Wirral Resourced Provision
Support Bases in Mainstream Schools
Resourced Provisions are part of mainstream schools. They give extra help to children and young people who have an Education, Health and Care Plan (EHCP).
Children in a Resourced Provision (RP) are part of the main school. However, pupils are given a place in a resourced provision by the Local authority when an Education Health and Care Needs Assessment (EHCNA) identifies it as a suitable setting. When an Education Health and Care Plan (EHCP) has been drafted. The resourced provision and local authority work together to ensure that the provision will meet that child’s or young person’s need. This helps to give the pupil the best possible outcomes. They get support from both specialist staff and school staff and who work together.
RPs help children take part in lessons and school life. Some children need more help to learn. RPs offer a safe space and extra support like:
small group teaching
help with social skills
a curriculum that fits their needs
support with emotions and behaviour
The goal is to help children join in with mainstream lessons and enjoy school. Some children may feel anxious. RPs match support to each child’s needs. Over time, children may join more mainstream classes.
Each RP has its own space in the school. This is a safe place for children to relax and talk. Some RPs also have sensory rooms to help children manage their feelings.
RPs are not separate schools. They are part of the main school and help children access mainstream education.
Foundation Resourced Provision
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Address: New Hey Road, Woodchurch, Wirral CH49 8HB
Key Stage(s): F2
Type of Need Supported:
Social Communication differences and Complex learning differences.
Eligibility Criteria:
F2 age
EHCP
Placed by the LA SEND team
Number of Places: 52
Integration with Mainstream:
If appropriate children may have opportunities to integrate within our nursery mainstream classes.
Curriculum & Approach:
Children needs are assessed and class teachers/leaders plan an inclusive learning experiences with all groups of children in mind so that they can share learning spaces and interests with one another. This is achieved by ensuring that the curriculum is adapted to suit the needs of individuals.
We have our overarching curriculum which is adapted in each room to meet the needs of the children. This is shaped by the, ‘Stage Not Age Approach’, to learning in the early years.
Examples of this are as follows:
Using sensory stories.
Understanding our uniqueness.
Exploring learning through our senses.
Creating a purposeful sensory curriculum to develop early curiosity and planning skills.
Total communication
Following a nurturing and emotional well-being approach to learning.
Following schematic play interests.
Using gestalt language and play themes.
Providing cue cards to support continuous provision for children with social communication needs.
Following a Social Communication, Emotional Regulation and Transactional approach to learning.
Low arousal learning environments.
Intensive interactions and learning encounters.
Therapies & Specialist Support:
Continuous professional development is offered through training by our SEND specialist teacher, Dr Helen Bibby. This is done by modelling strategies and working alongside staff, discussion of I wonder referral forms, whole team presentation/meetings, teacher staff meetings, whole school presentation.
The following CPD has been offered to support inclusion.Self-regulation and executive functioning.
Attention and listening Bucket therapy. Modelling in the rooms, observing practice,
Intensive interaction. Modelling in the rooms, observing practice,
Sensory grid/profiles, staff training and reflections and sharing strategies
Pre phonics and understanding phonics from a sensory viewpoint.
Understanding play - Venturing into Play approach
Self-regulation through yoga/music and movement
SCERTS approach to understanding child/adult interactions
Forest School – therapeutic approach
Understanding Total Communication
Understanding gestalt language and play.
Sensory circuits – big and small
Being 2 Being Me
Developing Continuous Provision for children with Social Communication differences.
Schematic play
Deepening understanding of sensory alignment through TACPAC for resource base.
Deepening understanding of reflexes through massage.
Assessment & Progress Tracking:
We have our own bespoke assessment and tracking tool which incorporates EYFS Development matters document and the Early Years Developmental Support Journal to ensure small steps of progress can be measured, achieved and celebrated.
All children with an EHCP also have outcomes broken down into termly goals and shared through their additional support plan.
Environment & Facilities:
Low arousal environment with each class having access to break out space and teaching room.
Two sensory rooms – light and sound
Sensory circuit spaces within every class to support regulation
Direct access to outdoor learning space.
Orchard garden and forest school.
Soft play equipment/resources
Outdoor climbing equipment.
Additional Opportunities:
Trips within the local area. (Woodchurch High school farm and Foxfield community café)
Visitors coming in and making community links.
Family hubs- links to outside agencies and support for the whole family.
