Trehopcyn Primary School�

Additional Learning Needs Policy

Date: Summer 2025

Policy Control

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Policy Revision History

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MISSION STATEMENT

�Trehopcyn Primary School is committed to providing a full and efficient education to all pupils and embraces the concept of equal opportunities for all.

�ALN Aims of the School:

• To ensure the identification of all learners with additional learning needs (ALN), as early as possible in their school career.
• To provide access to a broad and balanced curriculum and ensure learners with ALN are appropriately supported with additional learning provision (ALP) that enables them to achieve their full potential.
• That learners with ALN benefit from inclusion in all areas of school life and equality of opportunity.
• That learners with ALN, their parents or carers, are involved in the decisions affecting their educational provision and kept informed of progress.
• To work effectively with outside agencies and professionals in the planning of, and delivery of ALP.
• To raise staff awareness and expertise in matters relating to ALN.

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Definition of Additional Learning Needs (ALN)

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(1) A person has additional learning needs if he or she has a learning difficulty or disability (whether the learning difficulty or disability arises from a medical condition or otherwise) which calls for additional learning provision.

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(2) A child of compulsory school age or person over that age has a learning difficulty or disability if he or she :

(a) has a significantly greater difficulty in learning than the majority of others of the same age, or

(b) has a disability for the purposes of the Equality Act 2010 (c. 15) which prevents or hinders him or her 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 mainstream institutions in the further education sector.

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(3) A child under compulsory school age has a learning difficulty or disability if he or she is or would be if no additional learning provision were made, likely to be within subsection (2) when of compulsory school age.

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(4) A person does not have a learning difficulty or disability solely because the language (or form of language) in which he or she is or will be taught is different from a language (or form of language) which is or has been used at home.

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Definition of Additional Learning Provision (ALP)

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(1) “Additional learning provision” for a person aged three or over means educational or training provision that is additional to, or different from, that made generally for others of the same age in—

(a) mainstream maintained schools in Wales,

(b) mainstream institutions in the further education sector in Wales,

(c) places in Wales at which nursery education is provided.

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(2) “Additional learning provision” for a child aged under three means educational provision of any kind.

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(3) “nursery education” means education suitable for a child who has attained the age of three but is under compulsory school age.

Legislative Framework

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This Additional Learning Needs Policy is governed and informed by the statutory framework set out in:

• The Education Act 1996
• The ALN code of practice 2001
• The Education Act 2002
• The Education and Inspections Act 2006
• The Education and skills Act 2006
• The Equality Act 2010
• Additional Learning Needs and Education Tribunal (Wales) Act 2021.

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Implementation of the ALN Act

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During the phased implementation of the ALN Act school will ensure that both the ALN and the SEN systems run effectively.

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From September 2021, ALN legislation has been used to support all students newly identified as having an additional learning need which calls for additional learning provision.

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Students in Year 1, 3, 5, 7 and 10 have been transferring transferring to the new system.

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All other students with an already identified need will remain on the current SEN system in-line with Welsh Government guidance.

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Both the ALN system and the Curriculum Framework are designed to deliver an inclusive and equitable education system in Wales. The Curriculum for Wales seeks to allow for a broadening of learning, ensuring that all learners with additional learning needs are supported to overcome barriers to learning and achieve their full potential.

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Identification and monitoring of a student with Additional Learning Needs is carried out through the assessment processes established at school.

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Teachers are involved in the on-going assessment of student needs and progress to determine need; monitoring and tracking systems support the identification of any progress concerns and the requirement for further assessment.

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Students are assessed according to concerns regarding learning, physical / medical / sensory conditions, social, emotional, and behavioural problems and communication and interaction.

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The following are used in determining a student’s level of need:

• Standardised assessment
• Teacher assessment data
• Diagnostic testing assessments by intervention staff, ALNCo and outside agencies
• Behaviour logs
• Transition information from previous setting / school
• Information provided from external professionals
• Reference to previous concerns or discussions with parents

The assessment and wellbeing systems collate data on students that provide teachers, parents and most importantly the learner with clear information to inform their learning. This data is used in the tracking and monitoring of learner progress and to determine their learning requirements.

