GOLFTYN C. P. SCHOOL
A POLICY FOR ADDITIONAL LEARNING NEEDS.
This is a statement of Additional Learning Needs Provision at
Golftyn C.P. School and the procedures for its implementation.
DEFINITION OF ADDITIONAL LEARNING EDUCATIONAL NEEDS
The 1981 Education Act determines that a child has additional learning needs if “ …he/she has a learning difficulty which calls for special educational provision to be made for him/her”.
…A child has a learning difficulty if –
- he/she has a significantly greater difficulty in learning than
the majority of children his/her age”.
- he/she has a disability which prevents or hinders him/her
from the use of educational facilities… for children of his/her age”.
The Warnock report found that on average 18% of all children in primary schools have special educational needs but do not have formal statements.
We recognise at Golftyn that we have approximately 20% of children who have additional educational needs and this fact is borne in mind when teachers plan the curriculum for their class.
SPECIAL NEEDS CODE OF PRACTICE
THE FUNDAMENTAL PRINCIPLES OF THE CODE are that:
- The needs of all pupils with Additional Learning Needs must be addressed.
- Children with ALN require greatest possible access to a broad and
balanced education including the National Curriculum.
- The needs of most pupils will be met in the mainstream without a
- A pre-school child may have ALN requiring intervention.
- Partnership with parents is essential.
ESSENTIAL PRACTICES AND PROCEDURES
- Early identification and assessment.
- Provision should be made by the most appropriate agency
usually the mainstream school.
- LEAs must make assessments and statements where appropriate
within prescribed time limits.
- Wishes of the child, where appropriate, should be taken into
- Multi- disciplinary co-operative approach needed.
The policy of the school is to follow the fundamental principles as outlined in the Special Needs Code of Practice.
Golftyn CP acknowledges and supports Flintshire’s Inclusion Policy. The school is therefore committed to ensuring:
‘the expected right of every child to access the equality of choice in a safe and secure environment to help each individual fulfil their potential regardless of age / gender or additional needs’.
ADDITIONAL LEARNING NEEDS CO-ORDINATOR (ALNCo).
The responsibilities of the ALNCo are divided between two experienced class teachers in the following areas:
- Lower and Upper Foundation Phase
- Key Stage 2
The ALNCos will be responsible, within their area, for the following:-
- Ensuring that the Code of Practice staged response is followed regarding: identification, assessment and intervention.
- Ensuring that pupils at School Action stage and above have the required IEPs (drawn up by the class teacher).
- Ensuring that regular reviews are in place to monitor progress.
- Ensuring that the pupils at School Action or above are included on the ALN Register (Sims).
- Communication with outside agencies to ensure that the needs of identified children are met.
- Attending the Group Consultations to discuss pupils at SA / SAP where progress remains a concern. At these meetings a group of ALNCos and two Educational Psychologists meet once every half term (3 hours) in a host school.
- The Group Consultation follows a structured process: Current Situation / Strategies (advice, strategies, resources shared by group) Desired Situation. Before a case can be raised the ALNCo must obtain parental permission.
- Ensuring that Additional Learning Needs are included in any curriculum development in school.
- Providing the Headteacher with a termly report, for the School Governors Meeting, regarding ALN information (courses, LA initiatives followed).
- Attending the ALNCo meetings organised by the LA Inclusion Service.
- The ALNCo role is a non-teaching role (in addition to the teaching responsibility as a class teacher).
- Support at SA and above (for learning) is provided by an experienced Additional Learning Needs Teaching Assistant (ANTA) who has received training in providing appropriate support for ALN pupils. The support is provided individually (SAP) or within a small group (SA) for weekly sessions outside the classroom. The teaching sessions are held in the ALN room to enable pupils to develop their confidence as learners.
- There will be regular liaison between the ALNCo, class teachers and the TA to ensure monitoring of pupil progress.
GOVERNOR WITH RESPONSIBILITY FOR ADDITIONAL LEARNING NEEDS
- playing a full part in the development of the ALN policy.
- reviewing through consultation, the implementation of the policy.
- reporting to governors.
IDENTIFYING PUPILS WITH ADDITIONAL LEARNING NEEDS.
The school has various systems in place for identifying pupils with ALN. The most important person in the identification procedure is the class teacher. The school recognises that early identification is paramount in order to follow the Code of Practice.