Staffing & Expertise:
Non teaching SENCO/Deputy Head
SEND specialist Teacher
A wide range of regular training and professional development for all staff
Highly experienced and highly qualified teachers and support staff.
Expertise in Social Communication differences and sensory regulation.
Contact Details:
Headteacher – Mrs Kathryn Kennedy headteacher@ganneysmeadow.wirral.sch.uk
Deputy Head/SENCO – Mrs Steph Rushworth senco@ganneysmeadow.wiral.sch.uk
We are updating all of the information on our resourced provision
Primary Schools with Resourced Provision
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Address: Ballantyne Drive, Prenton CH43 7XG
Key Stage(s): KS1 and KS2
Type of Need Supported: MLD and MLD with needs relating to SLC
Eligibility Criteria:
All pupils have an EHCP
All pupils are able to work within a small group in a busy classroom environment
All pupils are working below age related expectations
Number of Places: 15 x KS1 and 15 x KS2
Integration with Mainstream:
Access to mainstream foundation subjects, where appropriate
Access to mainstream Read Write Inc sessions, where appropriate
All children access playtime and lunchtime with their mainstream peers
Access to assemblies with the children’s mainstream peers
Access to playtimes and lunch with mainstream peers
Access to extra curricular activities including church visits and residentials with their mainstream peers.
Curriculum & Approach:
Enhanced provision approach to learning
Regular sensory breaks to break up learning
Adapted National Curriculum
Multi sensory approach to learning
Total communication learning environment
Therapies & Specialist Support:
Access to private speech and language therapy bespoke to the base provision
Regular Attention Autism bucket therapy sessions
Weekly Forest Schools sessions
Zones of Regulation
Drawing and Talking Therapy
ELSA
Lego Therapy
Play Therapy
Daily sensory circuits
Assessment & Progress Tracking:
Individualised targets linked to EHCP outcomes
BSquared to track small steps of progress
Environment & Facilities:
Sensory room
Outdoor area
Adjacent classroom with the option for an open place space with free flow between the two bases
Changing facilities with a shower and adjustable bed
Additional Opportunities:
Life skills program
Community integration
Swimming lessons
Forest Schools
After school clubs
Residential trips
Termly trips and visitors
Staffing & Expertise:
Experienced staff trained in:
ELSA,
Teaching children with ADHD and Autism,
Total Communication
Attention Autism bucket therapy
Sensory circuits
Teachers working in the base are the school’s SENCOs
Contact Details:
SENCOs: Laura Wall and Gemma Smith sen-team@bidstonvillage.wirral.sch.uk
School Office phone number 0151 652 0673
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Address: Church Street, Wallasey, CH44 8AF
Key Stage(s): KS1, Lower KS2, Upper KS2
Type of Need Supported: SEMH in particular early childhood trauma with ASD and/or SCN
Eligibility Criteria:
• All pupils have an EHCP
• Needs related to SEMH needs specialising in children who have experiences early childhood trauma with ASD or SCN
Number of Places: 16
Integration with Mainstream:
• Access to mainstream phonics/reading, English and Maths lessons in the mornings with a ratio of 2:18
• Playtimes and lunchtime with the rest of school
• Eating in the hall with the rest of the school
• School is apart of a MAT so there are opportunities to go to other schools/attend events with other schools
Curriculum & Approach:
• Access to a full and inclusive curriculum
• Nurturing environment with small class sizes across school
• Streamed mainstream phonics/reading, English and maths groups in the mornings through the key stages
• Afternoons in the resource provision accessing curriculum but how children record their work is different, less writing and more practical with a ratio of 3:12.
