ARB

Safe – Happy – Learning

Hayle Academy Area Resource Base (ARB) is a 20 place provision for students with an EHCP who would benefit from a more specialist place in which to thrive and learn.

In the ARB we have two classrooms, a sensory room, kitchen and art classroom and an area for sensory circuits and physio sessions. We also have a dedicated outdoor playground and learning space attached to the ARB building.

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The unit is led by our ARB Lead and a SEN specialist teacher along with our team of teaching assistants. Working closely with parents and other support services we are able to support the development of each individual student to ensure they are happy and ready to learn.

Hayle ARB gives individual support, but with the benefit of opportunities in the life of the wider Hayle School. Students can participate in the Broad Horizons programme, Duke of Edinburgh, After School clubs and fundraising events.

Education, care and emotional development for those with complex additional learning needs.

Hayle ARB recognises that not all young people will follow the same journey throughout their time in the school. As such, a pathways approach to learning is in place to help identify the right journey into life beyond school for all young people.

Everyone has access to a broad and balanced curriculum, but the detail for these young people is very different – making sure they leave the school with the right skills they need to move into their adult life successfully.

The detail for each student can include:

Involvement in mainstream lessons where appropriate and requested
Access to subject specialist mainstream teachers within the ARB setting
Access to specific interventions within the ARB to promote working memory and knowledge retention, alongside repeat concepts and overlearning.
Phonics/literacy and numeracy core skill development
A recognition of external professionals and support systems which can enhance their access to daily education and learning (such as therapists providing specific plans for SALT, OT, Sensory Processing and Physio)
Access to a modified timetable which creates shorter sessions of learning, and takes into account the need for physical breaks
Development of self-regulation and personal wellbeing strategies to support positive mental health and relationships
Adaptations to the curriculum and learning environment which can include resourcing and access support through TA interventions.
Daily communication between home and school with information sharing and mentoring.