Additional Learning Needs (ALN)
ALN – Additional Learning Needs in Wales has changed. From September 2021 the ALN and Educational Tribunal Wales Act began changing the way children and young people aged 0-25 with additional learning needs are supported in education in Wales.
The new ALN reform in Wales ensures that:
- All learners with ALN are supported to overcome barriers to learning and can achieve their full potential.
- There is an improved planning and delivery of support for learners from 0 – 25 with ALN.
- The learners’ needs, views, wishes and feelings are at the heart of the process and a person centred approach to planning for and supporting children and young people is taken.
- The learner and their parents are considered at all stages of the process.
- Education is inclusive where children and young people are supported to participate fully in mainstream education, wherever feasible, and a whole setting approach is taken to meet the needs of learners with ALN.
- Where settings adopt a fully inclusive approach combined with universal learning provision that meets a broad range of learning needs, this can negate the need for additional learning provision.
- Needs are identified early, support is put in place and monitored effectively.
What exactly is ALN?
- Learners are identified as having ALN if they have a learning difficulty that requires additional learning provision (ALP) which is 'additional to' and 'different from' that which is provided across the school.
- A learner has ALN if they have a significantly greater difficulty in learning than the majority of others the same age or has a disability for the purpose of the Equality Act 2010 which prevents or hinders them 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 mainstream sector.
- A learner under compulsory school age has a learning difficulty or disability if they are likely (or would be likely to if no ALP were made) have significantly greater difficulty in learning than the majority of their peers when they reach compulsory school age.
It is possible for a child or young person to have a learning difficulty or disability that does not call for ALP. In these instances such a child or young person would not be considered to have an ALN. Further it is important to note that not all learning difficulties or disabilities that arise from a medical condition will call for an additional learning provision.
How do we ensure that our children are supported in Brynhyfryd Primary School?
We aim to build a culture and instil values in a safe, sustainable, happy and caring school environment. We are preparing our children to flourish as life-long learners and global citizens for the 21st century. We place importance of nurturing self-esteem, confidence and a sense of pride. We innovatively provide our children with learning experiences appropriately matched to their individual needs, backgrounds and abilities.
At Brynhyfryd Primary School we realise the diversity of our children and strive to support them fully in their learning journey.
We have robust processes in place to identify children with ALN and to support all children through universal learning provision. When a child is identified as meeting the criteria for ALN they will be supported by school staff within their environment and will have an IDP in place.
ALN in Wales is changing. Below is a helpful and informative video published by the Welsh Government.
https://youtu.be/00gHqzWowPg
What is universal learning provision?
At Brynhyfryd Primary School we ensure that all children have the appropriate support provided through good teaching and learning. Any child who does not meet the criteria for ALN may require support from universal learning provision. Some children may need more support than others but it is important to note that universal learning provision is available to all children who attend Brynhyfryd Primary School.
