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Needs Code February 2017

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

11.39 In order to

11.39 In order to determine the progress towards achieving the intended outcome(s), it may be necessary to set interim targets and to monitor the impact of the ALP on the child or young person’s progress. This could include a continual process of tracking and, where necessary, set out details of any assessment that will take place in the educational setting on a regular basis. Any concerns raised as a result of this monitoring might lead to a review of the IDP as a whole (see Chapter 14). 11.40 As part of the discussion around determining ALP, any other factors, such as maintenance and insurance of any specialist equipment should be discussed, including who is responsible for these matters. 11.41 Schools, FEIs and local authorities must not require a child, parent or young person to pay for any provision that they are required to secure for the child or young person under the Act 160 . Intended outcomes i. A record of the outcomes intended to result from the provision of the ALP described in the IDP. 11.42 These outcomes should have a strong focus on the aspirations of the child and their parents or the young person. 11.43 The intended outcomes should focus on enabling children and young people to move towards long-term aspirations, be they employment or further or higher education, independent living and/or community participation. IDPs can also include outcomes with a wider focus, such as positive social relationships and emotional resilience and stability. 11.44 For some children and young people, an intended outcome can be about minimising the impact of impairment on their learning. 11.45 When agreeing intended outcomes, it is essential to consider what is important to the child or young person and what they want to achieve. 11.46 All intended outcomes detailed in the IDP should be drafted in such a way that it is possible to measure whether they have been successfully achieved, as well as being realistic and challenging. This should be done by making outcomes “SMART” (Specific, Measurable, Achievable, Realistic and Time-bound). 11.47 Intended outcomes should be set to challenge. A suitable outcome for the child or young person will depend on their current level and their potential within a given time. 159 Sections 10(5), 12(5), 17(4), 19(3) and 37(6) of the Act. 160 Section 43 of the Act. This does not apply in respect of local authorities being the parent. Page | 112

11.48 Guidance on how to develop outcomes, as well as examples, is provided in the Welsh Government’s Person-centred Reviews toolkit: a guide for early years, schools and colleges in Wales. 161 Transition 11.49 This section provides a space to identify possible ALP which might be received in the future, such as ALP which the child or young person might receive in a new setting. 11.50 This is an optional section for identifying possible future ALP, which might be necessary when the learner moves on to other stages of education (e.g. from secondary school to FEI). 11.51 In preparing the IDP, the school, FEI or local authority might identify particular ALP that might be necessary in future for when the learner moves to another educational setting. If so, this possible future ALP should be recorded in the IDP under the heading of “Transition”. 11.52 Further information on transitions can be found in Chapter 17. Reasons for decisions made i. The reasons for naming a school for the purpose of securing admission to it pursuant to section 42 of the Act, where a school has been named for this purpose; and ii. Where a school is not named for the purpose of securing admission to it pursuant to section 42 of the Act, despite a request from the child or parent to do so, the reasons for that decision. 11.53 The purpose of this section outlines why certain decisions have been undertaken, especially when there has been a difference of opinion. This might be a difference of opinion between professionals, or a difference of opinion between the child, child’s parent or young person and professionals, or any other difference of opinion. For example, this section might describe that the ALP suggested in one report was felt to be more suitable to meet the needs of the child or young person than another report. 11.54 This section could include the reasons for deciding that the child or young person has ALN, and should do so where there are particular reasons for a decision that might not be obvious to someone considering the case in future, or where there was a difference of opinion as to the ALN or ALP. 11.55 Where there is no difference of opinion, nor other need to explain a decision, this section of the IDP might just refer to the record of information used to develop the IDP. 161 http://learning.gov.wales/docs/learningwales/publications/150909-reviews-toolkit-en.pdf Page | 113

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