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Needs Code February 2017

Draft%20Additional%20Learning%20Needs%20Code%20February%202017

Chapter 10: Preparing an

Chapter 10: Preparing an IDP Summary 10.1 This Chapter outlines the process in respect of preparing an IDP. The Chapter sets out mandatory duties prescribed within the Act, imposes further requirements itself, and provides guidance in relation to the parties involved in development of an IDP, IDP meetings and timescales and disclosure of IDPs. It should be read in conjunction with Chapter 11. 10.2 [The timescales set out within this Chapter have been developed with the input of stakeholders. They are, however, subject to ongoing discussions and not fixed at this stage.] Preparing an IDP – Considerations in all cases Initial Steps 10.3 Once it starts to become clear to the school, FEI or local authority decides that a child or young person does have or very probably has ALN, then it must designate a person as responsible for coordinating and preparing the IDP (the ‘IDP Co-ordinator’). This could be, but need not be, the ALNCo. The child, child’s parent and young person must be informed of the name of the co-ordinator and how to contact them. Involving children, young people and parents in preparing an IDP 10.4 Chapter 3 describes the duty to involve children, their parents and young people in decisions that affect them. 146 10.5 Putting the child or young person at the heart of the process that identifies their ALN and determines their ALP is fundamental to the system of support set out in the Act. The child, child’s parents or young person should be invited to participate in the process and any formal meetings where the child or young person’s ALN or IDP is being discussed. 10.6 To ensure the child, their parent or young person is actively involved in planning the support for their ALN, the school, FEI or local authority responsible for preparing an IDP should: take a person-centred approach to the gathering and presentation of information; and both develop and revise an IDP at an IDP meeting run using a personcentred approach. 10.7 Person-centred practice puts the child, child’s parent (in particular, but not exclusively, where the child is very young) or young person at the centre 146 Section 6 of the Act Page | 94

of decisions and ensures their views, wishes and feelings are the focus of the meetings. 10.8 The Welsh Government has published a range of resources to support practitioners in using person-centred practice approaches, which are available on the Learning Wales website. Person-centred Practice in Education: a guide for early years, schools and colleges in Wales (http://learning.gov.wales/resources/browse-all/person-centred-practiceguide/?lang=en) Developing as a Person-centred Organisation: a self-assessment tool & practical steps for progress (http://learning.gov.wales/resources/browse-all/developing-as-a-personcentred-organisation/?lang=en) Person-centred Reviews toolkit: a guide for early years, schools and colleges in Wales (http://learning.gov.wales/resources/browse-all/person-centred-reviewstoolkit/?lang=en) 10.9 Where a child, a child’s parent or young person wishes to participate in the IDP preparation process through the medium of Welsh, the body preparing the IDP will have to comply with relevant welsh language obligations. 147 Participating in meetings to determine ALN and/or prepare the IDP 10.10 It is crucial that all those able to contribute relevant information to inform decisions regarding a child’s or young person’s ALN and subsequently the IDP’s preparation and review do so. Preferably this will happen in person at the meeting but if not, in writing prior to the meeting. Contributions to the meeting should cover all the aspects of the child or young person’s ALN. 10.11 In the context of meetings regarding IDPs, it may be useful if the information is organised under the headings of: what is important to the learner; what is important for the learner; what is working and should be built on; what is not working and requires change; and, priorities. 147 Under the Welsh Language (Wales) Measure 2011, and associated Welsh Language Standards and compliance notices. For example, see The Welsh Language Standards (No 1) Regulations 2015 and associated compliance notices served by the Welsh Language Commissioner on Local Authorities for the individual standards which are applicable for each local authority, e.g. in respect of correspondence and meetings). Page | 95

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