Schools are required to make a response to any literacy difficulties in line with the Graduated Response of the Special Educational Needs Code of Practice for Wales (2002).
Golftyn CP ensures an effective response by:
- Considering the aspects of the working environment using a variety of teaching approaches e.g. phonological awareness, multi-sensory.
- Ensuring the appropriate response to assist pupils in making progress which may be individually, small group, class or whole school based.
- Recognising what supports individual differences and actively make use of all data on pupils to inform intentions.
- Involving the ALNCos and other specialists within school in planning for individual needs.
- Following a staged process of assessment through teaching. The purpose of assessment and review is to find the most effective way to support a pupil’s learning and will include gaining a clearer view of a pupil’s strengths and difficulties.
- Meeting the needs of pupils with ALN through the SEN Graduated Response.
‘there should be differentiation between the stages which should aim to match the action taken on behalf of a child to his or her needs’ (Code of Practice).
Stage 1 Class Action
- There needs to be early Identification / Assessment / Class Intervention.
- The school recognises that early identification of ALN is paramount in order to follow the Code of Practice. Initial Identification – the gathering of basic information.
- Following a staged process of assessment through teaching there will be regular progress checks.
- Class Interventions: to show the extra support offered within the class – a class record will show the Interventions followed – including:
- Booster groups
- Reading support (individual / group)
- Phonics / keyword / spelling support to target specific areas.
- Differentiation strategies used in class will be highlighted e.g. different teaching approaches used, extra teacher support (whether individual or small group) – different resources used – extra time allowed.
- As outlined in the ALN Guidelines for Staff the majority of ALN support will take place as classroom interventions
Initial concern Form
- Following the Class Intervention, if concern continues, an Initial Concern Form will be instigated – this will list strengths, concerns and interventions already followed / or in place.
- The classteacher will then meet informally with parents to discuss the Initial Concern Form to:
- Highlight any ongoing concerns
- Review progress
- Gain home support
- To ensure parents sign the form to show their understanding and agreement.
Progress will be reviewed within 6 wks – this will be an informal meeting between the classteacher and parents.
- This meeting may highlight the need for intervention at Class Action to continue (with progress ongoing).
- Therefore if progress is made the classteacher will continue to monitor at Class Action.
- The intervention may be changed if progress remains a concern.
- At the Review Meeting it may be agreed that further action is needed – for more specific or complex difficulties.
- This may lead to additional support at School Action with IEPs in place.
- The classteacher will then meet with the ALNCo to discuss the Initial Concern Form, information already gathered and future action.
- It is important that those pupils in Year 1, who are not making sufficient progress, have Initial Concern Forms in place before transition to Year 2 (by the summer term in Y1).
- This will mean that those Year 1 pupils, whose progress remains a concern, will be at the School Action Stage at the start of Year 2 (with an IEP in place).
Stage 2 School Action.
- An Initial Concern Form will have already been completed in order to move to SA.
- This stage is highlighted by the drawing up of an IEP / IBP.
- The IEP is drawn up by the classteacher with 3-4 targets.
- All pupils at School Action need to be included on the ALN Register (Sims).
- The Learning Support Service Literacy Assessment Pack can be used at Class Action / School Action to identify specific difficulties and strengths – this will then inform the particular approaches as set down in the IEP e.g.
- Phonic skills assessment
- Keyword lists – poor visual recall of irregular words will impact on reading / independent writing.
- Short assessments to highlight visual / auditory sequential memory difficulties.
- Flintshire LA advise the use of the Literacy Assessment Pack as a tool which schools can use to identify a pupil’s strengths and weaknesses. It is important as an ongoing assessment tool to inform teaching. These are short, specific and individual assessments. Not all the assessments will be needed.
- When reviewing a pupil’s progress with parents these short assessments highlight strengths and are able to target a specific difficulty. This helps to give a more positive picture and highlight the area to be targeted.
- IEP targets at SA (IEP / group IEP)
- IEPs need SMART TARGETS: Specific Measurable Achievable Relevant T
- There will be a meeting with the ALNCo to discuss the IEP with possible support at SA.
- At this stage the pupil will be added to the ALN Register (Sims).
- The class teacher will meet with the parents to: share / sign the IEP, explain any future action including further support and inclusion on the School’s ALN register.
