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Needs Code February 2017

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

Chapter 7.3:

Chapter 7.3: Identification of ALN - FEI Summary 7.3.1 This Chapter provides specific guidance in respect of the identification of ALN for young people in FEI. Timely identification and intervention can often produce significantly more effective results. Young people at FEIs 7.3.2 Every governing body of an FEI in Wales has duties under the Act about identifying and addressing the ALN of young people enrolled with them as students. All FEIs should have a clear, robust and transparent approach to identifying and responding to ALN. 7.3.3 The FEI must decide whether an enrolled student (who is a young person) has ALN whenever it is brought to their attention, or appears to them, that ALN may exist 47 . The exceptions to this are: An IDP is already being maintained for the young person. The FEI has previously decided the issue, is satisfied that the person’s needs have not changed materially since that decision and there is no new information which materially affects that decision. The student does not consent to the decision being made. The young person is dual-registered - that is they are also registered at a school or also enrolled at another FEI (even if it is in England) and a local authority is responsible for the young person (i.e. the child is not ordinarily resident in England). Where they are dual-registered the governing body of the FEI must refer the case to the local authority, see Chapter 20. The young person is a detained person. See Chapter 20. A local authority in England maintains an EHC Plan for the young person. This is an education, health and care plan under Part 3 of the Children and Families Act 2014. This would only be relevant if the student is ordinarily resident in England. 7.3.4 The benefits of timely identification are widely recognised. Identifying need at the earliest point and then making effective provision greatly enhances the opportunity for the young person to achieve their potential. The earlier action is taken, the more responsive the young person is likely to be and the intervention required is likely to be less intense and more cost effective. ALN Policy 7.3.5 To support FEIs having a clear, robust and transparent approach to identifying and responding to ALN, FEIs should have a policy on ALN. The 47 Section 10(1) of the Act. Page | 58

policy should set out how the FEI will identify ALN, how it will monitor the identification of ALN and how the young person will then receive the required ALP. The 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 FEI will ensure those with ALN are fully included in every day life of the FEI. Other support services which the FEI 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. Timely identification 7.3.6 The majority of recent school leavers enrolling with FEIs who have ALN will have had their ALN identified whilst at school. FEIs should be involved in transition planning between the school and FEI, and between the FEI and other post-16 providers, so that they can understand the learner’s needs and prepare to meet those needs (for example discussions and meetings between ALNCos in schools and FEIs). 7.3.7 FEIs will need to be particularly alert to the fact that the needs of young people change over time. Some might no longer have ALN and, therefore, no longer require ALP; some might require a different form of ALP; and others might require ALP for the first time. 7.3.8 In assessing the learner’s potential ALN and ALP, FEIs should consider the young person’s levels of ability and difficulties; the level and nature of the course that they are applying for; the extent to which the skills of the existing teaching staff can meet their needs and any other factors that may impact upon the likely success of the student. 7.3.9 All applicants and enrolled learners should be given the opportunity at application stage, at enrolment and during the course to advise as to whether they have an additional learning need. If a learner does advise the FEI of ALN, the FEI should discuss with the learner how they will provide support. Any screenings and assessments undertaken by the FEI should be differentiated and proportionate to the likely level of ALN. 7.3.10 Some learning needs may not become apparent until a learner has begun their programme of study. Teaching staff should work with student support services to identify whether a learner’s difficulties are a result of ALN. It should not be assumed that a learner has ALN just because they have lower attainment levels than the majority of their peers. Equally it should not be assumed that learners working on higher level courses do not have ALN. If Page | 59

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