Therapies & Specialist Support:
• Partnerships with external agencies such as private SALT, Orretts outreach (SENAAT assessments) and MHST
• Programmes include Nurture UK, Zones of Regulation, Boxall, Art Therapy, Forest School, Roots of Empathy, counselling
Assessment & Progress Tracking:
• Individualised targets linked to EHCP outcomes
• Tracking through Nessy, Sandwell, RWInc, NTS testing, wellcomm, sensory profiling tool and boxall
Environment & Facilities:
• Sensory room
• Bouncy pod
• Rock-climbing wall
• Outdoor areas with climbing equipment, Forest School, football cage
• Regular use of local beach and park
• School mini bus on site to go to different events
• Swimming for a term in year 4 and a half term for year 6
Additional Opportunities:
• Forest School
• Therapeutic programmes
• Community integration
Staffing & Expertise:
• Experienced staff trained in SEMH
• Trauma informed trained
• Sensory processing trained
• Boxall trained
• Positive handling
Contact Details:
• SENDCo: Miss G Hoey
• Email: gemmahoey@egremont.wirral.sch.uk
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Address: Pulford Road, Bebington, Wirral, CH63 2HN
Key Stage(s): Key Stage 1 (Year 1 and Year 2 classes from 2026)
Type of Need Supported: Autism and Speech, Language and Communication Needs (SLCN)
Eligibility Criteria:
● All children must have an EHCP
● Primary SEN needs relating to Autism and/or Speech, Language and Communication Needs
● Suitability for a pre-formal or semi-formal curriculum pathway
Number of Places: 20 places in total (10 new places available each year)
Integration with Mainstream
● Access to wider school life, including lessons where appropriate, lunchtime, playtime and school clubs
● Contextual learning aligned with whole-school themes
● Whole-school use of Widgit for visual support
● Weekly Makaton “sign of the week” used across the school
Curriculum & Approach
● A nurturing, calming environment with small-group teaching
● A total communication approach
● Pre-formal and semi-formal curriculum pathways tailored to individual needs
● Structured routines, visual supports and predictable learning environments
● Opportunities for early phonics, early number, life skills and sensory regulation
Therapies & Specialist Support
● Attention Autism sessions three times per week
● Weekly Speech and Language Therapy (Rachel Barten)
● My Happy Mind wellbeing curriculum
● ELSA support
● Zones of Regulation
● Forest School sessions
● Welcomm screening and communication intervention
Assessment & Progress Tracking
● Individualised targets linked to EHCP outcomes
● Targets reviewed every half term
● Small-step progress tracking tailored to developmental stage
● Regular communication with families regarding progress
Environment & Facilities
● Two large classrooms designed for sensory-friendly learning
● Two outdoor play spaces (to be completed in 2026)
● Sensory room for regulation and communication development
● Forest School provision
● Football cage / MUGA for physical development opportunities
Additional Opportunities
● Forest School
● ELSA sessions
● My Happy Mind
● Weekly Speech and Language Therapy
(duplicates removed and organisation tightened)Staffing & Expertise
● SEN Base Lead with 12 years’ experience in MLD and SLD schools
● Level 3/HLTA with 12 years’ SEN experience and nurture group leadership
● Teaching Assistants with specialist SEND school backgrounds
● All staff trained in: Autism, Team Teach, ADHD, AAC devices, and Speech & Language approaches
Contact Details
Headteacher:
schooloffice@brackenwood-infant.wirral.sch.ukSEN Base Lead Teacher:
ginamacgregor@brackenwood-infant.wirral.sch.uk
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Address: Devonshire Park Primary School, Temple Road Prenton Birkenhead CH42 9JX
Key Stage(s): Key Stage 1, Lower Key Stage 2, Upper Key Stage 2.
Type of Need Supported: Primary need of social and communication differences
Eligibility Criteria:
• All pupils have an EHCP
• Have a diagnosis of ASC or social and communication difficulties
• Should be able to access an adapted mainstream curriculum
Number of Places:
KS1 - 8
LKS2 - 10
UKS2 - 10
Integration with Mainstream:
• KS1 - Integration for phonics for all children into small groups
• KS1 and LKS2- Integration for foundation subjects up to 4x per week
• UKS2- Increased integration up to 70% in preparation for high school
• Playtimes/ lunchtimes/ assemblies/ residentials/ school trips
Curriculum & Approach:
• Smaller class sizes, higher adult: child ratio
• Mainstream curriculum which is adapted to meet the needs of children
• Social skills interventions
• Semi formal in KS1, formal in KS2 but with reward/ social times
• Now/ next approach
Therapies & Specialist Support:
• Place 2 Be
• MHST
• My happy mind
• ELSA
• Team teach
• Nessy
• Social stories
• Orretts Meadow outreach (dyslexia support)
Assessment & Progress Tracking:
• Targets linked to EHCP outcomes
• Read write inc assessments
• Nessy
• Termly support plans
• Whole school formal assessments
Environment & Facilities:
• Sensory room within class (KS1, LKS2)
• Access to sensory room across corridor (UKS2)
• The Den for lunchtimes
Additional Opportunities:
• Access to all trips and residentials with the mainstream school with additional opportunities for trips/ local area activities.
