WHAT ARE: Additional Learning Needs? Special Educational Needs?

2. Let's open doors and minds. Let's throw a spotlight on the richness that people who are different bring to mainstream society. Let's talk about assets instead of liabilities.Helen Henderson, “Inclusion can transform the workplace dynamic”

3. WHAT ARE:Additional Learning Needs? Special Educational Needs? PLEASE READ PAGES 6-8 OF THE BOOKLET

4. The term ALN refers to a ‘greater difficulty in learning’ to encompass all learners in Wales whose learning needs are greater than their peers of the same age and which do not necessarily amount to SEN as defined in the Education Act 1996. • The term ALN is much wider in scope than the term ‘special educational needs’ in order to recognise the diverse and complex needs of learners and to reflect a more holistic approach to meeting the needs of individual learners. • ALN include persons who, for whatever reason, require additional learning support because they are struggling to learn in comparison with their peers. School pupils may therefore require additional learning support if they have difficulty in learning because, for example, they have: • special educational needs • a disability • medical needs • gaps in their knowledge or skills due to prolonged absences from the education system, e.g. • school refusers, school phobics or young offenders • experienced difficult family circumstances, e.g. due to bereavement • accessed education inconsistently, e.g. gypsy and traveller pupils.

5. What is THE CODE? http://wales.gov.uk/topics/educationandskills/publications/guidance/specialeduneedscop/?lang=en

6. Chapter 1: Principles and Policies Chapter 2: Working in Partnership with Parents Chapter 3: Pupil Participation Chapter 4: Identification, Assessment and Provision in Early Education settings Chapter 5: Identification, Assessment and Provision in the Primary Phase Chapter 6: Identification, Assessment and Provision in the Secondary Sector Chapter 7: Statutory Assessment of Special Educational Needs Chapter 8: Statements of Special Educational Needs Chapter 9: Annual Review Chapter 10: Working in Partnership with Other Agencies

7. Special Education Needs Register

8. Normal classroom teaching which includes differentiated work School Action School Action+ Statement of Special Educational Needs Annual Review

9. School Action When a class teacher or the SENCO identifies a child with SEN the class teacher should provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum offer and strategies (School Action). The basis for intervention through School Action could be the teacher’s or others’ concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:

10. makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness • shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas • presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school • has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment • has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.

11. What could the teacher do to support a pupil at the School Action Stage? Support and advice from the SENCO/ALENCO Deployment of extra staff to enable one-to-one tuition Provide different learning materials or special equipment To introduce some group or individual support To devote extra adult time to devising the nature of the planned intervention To undertake staff development and training to introduce more effective strategies Access LA support services for one-off or occasional advice on strategies or equipment

12. Individual Education Plans • Strategies employed to enable the child to progress should be recorded within an Individual Education Plan (IEP). • The IEP should include information about: • • the short-term targets set for or by the child • • the teaching strategies to be used • • the provision to be put in place • • when the plan is to be reviewed • • success and/or exit criteria • • outcomes (to be recorded when IEP is reviewed). • The IEP should only record that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children. The IEP should be crisply written and focus on three or four individual targets, chosen from those relating to the key areas of communication, literacy, mathematics, and behaviour and social skills that match the child’s needs. The IEP should be discussed with the child and the parents.

13. School Action+ The basis for School Action Plus could be that, despite receiving an individualised programme and/or concentrated support under School Action, the child: Continues to make little or no progress in specific areas over a long period Continues working at National Curriculum levels substantially below that expected of children of a similar age Continues to have difficulty in developing literacy and numeracy skills Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.

14. Statements of Special Educational Needs

15. The Statutory Process

19. ALN/SEN in Carmarthenshire

20. Carmarthenshire Inclusion Principles • KEY PRINCIPLES • All have a responsibility to ensure equality of opportunity • Believe children and young people have a right to have their education in their local schools with their peers • Acknowledge that inclusive learning enriches the experience of all pupils • Are committed to delivering teaching and learning that sets high expectations of everyone • Recognise that all teachers have a responsibility for all learners in their class • Believe that effective teaching and learning is the key to successful inclusion • Are committed to supporting schools through advice, guidance, training, development, funding and resources to ensure that pupils with additional needs can make progress within their local school • Accept that for a very small number of pupils we may, as yet, lack the skills, facilities and resources to enable them to fulfil their potential in their local school

21. THE ADDITIONAL LEARNING NEEDS SERVICE Manager- Margaret Denholm • To deliver the statutory process • To provide support to schools in their management of pupils with ALN • To provide advisory teaching services in specific areas of ALN Inclusion

22. Primary Specialist Provision

23. Secondary Specialist Provision PRIMARY PROVISION

24. THE BEHAVIOUR SUPPORT SERVICE Manager- Anne Harrison • To deliver the Authority's strategy for managing the behaviour of children and young people in and out of mainstream schools • To deliver the Authority's statutory duties to provide education for excluded and sick pupils unable to attend schools • To provide leadership for the managers of a range of behaviour services. • To promote the development and implementation of the Authority's behaviour management training and development programme

25. Data for Dialogue! Number of pupils in our schools 26,963 Pupils on School Action 4,433 (16.4%) Pupils on School Action+ 2,023 (7.5%) Pupils with Statement of SEN 1,070 (3.9%) Pupils without ALN 19,437 (72.2%)

26. An effective governing body helps shape the future of the school. It has a clear vision that emphasizes the school’s distinctive character and ethos, and it engages in robust and challenging conversations about how to deliver high standards of pupil achievement and excellence for all. Report of the Enterprise and Learning Committee on the Role of School Governors, June 2009. Role of School Governors

27. Recommended to appoint SEN governor • SEN governor agree SEN policy with head • SEN governor preferably involved in any audit of provision e.g. SEN&LAC internal audit • Review policy annually • Ensure SENCO/ALENCO in position • Ensure school has school improvement objectives specifically for SEN SEN: Governing body duties

28. The role of the SEN Governor The role of the SEN governor is strategic. It does not for example involve the nominated governor in attending meetings with individual parents or discussion of individual pupils. The governing body must remember that specific information regarding SEN pupils is confidential. It may however involve the following: To champion issue of SEN in the wider business of the governing body Developing and maintaining an awareness of special needs provision in the school on behalf of the governing body Specific oversight of school’s arrangements for SEN provision including allocation of resources Supporting the implementation of the school’s Special Educational Needs Policy Meet SENCO termly to monitor and review SEN provision Observe SEN provision first hand, consult pupils with SEN and their parents

29. Develop and train staff Staff induction Identify pupils with SEN/ALN Manage SEN resources Monitor and evaluate Observe teachers and support staff at work Advise staff on appropriate strategies To be aware of legislation The Statutory Process- revise, offer advice Contribute to School Development Plan Administrative tasks Communicate with other agencies Manage transition To manage complex cases To evaluate the school’s provision Communicate with parents Asses and plan for individual pupils Manage staff ROLE OF SENCO

30. 01267 246 506 EDGMorgans@sirgar.gov.uk MMDenholm@sirgar.gov.uk

31. Inclusion is everyone’s responsibility. It is not only about where learners receive their education but about the provision of a meaningful education which will foster independence and inclusion in society as a whole. A curriculum for all learners Guidance to support teachers of learners with additional learning needs WAG 2010