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Needs Code February 2017

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

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likely to be and the intervention required is likely to be less intense and most cost effective. ALN Policy 7.2.5 To support schools having a clear, robust and transparent approach to identifying and responding to ALN, schools should have a school policy on ALN. The school policy should set out how the school will identify pupils’ ALN, how it will monitor the identification of ALN and how the child or young person will then receive the required ALP. The school policy could also include: How IDPs will be reviewed. How information and data relating to ALN will be used and stored. Roles and Responsibilities of different staff. How the school will ensure those with ALN are fully included in every day life of the school. Other support services which the school can access and how they can be accessed. Staff training in relation to pupils with ALN. Details of how staff and resources are deployed to support those with ALN. 7.2.6 [An example of a school ALN Policy will be included as an Annex to future Code drafts]. Children and Young People – Independent Schools 7.2.7 Some children and young people attend independent (non-maintained) schools. Where children, their parents or young people at such a setting have concerns, it is open to them to contact the local authority for a determination about whether there is an ALN. The local authority will then usually have a duty to decide whether the person has ALN (and, if ALN are found, to put an IDP in place). 41 7.2.8 Our expectation is that independent schools will work with the local authority to deliver the ALP which the child or young person needs. We also expect that independent schools will have an ALN policy which will set out what they will deliver. 7.2.9 Independent schools in Wales have to comply with any standards and registration procedure required by or by virtue of Part 10 of the Education Act 2002. [These regulations will be amended to ensure that independent schools must provide effective education for all pupils within a class to make progress, including pupils with IDPs.] 41 Sections 11 and 12 of the Act Page | 50

How the Foundation Phase Profile can assist the identification of children with ALN 7.2.10 Tracking rates of progress of children from entry to compulsory school age is crucial. This tracking can aid identification and help to understand the developmental progress that the child is making. 7.2.11 The Foundation Phase Profile can help track a child’s developmental progress. Where the child is achieving a lower score than expected, this might indicate the presence of ALN. This should be complimented with other data available, such as information from health visitors, early years screening, any information gained from the child being included in a Flying Start area (such as information from SOGS), and academic progress such as the Literacy and Numeracy Framework. Health bodies in undertaking their duties might also identify, diagnose and assess conditions which might indicate the presence of ALN. Early Identification 7.2.12 The identification of ALN can come from a wide range of bodies (see previous Chapter). This might include services such as specific local authority run education services, Social Services, health bodies and specific health services such as audiology and Speech and Language Therapists, who might be the first to identify potential ALN. The voluntary sector might also help to identify potential ALN. 7.2.13 School staff would likely make an initial decision; this might include receiving advice from other agencies. The child, child’s parent or young people must also be consulted and included and their views taken into account. 42 Evidence 7.2.14 Identification should be based on evidence, this evidence might come from staff within the school, other services which have been involved with the child, it might also come from the child, their parents or the young person themselves. 7.2.15 It may become apparent that there are particular difficulties or problem areas that can be identified and which may affect the child’s or young person’s ability to access the curriculum such as: evidence of clumsiness; significant difficulties of sequencing or visual perception; deficiencies in working memory; 42 Section 6 of the Act. [See also Chapter 3] Page | 51

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