Parent Partnership Service
Specialist Provision and Settings
Within Pembrokeshire, we are committed to inclusion and to educating as many of our children and young people as possible within our mainstream schools.
The earliest specialist school placements will be considered for entry is the term after the pupil turns 4 years old and is entitled to full time education provision.
A range of specialist provision has been developed to provide appropriate settings to educate children and young people with a range of the most complex needs. As part of our commitment, the Inclusion Service is continually reviewing its specialist provision and planning how best to meet anticipated future needs.
In Pembrokeshire, for learners with more complex needs, a specialist placement in either the special school, a Learning Resource Centre (LRC), or the Pembrokeshire Learning Centre, provides wraparound care and educational support to the ensure the children achieve their full potential. In line with the ALNET Act 2018 and ALN Code 2021, schools will hold Person Centred Planning (PCP) meetings to determine the individual child’s additional learning needs (ALN) to identify additional learning provision (ALP) which may include a specialist placement. This allows for robust planning and sharing of accurate information to inform panels prior to decisions around specialist placement.
Portfield Special School
Portfield School (opens in a new tab) is a special school for pupils aged 3-19 years located in Haverfordwest, Pembrokeshire with pupils taught through the medium of English. We also have two satellite centres: Y Porth based at Ysgol y Preseli in Crymych where pupils are taught through the medium of Welsh and at Haverfordwest High VC School which is English medium. We provide excellent learning opportunities and services for our pupils who have a range of abilities and needs including moderate, severe, profound and multiple additional needs, autism spectrum condition and pupils with social, emotional and behavioural needs. Portfield follows Trauma Informed Schools practice and our work is based on personalised care, trust, and empathy. We celebrate every pupil’s individuality, personalise the curriculum to meet their needs and support and celebrate every success.
Learning Resource Centres (LRCs)
A Learning Resource Centre (LRC) is a room or suite of rooms generally based within mainstream schools providing education for pupils with complex needs. LRCs have been set up to provide pupils with a broad and balanced curriculum that is highly differentiated in order to support them in achieving their full potential. LRCs provide pupils with the opportunity to be part of mainstream activities and lessons where appropriate and to socialise with their peers whilst their individual needs are supported and met.
There are currently 8 primary and 4 Secondary LRCs across Pembrokeshire.
Who can access a Learning Resource Centre?
An LRC is suitable for pupils with complex learning needs. When considering whether a young person is suitable for a placement, professionals will consider a range of specific criteria. This includes consideration of: cognitive ability, attainment and complexity of need in relation to life, social and communication skills.
The County Council is the Admissions Authority for all Learning Resource Centres within schools. A Local Authority panel that includes nominated schools, Inclusion Service and Educational Psychology Service professionals will discuss each pupil being considered for admission to a specialist provision. The panel will determine if the pupil meets the LRC criteria and recommend the appropriateness of the placement.
The placement is not intended to be a long-term placement and will be reviewed at least annually in line with the statutory review process.
Pembrokeshire Learning Centre (PLC)
Pembrokeshire Learning Centre (PLC) portfolio includes a range of provisions for pupils with additional learning needs, including children and young people with Behavioural, Emotional and Social difficulties who are of statutory school age and whose learning needs are unable to be met in a mainstream setting.
The placement is not intended to be a long-term placement and will be reviewed at least annually in line with the statutory review process.
The pupils are dual registered which means that they are kept on roll at their mainstream school to establish joint working and to monitor opportunities for reintegration.
The County Council is the admissions authority for the PLC. A Local Authority panel that includes nominated schools, Inclusion Service and Educational Psychology Service professionals will discuss each pupil being considered for admission to a specialist provision.
We have strong, effective relationships with our learners, their families, supportive networks, communities and other agencies.
Move into County School Application Process – Parent Information
For a child/young person with an Individual Development Plan (IDP), a Statement of SEN or an Education Health Care Plan (EHCP)
Parent/carers with Parental Responsibility can apply for a school placement in Pembrokeshire once you are a full time resident at a Pembrokeshire address.
You must notify this Local Authority of the date you move into your new address in Pembrokeshire by sending an email to movein@pembrokeshire.gov.uk. You are expected to provide proof of residency.
The Additional Learning Needs (ALN) process will start from the date you notify this Local Authority that you are living in Pembrokeshire, proof of residency confirmed and evidence of ALN.
All applications for school placements in Pembrokeshire require parents/carers to complete the online School Admissions Form naming the mainstream school(s) you are applying for - even if you think your child will require a specialist placement.
- More information on School Catchment Areas is available
- More information on School Admissions is available
Please record on the school application form that your child has an IDP, a Statement, an EHCP or any other Statutory Plan in their current school/setting, and details of the school provision.
You must provide supporting information at this stage i.e. a copy of the Plan and any other information from your child’s previous school.
Specialist Placements
The Local Authority Inclusion panel considers any applications for a Specialist placement once it has received notification that you have moved into your new address in Pembrokeshire and completed the on-line school admissions form as per the above process.
Based on the evidence provided, and in discussion with families, the panel will determine what type of provision will support your child’s needs.
The Local Authority Inclusion panel meets fortnightly and the outcome will be shared with you via letter.
There is information about specialist provisions on the Inclusion pages.
Further Information
More information on Pembrokeshire schools is available.
More information on the ALN System in Wales (ALNET Act 2018 and ALN Code 2021) is available.
Contact Pembrokeshire Parent Partnership Service for impartial advice and support on pps@pembrokeshire.gov.uk or 01437 776354.
Please note, the Pembrokeshire County Council school transport policy does not extend to 'out of catchment' schools; therefore, if parents opt for an out of catchment school, parents are responsible for transporting their children to/from school.
Terminology Guide
ADHD
‘Attention Deficit and Hyperactivity Disorder’ - ADHD is a developmental impairment that affects the brain’s self-management system. Children and adults with ADHD can experience difficulties with attention span, including restlessness and hyperactivity.
ALN
‘Additional Learning Needs’ - A person has additional learning needs if he or she has a learning difficulty or disability (whether the learning difficulty or disability arises from a medical condition or otherwise) which calls for additional learning provision.
ANLCo
‘Additional Learning Needs Co-ordinator’ - All schools have a teacher who is responsible for co-ordinating the additional provision allocated to the children in the school who have ALN. This teacher is called the ALNCo. The ALNCo will be able to explain to parents how the school is using their allocated resources to meet the needs of children with ALN (for further details see separate leaflet).
ALN Code
‘Additional Learning Needs Code’ 2021 sets out how the Additional Learning Needs and Education Tribunal (Wales) Act 2018 and
Regulations will work in practice.
ALNET Act
The Additional Learning Needs and Education Tribunal (Wales) Act 2018 (The Act) makes provision for a new statutory framework for supporting children and young people with additional learning needs (ALN). This replaces existing legislation surrounding special educational needs (SEN) and the assessment of children and young people with learning difficulties and/or disabilities (LDD) in post-16 education and training.
ALP
‘Additional Learning Provision’ for a person aged three or over means educational or training provision that is additional to, or different from, that made generally for others of the same age.
Additional learning provision (ALP) for a child aged under three means educational provision of any kind.
AT
Attainment Target (National Curriculum)
“The Act”
Refers to the Additional Learning Needs and Education Tribunal (Wales) Act 2018.
Advisory Teacher
Someone who has specialist knowledge about a particular type of additional learning need and/or condition, for example hearing, sight or motor impairment.
Annual Review
A yearly meeting (the first being 12 months after the issue of a Statement) which an education authority must undertake where the needs of the child are reviewed and the Statement amended if necessary.
Annual Review Report
A written progress report completed by the school for an Annual Transition Review meeting.
Annual Review Summary
A written report completed by the school recording all information and recommendations from the Annual Review meeting and sent to the Local Authority for consideration by the Case Advisory Panel.
Assessment
A detailed examination of a child’s additional learning needs. This should lead to a report or Observation being written and shared to parents.
Appeal
An appeal is when you tell a tribunal (SENTW) that you do not agree with the choices your Local Authority have made about your child’s education. This could be about the help a child has at school or the school you go to.
Autism
Autism is a developmental difference that affects how people communicate and interact with the world. It is a spectrum condition and impacts people in different ways.
BESD
‘Behavioural, Emotional and/or Social Difficulties’. Children identified as having BESD, can present with a wide variety of behaviour differences that impact on their or other's ability to learn. Examples of BESD include school phobia, depressive behaviours as well as disruptive and anti-social behaviours.
