Let's open doors and minds.
Let's throw a spotlight on the
richness that people who are
different bring to mainstream
society. Let's talk about assets
instead of liabilities.
Helen Henderson,
“Inclusion can transform the workplace dynamic”
WHAT ARE:
Additional
Learning
Needs?
Special
Educational
Needs?
PLEASE READ PAGES 6-8 OF THE BOOKLET
The term ALN refers to a ‘greater difficulty in learning’ to encompass all learners in Wales
whose learning needs are greater than their peers of the same age and which do not
necessarily amount to SEN as defined in the Education Act 1996.
The term ALN is much wider in scope than the term ‘special educational needs’ in order to
recognise the diverse and complex needs of learners and to reflect a more holistic approach
to meeting the needs of individual learners.
ALN include persons who, for whatever reason, require additional learning support because
they are struggling to learn in comparison with their peers. School pupils may therefore
require additional learning support if they have difficulty in learning because, for example, they
have:
• special educational needs
• a disability
• medical needs
• gaps in their knowledge or skills due to prolonged absences from the education system, e.g.
school refusers, school phobics or young offenders
• experienced difficult family circumstances, e.g. due to bereavement
• accessed education inconsistently, e.g. gypsy and traveller pupils.
http://wales.gov.uk/topics/educationandskills/publications/guidance/specialeduneedscop/?lang=en
Chapter 1: Principles and Policies
Chapter 2: Working in Partnership with Parents
Chapter 3: Pupil Participation
Chapter 4: Identification, Assessment and Provision in Early Education settings
Chapter 5: Identification, Assessment and Provision in the Primary Phase
Chapter 6: Identification, Assessment and Provision in the Secondary Sector
Chapter 7: Statutory Assessment of Special Educational Needs
Chapter 8: Statements of Special Educational Needs
Chapter 9: Annual Review
Chapter 10: Working in Partnership with Other Agencies
Normal classroom teaching which
includes differentiated work
School Action
School Action+
Statement of Special Educational Needs
Annual Review
School Action
When a class teacher or the SENCO identifies a
child with SEN the class teacher should provide
interventions that are additional to or different from
those provided as part of the school’s usual
differentiated curriculum offer and strategies (School
Action).
The basis for intervention through School Action
could be the teacher’s or others’ concern,
underpinned by evidence, about a child who despite
receiving differentiated learning opportunities:
• makes little or no progress even when teaching approaches
are targeted particularly in a child’s identified area of
weakness
• shows signs of difficulty in developing literacy or
mathematics skills which result in poor attainment in some
curriculum areas
• presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management
techniques usually employed in the school
• has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist
equipment
• has communication and/or interaction difficulties, and
continues to make little or no progress despite the provision
of a differentiated curriculum.
What could the teacher do to support a pupil at
the School Action Stage?
i.
ii.
iii.
iv.
v.
Support and advice from the SENCO/ALENCO
Deployment of extra staff to enable one-to-one tuition
Provide different learning materials or special equipment
To introduce some group or individual support
To devote extra adult time to devising the nature of the
planned intervention
vi. To undertake staff development and training to introduce
more effective strategies
vii. Access LA support services for one-off or occasional
advice on strategies or equipment
Individual Education Plans
Strategies employed to enable the child to progress should be recorded within
an Individual Education Plan (IEP).
The IEP should include information about:
• the short-term targets set for or by the child
• the teaching strategies to be used
• the provision to be put in place
• when the plan is to be reviewed
• success and/or exit criteria
• outcomes (to be recorded when IEP is reviewed).
The IEP should only record that which is additional to or different from the
differentiated curriculum plan, which is in place as part of provision for all children.
The IEP should be crisply written and focus on three or four individual targets,
chosen from those relating to the key areas of communication, literacy, mathematics,
and behaviour and social skills that match the child’s needs. The IEP should be
discussed with the child and the parents.
School Action+
The basis for School Action Plus could be that, despite receiving an
individualised programme and/or concentrated support under School Action, the
child:
1. Continues to make little or no progress in specific areas over a long period
2. Continues working at National Curriculum levels substantially below that
expected of children of a similar age
3. Continues to have difficulty in developing literacy and numeracy skills
4. Has emotional or behavioural difficulties which substantially and regularly
interfere with the child’s own learning or that of the class group, despite
having an individualised behaviour management programme
5. Has sensory or physical needs, and requires additional specialist equipment
or regular advice or visits by a specialist service
6. Has ongoing communication or interaction difficulties that impede the
development of social relationships and cause substantial barriers to
learning.
Statements of
Special Educational
Needs
The Statutory Process
ALN/SEN
in
Carmarthenshire
Carmarthenshire
Inclusion Principles
Pennaeth Llywodraethu
a Chynhwysiant
1.
