The ‘Additional Learning Needs and Education Tribunal (Wales) Act 2018’, and a new code of practice ‘Additional Learning Needs Code for Wales’ sets out new legislation and statutory guidance. Lansdowne Primary School, along with all schools in Wales, has adopted this new system from September 2021.
This means that the current system for identifying and supporting pupils with Additional Learning Needs has changed.
These changes include:
The language we use. Pupils who have learning difficulties or a learning disability are no longer referred to as having ‘special educational needs’. The new term is ‘Additional Learning Needs’ and will often be shortened to ALN.
The school, where appropriate, has responsibility for deciding whether a pupil has ALN. Under the new system there is a change to the definition of ALN.
The definition, as outlined in the code, states:
A learner has ALN if he or she has a learning difficulty or disability which calls for additional learning provision (ALP). A child of compulsory school age or person over that age has a learning difficulty or disability if he or she:
(a) has a significantly greater difficulty in learning than the majority of others of the same age, or
(b) has a disability for the purposes of the Equality Act 2010 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 in mainstream maintained schools or mainstream institutions in the further education sector.
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.
Pupils who are identified as having ALN will have an Individual Development Plan (an IDP) prepared for them, and this plan is reviewed at least annually.
There is an increased level of participation of children, young people and their families. We have adopted a ‘Person-Centred Practice’ approach and the staff at Lansdowne ensure that the children and their families are included in the development of IDPs and given opportunities to ask questions and express concerns.