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Needs Code February 2017

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

overseeing the

overseeing the day-to-day operation of the education setting’s policy on ALN; coordinating provision across the education setting for learners with ALN, including a role in managing the allocation of learning support staff; contributing to the development and implementation of appropriate ALN procedures and systems within the education setting, including strategic financial planning, effective deployment of resources and data collection and analysis, with a view to improved outcomes for learners with ALN; providing professional support to all staff to enable the early identification, assessment and planning for learners with ALN, this might include supporting staff to undertake whole school tracking and supporting staff to manage good target setting; ensuring IDPs are developed and reviewed appropriately in line with the Person Centred Practice ethos; overseeing liaison with the child, child’s parent or young person with ALN to ensure an understanding of the learner’s needs and how they will be met and, where necessary, advising on information and support available; ensuring that the arrangements put in place by the local authority in relation to avoiding and resolving disagreements are fully utilised as appropriate; acting as the key point of contact with the relevant local authority’s inclusion and support services, external agencies, independent/voluntary organisations, health and social care professionals, educational psychologists, etc.; liaising with early years providers, other maintained schools and FEIs where relevant, to facilitate a smooth transition between settings for learners with ALN; liaising with careers specialists to ensure that learners with ALN receive appropriate careers advice; assisting in the professional learning of staff within the education setting to better meet the needs of learners with ALN; keeping up-to-date on the latest guidance and support available for ALN; Page | 24

working strategically with the senior leadership team and governors to ensure the education setting is meeting its responsibilities under the Act, this Code and the Equality Act 2010; and enhancing their own professional learning by liaising with the local network of ALNCos (which local authorities should consider establishing and facilitating) and, where appropriate, special schools to develop and share experience and best practice. 5.14 The ALNCo will be responsible for ensuring that all learners who have ALN across the education setting have an IDP. The ALNCo will not be required to develop every IDP - any teacher can do so. These will be decisions that will be taken based on the circumstances in each case. 5.15 The ALNCo will specifically be responsible for overseeing the provision across the education setting to meet the needs identified within IDPs. The ALNCo should ensure that annual reviews are undertaken and, where appropriate, lead the review process to ensure provision continues to meet identified needs. Further information on IDPs and ALP is provided in Chapters 9.1 to 12. 5.16 The ALNCo will make effective use of management information systems used by the education setting to monitor the impact of interventions and to assess progress achieved against planned outcomes for all learners with ALN. Where progress is not meeting expectations, interventions should be reviewed by the ALNCo and staff and adjusted accordingly. Further information on impact monitoring can be found in Chapter 14. 5.17 Some learners with ALN will need the support of external agencies and professionals. It will be the responsibility of the ALNCo to liaise with these specialist services to ensure the needs of those with ALN are met. Further information on multi-agency working is provided in Chapter 12. Professional learning in relation to ALN – General 5.18 Teaching practitioners have responsibility for their own professional learning and development. All should undertake regular professional learning in relation to ALN, regardless of previous experience, qualifications or the education setting in which they are based. Professional learning requirements should be identified as part of the education setting’s planning process. 5.19 Education settings are responsible for ensuring systems and processes are in place to identify the professional learning needs of its workforce and should provide appropriate support to meet those needs. Schools in particular should be utilising their School Development Plans to perform this function. Page | 25

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