Legislative Framework

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This Additional Learning Needs Policy is governed and informed by the statutory framework set out in:

• The Education Act 1996
• The ALN code of practice 2001
• The Education Act 2002
• The Education and Inspections Act 2006
• The Education and skills Act 2006
• The Equality Act 2010
• Additional Learning Needs and Education Tribunal (Wales) Act 2021.

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Implementation of the ALN Act

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During the phased implementation of the ALN Act school will ensure that both the ALN and the SEN systems run effectively.

​

From September 2021, ALN legislation has been used to support all students newly identified as having an additional learning need which calls for additional learning provision.

​

Students in Year 1, 3, 5, 7 and 10 have been transferring transferring to the new system.

​

All other students with an already identified need will remain on the current SEN system in-line with Welsh Government guidance.

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Both the ALN system and the Curriculum Framework are designed to deliver an inclusive and equitable education system in Wales. The Curriculum for Wales seeks to allow for a broadening of learning, ensuring that all learners with additional learning needs are supported to overcome barriers to learning and achieve their full potential.

​

Identification and monitoring of a student with Additional Learning Needs is carried out through the assessment processes established at school.

​

Teachers are involved in the on-going assessment of student needs and progress to determine need; monitoring and tracking systems support the identification of any progress concerns and the requirement for further assessment.

​

Students are assessed according to concerns regarding learning, physical / medical / sensory conditions, social, emotional, and behavioural problems and communication and interaction.

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The following are used in determining a student’s level of need:

• Standardised assessment
• Teacher assessment data
• Diagnostic testing assessments by intervention staff, ALNCo and outside agencies
• Behaviour logs
• Transition information from previous setting / school
• Information provided from external professionals
• Reference to previous concerns or discussions with parents

The assessment and wellbeing systems collate data on students that provide teachers, parents and most importantly the learner with clear information to inform their learning. This data is used in the tracking and monitoring of learner progress and to determine their learning requirements.

Current ALN Policy

As of May 2025, the Additional Learning Needs (ALN) Code for Wales 2021 remains the current statutory guidance for supporting learners with additional learning needs in Wales. This Code, which came into force in September 2021, is supported by the Additional Learning Needs and Education Tribunal (Wales) Act 2018 and provides a framework for identifying, assessing, and meeting the needs of children and young people aged 0–25.

Recent Developments and Guidance (2023–2025)

While the core statutory documents have not changed, there have been updates and clarifications to support implementation:

• Implementation Timeline: The phased transition from the previous Special Educational Needs (SEN) system to the ALN system is scheduled to conclude by August 2025. This means that by the start of the 2025–2026 academic year, all learners with identified needs should be supported under the ALN framework. (torfaen.gov.uk)
• Professional Development: Efforts have been made to enhance training for educators. For instance, the Welsh Government has developed a national ALN professional learning pathway to help all teachers support learners with ALN. This includes opportunities for practitioners to pursue further education, such as the ALN pathway on the National MA (Masters) in Education (Wales). (Welsh Parliament)
• Person-Centred Planning: Emphasis continues on involving learners, parents, and carers in the development and review of Individual Development Plans (IDPs), ensuring that the support provided aligns with the learner's needs and preferences.
• Language Considerations: The ALN system requires that all reasonable steps be taken to provide additional learning provision in Welsh, if required. This ensures that Welsh-speaking learners receive support in their preferred language. (torfaen.gov.uk)

Accessing the ALN Code for Wales 2021

The full ALN Code for Wales 2021 is available on the Welsh Government's website. For those requiring an accessible version, the Welsh Government offers to provide documents in alternative formats upon request. (GOV.WALES)

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Roles and Responsibilities

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Meeting the needs of learners with ALN will be a whole school approach. All staff in the school will ensure that is embedded within the normal school curriculum and provision. The primary responsibility for provision lies with the teacher who, using the information from the IDP, one-page profiles, and intervention planning, will deliver and assess achievement and progress according to the needs of the pupil.