- Reviews are held termly or twice yearly – as part of the regular teacher / parent meetings or as informal meetings to ensure regular liaison.
- If progress is made the pupil may be transferred back to Class Action (to be monitored) or continue at School Action with updated IEP targets.
- If progress remains a concern despite considerable support / interventions at SA (including 2 evaluated IEPs) – the class teacher will discuss with the ALNCo re. School Action Plus (this will be for pupils with more considerable specific / complex difficulties).
Stage 3 School Action Plus
- This stage is highlighted by the involvement of outside agencies
- Educational Psychology Service
- Behaviour Support Service
- Learning Support Service
- Their involvement consists of advice / consultation with school and parents.
- The ALNCo will collect all relevant information and liaise with the appropriate agency at SAP.
- Evidence of previous interventions / reviews / at least 2 evaluated IEPs will be needed before any involvement with outside agencies.
- In Flintshire, pupils at SA and above whose progress remains a concern can be discussed at Group Consultations. At these meetings a group of ALNCos (from the Consortium) and two representatives from the Educational Psychology Service meet once every half-term (3 hrs) in a host school.
- The Group Consultation follows a structured process: Current Situation / Strategies / Desired Situation.
- Before a case can be raised the ALNCo must obtain parental consent.
- The aim of the Group Consultation is to create a supportive learning community across schools.
- Additional support may be provided to individual pupils at SAP, this is dependent on the level of attainment with schools providing the extra support.
- For some pupils with complex difficulties, the school may need to make a referral to the LA for a Statutory Assessment to meet particular needs.
- Class Transfers: there needs to be close liaison between class teachers regarding the transfer of ALN pupils. All information is shared to ensure the appropriate interventions continue.
STATEMENT / SERVICE LEVEL AGREEMENT REVIEWS
The reviews for those pupils with a Statement or Service Level Agreement (SAPS) are held every six months or annually (this is decided by the LA). It is important that the review is held within the appropriate time frame.
The ALNCo is responsible for co-ordinating the meeting and invites:
- Parents / Carers
- The relevant Senior Learning Advisor from the LA (learning / behaviour).
- Any outside agency involved.
- The relevant review forms are completed by the class teacher and the ALNCo.
Dyslexia Friendly School Status: – see Dyslexia Friendly School Policy
- The school has been accredited with Dyslexia Friendly School Status
- The school has a Dyslexia Friendly School Policy which outlines good practice for pupils with dyslexia
- All staff are aware of appropriate teaching methods and resources
- All staff are aware of the individual pupils, in their class, who have dyslexia.
- Teaching Assistants in the Foundation Phase and Key Stage 2 have undertaken training in supporting dyslexic pupils (attaining the BDA Certificate for classroom assistants in Specific Learning Difficulties).
- All TAs have attended Flintshire Foundation Phase Training.
- The school has effective procedures for identifying and supporting pupils with dyslexia.
- The multi-sensory teaching approaches outline good practice for all pupils with additional learning difficulties.
- The school has high expectations of all pupils.
- All children are encouraged to take part in all school activities.
- The ALNCo liaises with the ALNCo of the High School to ensure an effective transition.
- The school follows the County Council’s guidelines to meeting the needs of children with dyslexia.
- There is no one agreed definition or description of dyslexia. Since 1999 the definition of dyslexia accepted by Flintshire County council has been:
‘ Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. (BPS definition 2005)
This focuses on literacy learning at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis of a staged process of assessment through teaching.’
It is considered that there is no single test which will indicate the presence of dyslexia rather a range of tools which can be used over a period of time. Hence the expected procedure (outlined by the LA) is that assessment and review of reading development will be ongoing. The purpose of assessment is to find the most effective way to support a pupil’s learning and will include gaining a clearer view of pupil’s strengths and difficulties.
The amount of funding the school receives is governed by the annual audit carried out by the Flintshire L.A. The authority have drawn up criteria for each age group. The audit is carried out in January and is applied at Golftyn to all pupils on School Action Stage and above of this school’s Additional Learning Needs Register.
The funding generated by this audit is allocated to the school’s L.M.S. budget. The governing body at the school have a commitment to use all of the funding for ALN. Money will not be vired out of the ALN budget. The funding is used to employ the ALNCo at the school. The governors have vired money into the ALN budget.
It is important that ALN pupils at School Action and above are included on the School’s ALN register (Sims).
