of establishing and has injected new energy, enthusiasm and positivity into our school community; in accommodating a wonderful cohort of pupils with distinctive and lovable personalities who otherwise may have not have been able to be placed locally and suffered disruption and delay in their early schooling experience!