Behaviour Support Service
This service works with schools to support pupils with serious behaviour difficulties.
CAMHS
‘Child and Adolescent Mental Health Service’ – a health service to provide help, support and care for children and young people suffering from mental health problems.
Careers Service
A service for all 13-19 year olds to help them prepare for the transition to work and adult life.
Case Officer
A named officer of the Local Authority who co-ordinates the Statutory Assessment process and the maintenance of Statements. The Case Officer is the first point of contact in the Local Authority to answer the questions and concerns parents may have about progress with a Statutory Assessment or their child’s Statement.
Children’s Centres
Children’s Centres are places where children under 5 years old and their families can receive seamless holistic integrated services and where they can access help from multi-disciplinary teams of professionals offering: full day care, early years education, child and family health services, including ante-natal services, parental outreach, family support services, child-minding support for children and parents with special needs, effective links to Job Centre Plus.
Compulsory School Age
The age at which children must be in full time education – age 5-16.
Core Assessment
If needed this is carried out by Social Work staff from Children’s Social Care following an Initial Assessment. It is a detailed assessment to look at child/family needs – significant health needs, physical disability or behavioural problems requiring a number of different services. It must be completed within 35 working days.
Code of Practice for SEN
A Guide for parents, schools and Local Authorities about the help they can give to children with Additional Learning Needs. Schools, Local Authorities and Children’s Social Services must have regard to the Code (i.e. they must not ignore it) when they work with a child with Additional Learning Needs.
Curriculum
All the learning activities that take place in the school/setting.
All teachers are required to plan and deliver learning activities that are differentiated to meet a range of ability levels.
Curriculum for Wales
The Curriculum for Wales guidance was published in January 2020. It aims to help each school develop its own curriculum, enabling their learners to develop towards the four purposes of the curriculum – the starting point and aspiration for every child and young person in Wales.
DECLO
“Designated education clinical lead officer” - an officer designated by the Local Health Board to have responsibility for co-ordinating the Board’s functions in relation to children and young people with ALN.
Delegated Funding
All schools receive their funding from Central Government through the Local Authority according to a range of formulae, which are calculated according to the number and age range of each school’s pupils. This includes funding to meet the needs of children with ALN.
Disability Rights Code of Practice for Schools / Disability Rights Code of Practice for Post 16 Provision
Both of these Codes explain the duties to avoid disability discrimination in education.
Disagreement Resolution
Arrangements to help prevent or resolve disagreements between parents, whose children have additional learning needs, and a local authority or a school.
EHC Plan
Education, Health and Care Plan
ELSA
‘Emotional Literacy Support Assistant’ – an assistant with special knowledge and skills to support children with social and emotional development.
EOTAS
‘Education Other Than at School’.
Early Years Action
When an Early Years setting identifies that a child has Additional Learning Needs, action is taken by giving help that is additional to, or different from, the help most children receive.
Early Years Action Plus
When the Early Years setting identifies that a child has additional learning needs that require advice and/or support from other agencies. Eg. speech and language services.
Early Years Additional Needs Lead Officer(EYALNLO)
An officer designated by a local authority to have responsibility for co-ordinating the local authority’s functions in relation to children under compulsory school age who are not attending maintained schools.
Early Years Settings
All pre-school education provision such as nursery classes and schools, day nurseries and play groups.
Educational Psychologist (Ed Psych) or (EP)
Have a first degree in Psychology and a post graduate qualification in Educational Psychology. They are trained teachers with several years of experience. They offer specialist advice and support to pupils, schools, parents and other agencies. The service plays a major role in the Statutory Assessment process and may contribute to the transition Planning process and some Annual Reviews.
Education Welfare Officer (EWO)
Offers specialist support to parents and schools on pupil welfare and attendance. They work with other agencies to promote attendance and welfare. They have responsibility for ensuring attendance in school of children of statutory school age. (Formerly called ‘Pupil Support Officer’ – PSO).
Equalities Act 2010
The Equality Act became law in October 2010. It replaces previous legislation (such as the Race Relations Act 1976 and the Disability Discrimination Act 1995). It means that discrimination or unfair treatment on the basis of certain personal characteristics, such as age, sexual orientation, race, disability, religion is now against the law in almost all cases.
Equalities and Human Rights Commission
The Equality and Human Rights Commission (EHRC) is a non-departmental public body in Great Britain that was established by the Equality Act 2006 and came into being on 1 October 2007. The Commission has responsibility for the promotion and enforcement of equality and non-discrimination laws in England, Scotland and Wales. It took over the responsibilities of three former commissions: the Commission for Racial Equality, the Equal Opportunities Commission (which dealt with gender equality) and the Disability Rights Commission. It also has responsibility for other aspects of equality: age, sexual orientation and religion or belief. As a national human rights institution, it seeks to promote and protect human rights in Great Britain.
Estyn
The education and training inspectorate for Wales.
Exclusion
Exclusion is the most extreme option that is available to a head teacher when responding to unacceptable pupil behaviour. It involves a pupil being kept away from the school for either a fixed period or permanently.
Extended Schools
These schools provide a wide range of activities and services in partnership with a wide variety of organisations. These extended services will be shaped by the needs and demands of pupils, parents and wider community.
FEI or FE
‘Further Education Institution’ or ‘Further Education’ - Post age 16 educational institutions (Eg. Colleges)
Families First (FF)
Families First is a Welsh Government programme which provides multi-agency systems and support for families.
Flying Start
A Welsh Government programme for families with children who are 0 -3 years of age.
Foundation Stage
This begins when children are born and lasts until the end of their Reception year.
Health Visitor
A qualified nurse employed by the Health Service who gives advice on general child health, particular health problems and has specific responsibility for monitoring a child’s progress and advising parents when needed.
HI
‘Hearing Impairment’ - pupils with a hearing impairment range from hearing loss to those who are profoundly deaf.
IDP
‘Individual Development Plan’ - a single plan which will be developed for learners 0-25 years, through using a person centred planning approach. The IDP will replace or integrate all other individual plans such as Statements or IEPs.
IEP
‘Individual Education Plan’ - A plan which sets out short-term learning targets for a child with additional learning needs. This is usually put together by the ALNCo and teachers, but parents (and pupils, where appropriate) should always be involved. An IEP should be reviewed at least twice a year, but a more frequent review is often appropriate.
IHP
‘Individual Health Plan’
IT / ICT
‘Information Technology’ (sometimes called ‘Information and Communication Technology’) .
Inclusion
Educating children with special educational needs in mainstream (local) schools wherever possible.
Inclusion Support Coordinator
A teacher with specialist knowledge and experience of an area of ALN. They support primary and secondary schools to develop inclusive practices and their ability to meet the needs of pupils with ALN. They provide specific advice for pupils with low incidence and complex needs.
Inclusion Support Service
Works in schools to build capacity for including children with a range of additional learning needs. Coordinators also give advice to schools about the inclusion of individual pupils with Statements of ALN.
Key Stages
Foundation Phase (end of the Reception Year) Birth - 5 years
Key Stage 1 Years 1-2 Ages 5-7
Key Stage 2 Years 3-6 Ages 7-11
Key Stage 3 Years 7-9 Ages 11-14
Key Stage 4 Years 10-11 Ages 14-16
LA
Local Authority
LAC
‘Looked After Child’ - A child who is looked after by a local authority (Eg. Foster Care).
LRC
‘Learning Resource Centre’ is a classroom based within a mainstream school providing education for pupils with complex needs.
Lead Professional
One person who is responsible for helping the child and family through the education system and to make sure they get the right services at the right time.
Learning Difficulties
A child has learning difficulties if he or she finds it much harder to learn than most children of the same age.
Learning Support Assistant (LSA)
An assistant providing in-school support for pupils with additional learning needs. An LSA works under the direction of a class teacher as considered appropriate.
Local Authority (LA)
Local government body responsible for providing education and for making statutory assessments and maintaining statements.
MLD
Stands for ‘Moderate Learning Difficulties.’
Mainstream School
An ordinary school.
Maintained School
A state school including community, foundation and voluntary schools as well as community special and foundation special schools.
Mentor or Learning Mentor
An adult or older pupil who is linked with a child to provide support across a number of areas such as learning or behaviour.
Monitoring
The ongoing assessment of work, progress, expenditure or achievement.
Multi-Agency Team
Professionals from different specialisms (health/education/ social work/voluntary organisations) working together in the best interest of a child.
Multi-Disciplinary
Involving professionals from a range of disciplines (usually Education, Social Care and Health).
