Ruislip Gardens Primary School

Special Resource Provision

The Grove

 The Grove comprises two special educational needs and disabilities   (SEND) provisions. Firstly, The Assessment Centre, which caters for pre   -school children who have a wide range of SEND. The primary aim   of the Pre-School Assessment Centre is the early identification,   assessment and placement of children with SEND. 

 Secondly, the Specialist Resource Provision (SRP), which is for   children   who have a diagnosis of Autism (ASD). The SRP has   16 spaces in a separate suite of specially adapted rooms within the mainstream school building. Teaching and quiet/sensory areas are well resourced to meet the needs of a range of neurodiverse learners.

It covers an age range from 4 – 11 years. The staffing ratio follows the recommendations of the National Autistic Society (NAS) of 1 teacher/specialist Speech and Language Therapist and 2 assistants to 6 children. There is a dedicated SRP Manager and Administrator.

The organisation of a child’s day is supported by the use of personalised visual prompts and timetables, Now/Next boards, and reinforced with Signalong.  A personalised learning approach is followed with a strong emphasis on a Life Skills based curriculum.

Mission Statement

In The Grove we follow Ruislip Gardens 4 Lifelong Values of Resilience, Responsibility, Respect and Reflection. Children, staff, parents, governors and visitors work hard to uphold these shared values. As learners we welcome challenges as an opportunity to grow and keep trying until we have reached our goal. We strive to take an active role in becoming independent learners and understand that we are all responsible for our choices, actions and words. We treat others as we would like to be treated and embrace everyone’s differences. We celebrate our achievements and see mistakes as an opportunity to learn.

SRP - Introduction

The vast majority of pupils with an Education Health and Care Plan (EHCP) or statement of Special Educational Need (SEN) will attend their local mainstream school. Some of those will require funding from the local authority in addition to the SEN funding already delegated to the school. For a small minority of pupils, a special school setting is required so that the pupil can be in a small group and specialist setting all of the time.

The Grove Specialist Resource Provision (SRP) at Ruislip Gardens Primary School is for pupils who do not require a place in a special school but would find it difficult to complete all learning within a mainstream classroom without additional support provided through the provision. The aim of the provision will be to promote a clear ethos throughout the whole school that promotes inclusion, high expectations and a commitment to improve outcomes for pupils with Autism 


Description of the Specialist Resource Provision

Ruislip Gardens Primary School has an SRP funded by the London Borough of Hillingdon for pupils who have an EHC Plan of SEND and a diagnosis of Autism. A description of the schools provision for pupils with SEND is outlined in our SEND Inclusion Policy which can be found on the schools website.


The purpose of the Specialist Resource Provision

The aims of the provision will be to offer inclusive mainstream education and social opportunities, with neurodiverse and neuro-typical peers alongside access to specialist intervention from teaching staff and in class support. Pupils will be enabled to make good progress in their learning, communication and social skills. 


Pupils attending the  Specialist Resource Provision will: 

∙ Receive the special educational support they require from appropriately qualified staff 

∙ Be provided with additional services from partner agencies, where required.


Admissions Criteria 

∙ The pupil has an EHC Plan or which identifies Autism,  as the primary need.   

∙ The pupil is likely to require specialist support and the availability of a specialist facility (e.g. small group or sensory room) to spend periods of time outside the mainstream classroom, over and above that normally available in a mainstream school without an autism spectrum Resource 

∙ The pupil has the potential to manage the elements of an academic and social environment of a mainstream school with skilled specialist support and consistent implementation of an individually tailored programme.  

∙ There must be evidence that the child’s cognitive ability shows some areas within the low average range or above.The pupil displays characteristics of autism which are significantly and regularly impeding effective learning. The characteristics may include:

  • Significant and prolonged difficulties in social interaction and limited interpretation of social cues 
  •  Preoccupation with special interests which may present a barrier to learning and communication
  • The requirement of regular  adult support to structure activities in order to engage successfully in classroom and group activities 
  • Rigidity of thinking and behaviour 
  • Extreme lack of tolerance to changes in structure and routine
  • Atypical sensory profile
  • Preoccupation with solitary play which prevents engagement with others 
  • A variable and inconsistent cognitive profile
  • High level of difficulty in following instructions and maintaining attention to tasks 


Referral process

  • All applications/referrals will be through the Disability Panel.
  • Priority will be given to children living in the London Borough of Hillingdon.  Requests from outside the Borough will be considered by the Disability Panel and SRP Manager according to suitability and available places.
  • The school admissions panel meeting will take place during the autumn term each year and at other times as deemed necessary.
  • Staff from the Resource base will visit every child before consideration can be given to placement.
  • The Disability Service, and the professionals within this, will propose admissions to the Resource base but the final decision as to whether or not to admit will rest with the SRP Manager and Headteacher.


Inclusion into mainstream

The aim of the Resource will be to facilitate inclusion into mainstream lessons, events and activities wherever possible.

Pupils within the Resource will therefore be expected to:

  • Access a minimum of 25% of lessons, rising through the school, within the mainstream with additional support where required. There will be a flexible approach towards this according to individual needs
  • This additional support will be provided on a maximum ratio of 1:2 adults to children
  • Have individual timetables and small group withdrawal sessions to be held within the Resource as appropriate and on a needs led basis

Exit criteria

It is important to note that the Resource placement will not necessarily remain appropriate throughout the child’s time in the primary sector.  Children’s needs can change and sometimes their progress indicates that a change of provision or placement is necessary.


In this event:

  • Any discussions about a change of provision will be based on evidence presented at the annual or interim review meeting.  Preliminary discussions will be held with parents/carers.  The evidence should include recent professional reports about the child.
  • If the annual or interim review is likely to recommend a change of provision an Officer from the Disability Service will be invited to attend the meeting.
  • The annual or interim review can recommend a change of provision based on evidence and can recommend changes to the EHC Plan.  Ideally this would be in agreement with the parents/carers and the child.
  • Any decision to amend the EHC Plan rests with the LA Officer who will inform parents/carers and the school of the decision once the report from the annual or interim review has been received in the SEN Team.
  • If the decision is to amend the EHC Plan and recommend a change of provision, a proposed amended EHC Plan will be sent to the parents/carers to consider.  Parents/carers can then express their preference for a new placement in accordance with the SEN Code of Practice.
  • If the parents/carers express a preference for a change of placement, a member of the SEN Team will communicate with the family about this and it is likely that the preferred school will be consulted about a placement for the child.
  • When the child is in year 5, the annual review will include discussion about transfer to secondary school.  An Officer from the SEN Team will attend this meeting.
  • For phase transfers, a proposed amended EHC Plan will be sent to parents/carers in the autumn term prior to transfer.  A final EHC Plan naming the new school will be issued by 15 February prior to transfer in September by the LA officer.
  • Any changes of placement will require a transition programme agreed by both schools and parents/carers.
  • Changes of placement that are deemed to be an emergency by the SRP Manager will be supported by the LA Officer and will be completed as quickly as possible to minimise distress to the child.