2.
3.
4.
5.
6.
7.
8.
KEY PRINCIPLES
All have a responsibility to ensure
of opportunity
Head equality
of Governance
andhave
Inclusion
Believe children and young people
a right to have their education in their
local schools with their peers
Gareth Morgans
Acknowledge that inclusive learning enriches the experience of all pupils
Are committed to delivering teaching and learning that sets high expectations of
everyone
Recognise that all teachers have a responsibility for all learners in their class
Rheolwr
Rheolwr
Believe Anghenion
that effective teaching
and learning
is the key to successful
inclusion
Rheolwr
Gwasanaethau
Gwasanaethau Llywodraethu
Dysgu
Ychwanegol
Ymddygiad
Are committed
to supporting schools
through advice, guidance,
training,
Governor
Support Manager
Bryan Stephens
development,
funding
and
resources
to
ensure
that
pupils
with
additional needs
Additional Learning
Behaviour Services
Uwch Swyddog
can
make
progress within their local school
Needs
Manager
Manager
Gwella Ysgolion- Llywodraethu
Accept that for a very small number of pupils we may, as yet, lack
theSchool
skills,
Senior
Improvement
OfficerGovernance
Margaret
facilities Denholm
and resources to enableAnne
them
to fulfil their potential
in their
local
school
Harrison
Andi Morgan
Inclusion
Additional
Additional Learning
Learning
Needs
Manager
Needs Manager (1)
(1)
Inclusion
Behaviour
Behaviour Support
Support
Co-ordinator
Co-ordinator (1)
(1)
Governors
Governors Support
Support
Manager
Manager (1)
(1)
STATUTORY
STATUTORYTEAM
TEAM(4)
(4)
THE ADDITIONAL
LEARNING
NEEDS (3)
BEHAVIOUR
SUPPORT
SCHOOL
BEHAVIOUR
SUPPORT
SCHOOLGOVERNANCE
GOVERNANCE
(3)
COMMUNITY
TEAM
(6)
SERVICE
COMMUNITY TEAM (6)
SUPPORT
SUPPORTFOR
FORPUPILS
PUPILSWITH
WITH
ALN
(4)
ALN (4)
PWLL
PWLLPRU
PRU//
SCHOOL
ADMISSIONS
SCHOOL
ADMISSIONSAND
AND
ManagerMargaret
Denholm
KS4
PROVISION
(13)
KS4 PROVISION (13)
APPEALS
APPEALS
ADVISORY
ADVISORYSUPPORT
SUPPORT
TEACHERS
TEACHERS(3.6)
(3.6)
METASMETAS-EAL
EALand
andTravellers
Travellers
Service
Service(10)
(10)
SPECIALIST
SPECIALISTPROVISIONS
PROVISIONSin
in
Schools
Schools
Training
Trainingand
and
SENCO
SENCOFORUM
FORUM
SCHOOL
House
ToAalton
deliver
the statutory
process
SCHOOL
Aalton
HouseTuition
Tuition
EDUCATIONAL
Centre
(3.8)
EDUCATIONALVISITS
VISITS
Centre (3.8)
 To provide support to schools
in their
management of pupils
Home
Hometuition
tuitionservice
service
(1
24
(1FTE,
FTE,
24PT)
PT)
with
ALN
 To provide advisory teaching
EXCLUSIONS
EXCLUSIONS(1)
(1)
services
in specific areas of
ALN

ELECTIVE
ELECTIVEHOME
HOMEEDUCATION
EDUCATION
Training
Trainingand
andDevelopment
Development
Rhydygors
Rhydygors
Primary Specialist Provision
O+A
Speech and
Language
Infants
Speech and
Language Junior
Autism
Carmarthen
Dinefwr
Llanelli
Welsh Provision
Richmond Park
Bro Banw
Y Felin
-
-
Bro Banw
Y Felin
Nantgaredig
-
-
Brynteg
Nantgaredig
Myrddin
Bro Banw
Pwll Primary
Provision
Myrddin
Bro Banw
Heol Goffa
Y Felin
-
SLD
Hearing Impairment
-
Parcyrhun
-
Parcyrhun
PMLD
Myrddin
Bro Banw
Heol Goffa
-
Behaviour/Emotional
Rhydygors
-
-
-
Secondary Specialist Provision
Carmarthen
Dinefwr
Llanelli
Welsh Provision
Speech and
Language
-
Tregib
-
-
Autism
Canolfan Elfed
Garreglwyd
-
Maesyryrfa
PRIMARY PROVISION
SLD
Canolfan Elfed
Bro Banw
Heol Goffa
-
Hearing Impairment
Canolfan Elfed
-
-
-
PMLD
Canolfan Elfed
Bro Banw
Heol Goffa
-
Behaviour/Emotional
Rhydygors
Aalton House
-
Pwll KS3
Teaching and
Learning Centre
-
Additional
Additional Learning
Learning
Needs
Needs Manager
Manager (1)
(1)
Behaviour
Behaviour Support
Support
Co-ordinator
Co-ordinator (1)
(1)
STATUTORY
STATUTORYTEAM
TEAM(4)
(4)
BEHAVIOUR
BEHAVIOURSUPPORT
SUPPORT
COMMUNITY
COMMUNITYTEAM
TEAM(6)
(6)
THE BEHAVIOUR SUPPORT
SERVICE
Manager- Anne Harrison
SUPPORT
SUPPORTFOR
FORPUPILS
