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Needs Code February 2017

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

Does the person have a

Does the person have a significantly greater difficulty in learning than the majority of others of the same age? Does the person have a disability which prevents or hinders them from making use of facilities for education or training of a kind generally provided for others of the same age in schools and FEIs? 6.8 If the answer to either question is ‘yes’, the individual is to be considered as having a learning difficulty or disability for the purposes of the Act. Additional Learning Provision 6.9 The next step is to determine whether that learning difficulty or disability calls for ‘Additional Learning Provision’. 6.10 Section 3 of the Act defines the term ‘Additional Learning Provision’ (‘ALP’). 6.11 For a person aged three or over, ALP means educational or training provision that is additional to, or different from, that made generally for others of the same age in: mainstream maintained schools in Wales; mainstream FEIs in Wales; or places in Wales at which nursery education is provided. 21 6.12 Teaching which recognises and responds to the needs of individual learners is a key component of all high quality education, and is something which is generally made available in schools and FEIs in Wales. Such differentiated teaching will not, in and of itself, constitute ALP. ALP will encompass additional or different educational or training provision, which goes beyond that generally made available – see further below. 6.13 If a person has a learning difficulty or disability which calls for ALP, the individual must be considered as having ALN for the purposes of the Act. 6.14 ALP can take many forms, for instance group work or individual support that takes place inside or outside the mainstream classroom, where it is additional to, or different from, that made generally for others of the same age. ALP might also be delivered in settings outside of the school and/or by external professionals, if that is what is required to meet the needs of the child or young person. 21 Section 3(1) of the Act. Page | 32

Children under three years old 6.15 There is a slightly different test for children under compulsory school age. In those cases, the criterion is whether if the individual were of compulsory school age the individual has, or is likely to have: 1. a significantly greater difficulty in learning than the majority of others of the same age, or 2. have a disability which prevents or hinders them from making use of facilities for education or training of a kind generally provided for others of the same age in mainstream maintained schools or FEIs, 6.16 ALP for a child aged under three means educational provision of any kind. 22 6.17 The definition for this cohort of learners is slightly different to reflect the fact that children under three are not at an age where education is routinely provided to them at the state’s expense – so if their needs call for educational provision at such a young age, that must be explicitly recognised. 6.18 ‘Nursery education’ is education suitable for a child who has attained the age of three but is under compulsory school age. 23 6.19 ALP for those aged under three can take many forms, for instance group work or individual support - where it is educational provision of any kind. This might include education provision in the form of mother and baby groups, education provision in Flying Start or specialist health, physical, communication or sensory support. This can take place in an education setting or elsewhere. ALP - Proportionate Person Centred Approach 6.20 It is important to remember that children and young people learn in different ways. Those who have ALN will have different levels of need. These needs will change over time and different support or expertise will need to be made available as part of a continuous cycle of planning, action and review. The range and style of support should, therefore, be increased or reduced according to the child or young person’s individual needs and progress. When determining what ALP will be necessary to meet the young person’s needs, consideration should be given to the child or young person’s learning style, how ALN is impacting on their functionality, what support and/or previous/current ALP is having a positive impact on improving their rate of progress and other 22 Section 3(2) of the Act. 23 Section 3(3) of the Act. Page | 33

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