Multi-Sensory Environment
A place (usually a classroom or therapy room) where children have the opportunity to learn/receive information using all of their senses.
Named LA Officer
An officer of the local authority who will deal with your child’s case and who will talk to you if you have any enquiry or concern.
National Curriculum
What the Government has decided that all children in mainstream schools will learn.
Occupational Therapist (OT)
A professional employed by the Health Trust to work with the child, parents and teachers. Occupational Therapists use therapeutic techniques (advising on equipment and environmental adaptations where appropriate) to improve a child’s ability to access the physical and learning curriculum.
Outreach Services
Support services provided to schools or pupils by a visiting teacher or teaching assistant: for example providing support for communication or behaviour difficulties.
PMLD
‘Profound and Multiple Learning Difficulties’ – in addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition. Pupils require a high level of adult support, both for their learning needs and also for their personal care.
PSHE / PSE
‘Personal Social Health Education’ – also called ‘Personal Social Education.’
Panel ‘Placement Panel’ or Panel Meeting
The Local Authority has a group of professionals who meet together to look at how children’s needs are being met and to be sure that resources are used fairly. They make decisions surrounding placements in special schools or Learning Resources Centres.
Parent Partnership Service (PPS)
Provides support and information to parents/carers whose children have special educational needs.
Person Centred Planning (PCP)
A child-focus arrangement for planning for the needs of the child/young person.
Physiotherapist
A specialist who works with children who have movement difficulties. They can advise parents on suitable exercises for their children.
Portage Worker
An experienced Early Years worker, employed by the Local Authority to work with children 0-3 years with significant additional needs and their parents. They work in the home and provide programmes to improve the development of young children, keeping in touch with other professionals.
‘Proposed’ Statement
This is a draft Statement, offering parents 15 working days to comment or request adjustments before the Final Statement is issued.
Provision Map
A map of support showing what the school/Local Authority is providing for their ALN pupils, so parents can better understand what support is on offer, when and where from.
Psychiatrist
A doctor who helps people who have difficulties with the way they feel and behave. Child Psychiatrists specialise in helping children.
Pupil Referral Unit
Provides education for excluded pupils or others who may be out of school for a variety of reasons.
Pupil Support Officer (PSO)
See ‘Education Welfare Officer’ (EWO).
School Action
When a class or subject teacher, working with the ALNCo, identifies that a child has additional learning needs that requires them to take action by giving help that is additional to or different from the help most other children have.
School Action Plus
When a school identifies that a child has special educational needs that require advice and/or support from other agencies (Eg. Speech and Language Therapy).
SEN Code of Practice
A Guide for parents, schools and LAs about the help they can give to children with Special Educational Needs. Schools, Local Authorities and Children’s Social Services must have regard to the Code (i.e. they must not ignore it) when they work with a child with Special Educational Needs.
ALN Provision
The additional or different help/support given to children with additional learning needs.
SI
Sensory Impairment
SLCD
Speech, Language and Communication Difficulties’ – pupils may have difficulties with expressive, language or receptive language and or processing difficulties.
SLD
‘Severe Learning Difficulties’ – pupils with severe learning difficulties have significant intellectual or cognitive impairments. They may also have difficulties in mobility and co-ordination, communication and perception and learning self-help skills. Pupils with severe learning difficulties will need support in all areas of the curriculum.
SALT
‘Speech and Language Therapy’ – a programme for speech, language and communication difficulties (sometimes carried out in schools) and overseen by a Speech and Language Therapist.
SEN
‘Special Educational Needs’ - Now commonly referred to as ALN - Additional Learning Needs. A child has special educational needs if he or she has learning difficulties that need special educational provision, (for further details see separate leaflet).
SENCo
‘Special Educational Needs Co-ordinator’ - See ALNCo.
SENTW
‘Special Educational Needs Tribunal for Wales’ - An independent body that hears appeals against decisions made by the Local Authority on Statutory Assessments and Statements.
SLT
‘Speech and Language Therapist’ – A specialist who works with parents and school staff as well as with individual children to help them overcome speech, language and communication difficulties.
SpLD
‘Specific Learning Differences’ can include Dyslexia, Dyspraxia and/or Dyscalculia.
Settings
The term usually used for pre-schools, nursery schools or schools.
Special Educational Provision
The special help given to children with special educational needs.
Special Needs / Additional Learning Needs Register
All the children in the school who are given extra help have their names on an ALN/SEN register. It is a record of how many children the school is helping.
Special School
A school that is organised to make special educational provision for pupils with ALN and available for children with Statements of Special Educational Needs.
Statement
‘Statement of Special Educational Needs’ - A legal document that sets out a child’s needs and the specific help he or she must receive (for further details see separate leaflet).
Statutory Assessment
The process used by the Local Authority to gather information about a child’s additional learning needs. From this, a decision is made to either issue or not issue a Statement.
TAF
‘Team Around the Family’ - is a way of working which brings a wide range of professional together to work with a family in order to help them address the breadth of challenges they are facing.
Transition Plan
A plan drawn up after the Year 9 Annual Review of a Statement to draw together information from a range of individuals within and beyond the school to plan for the young person’s transition to adult life.
Tribunal
The Education Tribunal for Wales
One Page Profiles and IDPs
What is a One-Page Profile?
A One-Page Profile is the foundation of person-centred support. A One-Page Profile contains key information about an individual’s character, gifts and talents, what is important to them, and the best way to support them.
It is good practice for all pupils to have a One-Page Profile and should be created with the child or young person, not for the child.
A One-Page Profile should combine the thoughts of pupil, their parents, and their school.
One-Page Profiles can be used to:
- support learners’ learning
- reflect ‘pupil voice’
- support transition across the key stages
- provide key information for supply teachers
There are three elements in a One-Page Profile:
- Appreciation: what people like and admire about the learner; their character, gifts and talents.
- What is important to the learner: what matters to the learner, from their perspective?
- How to support the learner: expertise about how to get the best out of the learner, from the perspective of the learner themselves and their family, teachers and other staff.
The aim of a One-Page Profile is to discover what support a learner needs, and to balance this with what is important to the learner.
One Page Profile +
The One Page Profile+ would look much the same as the One Page Profile. However, it is likely that the information in ‘important to’ and ‘important for’ in the One Page Profile + will be more detailed and will outline any short term catch up programmes or interventions within the Schools targeted universal learning provision. For example, this might include RWI (Read Write Inc), social use of language programmes, ELSA and so on.
Therefore a One Page Profile + would include an action plan outlining the support programmes including details about duration and timing of the programme. The One Page profile + highlights that the learner requires support but is below the level of ALN as the child does not require an ALP (Additional Learning Provision). The needs of the learner can be met via targeted support within the provision generally available for all pupils.
Individual Development Plans - IDPs
What is an IDP?
An Individual Development Plan (IDP) is a ‘single statutory plan’ which will replace the different types of plans, including Individual Education Plans, Statements of SEN and Learning Skills Plans.
Children and young people who have Additional Learning Needs (ALN) and who need Additional Learning Provision (ALP) will have an IDP. Following a 3 year implementation period, the previous system of Early Years/School Action, Early Years/School Action Plus, and Statements will no longer exist and instead all children and young people who have ALN as identified in the ALN Code (Wales)* will have an IDP.
The IDP will offer consistency and continuity for everyone. Provision and rights will be protected for all learners who have an IDP, regardless of the type or complexity of their needs.
0-25 years
The new system is for all children and young people aged 0-25 in education. This will include children in Early Years settings like pre-school and nursery, schools, and colleges (also called Further Education Institutions – FEIs). There will be a multi-agency approach, to include professionals from Education, Health and Social Services all working together to provide a single plan - the IDP.
Reviews and Meetings
Meetings and reviews should be positively focused to explore a better and more positive future for the child or young person. The meeting should also produce a clear action plan. The positive approach for meetings and reviews should focus less on what’s wrong, and more on what we would like to happen.
There might be a change in the type of questions you are asked to consider, and the type of information that you are asked to share.
Who will be involved?
The child or young person, and everyone who is important to the child or young person, to support their learning and their needs. This will include parents and carers.
How will an IDP be developed and what will it include?
There are clear guidelines on what should be included within an IDP. This is set by Welsh Government and includes:
- Naming the professional responsible for the IDP
- Information about me (the child/young person)
- My views, wishes and feelings
- Information that was used to help write my IDP
- Information about my ALN and what they mean to me
- My Additional Learning Provision (ALP)
- Transition planning
- Reasons for decisions made
- Timeline of important dates.
