Developing a structured, research-informed SRP curriculum to strengthen inclusion and teaching confidence

An infant school with an established nurture group and newly opened Specialist Resource Provision (SRP) recognised that its highly individualised curriculum lacked coherence and parity with mainstream learning. Drawing on research, Whole School SEND online units, and external expertise, leaders co-designed a structured, developmental curriculum rooted in early oracy, total communication and readiness for learning. Actions included visits to other SRPs, collaboration with a Research School, curriculum rewriting, and targeted professional support for staff. Anticipated impact includes increased teacher confidence, greater curriculum coherence, improved inclusion, and a curriculum model transferable to mainstream classrooms supporting pupils with complex SEND.