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ALNCo

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The Additional Learning Needs co-ordinator at Trehopcyn Primary School is Mrs D Lee. The main responsibilities of the role include:

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Coordinating Support: The ALNCo oversees and coordinates the provision of support for students with ALN. This includes working closely with teachers, learning support assistants, and other specialists to ensure that students' needs are met effectively.�

Assessment and Identification: The ALNCo plays a central role in identifying and assessing students who may have ALN. This involves working with teachers and parents to gather information and, when necessary, seeking external assessments or advice from specialists.�

Individual Development Plans (IDPs): Under the new system introduced by the Additional Learning Needs and Education Tribunal (Wales) Act 2018, the ALNCo is responsible for overseeing the creation and implementation of Individual Development Plans (IDPs). These plans outline the specific learning needs and the support a student will receive, and the ALNCo ensures these are reviewed and updated regularly.�

Liaising with External Agencies: The ALNCo works closely with external professionals such as educational psychologists, speech therapists, and other specialists to provide a holistic approach to support students' needs.�

Teacher Training and Support: One of the ALNCo's key roles is to provide guidance and support to teachers, helping them differentiate their teaching methods and understand how best to accommodate students with ALN. This can involve providing training on strategies and resources that can be used in the classroom.�

Parental Involvement: The ALNCo is a key point of contact for parents of children with ALN, ensuring they are kept informed and involved in their child’s education. They work with parents to ensure that their child’s needs are being met and that there is an open line of communication.�

Monitoring and Evaluating Progress: The ALNCo regularly monitors and evaluates the effectiveness of the support and interventions in place. They ensure that students are making progress and that their needs are being met appropriately, adjusting strategies if necessary.�

Compliance with Legislation: The ALNCo ensures the school is in compliance with all relevant legislation regarding additional learning needs, including the ALN and Education Tribunal (Wales) Act 2018, and that students' rights are respected.

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Governing Body

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The Governing Body’s responsibilities to learners with ALN include:

• Ensuring that provision of a high standard is made for learners with ALN.
• Ensuring full inclusion of learners with ALN.
• Full involvement in the development and review of the ALN policy.
• Reporting to parents on the school’s ALN Policy including the allocation of resources from the school’s budget.
• Having regard to the ALNET Act (2018) when carrying out these responsibilities

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The Head Teacher and School Leadership Team

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Headteacher and school leadership team’s responsibilities to learners with ALN include:

• Advise the governors on policies to meet their statutory responsibilities under the ALNET Act.
• Work to agree the school ALN ethos and policy to implement the agreed vision and policy.
• Oversee aspects of strategic leadership and management.
• Ensure that the ALNCo has enough time and resources to carry out their duties.

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Class Teacher

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The Class teacher’s responsibilities to learners with ALN include:

• Provide high quality teaching and learning as part of the universal provision of the school.
• Implement any reasonable adjustments through universal provision.
• Implement the school’s ALN Policy.
• Ensure that the resources, targets, and curriculum are appropriate to the needs of the pupil as set out in the pupil’s One Page Profile, Target Sheets, and IDPs / Statements of SEN.
• Ensure that achievement and progress are also appropriate to the needs of the pupil. Support the school processes around early identification, targeted intervention, and a graduated response to meet individual need.
• Work with Teaching Assistants (where relevant) in the planning and delivery of lessons in supporting learners and the assessment of learner progress when appropriate, gaining advice from the Additional Learning Needs Coordinator (ALNCo) where required.
• Differentiate learning and materials and set achievable goals to ensure that pupils experience success.
• Attend reviews and discussions on pupil progress, as required.
• Record and report any concerns on pupil progress to the ALNCo/ SLT.
• Contribute to the learning provision for individual pupils, identify requirements for targeted intervention, tracking and monitoring progress through targeted intervention. Contribute to the development of specific support through additional learning provision where appropriate, in liaison with the ALNCo.
• Communicate with parents, raising concerns and celebrating progress.
• Support the effective handover of information to ensure successful transitions between year groups, phases, and settings.

