We are fortunate to have a Specialist Resource Base Provision within Temple Hill Primary Academy, catering for the needs of up to 12 children from Reception to Year 6 with Speech, Language and Communication Needs (SLCN).   

Pupils will have either an identified speech and/or language impairment identified as their primary area of need on their Education Health Care Plan (EHCP). They might have speech that is hard to understand, struggle to form words or sentences, not understand words they hear or have difficulties in using language to talk to others in a conversation.

SRP/Mainstream Inclusion

The children spend part of their day in the SRP, working with our specialist teacher and/or specialist teaching assistants. However, all pupils are regarded as part of the mainstream school and have access to the activities and provision offered in the mainstream classes.

On entry, children are allocated a mainstream home class that they join for some lessons each day. They are with their friends at break and lunch times and we encourage our pupils to integrate as fully as possible so that they benefit from the independent learning and social opportunities that these activities bring.

The SRP daily offer

The SRP offers an adapted curriculum, environment and teaching strategies to enable our children to access learning and achieve their full potential. Each child works on a timetable based on their individual needs. We have a Speech and Language therapist allocated for the provision exclusively. In addition to the EYFS/National Curriculum, children have access to a range of interventions and additional support. 

Additional support on offer in the SRP includes, but is not limited to, the following:

• specialist strategies and resources as advised by a speech and language therapist

• individual targeted learning plans based on each child's personalised needs

• a range of interventions to support language and communication development

• one-to-one or small group support, as appropriate

• an adapted curriculum that is supported by specialist teaching strategies and resources

 Our focus is developing independence and removing barriers to development (academic and social).

SRP Admissions Criteria

If you would like your child to be considered for a place in our resource base, we recommend that you familiarise yourself with our entry arrangements and speak to your child’s SEN Assessment and Placement Officer within the KCC SEN department. We recognise the importance of parents being able to make informed decisions about their child’s education and therefore we invite parents to visit our school to see what we are able to offer. Please contact the school office  to make an appointment.

Entry Arrangements

Places must be named on a child’s EHCP.  Please note, attending the mainstream school does not automatically guarantee specialist support from the SRP.

Children will be offered a place if:

• They have an EHCP that illustrates a primary need of SLCN

• The child will typically have a diagnosis of Developmental Language Disorder (DLD), a language disorder (associated with a biomedical condition) or a speech disorder

• Their EHCP will evidence the need for intensive, direct speech and language therapy and specialist teaching

• They live in the Dartford and Gravesham area

• Social, emotional and mental health difficulties must not be the main cause for concern

• There should be no primary diagnosis of ASD. If a child’s speech and language difficulties include mild traits of Autistic Spectrum Disorder [ASD], placement in the provision may still be considered. If the child’s ASD generates a barrier to the development of communication and learning, it may not be possible to meet these needs in our provision. Social interaction skills must fall within the neuro typical range. A multi-sensory approach can be overwhelming for children with ASD, and this approach is used in our setting.

• Their attainment and social capacity will enable them to integrate into the mainstream academic lessons

• Their placement is an efficient use of resources. Therefore, pupils who require one to one support, to access heavily differentiated work, will not be considered as suitably placed

• Their parents are in full agreement with resource provision placement and are aware that their child is a part of the mainstream school, which includes acceptance of whole school policies.  

Each application will be considered following an observation of the child in their current setting and scrutiny of their EHCP.

Decision about the placement will be based on the current cohort ensuring variable mix of abilities, age and needs.

Additional Information:

• IASK Parent support https://www.iask.org.uk/
• ICAN – Parental support https://ican.org.uk/i-cans-talking-point/parents/
• DLD info: https://www.rcslt.org/speech-and-language-therapy/clinical-information/developmental-language-disorder/

Other Specialist Provisions in The Golden Thread Alliance

The Pirate Ship – Specialist Resource Provision at Fleetdown Primary Academy

The Pirate Ship is the name that we give to our specialist resource provision for pupils who have a severe to profound hearing loss. In total, we have provision for thirteen primary school aged pupils.  We use a Total Communication approach, which entails the use of British Sign Language (BSL), Sign Supported English, and voice, which is reinforced through visual resources, body language and facial expressions, all of which help to secure each pupil's understanding and learning. Our aim is to ensure that every child has the opportunity to develop to their full potential academically, socially and emotionally, in a safe and nurturing environment.

For more information please contact the Fleetdown office or go to their webpage.

The ARC - ASD Provision at Oakfield Primary Academy

The ARC is an ‘Accessible, Resourced and Child-centred’ Specialist Resource Base Provision within Oakfield Primary Academy, catering for the needs of children with ASC (Autism Spectrum Condition).

The aim in the ARC is to support children to develop the correct learning behaviours and academic ability to enable them to re integrate back in to main stream education and have full access to a wide and varied curriculum.

Our team have a good understanding of a range of disabilities and special educational needs and seek training and advice where ever needed.