The IDP will be written as a child or young person friendly document, using simple language and photos of the child young person, images, and what’s important to them and what’s important for them.
When will it be reviewed?
IDPs should be regularly reviewed and must be reviewed each year (annually)
In summary, LAs, Schools, Settings and FEIs must:
- Have regard to the views wishes and feelings of the parent, as well as those of the child
- Have a positive attitude towards including parents to ensure parents fully participate in decisions about their child’s education and can contribute towards decision-making and outcomes for their child.
- Provide information and support to enable parent participation as fully as possible, to support and empower parent
- Appreciate that the lead up to a decision on whether a child has ALN, and other decisions on a child’s ALN may be an anxious time for the parents and family
Person Centred Practice and Participation
Person Centred Practice (PCP) is a way of working together and communicating positively with each other, always with the child or young person at the centre of the process. The views, wishes and feelings of the child young person will be at the heart of decision making.
PCP involves using a variety of different ‘tools’ or methods to develop the child or young person’s ID(E)P. There are many different approaches to PCP but they all centre on the child or young person’s views, wishes and feelings, their aspirations and hopes for the future
A guide for parents and carers
- PCP is a way of working together and communicating positively with each other.
- The child/young person is at the centre.
- The voice of the child is key, as is the voice of the family.
- The views, wishes and feelings of those involved are at the heart of decision making.
What to think about
- Think positive – what strengths does your child have?
- Think about your child in and out of school.
- What are your dreams for your child and what is important to them?
What to expect
- Every voice is valued, as we all have the opportunity to share our thoughts and feelings.
- A relaxed and more informal approach.
- We hope to learn new things about what your child thinks and feels.
What happens next?
- The information we gather together helps to plan our next steps
- Our discussions are recorded in a visual way and we all understand how we will be helping to move things forward
- Later on, we will talk together about how the plan is working.
Here are some of the ways we are being Person Centred in Pembrokeshire
PCP language
‘What we like and admire about the child’, ‘what makes me happy?’, ‘How best to support me...’, ‘What is possible and positive?’, ‘The Dream’.
One Page Profile
A positive ‘snapshot’ of the child and how best to support.
Person Centred planning/review meetings
This may include a PATH (Planning Alternative Tomorrows with Hope).
Equal Contribution
A child can invite anyone important to them to a meeting and everyone’s voice is valued.
Participation of children, their parents and young people
Local Authorities, local health boards, schools, and further education institutions (FEI) who support children or young people with Additional Learning Needs (ALN) have new duties in the legislation to:
- Listen to the views, wishes and feelings of the child and the child’s parent or the young person
- Understand the importance of the child and the child’s parent or the young person participating as fully as possible in decisions
- provide information and support to the child and the child’s parent, or young person, to so they can participate in those decisions
A Person Centred Planning (PCP) Approach
To help support this participation from children, young people and their families, all schools and settings in Pembrokeshire use person-centred practice (PCP)
hy the participation of children, their parents and young people is important
Supporting children, their parents and young people to participate meaningfully will help them to:
- feel confident that their views, wishes and feelings are listened to and valued, even if they find it difficult to get these across
- have an awareness of their rights and the support and services available to them
- Develop a sense of responsibility for their learning
- Develop a sense of control over their learning
As a result of this, a child or young person’s needs are more likely to be understood and the support they need is more likely to be effective, this should lead to better outcomes for the child or young person.
If a child lacks capacity to understand what it means to exercise their rights, their contribution to the process is still important.
‘Parents have a fundamental role in helping their child to achieve their potential. The child is far more likely to achieve their outcomes and potential when parents are actively involved and their views, wishes and feelings are taken into account’ ALN Code WALES 2021
Some children and young people may become anxious in new situations, or feel overwhelmed or uncomfortable, and find it difficult to participate fully or express their views in meetings, or with large numbers of adults. Consideration must be given to how to support an individual child or young person to participate
- The duty on schools, local authorities and FEI’s to involve and support children and young people, applies in the same way to involve and support the parents of children.
- Parents hold key information and play a critical role in their child’s development and education. They have unique knowledge about their child which will contribute to the shared view of the child’s needs and the best way of supporting them.
- Parents have a right to participate in decisions about their child’s education and a positive attitude towards including parents can contribute towards better decision making and outcomes for the child.
- Different parents will require differing levels of support. They need to feel confident that they will be listened to and their input valued.
- Some parents may require support that goes further than signposting to information and advice; for example, they may experience difficulties with accessibility and understanding. Local authorities, maintained schools and FEIs should provide support to parents to enable them to participate as fully as possible in meetings.
Disgareement Resolution, Advocacy and Tribunal
Disagreement Resolution
From time to time, disagreements may arise about your child’s Additional Learning Needs (ALN) or Additional Learning Provision (ALP). As far as possible these disagreements should be avoided or resolved at the earliest opportunity.
The aims of disagreement resolution are to:
- help bring together the relevant parties;
- support the needs of the child and young person;
- help to achieve early and informal resolution of disagreements through discussion and agreement;
- discuss the full range of options;
- ensure the minimum disruption to the child or young person’s education
Firstly, discuss your concerns with your child’s school or educational setting. The Parent Partnership Service can support you to do this and offer mediation and impartial advice and support (see below).
Steps for parents to consider:
- Narrow down your concerns or point of disagreement to one or two clear point.
- Make a list of key points you wish to be considered
- Make a list of any questions you have and would like responses to prior to attending a meeting.
Impartial Disagreement Resolution
The Parent Partnership Service can offer impartial advice and support to children or young people, and/or their parents where there is a disagreement about the support the pupil gets at school or college, a decision about Additional Learning Needs, or about an IDP. Being impartial means we don’t take sides and we support families to have their voice heard, offering mediation when required.
This could include:
- Supporting parents with phone calls, emails and meetings
- Making sure parents are treated as equal partners and the family views are central to the process
- Encouraging open and inclusive communication so concerns and misunderstandings are dealt with early on
- Supporting families to have information that is accurate, up to date and relevant
- Helping to improve home-school communication ongoing so trust is built
- Explaining the legislation to families to understand Rights and Responsibilities, and signposting to further information when needed
- Supporting families to understand IDPs and making sure decisions are transparent, and all evidence is considered.
Independent Disagreement Resolution
This service provides a formal way of resolving disagreements about support for learners with ALN. This could be a disagreement between a child, their parents or a young person and Pembrokeshire County Council; or between a child, their parents or a young person and the school. The service is independent and is provided by SNAP Cymru for Pembrokeshire local authority.
- Referral to PPS from Parent or Professional *
- PPS officers will work with child, their parents, or young person to identify and resolve issues
- If the issue cannot be resolved through informal dispute resolution, a referral can be made for the DRS Service*
- DRS Service will offer impartial independent dispute resolution
* permission required from child, their parent or young person
You can get details about accessing this service by contacting the Parent Partnership Service on 01437 776354
Advocacy for Children and Young People with ALN
Advocacy is about…
- speaking up for children and young people.
- empowering children and young people to make sure that their rights are respected and their views and wishes are heard at all times.
- representing the views, wishes and needs of children and young people to decision-makers, and helping them to navigate the system.
How can I get an Advocate or find out more information?
Pembrokeshire’s Parent Partnership Service can offer formal Advocacy to children, young people and their case friends, aged up to 25 years. The Parent Partnership Service have staff trained in Advocacy from Independent Advocacy providers TGP Cymru and the National Youth Advocacy Service. The team can offer impartial, confidential and skilled advocacy to children, young people with ALN, or (when appropriate) their case friends.
The Parent Partnership Service will also make a referral to an Independent Advocacy Service in circumstances when this service is required.
Tribunal
The Education Tribunal is independent of government, local authorities, schools and Further Education Institutes (FEI) or settings.
The Tribunal hears and decides appeals and applications in relation to children and young people who have or may have Additional Learning Needs (ALN). Specifically, it hears and decides appeals about the decisions of an FEI or a local authority in Wales. The decisions made by the tribunal are legally binding.