Universal learning provision in Brynhyfryd Primary School: What does it look like? Below are some examples of Universal learning provision used in Brynhyfryd Primary School:
Brynhyfryd Primary School
Universal learning provision
COMMUNICATION AND INTERACTION – SPEECH AND LANGUAGE, ASD
Suggested Approach Speech & Language | Suggested Approach ASD |
Clear classroom routines are taught and reinforced to promote good listening skills | Maintain a calm, firm and consistent approach to managing behaviour |
Pupil’s name and eye contact established before giving instructions. | Keep language clear and avoid sarcasm, ambiguities and idioms |
Classroom seating arrangements allow all pupils a good view of the teachers face when speaking. | Social stories shared |
Speech and language link assessment and games utilised. | Sensory equipment available to aod self-regulation. |
The purpose of activities is clearly identified and clear links are made to previous learning. Key topic vocabulary should be specifically pre-taught. | Visual supports such as: class visual timetable to prepare for change; task planners; prompts to show good listening and sitting. |
Key topic vocabulary is introduced explicitly with the use of concrete, visual supports. | Working alongside good role models and pupils they are likely to socialise with on the playground. |
Visual supports are used to reinforce language learning and development. | Clear class rules and routines which have been written by the class, understood and displayed visually. |
Pupils’ names are used before individual instructions are given. | Clear rules and routines for moving around the school |
Adults take time to listen to what children are saying and model positive listening behaviours | Tasks broken down into manageable steps with a clear start and finish. |
Pupils have regular opportunities to listen to adults reading to them in a quiet environment. | Tasks show a finished example wherever possible. |
Classrooms arranged to facilitate collaborative working. | Clear separation between visual timetable and ‘First, Then’ |
Pupils are supported to understand the benefits of developing good listening and attention skills | Well-organised classroom – equipment easily accessible, drawers for equipment labelled clearly, furniture arranged to best effect quiet area within the classroom. |
Staff ensure that pupils are only required to focus on one adult voice at a time | Involvement of pupils with ASD, at a level relevant to them, in formulating their learning goals |
Learning objectives use child-friendly language | Use of a visual timetable. |
Adults adapt language used in response to pupils’ levels of understanding | Quiet ‘safe’ space |
Brynhyfryd Primary School
Universal learning provision
PHYSICAL AND SENSORY – PHYSICAL, MEDICAL, VI, SENSORY, HI, DCD
Suggested Approach Physical Needs | Suggested Approach Medical Needs |
Assessment for learning informs planning for suitably differentiated teaching taking into account access issues for physical/mobility at this level of need. | Any pupil with healthcare/medical needs should have an Individual Healthcare Plan. |
Personalised planning is informed by regular audits of the school building, relevant procedures (especially in terms of administering medication) and minor additional access resources where necessary | Training needs are met to meet requirements of the healthcare plan. HCP's are reviewed at least yearly as part of the PCR/IDP or as changes or difficulties arise |
Staff communicate regularly with parents to confirm and maintain access arrangements as well as how they can support their child’s learning needs (taking into account factors such as possible fatigue). Expected access arrangements to support learning | Staff are all familiar and trained in specific needs. First aid trained staff listed and informed |
Access is maintained to all learning activities in class taking into account factors such as effective recording, appropriate seating and mobility. | A safe space available for medication storage is provided. |
Appropriate seating placement is available to maximise the pupils’ view of the teacher and to reduce distractions. | Opportunities for rest given |
Consider colour coding key information if pupils also have visual perceptual needs. | Awareness of the impact the medical issue can have on the pupils ability to engage/concentrate and to make reasonable adjustments to staff expectations |
Potential fatigue factors are taken into consideration for some physical impairments | Suggested Approach Visual Impairment |
Offer assistance for putting on additional clothing. | Keep instructions simple and use the pupils name |
Playground arrangements allow for quieter as well as busier play areas. | Ensure pupil sitting close to point of visual interest. For example, able to see the board or is in a good position to see body language and facial expressions |
Additional time is provided for written recording and other activities requiring both fine and gross motor skills. | Learning materials need to be clear, uncluttered, of good contrast and a suitable font size. This should be presented on A4 (not A3 as this can exacerbate visual conditions) |
Pairing with a more coordinated peer/friend when engaged in work with higher use of physical skills is considered. | Good even lighting, avoid glare. Blinds used as appropriate |
