This Code means that Wales now has a single system for ALN that is learner-centred. The principles underpinning the ALN system in Wales aim to support the creation of a fully inclusive education system where all learners are given the opportunity to succeed and have access to an education that meets their needs and enables them to participate in, benefit from, and enjoy learning. It provides learners with the same rights and entitlement whatever their age or setting. It was designed to be a fair and transparent system for all and as Welsh provision where needed.

The Welsh Government hope that the ALN system will mean that children and their parents and young people will:

• get the support they need earlier
• be more involved in making decisions and find information more easily than before
• be able to access support if they disagree with decisions
• have a right to appeal

A learner has ALN if he or she has a learning difficulty or disability which calls for additional learning provision (ALP). ALP means educational provision that is additional to or different from that made generally for others of the same age in a mainstream setting.

Many children may experience difficulties in a range of areas of school life at some point during their education. For example:

• schoolwork
• reading, writing, number work or understanding information
• expressing themselves or understanding what others are saying
• making friends or relating to adults
• behaving appropriately in school
• organising themselves
• some kind of sensory or physical needs which may affect them in school.

So what do we do? What is our ‘Graduated Response?’

Often with the appropriate help, structure, and reasonable adjustments, progress can be maintained and the child will not be regarded as having an ALN. We call this level of support ‘universal provision’ – this is available for every child at St. Mary’s.

If, having made adjustments and correct alterations to enable the child to access learning, there remains a concern over progress, the child may be identified as needing ‘targeted support’ (intervention) possibly with some targets although this may not always be appropriate. This may need the help of an outside agency for support or it may be a need which we can cater for ably in school with the support of intervention and small steps targets – a move to Targeted Universal Provision (TUP).

If the child has a complex additional learning need beyond the standard classroom context and planning they will need ‘specific support or ALP’. This may require an Individual Development Plan (IDP) and access to a teaching assistant for support, and multi-agency involvement.

How does this work at St. Mary’s?

Our greatest asset is our dedicated and knowledgeable staff with a wealth of experience. We have developed an assessment timetable that outlines all the different ways that our learners can be assessed and checked in on – some aspects such as recall of sight words and phonic ability are a little more discrete and are looked at at very regular times. Other assessments such as ‘Numberstacks’, ‘Hertfordshire Reading Ability’ and LNF tests designed by WG are carried out at particular points during the school year.

This information is collated, annotated and kept as a record throughout a child’s year at St. Mary’s. Teaching staff may decide that we need to monitor a child’s learning in a particular aspect of learning such as phonics, spelling or understanding of number and this is more often for a maximum of a term.

Each class teacher fills in a comprehensive and detailed ‘Pupil Progress’ form at the end of each term which outlines any barriers to learning that a child may have – it could be personal and social reasons and changes in circumstance, it could be for a particular aspect of literacy – oracy, reading and/or writing or in mathematical development. Assessment results are included and this form becomes a narrative for children who are just dipping below their peers and below age expected levels of achievement. Lots of this happens behind the scenes and more information can be gathered or specific screening and assessments can take place to support our findings and concerns but parents are always informed of any perceived problems or difficulties. It is vital that a firm, trusted relationship with children and their families is at the centre of everything we do and is what we pride ourselves on at St. Mary’s.

Some children just need an extra close eye kept on them for a few short weeks and time to settle into a new classroom or environment but equally our instinct as educators is more often than not, correct. At the point that we know a child needs more support, we develop Small Step Targets (SST’s) with careful and extensive planning involving the child, their family, their teacher and the school Additional Learning Needs Co-Ordinator, (ALNCo) Kay Lawrenson.

Small Step Targets are short term targets that are devised by a child’s teacher with support from our ALNCo if needed, this is the next level on our Graduated Response – Targeted Universal Provision. Targets are usually designed for one area of learning at a time but can also be for personal and social and/or behaviour too. These targets are discussed with parents and are written in SMART target format – this means that they are Specific, Measureable, Achievable, Relevant and Timed. A set of targets is often written for an individual but can be developed for small group intervention also, depending on cohort of children and their needs.

These targets are reviewed at least termly and are discussed with each child and their parents. We create an evaluation of the targets; what is working and what is not and decide on next steps. It may be that the targets need tweaking slightly, new targets set or it may be that further investigation, screening or a referral to an outside agency needs to happen.