PUPILSWITH
WITH
ALN
ALN(4)
(4)




To deliver the Authority's strategy for
ADVISORY
SUPPORT
ADVISORY
SUPPORT
managing the behaviour
of children
TEACHERS
TEACHERS(3.6)
and young people in and out of (3.6)
mainstream schoolsMETASMETAS-EAL
EALand
andTravellers
Travellers
Service
(10)
(10)
To deliver the Authority'sService
statutory
duties to provide education for
SPECIALIST
PROVISIONS
SPECIALIST
PROVISIONS
excluded and sick pupils
unable
to inin
Schools
Schools
attend schools
Training
Training
and
To provide leadership for
the and
SENCO
SENCOFORUM
FORUM
managers of a range of behaviour
services.
To promote the development and
implementation of the Authority's
behaviour management training and
development programme
PWLL
PWLLPRU
PRU/ /
KS4
KS4PROVISION
PROVISION(13)
(13)
Aalton
AaltonHouse
HouseTuition
Tuition
Centre
Centre(3.8)
(3.8)
Home
Hometuition
tuitionservice
service
(1
FTE,
(1 FTE,24
24PT)
PT)
EXCLUSIONS
EXCLUSIONS(1)
(1)
ELECTIVE
ELECTIVEHOME
HOMEEDUCATION
EDUCATION
Training
Trainingand
andDevelopment
Development
Rhydygors
Rhydygors
(Day
(Dayprovision)
provision)
Data for Dialogue!
Number of pupils in our schools
26,963
Pupils on School Action
4,433 (16.4%)
Pupils on School Action+
2,023 (7.5%)
Pupils with Statement of SEN
1,070 (3.9%)
Pupils without ALN
19,437 (72.2%)
Role of School Governors
An effective governing body helps shape the
future of the school. It has a clear vision that
emphasizes the school’s distinctive character
and ethos, and it engages in robust and
challenging conversations about how to
deliver high standards of pupil achievement
and excellence for all.
Report of the Enterprise and Learning Committee
on the Role of School Governors, June 2009.
SEN: Governing body duties
• Recommended to appoint SEN governor
• SEN governor agree SEN policy with head
• SEN governor preferably involved in any audit of provision
e.g. SEN&LAC internal audit
• Review policy annually
• Ensure SENCO/ALENCO in position
• Ensure school has school improvement objectives specifically
for SEN
The role of the SEN Governor
The role of the SEN governor is strategic. It does not for example involve
the nominated governor in attending meetings with individual parents or
discussion of individual pupils. The governing body must remember that
specific information regarding SEN pupils is confidential.
It may however involve the following:
1.
2.
3.
4.
5.
6.
To champion issue of SEN in the wider business of the
governing body
Developing and maintaining an awareness of special needs
provision in the school on behalf of the governing body
Specific oversight of school’s arrangements for SEN
provision including allocation of resources
Supporting the implementation of the school’s Special
Educational Needs Policy
Meet SENCO termly to monitor and review SEN provision
Observe SEN provision first hand, consult pupils with SEN
and their parents
Develop and train
staff
Staff induction
Manage SEN resources
Observe teachers
and support staff
at work
Advise staff on
appropriate strategies
The Statutory
Process- revise,
offer advice
Contribute to School
Development Plan
Manage transition
Communicate with other
agencies
Communicate with
parents
Manage staff
To evaluate the
school’s provision
Identify pupils with
SEN/ALN
Monitor and
evaluate
To be aware of
legislation
Administrative
tasks
To manage
complex cases
Asses and plan for
individual pupils
01267
246 506
EDGMorgans@sirgar.gov.uk
MMDenholm@sirgar.gov.uk
Inclusion is everyone’s responsibility. It
is not only about where learners
receive their education but about the
provision of a meaningful education
which will foster independence and
inclusion in society as a whole.
A curriculum for all learners
Guidance to support teachers of learners with additional learning needs
WAG 2010