A child, child’s parent or young person may appeal to the Tribunal about:
- a decision by a local authority or FEI as to whether the child or young person has ALN;
- in the case of a young person, a decision by a local authority as to whether it is necessary to prepare and maintain an IDP;
- the description of a person’s ALN in an IDP;
- the Additional Learning Provision (ALP) in an IDP, or the fact that ALP is not in an IDP, including whether the plan specifies that ALP should be provided in Welsh;
- the provision included in an IDP by a local authority or the fact that provision under section 14 or 19 of the Act is not in a plan;
- the school named in an IDP for the purpose of admitting a child to a named institution, or if no school is named in an IDP for the purpose of admission;
- a decision by the local authority not to revise an IDP where the local authority has been asked by a child, child’s parent ,or young person to reconsider an IDP maintained by a maintained school;
- a decision by the local authority not to take over responsibility for an IDP, which is maintained by a school, where it is requested to do so by a child or their parent, a young person or the governing body of that school;
- a decision to cease to maintain an IDP; or
- a refusal to decide a matter on the basis that there is no material change in needs or no new information that materially affects the decision.
A child or child’s parent seeking a declaration from the Tribunal must submit an application in writing to the Tribunal. The Education Tribunal will provide the relevant application forms upon request.
Additional Learning Needs and Education Tribunal (Wales) Act - Welsh Government
Post 16 Transition
Post 16 Transition for young people who have Additional Learning Needs
As part of the Welsh Government’s Additional Learning Needs (ALN) transformation some arrangements for young people entering post-16 education and training will change. The Welsh Government has published guides to support understanding of how and when children and young people will move to the ALN system on its Additional Learning Needs (ALN) system: guide for parents and families (opens in a new tab) page.
Young people entering post-16 education and training will gradually move to the new ALN system. Therefore, both ALN and SEN will be running side by side for the next few years. The table below shows when young people are expected to move to the ALN system.
When young people will move to the ALN system
The table below shows which system a child or young person will be on and what type of plan they will have.
- IDP (Individual Development Plan)
- LSP (Learning Support Plan)
School year |
Secondary school year 10 |
Secondary school year 11 |
Secondary school year 12 or year 1 in college |
Secondary school year 13 or years 1 or 2 in college |
Secondary school year 14 or years 1, 2 or 3 in college |
2021/2022 |
School action/school action plus or IDP |
School action/school action plus and statement |
School action/ school action plus, statement or learning support plan (LSP) |
School action/school action plus, statement or LSP |
School action/school action plus, statement or LSP |
2022/2023 |
School action/school action plus, statement or IDP |
School action/school action plus, statement or IDP |
School action/ school action plus, statement or LSP |
School action/school action plus, statement or LSP |
School action/school action plus, statement or LSP |
2023/2024 |
School action/school action plus and statement or IDP |
IDP |
IDP |
School action/school action plus, statement or LSP |
School action/school action plus, statement or LSP |
2024/2025 |
IDP |
IDP |
IDP |
IDP |
School action/school action plus, statement or LSP |
2025/2026 |
All young people on the ALN system on 1 September 2025 |
All young people on the ALN system on 1 September 2025 |
All young people on the ALN system on 1 September 2025 |
All young people on the ALN system on 1 September 2025 |
All young people on the ALN system on 1 September 2025 |
Transition from compulsory schooling to post-16 education and training is a very important life stage for every young person.
What happens after leaving school?
Most young people in Wales who have ALN attend a local further education (FE) college or training programme.
Young person
A young person is someone who is over compulsory school age (16 years) and up to age 25.
Transition planning for young people with ALN
From year 9 onwards, the school, Careers Wales and the local authority will listen to the views of learners with ALN and their families, and take these into consideration when advising on the wide range of further education and work-based courses available across Pembrokeshire.
You and your son/daughter will discuss their Post-16 desired outcomes and ambitions in the Person Centred (PCP) Review meetings for their Individual Development Plan (IDP). There will be particular focus on next steps after the end of compulsory education, with an emphasis on helping to prepare for adulthood. There will be opportunities to find out more about choices during annual IDP review meetings. Careers Wales will be able to support learners with their options, and the Post 16 providers such as college or training providers can be invited to attend. Parents will be supported to put forward their views and thoughts and to ask questions. The school and the local authority (LA) will listen and take these into consideration when advising on the available pathways for the learner.
The school Additional Learning Needs Coordinator (ALNCo) will provide information about how decisions about additional learning needs are made. They will explain all about the Individual Development Plan (IDP), who will maintain it, and the young person’s rights including their right to consent or object to ALN decisions and their IDP.
The ALNCo and supporting professionals will give information and help to ensure that the young person is able to understand the possible consequence of decisions so that they can make an informed decision about their ALN and IDP. The young person will be asked:
- What you think about your IDP?
- Do you agree with the plan?
- Do you consent to the plan going ahead?
- Who are you happy to share your information with?
Everybody involved must do everything they can to help the young person to make their own decision. Planning should depend on the young person’s aspirations and abilities and what is needed to support them to achieve their ambition. This can include what provision is required to assist them in preparation for the further education sector, work-based training, employment, higher education and independent living.
Where a learner has health or social care needs, Pembrokeshire Local Authority education officers will work in partnership with the Hywel Dda Health Board and social care departments to secure appropriate care and support to enable them to access their education or training.
Where the young person is not able to (does not have capacity to) make decisions about their individual development plan, parents can act as their representative. This means parents can exercise the young person’s rights under the ALN Code. Where this is the case it is important to involve the young person as much as possible in decisions being made, taking into account their thoughts, wishes and feelings before making a decision on their behalf. If the young person or their representative needs support to express their views and wishes, and exercise their rights they can ask an advocate to help.
What are the options after leaving school for young people with ALN?
A successful transition planning process will help give a clear understanding of what opportunities are available for young people leaving school post 16.
Young people can leave school legally at the end of June in the school year when they reach the age of 16. From here, they can usually make their own decisions about what they want to do. Some will, however, need support with making plans.
The main post-16 options are:
Staying at school
Schools can provide many opportunities and be a positive choice. Some young people are able to stay at school until they are 19.
Attending a local college of further education
Attending a local college of further education while living at home is often the next step. FE colleges in Wales provide a wide range of courses to meet the needs of learners. Young people with learning difficulties and/or disabilities entering college will usually have their needs met through provision that is available to all learners. This is called universal provision. From September 2023, learners with ALN who will need additional learning provision (ALP) will transfer from school to college with their IDP and the college will work with each young person to make sure the support is appropriate for them within their chosen course. Colleges provide a wide range of courses and support to meet the needs of most learners, including those with ALN.
Specialist independent colleges
Nearly all young people with additional learning needs and/or disabilities can go to their local college. In a very small number of cases, a learner may not be able to achieve their desired education and training outcomes locally. This might be because their needs are so complex that appropriate local setting cannot be found. The school will refer to the local authority’s Post 16 coordinator and IDP Panel.
Supported work and training
A young person can enter the world of work through supported employment or a training programme. There are a number of organisations that can help them find opportunities in real work situations. Many of these programmes can lead to nationally recognised vocational qualifications.
Employment
Only a small proportion of young people go straight into employment from school. If this is the most appropriate option, the Careers Wales adviser can help with job–seeking skills.
Day service opportunities
Day service opportunities may be the most appropriate option for some young people. These are usually arranged in places where young people with a learning disability can pursue all sorts of interesting day time activities (often out of the day centre and in the local community). Here, they can make new friends, gain their own independence and become a valued member of the community. Day services are usually provided by Local Authority social services or voluntary organisations.
Higher education
Higher education will be an option for some young people whose academic ability enables them to access courses on offer. This could be at university, college or distance learning.
Next steps - further information
ALN Pathfinder Wales (opens in a new tab) is designed to help young people and their families to make informed choices and plan their next steps.
Pembrokeshire College (opens in a new tab) has a large, dedicated and extensive learning support team, who work together to ensure that the appropriate levels of support and guidance are in place to suit the needs of individual learners. The team will signpost, where necessary, to the other College support services: safeguarding, counselling, medical, finance, transport etc.
Coleg Sir Gâr and Coleg Ceredigion (opens in a new tab) has a dedicated support team to support learners with additional learning needs, disabilities and medical needs.
Access Pembrokeshire (opens in a new tab) provides information about services and activities for people with a disability or learning difficulties.
Pembrokeshire County Council Day Opportunities provides a range of services in a variety of settings where people can participate in meaningful activities, build new relationships and, where required, receive care and support.
Careers Wales (opens in a new tab)
Pembrokeshire County Council Youth Service offers advice and guidance, and supports young people to reach their full potential.
Pembrokeshire County Council Parent Partnership Service provides impartial advice and information about Additional Learning Needs (ALN) and the ALN system.
I think my son/daughter will need a specialist college. What should I do?
If it is generally agreed through PCP review meetings that the local colleges may not be able to meet a young person’s desired education training outcomes, then the school will coordinate with the Post-16 Provision Co-ordinator to consider the options for specialist colleges. Young people and their families can contact Pembrokeshire County Council Parent Partnership Service for more information.