Additional Learning Provision (ALP) is the highest level of need for a pupil – this is comparable to a child with a ‘Statement of Special Needs’ in the old system which soon will cease to exist. There are many steps that exist for ALP – child centred meetings, information gathering, support from outside agencies and a range of professionals and this progresses towards an Individual Development Plan (IDP). An IDP contains a description of the ALN that acts as a barrier to the learner in achieving their educational potential and the ALP that is necessary to overcome or mitigate this barrier. The very few learners who do not make good progress through targeted universal provision may be identified as having ALN and require ALP.

We then prepare and maintain an IDP that details the barrier(s) to learning. The ALP then outlines the ways in which the barriers can be reduced and managed. The IDP will detail the strategies and interventions that are additional to or different from what is normally provided for others of the same age.

Most learners will make good progress in their learning and will not have ALN or require ALP. The individual needs of learners will be met within universal or targeted provision at school. Slow progress and low attainment do not necessarily mean that a learner has ALN. As all learners in school will inevitably progress at different rates the fact that a learner is underperforming by comparison to others of the same age is not on its own, proof of ALN. In fact, when considering learner needs it may become evident that they are making good progress from a low base. There will always be learners who have lower levels of attainment and ability who will progress at a slower but steady rate. They may indeed require support and access to a differentiated curriculum to make suitable progress, but this does not automatically mean that they have ALN.

What does support look like at St. Mary’s?

There are many interventions we have in place, each planned carefully as part of a child’s small step targets. Targeted intervention may be carried out by a professional – such as with literacy support or speech and language therapy and/or by class teacher and teaching assistant. The way in which targets are designed and laid out are unique to our school and have been developed as a collective and in collaboration.

Read, Write inc. teaches children the sounds we use, the letters that represent them, and how to form the letters when writing. The scheme includes reading books written using only the letters they have learnt at each level (and a small number of separately taught tricky words). With support, children can quickly feel confident and successful.

LEGO® Therapy (or brick club) is a collaborative, play based social skills intervention. It is designed to improve social competence in children with neurodiverse profile and other differences; it is useful for many children with language or social communication difficulties and is lots of fun!

A Sensory Circuit is a short plan of physical activities that enables children to achieve an optimal level of alertness. It lasts 10-15 minutes and consists of 3 sections: Alerting Activities, Organising Activities and Calming Activities.

Speech and Language therapy supports children with speech, language, communication and in some case, eating and drinking difficulties. These sometimes exist alongside other conditions such as learning difficulties and hearing problems who have their own therapy team and assistants that visit school regularly.

Number Stacks is perfect as a whole-school intervention to help address gaps in understanding for pupils in all primary year groups. With its initial assessments and fluency activities at the end of each video tutorial, it is easy to evidence progress as pupils work their way through the key skills.

Other screening undertaken includes a dyslexia screener and portfolio via The Maelor School and dyscalculia screening via Dynamo Maths.

What is working well?

Our best resources and ones to be celebrated are our experienced, dedicated staff – both teaching staff and our excellent support staff – they are invaluable to the support given to the wide and differing wants and needs of our pupils at St. Mary’s. Our staff continually review their knowledge, undertake Continuing Professional Development (CPD) and seek training from a wide range of professional bodies and charities. Staff have taken part in Autistic Spectrum Disorder in the Classroom training, have received information and workshops for Executive Functioning, Lego Therapy and Sensory Circuits to develop their expertise in being able to support and educate children with a range of differences and special educational needs. This school year we have planned for workshops on Neurodiversity in the Classroom and British Sign Language, Developing Phonic Knowledge and using Creativity in the Classroom (to name but a few!).

How are we improving?

This year we have included ALN as part of our School Development Plan and this is to ensure that methods and processes in place are undertaken cohesively. We have regular meetings as staff, planning next steps for children through a simplified ‘triage’ system and our systems are watertight with regular reviews and monitoring. As ALNCo Mrs Lawrenson has time set aside for planning, preparation and assessment of children who need a range of support – from universal level, looking for the right support and referrals, to child centred meeting and reviews and is included as part of the Senior Leadership Team.

How parents can help teachers:

• Share knowledge: Parents can provide teachers with information about their child’s needs, strengths, and challenges.
• Communicate openly: Parents can encourage open and honest conversations with teachers, come to their child’s class teacher in the first instance and we can go from there.
• Provide support: Parents can show teachers that they support their child’s education and the teacher’s work.
• As teachers we know we can benefit with support from parents and we can maximize outcomes.
• Teachers can work with parents to improve both academic and pastoral outcomes for their students by building positive and professional relationships.
• Teachers can build positive relationships with parents based on mutual respect and collaboration and motivation for their child’s learning and deveopment.
• Teachers can use positive praise to motivate students and inspire them to achieve their potential.