1 year ago

Needs Code February 2017


collaboration and

collaboration and involvement – reflects the approach that has been taken to develop the Act and the Code and underpin the ALN system. 2.13 Transitions should be planned in advance and consideration given to supporting transition into adulthood 2.14 To support smooth transitions and provide continuity of support, provision should be planned for in advance. This is especially true when children and young people are due to move into education, and between different phases of education and/or providers. Relevant public bodies should make connections and plan theses changes in advance. Public bodies should work together to secure support and improve local provision relevant to the individual needs of the child or young person, to enable an effective transition. 2.15 Young people should be supported to make a successful transition into adulthood and be prepared for life after formal education; this process should commence in good time ahead of the learner leaving formal education. 2.16 The views, wishes and feelings of the child, child’s parent or young person, should be at the heart of all decision making processes 2.17 Anyone exercising functions under Part 2 of the Act or this Code will need to involve children and young people at every stage of the process, with their views, wishes and feelings listened to. This will help the child or young person to personalise their learning through the identification of targets that build on their strengths. This might be termed a personcentred approach. Being person-centred in the planning and provision of support means that the learner is truly listened to and kept at the heart of decision-making. It is the learner’s needs that are the starting point when considering the support to be provided, rather than starting with what support is available and then determining how the learner can be fitted into it. Please see Chapter 10 for more detail of person-centred practice and associated tools. 2.18 Person-centred practice encompasses the use of person-centred thinking tools that help to gather information in a way that makes sure the views of the learner and their family are included in decisions. It also covers person-centred reviews – meetings focused on an individual learner’s needs, where information from professionals, families and the learners themselves is made available to all, is accessible to all, and where everyone can contribute on an equal footing. 2.19 Parents are a key partner and professionals should seek to work with them and value the contribution they make. Parents should feel able to challenge the process if it is not meeting their child’s needs. Demonstrating to parents and families that their knowledge and experience is valued and is acted upon will be vital in securing their Page | 8

confidence in the process. This will be needed for them to engage in positive discussions about the best ways to support their child’s needs. These discussions may be challenging, however, a positive dialogue between parents and professionals, which encourages working through varying opinions to agree solutions and achieve agreed outcomes, is in the best interests of the child. Working supportively, and in partnership with parents and the children and young people themselves, will ensure everyone involved understands the responses of the professionals concerned, and lead to better quality provision. 2.20 The child, child’s parent or young person should be enabled to participate as fully as possible in the decision making processes 2.21 To enable children, their parents and young people to participate fully in discussions and decisions, they will need to be provided with information, advice and appropriate support. All necessary steps should be taken to ensure that they are empowered to make their opinions known and, if needed, be helped to understand the process. 2.22 Where children are given rights by the Act to receive information or to take decisions, but an individual child lacks sufficient capacity to understand the subject matter, a case friend may be appointed by the Education Tribunal to represent and support the child, and take decisions and act on the child’s behalf. Where a child lacks capacity, local authorities and schools could consider whether a case friend might be appropriate (see Chapter 18). 2.23 Meeting the needs of learners with ALN should be part of a whole school approach to school improvement 2.24 The way in which a maintained mainstream school or FEI meets the needs of all children has a direct bearing on the nature of the ALP required by children with ALN, and the point at which ALP is required. The key to meeting the needs of all children and young people lies in the staff’s knowledge of each child and young person’s skills and abilities. The staff’s capacity to then match this knowledge with identifying ways of providing appropriate access to the curriculum for every child and young person is also critical. Consequently, improvements in the teaching and learning of children and young people with ALN cannot be isolated from improvements in the teaching and learning for children and young people across a school as a whole. Improvement in one should be mutually supportive of improvement in the other. Where education settings get learning and teaching right for learners with ALN, they will get it right for all learners and outcomes will improve. 2.25 Learners must be supported to participate in mainstream education and in the National Curriculum as fully as possible wherever this is feasible 2.26 The Welsh Government believes that an inclusive education, where Page | 9