Teaching Assistant

• Ensure the daily implementation of the school Additional Learning Needs Policy.
• Liaise with and advise teaching staff on additional learning needs matters.
• Have a full knowledge of the pupils’ needs, provision and targets set out in the One Page Profiles and additional learning plans and implementing the agreed provision.
• Work with the class teacher to keep records on pupils with ALNs and their progress.
• Attend reviews and discussions on pupils’ progress as appropriate.
• Support the work of the pupil in the lesson by adapting work and providing support and confidence to the pupil.
• Provide administration support for ALN as required.
• Liaise with teaching staff to gather appropriate information and updates on pupils with additional learning needs at review points during the year.
• Ensure the organisational and administrative support supports the effective delivery of additional learning needs (including documentation for annual reviews in accordance with statutory timescales).

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Support Agencies

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• Various external support agencies, including speech therapists, physiotherapists, occupational therapists, educational psychologists, sensory impairment specialists, literacy and numeracy basic skills staff and medical staff will support and guide staff in providing appropriately for pupils in their assessment, lesson planning, methods, strategies and delivery styles.
• They may, if necessary, to the success of the pupil, withdraw pupils for one to one or small group sessions where this can be shown to improve access to and achievement in the full curriculum entitlement.
• All agencies supporting an individual are invited to attend and contribute to the person centred review meeting held each year.

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ALN Identification

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In accordance with The Additional Learning Needs and Educational Tribunal Act (ALNET 2018), if a concern is raised by a child, parent, carer or the school, that a pupil may have ALN, it will trigger a process with a time frame set out by WG. A PCP Meeting will be organised by School where all stakeholders will discuss the needs of the child and discuss if the child has additional learning needs. If the decision is Yes, an Individual Development Plan (IDP), highlighting the child’s area(s) of need and a description of the Additional Learning Provision (ALP) will be provided. If the decision is NO, the school will explain how the child will continue to be supported at school and parents/carers will be informed of their right to appeal and signposted to advocacy services.

Additional Learning Provision (ALP) and Individual Development Plan (IDP)

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Additional Learning Provision (ALP) is additional to and/or different from Universal Provision for those pupils identified as having ALN. ALP differs from the support available to all pupils in its frequency and intensity. It may involve specific strategies, adult-led interventions and specialised equipment as necessary. When the needs of a pupil are complex a multi-disciplinary approach may be required to help maximise pupil progress and develop ALP provided by the school. Individual Development Plans (or existing Statements) are statutory documents created to demonstrate need and identify targeted provision needed to help the pupil make progress.

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Individual Development Plans can be maintained by the school or the Local Authority. Where a pupil is identified as having an additional learning need and requiring additional learning provision, an Individual Development Plan is established with agencies, parents, the pupil, and school staff. In all cases of a Statement of SEN or an IDP, a review meeting will be held at least annually, and all stakeholders invited to contribute.Additional Learning Provision (ALP) and Individual Development Plan (IDP)

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Universal Provision

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Universal provision allows for differentiation of the curriculum in class, in small groups or at an individual level. This provision includes wellbeing support that promotes positive emotional health and wellbeing for all. Pupils who require differentiation of work or a specific intervention eg ELIP, Precision Teaching, Language Link are not necessarily identified as having ALN, nor do they need to be identified as having ALN in order to access the support.

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Monitoring and Evaluating

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The success of the school’s Additional Learning Needs Policy and Additional Learning Provision is evaluated through:

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• Analysis of pupil tracking data and test results.
• Monitoring of procedures and practice by the Senior Leadership Team
• Reviewing OPPs, target sheets and IDP outcomes
• School self-evaluation, using a variety of approaches, including a self-evaluation of ALN and an action plan that relates to the School Development Plan (SDP)
• Review of delegated spend
• ALNCo reports to Governors in annual meetings
• Effectiveness of the school provision map
• Additional Learning Needs moderation process
• School Development Plan