Our Resource Base is an additionally resourced provision for pupils with speech, language and communication needs, including autism. It is an integral part of Riversdale Primary School, enabling pupils to access a highly structured, supportive environment while also benefiting from inclusion within the wider school community.

Our provision is organised around a clear progression model, rather than solely by age. This ensures that pupils receive the right level of support at the right time, enabling them to build independence and access learning with increasing confidence.

The Resource Base is structured across three pathways:

Informal Pathway
Pupils access a highly personalised, low-demand environment with a strong focus on communication, interaction and regulation. Learning is delivered through a blend of structured play, sensory experiences and adult-guided activities. Staff prioritise developing attention, engagement and early communication skills.

Semi-Formal Pathway
Pupils begin to access more structured learning alongside continued opportunities for exploration and interaction. Teaching includes small-group inputs in key areas such as communication, early literacy and mathematics, alongside a continuous provision model. There is an increasing focus on independence, routine and readiness for more formal learning.

Formal Pathway
Pupils access a more structured, curriculum-based approach, aligned more closely with the expectations of the mainstream classroom, while still receiving targeted support. Teaching focuses on developing subject knowledge, communication and independence, enabling pupils to access mainstream learning where appropriate.

A key strength of our provision is the opportunity for pupils on the formal pathway to access mainstream learning, where appropriate. This is carefully planned and supported to ensure success.

Pupils are supported to:

• join mainstream lessons with appropriate scaffolding,
• develop independence without over-reliance on adult support,
• build relationships with peers across the school.

Mainstream staff are equipped with the strategies and understanding needed to support pupils effectively, ensuring that inclusion is meaningful and sustainable.

Our experienced staff team work closely with a range of professionals, including Speech and Language Therapists, to ensure that provision is tailored to each pupil’s needs. Strategies and programmes are embedded into daily practice, allowing pupils to develop skills through consistent, high-quality support.

Our classroom environments are carefully structured using a range of evidence-informed approaches to support communication, interaction and independence. These include the SCERTS model, TEACCH, PECS, Attention Autism and Makaton, which are applied flexibly to meet the individual needs of each pupil.

In addition, our provision includes:

• structured visual supports and timetables,
• carefully planned routines to support predictability and reduce anxiety,
• targeted communication programmes delivered throughout the day,
• opportunities for sensory regulation and movement breaks,
• adult modelling of language and social interaction.

At Riversdale, our Resource Base reflects our wider school values. We are proud to provide a nurturing, structured and aspirational environment where pupils are supported to make strong progress and develop the skills they need for the next stage of their education.