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Needs Code February 2017

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

Contents Page Chapter 1:

Contents Page Chapter 1: Introduction 1 Our vision for the Additional Learning Needs system 1 The Code 1 Partners in delivery – role of individual organisations in the ALN 3 system Chapter 2: Principles of the Code 6 Summary 6 Principles 6 Local Authority Duty to Keep ALP Under Review 11 Chapter 3: Involving and supporting children, their parents and 12 young people Summary 12 Duties relating to Children and Young People 12 Working with young people 15 Parents 15 Chapter 4: Advice and information 17 Summary 17 Providing Information and Advice 17 Local Authority Directory 19 Supporting local authorities’ arrangements for information and advice 19 External Service Providers 20 Chapter 5: Role of the ALNCo 22 Summary 22 The Additional Learning Needs Coordinator 22 Professional learning in relation to ALN - General 25 ALNCOs in schools and PRUs 27 Chapter 6: Understanding what are Additional Learning Needs 31 (ALN) Summary 31 Additional Learning Needs – The Basic Definition 31 ALP – Proportionate Person Centred Approach 33 Initial Considerations 34 Initial Considerations – Differentiated Teaching 34 Initial Considerations - Disabilities 35 Initial Considerations – Welsh or English as an additional language 36 Initial Considerations – More able and talented 36 Initial Considerations – Healthcare needs 37 Identification of the potential existence of ALN – who can help? 38

  • Page 1: Draft Additional Learning Needs Cod
  • Page 5 and 6: Local Authorities’ duty to decide
  • Page 7: Chapter 18: Avoiding and resolving
  • Page 10 and 11: (ii) This Code imposes requirements
  • Page 12 and 13: Local Authorities 1.19 The local au
  • Page 14 and 15: Chapter 2: Principles of the Code S
  • Page 16 and 17: collaboration and involvement - ref
  • Page 18 and 19: individual learners receive a tailo
  • Page 20 and 21: Chapter 3: Involving and supporting
  • Page 22 and 23: staff supervision; sharing good pra
  • Page 24 and 25: 3.21 Where a child has ALN this sho
  • Page 26 and 27: have a sense of co-ownership. It ne
  • Page 28 and 29: young person. This might include pr
  • Page 30 and 31: Chapter 5 - Role of the ALNCo Summa
  • Page 32 and 33: overseeing the day-to-day operation
  • Page 34 and 35: 5.20 Teaching practitioners who nee
  • Page 36 and 37: Where a teacher, or member of staff
  • Page 38 and 39: They oversee campus co-ordinators w
  • Page 40 and 41: Does the person have a significantl
  • Page 42 and 43: environmental factors. 6.21 Equally
  • Page 44 and 45: Initial Considerations - Welsh or E
  • Page 46 and 47: ensuring integration of plans and/o
  • Page 48 and 49: DOES A CHILD BELOW COMPULSORY SCHOO
  • Page 50 and 51: Chapter 7.1: Identification of ALN
  • Page 52 and 53:

    signs that the child experiences co

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    the child already has an IDP being

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    Children attending non-maintained s

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    likely to be and the intervention r

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    significant delays in language func

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    fails to match or better the child

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    Duty to decide 7.2.32 Where the sch

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    Chapter 7.3: Identification of ALN

  • Page 68 and 69:

    a learner is struggling on their co

  • Page 70 and 71:

    7.3.19 A judgement has to be made i

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    DECISION ON ADDITIONAL LEARNING NEE

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    information about the right to requ

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    Maintained School Decisions - Recon

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    Dear, Following our correspondence

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    Example Dear, Following our corresp

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    DECISION BY FEI THAT YOUNG PERSON D

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    A third party, for example a friend

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    the person is a young person who do

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    9.2.14 Where it is brought to the a

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    Act and subject to its exceptions.

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    9.2.34 A local authority is not req

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    easonable steps to secure that the

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    considers that the young person has

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    Wales if the person is wholly or ma

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    epresentations 138 . These processe

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    Chapter 10: Preparing an IDP Summar

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    10.12 For some children or young pe

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    people will still need to be provid

  • Page 108 and 109:

    10.39 Where the local authority is

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    10.51 Once reports have been receiv

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    Seeking views on the IDP document 1

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    to secure any treatment or service

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    11.15 In addition to the mandatory

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    11.29 Any information provided by o

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    11.39 In order to determine the pro

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    Timeline of key events i. A summary

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    Chapter 12: Preparing an IDP - Mult

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    12.11 After deciding that a child o

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    Models of multi-agency working 12.2

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    provide advice to staff on the modi

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    12.42 To help health bodies underta

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    interventions, deliver agreed healt

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    Chapter 13: Considerations for Loca

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    child or child’s parent is expres

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    elation to the statutory infant cla

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    13.29 When deciding whether a young

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    person for ALP can only be met if i

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    Chapter 14: Review and Revision of

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    the intended outcomes, or any parti

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    whether the child or young person s

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    14.34 At the end of the review meet

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    Timescales for when a child, child

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    concerned and may include the other

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    PROCESS FOR REVIEWING AN IDP WHERE

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    15.6 Duties to prepare and maintain

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    classroom teaching that can be util

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    Limitation on ceasing to maintain p

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    Chapter 17: Transition and Preparin

  • Page 168 and 169:

    advance. This will help the new cla

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    In this instance: The child is to h

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    parent and young person will need t

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    important where the review meeting

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    17.45 Where it is known that a youn

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    18.5 Staff that are delivering thes

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    must cover the way that schools/FEI

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    parties. 258 Independent person(s)

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    disagreements, including in relatio

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    Independence of advocate 18.49 The

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    Case friends 18.61 [This section se

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    eakout sessions to discuss how to e

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    Decisions the Education Tribunal Ca

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    APPEALING A DECISION TO THE EDUCATI

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    person has ALN and to prepare, main

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    Dual-registered children and young

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    ehind their peers. It should involv

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    20.45 Local authorities should take

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    or training for the detained person

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    20.66 Where an IDP was being mainta

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    20.80 In some instances a Welsh-res

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    meaning given by section 36 of the

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    “personal education plan (“cyll

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    ‘unavailable’ when a risk asses

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    Annex C - Different external agenci

  • Page 218 and 219:

    ANNEX D - EXAMPLE INDIVIDUAL DEVELO

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    Reasons for decisions made Timeline

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    The views, wishes and feelings of t

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    Important to Josie now Getting her

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    communicate what Josie wants and ne

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    ALP to be provided Placement at a s

  • Page 230 and 231:

    school and home To introduce the ca

  • Page 232 and 233:

    Reasons for decisions made Initial

  • Page 234 and 235:

    Annex: Date May 2014 June 2015 July

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