Access to pre-prepared formats for graphical or other information to reduce written/drawn recording demand. | Support in developing self helps skills – putting on their own coat, different types of fastenings, toileting, washing hands, feeding, eating and drinking skills, brushing teeth. |
Group approaches and peer partnerships maximise pupils’ full participation and direct academic and social engagement. | Extra time is given for visually demanding activities. Breaks given regularly to avoid visual and mental fatigue |
Pupils may have specialised equipment/resources/programmes that will be monitored & reviewed by OT/Physio/SLT- all staff show be aware of these and be able to integrate/enable the delivery of them throughout the school day | Staff help other children to understand what difficulties the visually impaired pupil faces and what they can do to make them feel included. |
Suggested Approach Sensory difficulties | Suggested Approach DCD CONTD. |
Pupils can have sensory needs relating to a wide variety of other ALN. Staff should be aware of the impact of this when planning activities/learning environments | Use wide-stemmed pencils and pens, or by applying rubber grips to their writing utensils. |
Suggested Approach DCD | Provide graph paper to guide them in letter placement and spacing. Colourful, lined paper |
Task instructions are written in short sentences and check-lists used for assignments with multiple parts. | Set children up with note-taking buddies, allow them to use computers or provide electronic copies of material in advance to reduce note-taking strain |
Demonstrate a task and read directions out loud, in addition to providing a printed version | Type homework and use a computer in class |
Timelines to help fix events in child’s mind. Avoid disturbing child when on task. Avoid fluorescent lights, fluttering ceiling displays. Promote a ‘no-disturbance’ culture showing respect for each child’s work space. | Place pupils with dyspraxia at the front of the room so they have an easier view of the board. They may also find it easier to concentrate when distanced from doors, windows, bulletins and other classroom distractions. |
Adjust chair and/or desk height to ensure the pupil is in the proper position for desk work. (Feet flat on the floor, shoulders relaxed, and forearms supported on the desk.) | Opportunity given to pause, get up from their desk, stretch and move around before continuing on with a lesson. |
Allow the child to work in different positions, like standing. | More time given to understand task requirements and complete assigned work. |
Suggested Approach Hearing Impairment | Suggested Approach Hearing Impairment |
In class support may be necessary from time to time to check for understanding and clarify concepts in certain topics. | Opportunities provided to learn about other deaf young people and adults who have successfully managed issues arising from their deafness and may act as role models to younger deaf people. |
Have an awareness of background noise such as from open windows/doors or electronics, and minimise as much as possible. | Staff facilitate effective communication between the deaf child and their peers. They should help the other children to understand what difficulties the deaf child faces and what they can do to make them feel included. |
Hearing aids checked regularly and the child should be wearing them at all times. | Make sure deaf children are sitting in an appropriate position to minimise background noise and distractions, and where they can clearly see the speaker/board. |
Make sure all videos are subtitled. | Make sure deaf children are facing you while you are talking. |
Staff ensure that the pupils have stopped working and are listening before new instructions are given | Visual support will be helpful for key vocabulary. |
Be aware that during group discussions a deaf child may find it difficult to hear pupils contributions. It may help to repeat what has been said by other pupils. | The pupil may benefit from learning strategies that will help them cope with situations they may find difficult because of the impact of their deafness, for example even the youngest child can be helped to learn to ask a peer to face them when they speak. Encourage them to practise strategies. |
Brynhyfryd Primary School
Universal learning provision
EMOTIONAL, SOCIAL AND BEHAVIOURAL DEVELOPMENT – BEHAVIOUR, ADHD, TRAUMA, MENTAL HEALTH
Suggested Approach Behaviour | Suggested Approach ADHD |
Create a list of class rules which all children have contributed to. Consistent explicit classroom rules in visual format. | Visual cues and prompts used. |
Use social stories to explain the social rules and expected behaviour. | Pupil’s name and eye contact established before giving instructions. |
Emotionally available adult and relationships built | Clear and simple instructions, breaking down longer instructions and giving one at a time |
Pupil’s name and eye contact established before giving instructions. | Tasks are clearly explained, modelled or scaffolded, and staff check for understanding. |
Clear and simple instructions, breaking down longer instructions and giving one at a time | Key points/instructions are jotted down |
Key points/instructions are jotted down with the use of personal whiteboards if needed | New learning broken down into small steps. |