  • Page 1: Draft Additional Learning Needs Cod
  • Page 4 and 5: Chapter 7.1: Identification of ALN
  • Page 6 and 7: Models of multi-agency working 120
  • Page 9 and 10: Chapter 1: Introduction Our Vision
  • Page 11 and 12: ensure that in carrying out their f
  • Page 13 and 14: securing ALP to meet those needs. T
  • Page 15: provision as soon as possible for a
  • Page 19 and 20: provides to benefit the child or yo
  • Page 21 and 22: a child or young person who is hear
  • Page 23 and 24: 3.14 Even where children do not hav
  • Page 25 and 26: Chapter 4: Advice and Information S
  • Page 27 and 28: children will want to access inform
  • Page 29 and 30: sets out the quality standards expe
  • Page 31 and 32: ensuring that teachers are supporte
  • Page 33 and 34: working strategically with the seni
  • Page 35 and 36: of their role and professional lear
  • Page 37 and 38: etween a secondary school and their
  • Page 39 and 40: Chapter 6: Understanding what are A
  • Page 41 and 42: Children under three years old 6.15
  • Page 43 and 44: e contributing to the presenting be
  • Page 45 and 46: 6.37 A child or young person could,
  • Page 47 and 48: 6.45 External agencies can also sug
  • Page 51 and 52: compared to their chronological age
  • Page 53 and 54: alternative and more appropriate wa
  • Page 55 and 56: 7.1.28 At this point the health bod
  • Page 57 and 58: Chapter 7.2: Identification of ALN
  • Page 59 and 60: How the Foundation Phase Profile ca
  • Page 61 and 62: the school, the child and their par
  • Page 63 and 64: 7.2.27 Concerns might also be expre
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    policy should set out how the FEI w

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    has communication and/or interactio

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    7.3.25 Where FEIs have staff which

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    Chapter 8: Decisions that a child o

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    Example - a letter to a parent of a

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    Local Authority Decisions 8.14 A lo

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    FEI Decisions 8.21 Chapter 9.3 sets

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    Chapter 9.1: Duties on local author

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    Chapter 9.2: Duties on maintained s

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    Example of good practice Having con

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    the person’s ALP, the placing loc

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    authority must prepare and maintain

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    9.2.42 A local authority can also d

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    Chapter 9.3: Duties of FEIs and loc

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    which would support the local autho

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    The Local Authority Decision on ALN

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    9.3.35 This might occur, for instan

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    of decisions and ensures their view

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    (Wales) Act 2014. The bodies respon

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    Local authority is required to dete

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    10.45 The local authority has a max

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    Example letter to a child’s paren

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    Chapter 11: Mandatory Content for I

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    Responsibility for the IDP i. The n

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    profiles and, for very young childr

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    o where ALP should be provided in W

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    11.48 Guidance on how to develop ou

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    ii. Space for the person responsibl

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    delegated to an appropriate member

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    developing and updating an IDP. In

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    the governing body of a maintained

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    addressing the child or young perso

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    12.46 The DECLO should report to an

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    Measuring success 12.59 The DECLO s

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    13.5 The first exception referred t

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    13.14 When considering the issue, l

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    The local authority must be satisfi

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    13.36 In many instances, placements

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    for ALP to be made otherwise than i

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    child’s parent or young person, u

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    IDP review meetings Before the meet

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    14.29 Reviews led by the school or

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    details of the local authority avoi

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    Where the school/FEI/local authorit

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    Chapter 15 - Ceasing to maintain an

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    15.12 A question of whether a child

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    [Where a maintained school has sent

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    Chapter 16: Transferring an IDP Sum

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    transitions in mid year if there is

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    17.19 Where a child or young person

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    17.25 The transition between primar

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    attend. It may also be suitable to

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    Gavin’s permission outlines his s

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    Chapter 18: Avoiding and Resolving

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    Support to unpick difficulties and

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    support the needs of the child and

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    approach, bringing together the man

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    Provide children and young people w

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    18.56 In these circumstances, consi

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    Experience has shown that these mee

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    Chapter 19: Appeals and Application

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    19.9 When an appeal has been heard

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    Chapter 20: Children and Young Peop

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    20.12 The incorporation of the IDP

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    20.24 A local authority may arrange

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    20.40 Parents who choose to educate

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    20.49 Relevant youth accommodation

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    20.60 Where the home authority is r

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    order to enable that authority to e

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    Annex A - Glossary In this glossary

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    appointed under section 79(4) of th

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    Annex B - Transport Summary This An

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    e trained as bus buddies or escorts

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    parents and young people and educat

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    The views, wishes and feelings of t

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    Responsibility for the IDP The na

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    Record ( of information used to dev

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    What is working ? What could be bet

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    Description and delivery of the chi

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    Speech and language therapy, modell

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    Details of any disapplication of th

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    Summary of Key events: 03/08/2006

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    All reports form agencies reference

Traded services offered to maintained schools 2012/13
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
sample contracts/specifications for the provision ... - Decision making