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Needs Code February 2017

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

Chapter 1: Introduction

Chapter 1: Introduction Our Vision for the Additional Learning Needs System 1.1 Our vision for Wales is for a fully inclusive education system where all learners have equity of access to education that meets their needs and enables them to participate, benefit from, and enjoy learning. 1.2 The Additional Learning Needs and Education Tribunal (Wales) Act creates a legal framework to ensure that learners’ needs are identified early, addressed quickly, and their views, wishes and feelings are at the heart of the planning processes to support them to overcome barriers to learning and achieve their full potential. 1.3 In particular, part 2 of the Act contains the substantive provision on ALN and includes the duties imposed on public bodies. The Code 1.4 Section 4 of the Act provides for a Code on Additional Learning Needs (ALN) to be issued. (i) The Code includes guidance to which the following ‘relevant persons’ must have regard when exercising functions under Part 2 of the Act: a local authority in Wales or England; the governing body of a maintained school in Wales or England; the governing body of an institution in the further education sector 1 in Wales or England; a person providing funded nursery education under arrangements made by a local authority in pursuance of the duty in section 118 of the School Standards and Framework Act 1998; the proprietor of an Academy a youth offending team for an area in Wales or England; a person in charge of relevant youth accommodation in Wales or England; a Local Health Board; an NHS Trust; the National Health Service Commissioning Board; a clinical commissioning group; an NHS Foundation Trust; a Special Health Authority 1 An institution within the further education sector (FEI) means an institution falling within section 91(3) of the Further and Higher Education Act (1992). Page | 1

  • Page 1: Draft Additional Learning Needs Cod
  • Page 4 and 5: Chapter 7.1: Identification of ALN
  • Page 6 and 7: Models of multi-agency working 120
  • Page 10 and 11: (ii) This Code imposes requirements
  • Page 12 and 13: Local Authorities 1.19 The local au
  • Page 14 and 15: Chapter 2: Principles of the Code S
  • Page 16 and 17: collaboration and involvement - ref
  • Page 18 and 19: individual learners receive a tailo
  • Page 20 and 21: Chapter 3: Involving and supporting
  • Page 22 and 23: staff supervision; sharing good pra
  • Page 24 and 25: 3.21 Where a child has ALN this sho
  • Page 26 and 27: have a sense of co-ownership. It ne
  • Page 28 and 29: young person. This might include pr
  • Page 30 and 31: Chapter 5 - Role of the ALNCo Summa
  • Page 32 and 33: overseeing the day-to-day operation
  • Page 34 and 35: 5.20 Teaching practitioners who nee
  • Page 36 and 37: Where a teacher, or member of staff
  • Page 38 and 39: They oversee campus co-ordinators w
  • Page 40 and 41: Does the person have a significantl
  • Page 42 and 43: environmental factors. 6.21 Equally
  • Page 44 and 45: Initial Considerations - Welsh or E
  • Page 46 and 47: ensuring integration of plans and/o
  • Page 48 and 49: DOES A CHILD BELOW COMPULSORY SCHOO
  • Page 50 and 51: Chapter 7.1: Identification of ALN
  • Page 52 and 53: signs that the child experiences co
  • Page 54 and 55: the child already has an IDP being
  • Page 56 and 57: Children attending non-maintained s
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    likely to be and the intervention r

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    significant delays in language func

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    fails to match or better the child

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    Duty to decide 7.2.32 Where the sch

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    Chapter 7.3: Identification of ALN

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    a learner is struggling on their co

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    7.3.19 A judgement has to be made i

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    DECISION ON ADDITIONAL LEARNING NEE

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    information about the right to requ

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    Maintained School Decisions - Recon

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    Dear, Following our correspondence

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    Example Dear, Following our corresp

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    DECISION BY FEI THAT YOUNG PERSON D

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    A third party, for example a friend

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    the person is a young person who do

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    9.2.14 Where it is brought to the a

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    Act and subject to its exceptions.

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    9.2.34 A local authority is not req

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    easonable steps to secure that the

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    considers that the young person has

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    Wales if the person is wholly or ma

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    epresentations 138 . These processe

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    Chapter 10: Preparing an IDP Summar

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    10.12 For some children or young pe

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    people will still need to be provid

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    10.39 Where the local authority is

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    10.51 Once reports have been receiv

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    Seeking views on the IDP document 1

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    to secure any treatment or service

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    11.15 In addition to the mandatory

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    11.29 Any information provided by o

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    11.39 In order to determine the pro

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    Timeline of key events i. A summary

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    Chapter 12: Preparing an IDP - Mult

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    12.11 After deciding that a child o

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    Models of multi-agency working 12.2

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    provide advice to staff on the modi

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    12.42 To help health bodies underta

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    interventions, deliver agreed healt

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    Chapter 13: Considerations for Loca

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    child or child’s parent is expres

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    elation to the statutory infant cla

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    13.29 When deciding whether a young

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    person for ALP can only be met if i

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    Chapter 14: Review and Revision of

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    the intended outcomes, or any parti

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    whether the child or young person s

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    14.34 At the end of the review meet

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    Timescales for when a child, child

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    concerned and may include the other

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    PROCESS FOR REVIEWING AN IDP WHERE

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    15.6 Duties to prepare and maintain

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    classroom teaching that can be util

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    Limitation on ceasing to maintain p

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    Chapter 17: Transition and Preparin

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    advance. This will help the new cla

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    In this instance: The child is to h

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    parent and young person will need t

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    important where the review meeting

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    17.45 Where it is known that a youn

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    18.5 Staff that are delivering thes

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    must cover the way that schools/FEI

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    parties. 258 Independent person(s)

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    disagreements, including in relatio

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    Independence of advocate 18.49 The

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    Case friends 18.61 [This section se

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    eakout sessions to discuss how to e

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    Decisions the Education Tribunal Ca

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    APPEALING A DECISION TO THE EDUCATI

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    person has ALN and to prepare, main

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    Dual-registered children and young

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    ehind their peers. It should involv

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    20.45 Local authorities should take

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    or training for the detained person

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    20.66 Where an IDP was being mainta

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    20.80 In some instances a Welsh-res

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    meaning given by section 36 of the

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    “personal education plan (“cyll

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    ‘unavailable’ when a risk asses

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    Annex C - Different external agenci

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    ANNEX D - EXAMPLE INDIVIDUAL DEVELO

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    Reasons for decisions made Timeline

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    The views, wishes and feelings of t

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    Important to Josie now Getting her

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    communicate what Josie wants and ne

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    ALP to be provided Placement at a s

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    school and home To introduce the ca

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    Reasons for decisions made Initial

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    Annex: Date May 2014 June 2015 July

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