Additional Learning Needs (ALN)
What does ‘Additional Learning Needs (ALN)’ mean?
Children and young people with Additional Learning Needs may need more support to learn than the majority of children and young people of the same age. Some may have a disability which prevents or hinders them from making use of the educational facilities provided for learners. About one in four children and young people may have Additional Learning Needs at some time.
All children and young people learn at different rates and will have different events going on in their lives that can also affect their rate of learning.
All schools, settings, colleges and Local Authorities must support all children and young people, including those who have ALN or who may have ALN. For some children and young people, these difficulties are short–term; others may have Additional Learning Needs throughout their school or college life. Some will have Additional Learning Needs in particular areas of their education, whilst others may need help with all or most aspects of their education.
One of the principles of the ALN Code (see below) is inclusive education where children and young people are supported to participate fully in mainstream education, wherever feasible, and a whole setting approach is taken to meet the needs of learners with ALN.
The Additional Learning Needs and Education Tribunal Act (2018) – the ALNET ACT- says a child or young person aged 3 to 16 years has Additional Learning Needs if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age or
- has a disability which prevents or hinders him or her from making use of facilities for education or training of a kind generally provided for others of the same age
A child under compulsory school age (0 to 3 years) has a learning difficulty or disability if he or she is, or would be if no additional learning provision were made, when of compulsory school age
ALN Transformation
The way children and young people with ALN are supported in Wales is changing. This means from September 2021 there will be new legislation from Welsh Government and this will be implemented over a 3 year transformation process
View the:
What role do children, their parents, and young people have in the process of identifying and supporting ALN in the new system?
The new system puts the learner at the heart of everything that happens, and schools colleges and local authorities must take a person-centred approach to planning for and supporting children and young people.
This means that the views, wishes and feelings of children and their parents, and young people must be considered at all stages- this means families must be given a voice in the way children’s needs are identified, assessed and supported throughout their time in schools and settings.
Types of ALN
There is a wide spectrum of Additional Learning Needs that your child or young person may have, and these may change and develop over time. Often the areas of need overlap, or in some instances your child’s needs relate directly to one particular area of learning. Generally, children and young people will have needs which may fall into at least one of four areas, many children will have inter-related needs. This section describes the types of Additional Learning Needs.
Communication and interaction
Children and young people with Speech, Language and Communication Needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and learning
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation*. Learning difficulties cover a wide range of needs, including Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to Profound and Multiple Learning Difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific Learning Difficulties (SpLD)
affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
*Not all children develop at the same rate. Some find learning easy and develop quicker; whilst others struggle with certain tasks or skills and develop at a slower rate. Therefore, each child is set work that is directed at his or her own level or ability. This is called ‘Differentiated’ Learning.
Social, emotional and mental health difficulties
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and / or physical needs
Some children and young people require additional educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with Vision Impairment (VI), Hearing Impairment (HI) or a Multi-Sensory Impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support*. Children and young people with an MSI have a combination of vision and hearing difficulties.
* Some children and young people with a Physical Disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
View:
Support for Learners with ALN
Children, their parents and young people must be included in decisions about this support from the very beginning of the process.
Timely intervention, and well planned support is essential to achieve the best outcomes for children and young people with ALN. This also means professionals must work together with each other and with families and children young people.
Class teachers, supported by the senior leadership team in schools including the ALNCo, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances.
School staff should talk to you and your child about this, and then decide together if your child needs Additional Learning Needs support. If a young person is 16 or older the school should involve them directly.
Sometimes you may be the first to be aware that your child has some Additional Learning Needs. If you think your child may need ALN support you should talk to your child’s teacher or to the Additional Learning Needs Coordinator (ALNCo).
If you are not happy about the support your child has you can ask to talk to the Additional Learning Needs Coordinator or headteacher.
Universal Learning Provision
All schools will develop inclusive teaching approaches to support all learners including those with ALN. This is known as Universal Learning Provision (ULP). The ULP offer will be available for all pupils and will include:
- Good teaching, learning and targeted differentiation;
- Targeted teaching strategies to support each area of need- this is broken down into 4 key areas:
- Cognition & Learning (including Specific Learning Difficulties)
- Communication & Interaction (including Autism Spectrum Conditions)
- Emotional & Social Difficulties (including Behavioural difficulties)
- Sensory & or Physical (including Hearing Impaired & Visual Impaired)
- Standard Targeted Interventions (interventions that are generally made available for all pupils of the same age which help identify emerging needs.
Additional Learning Provision
Additional learning provision (ALP) for children aged 3 years or over means educational or training provision that is additional to, or different from, that made generally for others of the same age.
Additional Learning Provision (ALP) can take many forms; it might include any support that takes place inside or outside the mainstream classroom, where it is additional to, or different from, that made generally for others of the same age. ALP might also be delivered in settings outside of the school or college in some circumstances and/or by external professionals.
Additional learning provision (ALP) for a child aged under 3 years means educational provision of any kind.
If you have and questions or concerns about a child or young person’s development or progress you can talk to the school, setting or college they attend. You can also get support from the Parent Partnership Service
Team Around the Pupil Parent and Setting (TAPPAS)
The majority of children and young people with Additional Learning Needs will attend their local, mainstream school. To ensure that schools are able to meet the needs of all their pupils there is a wide team of specialist professionals to support them. In Pembrokeshire every mainstream school will have a meeting with these specialists at least once a term, where they can discuss individual pupils who may need some extra help and support – these meetings are called TAPPAS
The ‘Team Around the Pupil Parent And Setting’ – TAPPAS is a group of professionals that supports schools and families in the wellbeing and additional learning needs of children and young people. The team includes an educational psychologist, specialist teacher, speech & language therapists, an occupational therapist, nursing and primary mental health workers and school counsellors.
This includes:
- Consultation and planning meetings, which are held in all Pembrokeshire Schools termly where specialist teams and schools discuss ‘wrap around’ support and intervention relating to individual children and young people. (TAPPAS 1)
- Cluster wide forums for schools are termly and provide an opportunity to develop collaborative working between schools and agencies to build capacity as well as solution focused, proactive approaches for children and young people with additional learning needs. (TAPPAS 2)
- Workshops and events for families which are held termly and provide opportunities for families to network and meet with specialists for advice and support. (TAPPAS 3)
Key Principles of TAPPAS
- Supporting schools and families in the early identification of pupils with ALN and the implementation of interventions and tracking of pupils;
- Working in partnership with schools and families to identify professional development needs of staff and supporting clusters of schools in implementing an appropriately tailored programme;
- Working in partnership with families to support their child’s needs within the home.
If you, or your child’s school, have any concerns about their development or progress, you will be asked for your permission for the school staff to discuss your child or young person at the TAPPAS meeting. Parents will then be given an outcome of what the next steps will be.
Early Years
Early Years Support
What is ALN?
The term Additional Learning Needs (ALN) is replacing Special Educational Needs (SEN).
The term ‘additional learning needs’ has a legal definition and refers to children and young people with learning, physical or sensory needs that make it harder to learn than most children of the same age.
A learner has ALN if he or she has a learning difficulty or disability which calls for additional learning provision (ALP).
A child under compulsory school age has a learning difficulty or disability if he or she is likely to (or would be likely to if no ALP were made) have significantly greater difficulty in learning than the majority of their peers when they reach compulsory school age.
It is possible for a child or young person to have a learning difficulty or disability that does not call for ALP. In these instances such a child or young people would not be considered to have ALN. Further it is important to note that not all learning difficulties or disabilities that arise from a medical condition will call for additional learning provision
There will be a new ALN Code setting out the detail of the new legal framework. This will provide detailed guidance for professionals who work with children and young people with ALN. The Code must be accessible to families and accurately reflect what they expect of professionals who work with their children. It should be clear and contain mandatory requirements and be easily enforceable.
How will my child be supported in an Early Years setting?
Your child’s key worker will be able to direct you to the Early Years Additional Learning Needs Lead Officer (EY ALNLO) who can tell you what support is currently in place for your child and discuss with you what additional support may be available for your child.
If a child has a health professional working with them e.g. Speech and language therapist, the professional will continue to work with the child and support the setting with targets and strategies.
A transition meeting takes place the term before a child starts a new school. A transition meeting is held with both the school and early years setting in attendance. A transition meeting is held to ensure that there is discussion about how your child will be supported, and to pass on any key information that will help the new school support your child. The meeting will also be attended by any professionals supporting your child.
