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Needs Code February 2017

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

ensuring integration of

ensuring integration of plans and/or provision where this is appropriate. This might involve a multi-disciplinary approach (further details see Chapter 12: multi-agency working). Identification of the potential existence of ALN – Who can help? 6.43 Early identification of ALN is important. Lots of different agencies, professionals and individuals have a role to play in identifying children and young people who may have ALN, including: parents/carers; foster carers; health visitors; paediatricians; Newborn Hearing Screening Programme Wales; GPs; Flying Start staff; Families First staff; Portage; Voluntary sector; childcare providers; pre-school settings staff; teaching staff; learning and support assistants; specialist teachers/advisory teachers; ALNCos; members of governing bodies; school nurses; occupational therapists; speech and language therapists; physiotherapists; social workers; consultants; educational psychologists; counselling services; Education welfare officers CAMHS; youth offending teams; mentors and careers advisors; and, tutors. 6.44 Agencies can support identification by offering advice and supporting staff with strategies or obtaining more information. Specialists can undertake assessments and/or observations when this is required to provide more information about the child or young person’s needs. This might include assessing and diagnosing specific learning difficulties. Page | 38

6.45 External agencies can also suggest interventions when this is needed and consider alternative forms of provision. External agencies might directly provide the support/therapies/provision which is required. 6.46 External agencies can also provide information on any previous observations, assessments, or provision which the child or young person has received to create a more informed picture of the child or young person. This can aid with any decisions. Agencies will also attend multiagency meetings to provide relevant information and support collaboration with other professionals. 6.47 In some instances, agencies will refer the child or young person onto more specialist advice and/or assessments. This might be where the child or young person has particularly complex, severe and/or low incidence needs, where it is unclear what difficulties the child or young person is facing and where more information is needed surrounding the precise nature of the child’s or young person’s ALN and what ALP they need to meet those needs. 6.48 Different services and agencies may be involved in supporting the child or young person and will get to know the child or young person and their needs. This information should be appropriately and legally shared to create a holistic picture of the child’s or young person’s needs. 6.49 In relation to children, parents will play a key role in observing and, if appropriate, monitoring their child’s development. They should raise any concerns with the child’s education setting in the first instance, though they have the option of contacting the local authority if necessary, and should do this in the case of children not yet attending an education setting. 6.50 The duties of maintained schools, FEIs and local authorities to decide whether an individual has ALN apply whenever it is brought to their attention, or otherwise appears to them, that the individual may have ALN 31 . Maintained schools, FEIs and local authorities are not required to – and should not – wait to take steps until an individual or parent or actively seeks assistance. 31 Section 9(1) and 11(1) of the Act. Page | 39

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