Specific activities are differentiated appropriately, eg words for spelling practice, times tables practice, methods of recording. There are opportunities for practical and interactive, as well as paper and pencil tasks | New learning is linked to what pupils already knows, for example, start a lesson with a class mind-map of what they already know about a subject |
Pupils have ‘thinking time’ or opportunities to work with talk partners before answering a questions, or say “I’m going to come back to you in a minute for your idea” | Specific activities are differentiated appropriately, eg words for spelling practice, times tables practice, methods of recording. There are opportunities for practical and interactive, as well as paper and pencil tasks |
A range of lesson activities are planned to take account of different learning strengths, and practical activities offered where possible, eg learning from pictures, diagrams, mind-maps, using practical equipment, handling objects, moving and doing rather than sitting | Children have ‘thinking time’ or opportunities to work with talk partners before answering a questions, or say “I’m going to come back to you in a minute for your idea” |
Visual cues and prompts, visual timetables are used. The child should be alerted to changes on the way by these being pointed out on the visual timetable | A range of lesson activities are planned to take account of different learning strengths, and practical activities offered where possible, eg learning from pictures, diagrams, mind-maps, using practical equipment, handling objects, moving and doing rather than sitting. |
Explicit teaching of independent and study working skills is routine. Pupils are encouraged to take charge of their learning and develop strategies that work for them. | Multiple examples of new concepts are provided and staff aim to take these examples from children’s own real life experience rather than talking in the abstract. |
Celebrate positive aspects of pupils’ work and how their work can be developed / improved. | Visual cues and prompts, visual timetables are used. The child should be alerted to changes on the way by these being pointed out on the visual timetable |
An element of 'control' is encouraged using choices and engagement | Explicit teaching of independent and study working skills is routine. Pupils are encouraged to take charge of their learning and develop strategies that work for them. |
Engagement in activities they excel in. | There are opportunities for flexible grouping and pairing, for example by ability and mixed ability, including buddy systems/study buddies. |
Now and next cards. Small manageable tasks Clear expectations and boundaries Specialised behaviour plan maybe required with support from Behaviour team | A fidget box to allow them to use when needed. Opportunities for movement breaks if needed. |
Suggested Approach Trauma | Suggested Approach Mental Health |
A warm, accepting climate and ethos accepting and supportive for staff, parents and pupils | Supportive and welcoming environment |
Quiet ‘safe’ space | Healthy eating and living activities |
A calm, consistent learning environment with clear expectations, routines and rules, with secure and explicit boundaries in all curriculum areas and at times of less structure (for example, lunchtimes / transitions) | Routines and timelines |
A calm, firm and consistent approach to managing behaviour | Supportive role model |
A circle of friends or buddy system to help the child in building relationships. | Manageable tasks |
Positive relationships as modelled by adults | Yoga, meditation and relaxation |
Positive Teacher attitudes and behaviour | Warning signs identified and triggers within a support plan |
A systematic approach to responding to behaviour: School Behaviour Policy | Opportunities to have a safe space |
An ethos and conditions that support positive behaviours for learning and for successful relationships | Restorative approaches |
Direct planning, teaching and modelling to enable pupils to make emotional, social and behavioural progress (explicit behaviour for learning skills/teaching routines/Personal, Social, and Health Education (PSHE) | Happy news daily Chatter Box at playtimes. |
Frequently during the day share successes and provide specific praise (verbal, visual and written) in order to develop a sense of self and self-worth | I wish my teacher knew type activities |
Use of logical consequences as part of a stepped approach in order to encourage pupils to self-regulate and make appropriate choices in order to develop their skills | Circle time/P4C activities
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Trust building activities to build relationships | Check in's/check outs Small group work to build confidence. |
Calm down kit to access as and when needed. | Quiet working space available Withdrawal options shared Feelings fans for all. |
Brynhyfryd Primary School
Universal learning provision
COGNITION AND LEARNING – DYSLEXIA, DYSCALCULIA
Suggested Approach Dyslexia |
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Don’t ask person with dyslexia to read aloud. Reserve this for a quiet time with the class teacher. Alternatively, perhaps give the child advanced time to read pre-selected reading material, to be practiced at home the day before. This will help ensure that the child is seen to be able to read out loud, along with other children | Make sure a small reference chart is available to serve as a constant reminder for the cursive script in upper and lower case. |