Frequently asked questions
Who can I talk to if I have concerns about my child?
If you think your child may have additional learning needs, you can talk to your child’s key worker or playgroup leader at your child’s pre-school or nursery. You can also raise your concerns with your GP or Health Visitor.
How will my child be supported in an Early Years setting?
Your child’s key worker will be able to direct you to the pre-schools ALNCO who can tell you what support is currently in place for your child and discuss with you what additional support may be available for your child.
What is an ALNCO?
Every pre-school setting will have a designated has Additional Learning Needs Coordinator, known as an ALNCO. They make sure children with additional needs get the support they need.
The ALNCO will:
- Coordinate the support children need day to day
- Discuss individual targets with the parents.
If my child has a health professional working with them will they continue to support my child is a setting?
If a child has a health professional working with them e.g. Speech and language therapist, the professional will continue to work with the child and support the setting with targets and strategies.
What is a transition meeting?
A transition meeting takes place the term before a child starts a new school. A transition meeting is held with both the school and early years setting in attendance. A transition meeting is held to ensure that there is discussion about how your child will be supported, and to pass on any key information that will help the new school support your child. The meeting will also be attended by any professionals supporting your child.
What is the Early Years panel?
In all cases where a child in an early years setting is considered to have Additional Learning Needs which may require support in addition to that already being provided by the setting, the setting can make a referral to the local authority early years panel.
The Early Years multi agency panel will consider the evidence submitted by the setting in respect of the child’s Additional Learning needs, the intervention and support to which the child will already have had access, the level of progress which the child may or may not have made and, taking into account the parents/carers views and the views of the child where possible, will determine the appropriate course of action necessary to meet the child’s needs.
What is a One page profile?
A One Page Profile captures all the important information about a child on a single sheet of paper under three simple headings:
- what people admire about me
- what’s important to me
- how best to support me
One-page profiles are developed and revised with the active involvement of the child or young person to ensure that their voice is heard.
They provide a positive rounded picture of their interests and outline what is important both to and for the child or young person.
What is PCP?
Person centred approaches should be at the heart of everything thing we do with children and young people with Additional Learning Needs and disabilities. It can help them to become more independent and to achieve their personal goals.
A Person centred plan is all about, listening to a child’s views and wishes, helping a child to think about what is important to them and for them. Thinking about what is working and not working, and getting the best from everyone who knows the child. For example, parents, the Early Years setting and other professionals.
It is an opportunity to bring together everyone who supports the child and celebrate their achievements as well as discussing any concerns that they may have about the future.
Can my child stay at Nursery even if they attend a school?
If you feel that your child is not ready to start school, you may choose for your child to continue at non-maintained Foundation Learning Childcare setting.
All children in Wales are entitled to a free, part time early education place in an approved early years setting from the term following their 3rd birthday and prior to gaining full time entry into school (term following their 4th birthday).
Pembrokeshire County Council agrees to provide the funding received from Welsh Government to offer all 3-4 year olds in Pembrokeshire a minimum of 10 hours funded part-time education in an approved setting during the school term. Parents can choose to take up the child’s entitlement in either a maintained or a non-maintained setting:
- A maintained setting – a nursery class in a school offering 10 hours or more a week of funded early education.
- A non-maintained setting – This could be a private day nursery, a playgroup or a Cylch Meithrin that has approved status offering up to 10 hours a week of funded early education over a minimum of 3 days. This can be accessed over 2 settings.
For further information: The Childcare Offer Wales
What support is out there for me as a parent?
Parent Partnership team offer a range of preventative early intervention services for families, including the statutory Parent Partnership service. The team aim to have a close working relationship with all professionals and settings in the LA. They cover the 0-25 years age range. Inclusion Support workers offer in each region half termly Parent Network Groups to facilitate peer to peer support and information sharing. They also deliver workshops including Moving Forward’ for post diagnosis support, and workshop themes such as Anxiety, SpLD and Sensory.
What support can I get at a setting?
An extensive training programme is available for all settings and childminders. This allows childcare providers to upskill and continue their professional development. Early Years settings can also make a referral to the Early Years panel for further support from an advisory teacher or request resources. A TAPPAS 2 (Team around the parent. pupil and setting) model is also held termly where settings are able to discuss children anonymously. TAPPAS provides a forum for Early Years non-maintained settings and professionals to share good practice, areas of concern and to simultaneously offer support to each other.
Parent Partnership Service
Pembrokeshire’s Parent Partnership Service provides impartial advice and information about Additional Learning Needs (ALN) and the ALN system
This information and advice is available to everyone, including children, their parents and young people aged up to 25 years in non-advanced education (this means further education but not higher education).
Being impartial means we don’t take sides; the advice and information is unbiased and objective.
As a local service about Additional Learning Needs we can offer accurate, impartial support and guidance needed for families to make informed choices.
What we do
Services offered by the Parent Partnership Service include:
- A listening ear to talk things through
- Help to understand services and support for children and young people with ALN
- Practical help in understanding professional reports, children’s reports, and other written documents.
- Support at meetings
- Support with communication with schools, settings and colleges
- Information around making decisions about school and other educational placements.
- Support to build and maintain good working relationships with professionals.
- Support for parents to play an active and valued role in their child’s education and development: giving families a voice
We can also provide information about:
- Parental support opportunities and services available
- Information about activities, clubs, support groups and other services for children and young people with ALN
- Information on the way schools, settings and colleges support learners with Additional Learning Needs
- Information about the role of the Local Authority for children and young people with ALN
- Information about the role of Local Health Boards for children and young people with ALN
- And lots more…
Our helpline is available Monday to Friday between 9:00 am and 4:00 pm.
Phone: 01437 776354
Email: pps@pembrokeshire.gov.uk
Understanding the new ALN Transformation Act
Information relating to Additional Learning Needs Education Tribunal Act (ALNET)
Key information for Parents / Carers
Additional Learning Needs and Education Tribunal (Wales) Act Factsheet
Additional Learning Needs in Wales - what's happening next
The Welsh Government aims to transform the expectations, experiences and outcomes for children and young people with additional learning needs.
To do so, they have developed the Additional Learning Needs (ALN) ACT, which will transform the separate systems for Special Educational Needs (SEN) in schools and learning difficulties and/or disabilities (LDD) in further education, to create a unified system for supporting learners from 0 to 25 with ALN.
The reforms system will:
- Ensure that all learners with ALN are supported to overcome barriers to learning and can achieve their full potential
- Improve the planning and delivery of support for learners from 0 to 25 with ALN, placing learners’ needs, views, wishes and feelings at the heart of the process
- Focus on the importance of identifying needs early and putting in place timely and effective interventions which are monitored and adapted to ensure they deliver the desired outcomes.
New legislation and statutory guidance is only one aspect, albeit a fundamental one, of the wider package of reforms needed. The ALN Transformation Programme also focuses on skills development for the education workforce, to deliver effective support to learners with ALN in the classroom, as well as easier access to specialist support, information and advice.
The aims of the ACT
- The introduction of the term Additional Learning Needs (ALN)
The Act replaces the terms ‘special educational needs’ (SEN) and ‘learning difficulties and/or disabilities’ (LDD) with the new term ALN.
- A 0-25 age range
There will be a single legislative system relating to the support given to children and young people aged between 0-25 years who have ALN. This is instead of the two separate systems currently operating to support children and young people of compulsory school age who have SEN; and young people in further education who have LDD.
- A unified plan
The Act will create a single statutory plan (the individual development plan (IDP) to replace the existing variety of statutory and non-statutory SEN or LDD plans for learners in schools and further education.
- Increased participation of children and young people
The Act requires that learners’ views should always be considered as part of the planning process, along with those of their parents. It is imperative that children and young people see the planning process as something which is done with them rather than to them.
- High aspirations and improved outcomes
The emphasis of IDPs will be on making provision that delivers tangible outcomes that contribute in a meaningful way to the child or young person’s achievement of their full potential.
- A simpler and less adversarial system
The process of producing and revising an IDP should be much simpler than is currently the case with statements of SEN.
- Increased collaboration
The new system will encourage improved collaboration and information sharing between agencies, which are essential to ensuring that needs are identified early and the right support is put in place to enable children and young people to achieve positive outcomes.
- Avoiding disagreements and earlier disagreement resolution
The new system will focus on ensuring that where disagreements occur about an IDP or the provision it contains, the matter is considered and resolved at the most local level possible.
