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Needs Code February 2017

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

Where a teacher, or

Where a teacher, or member of staff, does not believe that their differentiated teaching and strategies are meeting the needs of the child or young person they raise a concern about the particular pupil with the ALNCo. The ALNCo supports the teacher with additional monitoring and assessing the progress of the child or young person to help make a determination. The ALNCo meets with the child and the child’s parent to help with the determination of ALN, at the meeting the ALNCo prepares an IDP, sets targets and plans the provision and activities to support progress. The classroom teacher delivers differentiated teaching and ALP within the classroom to meet the needs of the child or young person. When required the ALNCo requests further advice or support, including from the relevant local authority. Medium/ larger settings The ALNCo is part of the senior leadership team and has a strategic role in overseeing the provision of ALP and ensuring the needs of children and young people with ALN across the setting are met. The ALNCo does not have any allocated class. The ALNCo supports teachers to implement strategies and disseminate good practice to teachers, they also help teachers to track and monitor pupil progress. This allows classroom teachers to deliver differentiated teaching and ALP within their classrooms to meet the needs of child or young person. The ALNCo leads on discreet interventions and has direct involvement with the most challenging cases. The ALNCo also manages the deployment of learning support staff to ensure they are adequately trained to support the needs of the learners they are responsible for. Where the support of external agencies is required, the ALNCo leads on accessing that support. The ALNCo is also part of a local network/cluster of ALNCOs, which helps to support smaller schools within that network and pool expertise for the benefit of all settings within that area. Sharing the ALNCo between settings / multiple ALNCOs within one setting The ALNCo has a strategic role, providing expertise to help identify and support children and young people with ALN across a number of settings. A small school might be part of collaborative arrangements; this might be Page | 28

etween a secondary school and their feeder primary schools or between a network of primary schools. The ALNCo may be deployed across the settings to ensure that each setting has access to the necessary ALN support. The ALNCo will be able to help staff to implement strategies and to track their pupils and support teachers in the identification of ALN. Equally some larger schools or schools with buildings on more than one site might consider whether they need more than one ALNCo to meet the needs of their student population. This might be particularly relevant where the sites have a wide geographical spread or operate quite distinctively from one another. Where it is considered that the school should have more than one ALNCo, the ALNCos should still undertake the same key elements of the role identified in this chapter. In this situation, the ALNCos should form an internal network to discuss particular challenges and to share any lessons learned and/or good practice. Good Practice Examples – ALNCos in FEIs Smaller FEIs The ALNCo provides strategic coordination and advises on policy to ensure that FEI procedures comply with the duties of the Act and this Code. They have an influence over FEI policies and the future development of these policies. They coordinate provision, update IDPs and oversee reviews on one site. They also oversee other campus ALN co-ordinators who update IDPs on the other sites. The ALNCo manages the ALN Support Team. The ALN Support Team includes assessors, support assistants, communication support workers and administrative support. Transition officers liaise with schools, attend reviews at feeder schools and collect documents. They also arrange reviews and update IDPs. Larger FEIs The ALNCo provides strategic coordination and advises on policy to ensure that FEI procedures comply with the duties of the Act and this Code. They have a direct influence over FEI policies and the future development of these policies. Page | 29

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