Staffing & Expertise:
• All staff have had ASC training provided by the Autism Education Trust.
• Team Teach training (deescalation strategies)
• Trauma informed practice
Contact Details:
Devonshire Park Primary School
Temple Road, Prenton, Birkenhead, CH42 9JX
0151 608 9243
Secondary Schools with Resourced Provision
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Description text goes here
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Address: Valkyrie Rd, Wallasey CH45 4RJ
Key Stage(s): KS 3 & 4
Type of Need Supported: MLD
Eligibility Criteria:
All pupils have an EHCP
Primary area of needs related to MLD (Moderate Learning Difficulties)
Number of Places: 30 (3 classes of 10 pupils, please note there is not a class available in every year group)
Integration with Mainstream:
Options within Maths and English
KS4 GCSE/BTEC options are with mainstream classes with support
Access to mainstream within the group for specialist subjects such as food technology, music and art
Curriculum & Approach:
Following the whole school approach and age-appropriate national curriculum but highly adapted for each cohort of students/ individual needs
Students take fewer options for GCSE/BTEC in Year 10/11
Entry Level Certificates offered alongside GCSE qualifications
ASDAN qualifications which focus on life and independence skills
Opportunity for Enterprise working
Work experience in KS4
Therapies & Specialist Support:
Partnerships with external agencies
Life skills, mindfulness, Buddy reading, laptop support, social skills, touch typing, Zones of Regulation, spelling, pre-teach English, EAL specific support, morning debrief, Year 11 Revision, SALT, Lego Therapy, self-esteem and Sensory Circuits
Assessment & Progress Tracking:
Individualised targets linked to EHCP outcomes
Inclusion into whole school tracking and progress systems
Environment & Facilities:
Sensory room
Base is housed in the front of the school building with lift and accessible facilities
Additional Opportunities:
Wide variety of extra-curricular activities
D of E opportunities
Work experience in the community
Staffing & Expertise:
Experienced staff trained to deliver curriculum to MLD students
Contact Details:
Mr E Colwell – VP Inclusion and SENCO
Ms Starbuck Jones – Sycamore (Resource Provision) Lead Teacher
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Address: Old Chester Road, Bebington, CH63 7LF
Key Stage(s): KS3 and 4 (currently just year 7 and 8)
Type of Need Supported: ASC/Social Communication
Eligibility Criteria:
• All pupils have an EHCP
• ASC diagnosis or on pathway
• Social communication as primary area of need
Number of Places: 24 currently
Integration with Mainstream:
• 50% mainstream, 50% base
Curriculum & Approach:
• English, Maths and Science taught in small groups within the base, in a nurturing environment. Mainstream curriculum taught.
• RE, humanities, ICT, Art, D&T,Languages, Drama, Music taught in mainstream classes with TA support.
Therapies & Specialist Support:
• SALT, reading intervention, social skills
Assessment & Progress Tracking:
• Mainstream assessment and progress tracking within departments.
Environment & Facilities:
• Small classrooms for core lessons
• Sensory space (Zen Den)
• Intervention room
• Sensory circuits equipment
• Private outdoor space
Additional Opportunities:
• Access to all extra curricular activities and whole school trips
• Small group extra curricular activities and trips
Staffing & Expertise:
• ASC level 2 trained staff within the base. TA support for lessons.
Contact Details:
• Base Manager: Laura Jones
• Tel: 0151 645 5049 ext 510
• Email: assisi@stjohnplessington.com
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Address: Thrive @ Christ Church CE Primary School, Mount Grove, Birkenhead, CH41 2UJ
Key Stage(s): EYFS/KS1 and KS2
Type of Need Supported: Communication and Interaction
Eligibility Criteria:
The following criteria guide the placement of children within our provision:
Primary Need: The child must have a final Education, Health and Care Plan (EHCP) that identifies Communication and Interaction (C&I) as their primary area of need.
Developmental Profile: Our curriculum is specifically designed for children who are currently working below age-related expectations. We provide the small-step sequential learning needed to bridge these gaps at a pace that honours the child's developmental stage.
A Specialist Match: A place is offered when it is agreed that the child’s communication, sensory and academic needs can be successfully met by the specialist frameworks within Thrive 1 or Thrive 2.
Commissioned Places: Admission is dependent on an available place within the number of learners commissioned by the Local Authority.
