Specialist Provision

The specialist provision provides a modified learning environment with an enhanced Pupil Teacher Ratio (PTR) suited to the children’s learning profiles. The children, where appropriate, will also benefit from experiencing a level of inclusion, commensurate with their level of need, within mainstream classes. This will provide the opportunity to experience social interaction and curricular activities alongside their peers.

The Framework for Specialist Provision in Mainstream Schools will be used to inform decision making in relation to establishing, changing or closing provision to address the future needs of statemented pupils whose needs are best met in a small group setting within a mainstream school.

Consistency of Language - to ensure consistency of language used and to reflect the needs of pupils, the former terms:

Learning Support to be known as Specialist Provision (Learning); and
Autism Classes to be known as Specialist Provision (Social Communication)
Children presenting with Severe Learning Difficulties and provided with a placement in Specialist Provision (Special).

Pupil Numbers - Specialist provision classes will have fewer pupil numbers than a mainstream class, with a higher level of adult support. Class sizes will be determined based on a number of factors but primarily the level of need within the class. Currently, the Specialist Provision (Learning) will provide places for approximately 12 primary or 14 post-primary pupils per class and the Specialist Provision (Special) and Specialist Provision (Social Communication) for approximately 8 pupils per class.

New pathways of Specialist Provision in Mainstream Schools may require accommodation to be provided as part of implementation, with approximate costs highlighted in Table B. Some of these proposals include some additional pathways to meet the needs of an area, consistent with the Frameworks in ensuring provision across key stages and in response to the need for places in September 2022. Based on the Special Education Strategic Area Plan 2022-27: Planning for Special Education Provision and accompanying Operational Plans, further pathways of provision will be considered based on further Local Government District (LGD) analysis on an ongoing basis.

Staffing/Management/Funding - The Board of Governors, supported by the Education Authority, assume governance of the specialist provision with the daily running and management being the responsibility of the school Principal. The staff will be funded by the Education Authority and managed by the school, with recruitment fulfilled in line with the normal school recruitment process. The makeup of the group of children within the provision will determine the level of staffing. However, generally, when operating at full capacity, the Specialist Provision (Learning) will be staffed with one teacher and one classroom assistant and the Specialist Provision (Special) and Specialist Provision (Social Communication) will be staffed with one teacher and two classroom assistants.

Specialist Provision (Special) Classes

In response to the pressure for places and lack of places in the special schools, the Education Authority has set up Specialist Provision (Special) classes (previously known as Specialist Provision Early Years and Foundation (SP EYF)). Specialist Provision (Special) is for primary pupils presenting with a profile of Severe Learning Difficulties, operating in partnership with a Special School and/or EA Services.

Specialist Provision – Support

Based on the proposed number of specialist provision classes support and estimated costs as detailed below:

Table A: Specialist Provision in Mainstream Schools – Staffing and Funding

Staffing/Specialist Provision (per class)	Staffing Complement (per class)	Staff Cost (per class) (funded by the Education Authority)
Learning	1 Teacher and 1 Classroom Assistant	£75,000
Social Communication	1 Teacher and 2 Classroom Assistants (depending upon pupil numbers)	£100,000
Specialist Provision (Special)	1 Teacher and 2 Classroom Assistants (depending upon pupil numbers)	£115,000
Set Up Cost		£3,000
Annual Allowance		£3,000
Set up Funding (DE letter 23 April 2024)		£20,000 (capital grant for equipment)

For resource provisions which are already operational, costs have been allocated by the Education Authority on a temporary basis. In seeking formal approval, as part of the consultation, these will become permanent specialist provisions to meet the needs of an area. New pathways of Specialist Provision in Mainstream Schools will require staffing costs to be met as part of implementation.

This provision will be funded by the Education Authority in relation to teaching and non-teaching staff. An annual payment of £3,000 per class will also be allocated through the LMS budget. This will provide for sustainable specialist provision classes.

The Education Authority also provides an Enhanced Support Package on the establishment of specialist provision classes to include (EA Working Together on SEN Provisions):

Whole School Learning and Development Offering
20% of teaching staff in school and up to 5 Classroom Assistants avail of specific SEN training. Up to 5 days release.
Administrative Support
£10,000 to be provided to each school to cover additional administrative tasks associated with the created and maintenance of specialist provisions.
SENCO Release
1 month for stabilising Specialist Provision embedding processes/workload. In addition to a further 1 day per month per class.
Principal Champions
To release 5 Principals that have implemented Specialist Provisions to provide support, advice and guidance to new schools (1 Post Primary,4 Primary).

Accommodation – In setting up new specialist provision there may be accommodation requirements. Should accommodation be required and, in providing pathways and meeting the increased demand into the future, the Education Authority will engage with the school to identify accommodation requirements.

Support – The Specialist Provision Service will provide support and guidance to schools. In addition, schools will have access to a range of support services within the Education Authority. A collaborative cross-directorate and cross-organisational approach will be used to ensure that specialist provisions are effectively supported and resourced to provide high quality teaching and learning experiences leading to improved outcomes for children and young people, fully reflective of their abilities and potential.

In establishing specialist provision in mainstream schools, the Education Authority has developed specific criteria and indicators, as detailed in the Framework for Specialist Provision in Mainstream Schools. These will be used to identify the gaps and inconsistencies (geographical, sectoral and linguistic) in the existing specialist provision in mainstream schools and to identify mainstream schools in which to establish suitable provision to meet the needs of an area and for future needs of children and young people with special educational needs.