THE MORE ABLE and TALENTED CHILD
The more able and talented child has as much right to additional learning needs provision as the child who is behind the majority of the class. Quite often they can be frustrated and behaviour problems may occur.
It is important that any child whose work in a particular curriculum area is far above the remainder of his/her age group should be identified and provided for as soon as possible.
See More Able and Talented Child Policy.
It is recognised by the school that children do not just have additional learning needs in Language, but also in other Curriculum areas – especially Maths.
There is early identification, in different year groups, requiring particular support in either literacy or numeracy. Appropriate support, in smaller groups, is then provided where funding and resources allow.
Pupils with specific difficulties in Maths will have support at SA (with an IEP in place).
The policy of the school on assessment is reflected in the Assessment Policy
There is continual assessment and review of progress.
There is a staged process of assessment through teaching.
All data is actively used to inform the next stages, the use of INCERTS is linked to the PATT Co-ordinator (see role of PATT Co).
The National Reading / Numeracy Tests are held each school year from Year 2 (May).
The spelling test given each year will be the Young’s Parallel Spelling Tests (from Year 2).
The analysis of the results can help to make informed decisions regarding support.
ADDITIONAL LEARNING NEEDS REGISTER
All pupils at School Action and above are placed on the school’s ALN register (Sims).
ADMISSION OF PUPILS WITH ALN.
The admission of pupils with a statement of ALN will be decided by the Local Education Authority. All applications for admission, at any age, will be referred to the Statementing Officer of the Authority. It will be their responsibility, following consultation with the Headteacher, to decide if Golftyn C.P. can meet the requirements of the pupil.
The school’s normal admissions policy will also apply to pupils with a statement.
Non Statemented Pupils
The school’s normal admissions policy will apply to pupils with ALN who do not have a statement. The school will ensure that all relevant documentation from previous schools is available, if applicable. The information will be made available to the class teacher, ALNCo and Headteacher.
ALN Pupils Leaving
When a pupil on the Additional Needs Register leaves the school, records of their work, IEPs, reviews etc are forwarded to the receiving school together with the pupil’s other records. There is a section on the Pupil Transfer Form to identify pupils with ALN.
The term before a pupil transfers to a High School, close liaison between the school and the receiving High School take place. All documentation is transferred to the High School and discussion about individual needs takes place between the ALNCo and the ALNCo from the High School.
The school is committed to make full use of any outside agencies that may be able to assist the provision of Additional Learning Needs Education for our pupils.
The school has referral procedures for:-
- Speech Therapist – concern expressed by teacher/parent. Referral then made to Speech and Language Therapy Service (SALT). Referral forms can be found on Staff Common.
- L.A.S.S. – Communication, Language Advice & Support Service.
- If the school provides a school based programme to deliver SALT / C.L.A.S.S. programmes then the pupil will be at SA / SAP with IEP targets.
- Group Consultation and advice from the Educational Psychology Service (EPS).
- Other agencies – the school maintains very close links with other agencies and uses their services as and when necessary. These agencies include:- Social Services, School Nurse, Inclusion Welfare Officer, Behaviour Support Service, Health Authority and Flintshire Child & Adolescent Mental Health Service (CAMHS).
- If there is advice, input from an Outside Agency which informs the IEP then the pupil will be at SAP.
PHYSICALLY DISABLED PUPILS
- Diversity and Equality Policy and Plan.
- Accessibility Plan.
It is the school’s policy to provide a full curriculum for all pupils.
The main entrance of the school is accessible to wheelchairs. The nursery also provides wheelchair access.
The interior of the school does provide full access to wheelchairs.
There is a specific disabled toilet.
ADDITIONAL NEEDS FILE
Each teacher has an Additional Needs File containing copies of all relevant information concerning children in their class who are on the Additional Needs Register.
This information, which is regularly updated, includes:-
- IEPs, evaluation of IEPs, revised targets, assessments from outside agencies and copies of statements from the L.E.A.
- IBPs, behaviour strategies and relevant information concerning pupils in their class.
- ALN Guidelines for Staff.
- also information available from previous schools, health, social services or any other source
- a list of children on the Additional Needs Register
All the information in the Additional Needs file will move with the child concerned to their next teacher. This will ensure continuity in the provision of additional learning needs.
All relevant and updated ALN information is stored on Staff Common – ALNCo Folder.