Here at Nant-y-Parc Primary School, we operate an inclusive policy regarding the Additional Learning Needs (ALN) provision, where all pupils are given equal access to every aspect of school life.
The school has a designated ALNCo and a team of Learning Support Assistants (LSAs) who are involved in providing a range of interventions for pupils. These interventions are tailored to meet the specific needs of pupils, which will usually include literacy and numeracy interventions, as well as a range of other interventions to address other needs, e.g., developing greater emotional literacy through ELSA interventions.
Pupils who have an IDP, which recognises a specific educational need, may also receive specific support from LSAs provided by the local authority (1:1 support) if stipulated in their IDP. However, if it is deemed that additional learning provision is required, this does not necessarily mean 1:1 support.
ADDITIONAL LEARNING NEEDS REFORM IN WALES - INFORMATION FOR PARENTS AND CARERS.
ALN BILL AND CODE
Additional Learning Needs, as we know it, have been on a journey over the last few years. A New ALN Bill and Code of Practice came into effect in September 2021. In Nant-y-Parc, we are continuing to adapt in line with these changes in a number of ways. We recognise the importance of parents as stakeholders in their children's education, and we believe that children should be at the heart of all we do, voicing their opinions whenever possible.
UNDERSTANDING THE DOCUMENTATION
ONE PAGE PROFILES
A one-page profile is a single sheet of paper with three headings: what people like and admire about me, what's important to me, and how best to support me. In Nant-y-Parc Primary School, we (on occasion) also include targets where necessary to support our learners in the best possible way. These targets may be addressed through in-class intervention or small group intervention that takes place beyond the class.
INDIVIDUAL DEVELOPMENT PLANS (IDPs)
What is an IDP?
The Individual Development Plan (IDP) is a single plan created after determining that a pupil has ALN. The IDP includes a description of the child/young person's ALN, and the Additional Learning Provision (ALP) implemented to meet those needs must be noted.
How is the IDP drawn?
A Person-Centred Review is undertaken to ensure that learners and their families are placed at the centre of planning, reviewing, and making decisions about what matters in their lives and the support, namely the additional provision, they require to achieve their aspirations (further details can be found in the PCP section below).
Who will be present?
Usually, everyone who works with the child will be invited to attend, e.g. parents, child/young person, ALNCo, Educational Psychologist, Health, Teaching Assistant, Class Teacher, Head of Year, i.e. any professional who is contributing to the child/young person’s support.
What will happen at the meeting?
A person-centered review has a laid-back environment, with refreshments and chairs laid out informally. A facilitator guides everyone through the process so that they can contribute information and agree on person-centered outcomes and actions.
You will be asked to discuss...
- What you appreciate about your child
- Your aspirations for your child
- What matters to your child
- What matters for your child
- Your child's strengths and weaknesses in various development areas
- The best way to support your child - additional learning provision
- What works and what does not work from your point of view
- Any questions you may have
At the end of the review
By the end of the Review, the facilitator will ensure that everyone has agreed on person-centred outcomes and on actions that need to be achieved. The Action Plan aims to ensure that everyone can see what needs to be done to support your child/young person to learn and fulfil their dreams.
The Individual Development Plan will say...
- What support does your child need to learn and develop?
- Who is responsible for ensuring that he/she receives the support they need?
- Where will they receive this support?
- How we will know if the support has helped your child in the way it was intended.
What’s next?
Following the review, the plan is shared with all partners. This will be a live electronic document that is reviewed regularly, at least every 12 months. Everyone involved with the child will have access to the electronic document.
PERSON-CENTRED REVIEW (PCP'S)
Further information about the Person Centred Reviews can be found in the document below.
https://gov.wales/sites/default/files/publications/2018-12/person-centred-reviews-toolkit.pdf
If your child is receiving targeted / specific provision, you may be invited to attend a PCP meeting. If this is the case, you will be informed well in advance.
ALN Explained
The four main areas of need associated with additional learning needs (ALN) are:
- Communication and Interaction - Speech, Language and Communication Needs (SLCN), Autistic Spectrum (ASD)
- Cognition and Learning - General Learning Difficulties (GLD), Moderate Learning Difficulties (MLD), Specific Learning Difficulties (SpLD) - dyslexia, dyscalculia, dyspraxia, Developmental Coordination Disorder (DCD)
- Social, emotional and mental health - Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Attachment disorder/difficulties
- Sensory and /or physical needs - Visual Impairment (VI), Hearing Impairment (HI), physical disability
ALN at NYP
Pupils are identified as having ALN if they have a learning difficulty that requires additional learning provision (ALP), which is ‘additional to’ and ‘different from’ that which is provided across the school. Information is collected through a number of different communication routes, including transition between classes, teacher feedback to the ALNCo, parental concerns, and regular diagnostic assessments to track progress. Once identified as having a barrier to learning that impacts their progress, pupils will be closely monitored using a graduated response of provision suited to their individual needs. A one-page profile (some containing specific targets) may be created and reviewed twice a year if they receive targeted provisions. These documents are designed with the pupil at the centre and are carried out using a person-centred approach. Parents are also involved in creating and reviewing these documents, which will be shared with parents during parents' evenings / arranged meetings. Those receiving universal provision are tracked and monitored in other ways.
Nant-y-Parc has a team of trained Learning Support Assistants (LSAs) who are involved in providing a range of interventions that focus on several different areas of need.
Please refer to the school's provision map below for information on which intervention falls within which category, e.g., universal provision, targeted provision, and specific support.
Please access the documentation attached for more details and do not hesitate to contact Miss. K. Nelson, if you have any questions or concerns regarding ALN - n[email protected] or call the school on 02920 832116
