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Needs Code February 2017

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

school and home To

school and home To introduce the can to the class Continue life skills of preparing a sandwich, dressing and eating. Page | 222

Details of any disapplication of the National Curriculum ___specialised placement__ The name of any school named by the local authority for the purpose of securing admission to it, pursuant to section 42 of the Act___Sunny Hill Secondary specialised teaching and learning centre Specialist equipment: Perkins, cane. Regular review and advice from agencies. Braille resources are supplied within the specialist resource base. Intended outcomes Close links and collaboration with all agencies to ensure Josie is making progress and feeling safe and secure in her new class attending regularly To develop greater independence and use the specialised resources provided to communicate what Josie wants and needs Transition to the new school and being settled and familiar with peers, staff and the environment Transition Medical training for all the staff. Visits to the secondary school making a photo book to prepare for the change and new staff. Timetable of the new day and working with the class teacher for 5 days in July. Teaching assistant will continue for the medical plan. Page | 223

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    Draft Additional Learning Needs Cod

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    Chapter 7.1: Identification of ALN

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    Models of multi-agency working 120

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    Chapter 1: Introduction Our Vision

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    ensure that in carrying out their f

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    securing ALP to meet those needs. T

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    provision as soon as possible for a

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    confidence in the process. This wil

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    provides to benefit the child or yo

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    a child or young person who is hear

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    3.14 Even where children do not hav

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    Chapter 4: Advice and Information S

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    children will want to access inform

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    sets out the quality standards expe

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    ensuring that teachers are supporte

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    working strategically with the seni

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    of their role and professional lear

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    etween a secondary school and their

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    Chapter 6: Understanding what are A

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    Children under three years old 6.15

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    e contributing to the presenting be

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    6.37 A child or young person could,

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    6.45 External agencies can also sug

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    DOES A CHILD OR YOUNG PERSON HAVE A

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    compared to their chronological age

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    alternative and more appropriate wa

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    7.1.28 At this point the health bod

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    Chapter 7.2: Identification of ALN

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    How the Foundation Phase Profile ca

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    the school, the child and their par

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    7.2.27 Concerns might also be expre

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    DECISION ON ADDITIONAL LEARNING NEE

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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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    DECISION BY MAINTAINED SCHOOL THAT

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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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    PROCESS FOR REVIEWING AN IDP - INCL

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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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  • Page 191 and 192: Chapter 19: Appeals and Application
  • Page 193 and 194: 19.9 When an appeal has been heard
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  • Page 197 and 198: 20.12 The incorporation of the IDP
  • Page 199 and 200: 20.24 A local authority may arrange
  • Page 201 and 202: 20.40 Parents who choose to educate
  • Page 203 and 204: 20.49 Relevant youth accommodation
  • Page 205 and 206: 20.60 Where the home authority is r
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  • Page 209 and 210: Annex A - Glossary In this glossary
  • Page 211 and 212: appointed under section 79(4) of th
  • Page 213 and 214: Annex B - Transport Summary This An
  • Page 215 and 216: e trained as bus buddies or escorts
  • Page 217 and 218: parents and young people and educat
  • Page 219 and 220: The views, wishes and feelings of t
  • Page 221 and 222: Responsibility for the IDP The na
  • Page 223 and 224: Record ( of information used to dev
  • Page 225 and 226: What is working ? What could be bet
  • Page 227 and 228: Description and delivery of the chi
  • Page 229: Speech and language therapy, modell
  • Page 233 and 234: Summary of Key events: 03/08/2006
  • Page 235: All reports form agencies reference
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