- Clear and consistent rights of appeal
Where disagreements about the contents of an IDP cannot be resolved at the local level, the Act will ensure that children and young people entitled to an IDP (and their parents in the case of those that are under 16 years) will have a right of appeal to a tribunal.
- A mandatory code
The Code will ensure that the new ALN system has a set of clear, legally enforceable parameters within which local authorities and those other organisations responsible for the delivery of services for children and young people with ALN, must act.
Reasons behind the proposed changes
- Learners have the right to equity of access to education that meets their needs and enables them to participate in, benefit from and enjoy learning.
- The current system for supporting children and young people with SEN and learning difficulties and/or disabilities is based on a model introduced more than 30 years ago that is no longer fit for purpose.
- Under the new system planning will be flexible and responsive; professionals will be more skilled and confident in identifying needs and deploying strategies to help learners overcome their barriers to learning.
- The learner will be at the centre of everything that is done.
How the changes will be implemented
The Additional Learning Needs Transformation programme consists of 5 main themes:
- Legislation and Statutory Guidance
- Implementation/Transition Support
- Workforce Development
- Awareness-Raising
- Supporting Policy
- Legislation and Statutory Guidance
The Additional Learning Needs and Education Tribunal (Wales) Act (ALNET Act) was introduced to the National Assembly for Wales on Monday 12 December 2016.
The Act creates the legislative framework to improve the planning and delivery of additional learning provision, through a person-centred approach to identifying needs early, putting in place effective support and monitoring and adapting interventions to ensure they deliver desired outcomes.
- Implementation/Transition Support
To ensure successful and consistent implementation of the new system, it is essential that services are supported to prepare for the changes ahead and to develop closer multi-agency and cross-sector working practices.
This includes:
- ALN Innovation Funding: supporting regional partnership projects between Local Authorities, schools, FEIs, specialist providers, health, social services, early years and the third sector
- ALN Strategic Implementation Group: a joint working group between the Welsh Government and Local Authorities, local health boards and the further education sector.
Early 2019 there will be an extensive programme of training and professional development on the basis of the new Code, ahead of the roll-out of the new system
- Workforce Development
A skilled workforce is central to the transformation programme and will impact at three levels:
Core Skills Development
- For all practitioners to support a wide range of low, complexity, high incidence ALN within settings/schools and access to ongoing professional development.
- This includes the roll-out of person-centred practice, which is a central aspect of our new approach, across all education settings/schools.
- The Welsh Government is commissioning a training programme to provide a multi agency training package to be rolled out in process of implantation.
Advanced Skills Development
- Through development of the role of ‘Additional Learning Needs Coordinators’ (ALNCos), who will replace current Special Educational Needs Coordinators (SENCos).
- The Welsh Government is developing a progression pathway for ALNCos.
Specialist Skills Development
- Through national workforce planning system for LA-provided specialist support services available to education settings e.g.educational Psychologist and Teachers of visually or hearing impaired
- Awareness-Raising
It is essential to help all those in the system understand:
- The evidence for best practice
- What can be expected from interventions
- The interventions that are likely to be most effective
- The role of professionals
To help ensure realistic expectations and effective deployment of resources.
Awareness-raising activities in preparation for implementation of the transformed system, focusing on engaging stakeholders about their new legislative duties, and explaining and promoting the system and the rights it confers to children, young people and parents/carers
- Supporting Policy
It is important not to lose sight of the provision of the effective policy guidance to ensure that good practice is supported and embedded in the current SEN system as well as the future ALN system.
Implementation of the Additional Learning Needs system
The Minister for Education published a statement setting out changes to how and when the Additional Learning Needs (ALN) system is to be implemented.
You can find out more about the ALN Transformation Programme and guidance on the current SEN system.
Update on the Additional Learning Needs system Welsh Government has now published non-statutory guidance for the three new ALN co-ordinating officer roles that came into force on 4 January 2021 ahead of the planned introduction of the ALN system in September of this year.
Training
An online training course outlining the new unified system for supporting learners with ALN has been published on the Welsh Government’s Hwb platform. The interactive training course gives an introductory overview of the new ALN system, and will help all those involved in the system understand the new legislative duties, and the rights it confers to children, their parents/carers, and young people. We would encourage staff in all sectors who work with children and young people, including school support staff, to undertake this short course. The course may also be of interest to parents and carers.
Consultation
Welsh Government has now published a summary report on the consultation on representatives for young people, and parents of children, lacking mental capacity.
Please send any queries to SENReforms@gov.wales
Update on the Additional Learning Needs system
The Minister for Education has announced that the Additional Learning Needs Code and associated regulations have been laid before Senedd Cymru.
Code, Explanatory Memorandum and Integrated Impact Assessment
Further information about the ALN transformation programme and guidance on the current SEN system including our frequently asked questions and ALN transformation programme guide.
Please send any queries to SENReforms@gov.wales
Role of ALNCo and Professionals
Additional Learning Needs Coordinator (ALNCo)
All schools, (except special schools) have an identified member of staff to act as Additional Learning Needs Co-ordinator (or ALNCo for short).
The ALNCo at a school is responsible for carrying out or making sure that the following tasks are carried out:
- identifying a pupil’s additional learning needs (ALN) and co-ordinating the making of the Additional Learning Provision (ALP)
- securing relevant services to support the pupil’s Additional Learning Provision
- keeping records of decisions about ALN and Individual Development Plans (IDPs)
- liaising with and providing information to the pupil and parents/carers of the pupil
- promoting inclusion in the school and access to the school's curriculum, facilities and extra-curricular activities
- advising, supervising and training school staff about differentiated teaching methods appropriate for individual pupils with ALN, and contributing to in-service training
- monitoring the effectiveness of any Additional Learning Provision made
- preparing and reviewing the information required to be published by the governing body of the school
An ALNCo at a college is responsible for carrying out or ensuring that the following tasks are carried out:
- identifying a student’s ALN and co-ordinating the making of Additional Learning Provision (ALP) that meets a student’s ALN
- securing relevant services that will support a student’s Additional Learning Provision
- keeping records of decisions about ALN and educational plans (eg. Individual Development Plans or equivalent (IDPs)
- liaising with and providing information to the student about that student’s ALN, IDP and the Additional Learning Provision
- promoting the inclusion of a student with ALN in the FEI and access to the FEI’s curriculum, facilities and extra-curricular activities
- preparing and reviewing the information required to be published by the governing body
- advising, supervising and training staff about differentiated teaching methods appropriate for individual students with ALN
- monitoring the effectiveness of any Additional Learning Provision made
The ALNET Act says that the prescribed qualification or experience of an ALNCo at a school must be:
- a school teacher; or
- a special educational needs co-ordinator within the school immediately prior to the coming into force of these Regulations.
Early Years Non-Maintained settings (private nurseries)
A local authority must designate an officer to have responsibility for co-ordinating the authority’s functions in relation to children under compulsory school age (5 years) who are not attending maintained schools.
An officer designated under this section is known as an Early Years Additional Learning Needs Lead Officer.
How will my child be supported in an Early Years setting?
Your child’s key worker will be able to direct you to the Early Years Additional Learning Needs Lead Officer (EY ALNLO) who can tell you what support is currently in place for your child and discuss with you what additional support may be available for your child.
If a child has a health professional working with them e.g. Speech and language therapist, the professional will continue to work with the child and support the setting with targets and strategies.
A transition meeting takes place the term before a child starts a new school. A transition meeting is held with both the school and early years setting in attendance. A transition meeting is held to ensure that there is discussion about how your child will be supported, and to pass on any key information that will help the new school support your child. The meeting will also be attended by any professionals supporting your child.
Designated Educational Clinical Lead Officer (DECLO)
Every Local Health Board must designate an officer to have responsibility for co-ordinating the health board’s functions in relation to children and young people with Additional Learning Needs (ALN). This role is Designated Education Clinical Lead Officer – DECLO.
The DECLO for Hywel Dda Health Board is Luke Jones - luke.jones@wales.nhs.uk
The DECLO must either be a registered medical practitioner or a registered nurse or another health professional.
The DECLO will be responsible for:
- operating strategically to promote awareness of ALN at executive level within the Local Health Board and promote new ways of working;
- sharing best practice with the other DECLOs to help ensure standardised approaches across Wales;
- promoting a consistent strategic approach within the Local Health Board to the identification and assessment of ALN, the preparation and review of IDPs, the planning and delivery of ALP and the monitoring the effect of it on children and young persons;
- managing and monitoring compliance with Local Health Board duties under the Act, and measuring the success of the Local Health Board’s interventions.