Number of Places: 24
Integration with Mainstream:
While Thrive provides your child’s daily specialist anchor, we create gentle pathways into the wider school. We watch for glimmers - those specific moments of interest or strength - inviting your child to join mainstream activities only when it enriches their day and honours their emotional well-being. For many of our children, this includes joining their mainstream peers for play times, lunch times, assembly, whole-school celebrations and subjects of individual strength/interest.
Curriculum & Approach:
Your child’s journey in Thrive is a long-term one. They stay with us for their entire primary education, allowing us to truly know them. Our curriculum is broad, balanced, and sequential, tailored to the developmental stage of each learner.
Thrive 1 (EYFS/Key Stage 1)
In our younger class, the focus is on building the foundations. We use specialist frameworks that prioritise communication and early cognitive skills. Learning is brought to life through:
Attention Autism: Capturing curiosity and ‘bottling magic’ to develop shared attention.
Speech & Sound Exploration: Using structured programs to build a world of words.
Physical Joy: Prioritising fine motor skills, art and music to celebrate every child’s creativity.
Thrive 2 (Key Stage 2)
As children grow, our curriculum adapts to meet their increasing independence. In Thrive 2, we follow an individualised path that mirrors the Year 3 mainstream curriculum but is slowed down and broken into manageable, successful steps. We focus on:
Social Connection: Using Lego Therapy and turn-taking games to build lifelong friendships.
Confidence in Literacy: Building on phonics and core vocabulary to help children become independent thinkers.
Life Skills: Ensuring learning is ‘real world’ and prepares children for the future.
Therapies & Specialist Support:
Partnerships with external agencies: Liverpool Speech Therapy; MHST; 0-19 Team; Educational Psychology Service; MEAS; Orrets Meadow Outreach; SENAAT.
Specialist interventions include: Attention Autism; Sound Train; Core Word of the Week; SALT; Zones of Regulation; Lego Therapy; Time to talk; Socially Speaking; Precision Teaching; Dog Mentor Programme; Nest Steps Cards; ELSA; Wellbeing Check-ins; Sensory Circuit
Assessment & Progress Tracking:
At Christ Church, we assess the children against their individualised EHCP targets. We believe in inclusion and challenge. Within Thrive we use a wide range of specialist assessment tools to find out exactly what your child knows and what they need next.
We look at the whole child - from their reading and maths to their verbal reasoning and social communication.
By using these diverse check-ins, we ensure that no child’s progress goes unnoticed and every milestone is celebrated with hope.
Environment & Facilities:
In line with our trauma-responsive approach, we carefully manage sensory input to prevent overwhelm:
Low-Arousal Spaces: Classrooms use neutral colours, reduced wall displays, and covered storage to minimize visual "noise".
Lighting and Sound: We utilize natural light where possible and provide quiet zones or "Calm Zones" for children needing a sensory reset.
Defined Learning Zones: Space is clearly demarcated for different activities (e.g., individual work stations, group "Attention Autism" circles, and sensory play areas) to provide clear environmental cues.
Facilities include: EYFS/KS1 classroom; KS2 classroom; shared break-out space; sensory room; therapy room; toilets; changing room; outdoor area; sensory garden
Additional Opportunities:
School trips
Community Links
Representation on whole school teams, e.g. Eco Team, Attendance
Ambassadors, Wellbeing Ambassadors, Ethos Team etc.
Staffing & Expertise:
At Thrive, your child will be supported within a class of 12 children by their class teacher and 2 teaching assistants. All staff have received specialist training and have a wealth of experience in supporting children with communication and interaction. In addition, the provision is lead by the Deputy Headteacher/SENDCo who plays an active role within the setting.
We are fortunate to work in collaboration with Liverpool Speech Therapy who are based in our school for 1 full day a week. Our experienced therapist supports us in delivering 1:1 therapy, targeted SALT and Attention Autism interventions and continuous development of our communication-friendly environment.
Contact Details:
Thrive @ Christ Church CE Primary School, Mount Grove, Birkenhead, Wirral, CH41 2UJ
schooloffice@christchurch-birkenhead.wirral.sch.uk
0151 652 1278
Headteacher: Mrs N. Tweddle
Deputy Headteacher/Resource Provision Lead/SENDCo: Mrs R.Phillips
Contact Us
If you think a Resourced Provision is suitable for your child or young person please discuss this with your school SENCO. If you have requested an Education, Health and Care Needs Assessment (EHCNA) please talk to your caseworker. You can find the details of your caseworker on the SENDSTART page.