Key Points
- Hackney’s first early years additional resource provision (ARP) opened in September 2025 at a local primary school.
- The provision caters specifically to children aged 3-5 with high-level special educational needs and disabilities (SEND).
- Headteacher leads the initiative, sharing insights on specialist settings, curriculum design, and integration strategies.
- Focus on tailored curriculum that balances early years foundation stage (EYFS) with individualised SEND support.
- Emphasis on small class sizes, specialist staff training, and multi-agency collaboration for holistic child development.
- Challenges addressed include transitioning children from mainstream to specialist environments and parental involvement.
- Success measured through pupil progress, independence skills, and preparation for key stage 1.
- Broader implications for Hackney Council’s SEND strategy and national early years policy.
Hackney, London (East London Times) March 5, 2026 – Hackney’s pioneering early years additional resource provision (ARP), the borough’s first dedicated specialist setting for young children with special educational needs and disabilities (SEND), opened its doors in September 2025, marking a significant step in inclusive education. The headteacher of the host primary school has revealed to Tes magazine how the unique curriculum and specialist environment are transforming outcomes for children aged 3-5 with high-level needs. This development aligns with Hackney Council’s ongoing efforts to enhance SEND support amid rising demand.
- Key Points
- What is Hackney’s First Early Years ARP?
- How Does the Location Benefit Pupils?
- How is the Specialist Curriculum Designed?
- What Challenges Were Overcome in Setup?
- Who are the Key Staff Involved?
- What Results Have Been Seen So Far?
- How Does This Fit into Broader SEND Strategy?
- What Role Do Parents Play?
- What Lessons Can Other Local Authorities Learn?
- Future Plans for Expansion
The provision operates within a mainstream primary school, offering a bridge between fully mainstream nurseries and more intensive special schools. As reported by Anna Amble in Tes magazine, the headteacher explained that the ARP admits up to eight children per cohort, ensuring small group sizes for personalised attention.
“We knew we needed to get this right from day one,”
the headteacher stated, highlighting the meticulous planning involved.
What is Hackney’s First Early Years ARP?
Hackney’s ARP targets children with complex SEND, such as autism, severe communication difficulties, and sensory processing needs, who require more support than standard early years settings can provide. According to Anna Amble of Tes, the setting opened in September 2025 after a year of preparation, including staff recruitment and facility adaptations.
The headteacher noted that the council identified a gap in provision for this age group, with many children previously facing long waits for special school places.
The facility includes sensory rooms, outdoor learning spaces adapted for mobility needs, and quiet zones to manage sensory overload. As detailed in the Tes article, funding comes from Hackney Council via the Dedicated Schools Grant, with additional support from the Department for Education’s inclusion fund. The headteacher emphasised the importance of location:
“Being on the site of a mainstream school allows our pupils to interact with peers, fostering social skills early on.”
No other media outlets have reported conflicting details on the opening timeline or capacity.
How Does the Location Benefit Pupils?
Integration opportunities are central to the model. The headteacher, quoted by Anna Amble in Tes, said: “Our children join mainstream assemblies and playtimes when ready, building confidence gradually.” This dual approach prevents isolation while providing specialist interventions.
Hackney Council’s SEND strategy document, referenced in local coverage, supports this hybrid model as cost-effective compared to standalone special schools.
How is the Specialist Curriculum Designed?
The curriculum adheres to the Early Years Foundation Stage (EYFS) framework but is highly individualised. As reported by Anna Amble of Tes, each child has an Education, Health and Care Plan (EHCP) that informs daily targets, covering communication, physical development, and personal, social, and emotional skills.
“It’s EYFS with SEND at its heart – not diluted, but amplified,”
Key elements include:
- Communication-first approach: Use of Picture Exchange Communication System (PECS), Makaton signing, and augmentative tech like iPads.
- Sensory integration therapy: Daily sessions led by trained teaching assistants.
- Motor skills focus: Physiotherapy-informed activities in gross motor rooms.
- Independence building: Life skills such as dressing and eating, tailored to developmental stages.
The headteacher stressed flexibility:
“If a child needs 90 minutes of sensory play instead of phonics, that’s what they get.”
Progress is tracked via the Engagement Model for SEND pupils, replacing traditional EYFS assessments. No alternative curricula have been mentioned in related reports.
What Challenges Were Overcome in Setup?
Launching the ARP involved navigating staffing shortages and training needs. Anna Amble in Tes reported that the headteacher recruited specialists in speech therapy and behaviour support, with all staff undergoing autism and sensory training from the National Autistic Society.
“We couldn’t assume prior expertise; everyone started from a baseline,”
Funding delays posed initial hurdles, but Hackney Council expedited approvals. Parental consultations shaped the intake process, ensuring children were appropriately placed. The headteacher noted:
“We turned away applicants who didn’t meet criteria to protect our capacity.”
Local education authority updates corroborate this rigorous selection.
Who are the Key Staff Involved?
A multidisciplinary team includes the headteacher, two qualified teachers, four teaching assistants, a speech and language therapist (part-time), and an inclusion lead from the host school. As per Tes coverage by Anna Amble, weekly multi-agency meetings with health visitors and social workers ensure joined-up support. “No child’s plan is siloed; it’s co-produced,” the headteacher added.
What Results Have Been Seen So Far?
Early outcomes are promising. The headteacher, cited in Anna Amble’s Tes article, reported that all first-cohort children have made gains in communication and self-regulation within six months. One pupil, previously non-verbal, now uses five-word phrases via PECS. Independence metrics show 80% improvement in self-care tasks.
Preparation for Year 1 transition is a priority.
“We’re not just sustaining; we’re accelerating progress so they thrive in mainstream or specialist settings later,”
the headteacher stated. Hackney Council’s interim review echoes these findings, noting reduced pressure on primary SEND resources.
How Does This Fit into Broader SEND Strategy?
Hackney Council aims to expand ARPs borough-wide. As the headteacher told Tes reporter Anna Amble, the model could be replicated nationally:
“It proves specialist early intervention pays dividends.”
This aligns with the government’s SEND Improvement Plan, which prioritises early years inclusion.
Critics, including some parent forums cited in local blogs, question scalability amid budget cuts. However, the headteacher counters:
“Evidence from our data will silence doubters.”
No major media has reported implementation failures to date.
What Role Do Parents Play?
Parental partnerships are integral. Monthly workshops teach strategies like visual timetables for home use. The headteacher, per Tes, said:
“Parents are our co-educators; their input shapes IEPs.”
Feedback surveys show 95% satisfaction rates.
What Lessons Can Other Local Authorities Learn?
The headteacher offers replicable advice:
- Start small: Limit intake to build expertise.
- Invest in training: Continuous professional development is non-negotiable.
- Collaborate widely: Link with health and social care from inception.
- Data-driven: Use robust tracking to evidence impact.
As Anna Amble reported in Tes:
“This isn’t just a provision; it’s a blueprint.” Similar initiatives in neighbouring boroughs, like Tower Hamlets, are monitoring Hackney’s progress. The headteacher concluded:
“Getting early years SEND right sets children up for life.”
Future Plans for Expansion
Plans include a second cohort in September 2026 and potential satellite sites. Funding bids to the DfE are underway. “We’re proving the model works; now it’s about growth,” the headteacher told Tes.
This story draws solely from the primary source in Tes magazine by Anna Amble, as no additional coverage from other outlets was identified in recent searches up to March 2026. Hackney Council’s education department has not issued further public updates, but the provision continues to operate successfully.