Accept homework created on a computer The use of computers for word processing | If handwriting practice is needed it is essential to use words that present no problem to the dyslexic child in terms of meaning or spelling. |
Word processors make life much easier. Allow them to use the Spell Checker and help with grammar and punctuation so that you can see the quality of the content Provide access to assistive technology such as a computer, for pupils who find it difficult to write quickly enough in class | More time allocated for completion of work because of the extra time a dyslexic child needs for reading, planning, rewriting and proofreading their work. |
Discuss an activity to make sure it is understood | Provide coloured overlays |
Give the opportunity to answer questions orally | Provide handouts in lessons rather than asking pupils to copy text or take notes. Provide all handouts on coloured paper |
Use different colour for each line if there is a lot of written information on the board, or underline every second line with a different coloured. | Use a sans serif font on all printed materials, such as Verdana, Arial or Calibri and make sure the font is at least 12 point or above. |
Ensure that the writing is well spaced. | Change background colour when using a whiteboard or computer screen. |
A structured reading scheme that involves repetition and introduces new words slowly is extremely important. | Provide highlighters so learners can track text that has been read, or highlight important pieces of information. |
All pupils in the class can benefit from structured and systematic exposure to rules and patterns that underpin a language. | Use multisensory ways of teaching. |
Spelling rules can be given to the whole class. Words for class spelling tests are often topic based rather than grouped for structure. If there are one or two dyslexics in the class, a short list of structure-based words for their weekly spelling test, will be far more helpful than random words. Three or four irregular words can be included each week, eventually this should be seen to improve their free-writing skills. | Allow additional 'thinking' time. Break information up into smaller 'chunks'. |
When using mental arithmetic allow the dyslexic child to jot down the key number and the appropriate mathematical sign from the question. | Font size should be 12-14 point or equivalent (e.g. 1-1.2em / 16-19 px). Some dyslexic readers may request a larger font. |
Encourage pupils to verbalize and to talk their way through each step of the problem. Consider using bullet points and numbering rather than continuous prose. | Avoid underlining and italics as this can make the text appear to run together and cause crowding. Use bold for emphasis. |
Encourage a dyslexic child to use a calculator. | Avoid green and red/pink, as these colours are difficult for those who have colour vision deficiencies (colour blindness). |
Put the decimal point in red ink. It helps visual perception with the dyslexic child. | Use alternatives to white backgrounds for paper, computer and visual aids such as whiteboards. Use cream or a soft pastel colour. |
Suggested Approach Dyscalculia | Use attention-getting phrases like, “This is important to know because….” |
Review what the child already learned before teaching new skills | Use concrete examples that connect math to real life |
Teach child to “self-talk” through solving problems. | Check in frequently to make sure the child understands the work. |
Let the child write out charts or draw sketches to solve problems. | Create separate worksheets for word problems and number problems. |
Teach visual strategies e.g. bar maths | Highlight or circle key words and numbers on word problems. |
Allow extra time on tests. | Give step-by-step instructions and have the child repeat them. |
Provide charts of math facts, 'numeracy mats' or multiplication tables. | Break down each task into small sections to be mastered one by one. |
How do we ensure that our children are supported through ALP in Brynhyfryd Primary School?
Over time, through monitoring and assessment, if we feel that a child isn’t making expected progress we may consider the need for ALP – Additional Learning Provision. We always consider if the individual child’s need calls for ALP.
- If the individual does have a learning difficulty or disability. “Additional learning provision will need to be provided.”
- Most children and young people will require a differentiated approach in some aspect of their education at some point. Such differentiated teaching does not, itself, constitute ALP.
- ALP will encompass additional or different educational or training provision, which goes beyond that generally made available.
- ALP can take many forms; it might include any support that takes place inside or outside the mainstream classroom, where it is additional to, or different from, that made generally for others of the same age.
- ALP might also be delivered in settings outside of the school in some circumstances and/or by external professionals.
- If a person has a learning difficulty or disability which calls for ALP, the individual has ALN for the purposes of the Act.