In Monmouthshire, we believe every child and young person deserves an education that meets their individual needs and helps them reach their full potential. We are committed to inclusive, high-quality education for all—especially those with barriers to learning or Additional Learning Needs (ALN).

Our ALN Policy outlines how we support learners with ALN, ensuring they have the right resources, opportunities, and support to thrive academically, socially, and emotionally.

What Are Additional Learning Needs (ALN)?

Under the ALNET Act 2018, a child or young person has ALN if they have significantly greater difficulty in learning than most others or a disability that requires Additional Learning Provision (ALP).

This may include:

• Learning disabilities
• Neurodevelopmental needs
• Sensory impairments
• Social, emotional, and mental health needs

Additional Learning Provision is educational provision which is additional to and different from that made generally for others of the same age.

It’s important to note that slow progress or low attainment alone doesn’t mean a learner has ALN, and equally, age-appropriate attainment doesn’t rule out ALN.

Our Approach: A Graduated Response

Monmouthshire schools follow a Graduated Response to meet learners’ needs:

1. Universal Provision

Support available to all learners, including adapted teaching and learning.

2. Universal Plus

For learners needing reasonable adjustments:

• Classroom adjustments
• A One Page Profile outlining their needs and how they can be supported

3. Targeted Provision

For learners requiring specific interventions:

• A One Page Profile outlining their needs and the targeted support in place
• Progress monitored over time

4. Specific Provision

For learners needing ALP:

• Individual Development Plan (IDP), maintained by the school or LA
• Regular review and monitoring

Working Together for Inclusion

We work closely with schools, families, health professionals, and other partners to build a culture of inclusion. Meeting the needs of learners with ALN is part of whole-school improvement and benefits all learners.

Learn more in our Inclusion Strategy: MCC – Advice and Guidance – Inclusion Strategy 2024 – All Documents

In our work with ALNCos from our schools, we have developed template provision pyramids for areas of need.  These may look slightly different in each school; the link below provides an overview of the support generally available as part of graduated response through schools and other professionals.

Provision Pyramid – Areas of Need Templates.pptx

 

Where to Go for Support – School ALNCo Role

Who is responsible?

When it comes to identifying if a child or young person has Additional Learning Needs (ALN) and whether they require an Individual Development Plan (IDP), the responsibility lies with maintained schools for:

• Children in nursery classes at maintained schools
• Young people in post-16 provision at maintained schools

The responsibility lies with the local authority for:  

• Children registered with two providers (dual-registered)
• Children in a non-maintained, early years setting
• Children looked after by the local authority

Who can request support?

A child/young person, parent, family member, or professional can ask the school to assess for ALN. The school ALNCo co-ordinates this process. Consent from the parent or young person is required before the process begins.

How long does it take?

Schools have 35 days to complete the IDP assessment.

LAs have 12 weeks to complete the IDP assessment.

 

Individual Development Plans (IDPs)

When is an IDP issued?

An IDP is created when a child isn’t making expected progress for their stage, despite support through the graduated response, and needs Additional Learning Provision (ALP).

What does an IDP do?

• Describes the child/young person’s ALN
• Outlines the support needed and desired outcomes
• Sets out actions to be taken
• Provides a record for monitoring progress

School vs. LA-Maintained IDPs

Both school and Local Authority (LA) maintained IDPs have the same legal status.

School-maintained IDPs are typical for learners in mainstream schools and colleges.

LA-maintained IDPs are for learners who are:

• In specialist settings
• In non-maintained nurseries
• Looked After Children (CLA)
• Dual-registered

Schools may ask the LA to take over an IDP if:

• The ALP needed is beyond what the school can provide
• The school cannot determine the nature or extent of the ALN or ALP

➡️ See ALN Code section 12.39 for more information

Click this link for more information: MCC Principles Document 2022 final.pdf

For more information on IDPs, click this link: Individual Development Plans – Snap Cymru

 

Person-Centred Practice (PCP)

What is PCP?

Person-centred planning meetings focus on the child’s needs by involving them, their family, school staff, and professionals. These meetings explore:

• What’s important to the child and family
• What support is needed
• What’s working and not working
• Hopes for the future

This information helps create a one-page profile to guide support.

Person-Centred Reviews: What to Expect

Who will be at the meeting?

 Your child can choose who they’d like to attend. Some people must be there, such as school staff and professionals involved in their care. This may include:

• Health and social care professionals
• Educational staff
• Family and friends

When and Where?

• Reviews are usually held at school
• A date and time that suits you and your child will be arranged
• There will be at least one review each year

Before the Meeting

Use the Appendix 2 form to:

• Think about what you and your child want to say
• Write down key points to remember
• Share your views in advance

Return the form to the school to ensure your voice is heard.

The Action Plan: What Happens Next

The Action Plan is a clear summary of what was agreed during the person-centred review. It ensures everyone knows how to support your child to learn, grow, and achieve their goals.

The Action Plan will include:

• What support your child needs
• Who is responsible for providing it (a named person)
• When and where the support will happen
• How progress will be measured

After the meeting, you’ll receive a copy of the Action Plan to review and discuss with your child.

For more information, click here: person-centred-practice-in-education-a-guide-for-early-years-schools-and-colleges-in-wales.pdf

Transition

What is transition?

Transition refers to a child moving between settings, such as from Primary to Secondary school.

What is an enhanced transition?

Enhanced transitions provide extra support and may include:

• Entry planning meetings
• Educational Psychologist (EP) involvement
• Support from a Specialist Resource Base (SRB) Lead Teacher or the Education Support Team (EST)
• Staff training

These are used for key transitions such as:

• Nursery to school – click here for more information: EPS-Early Years leaflet
• Primary to Secondary link to schools & school nurseries
• Mainstream to SRB (or vice versa) – where this is agreed by a LA Panel, an enhanced transition is developed through person centred practice with the SRB Lead Teacher.
• Post-16 transitions link to schools & school nurseries

Primary to Secondary Transition Timeline

Year 5	Spring Term IDP Review meeting takes place in the Spring Term with a focus on transition to secondary school.The mainstream catchment ALNCo will be invited to attend this meeting.Where required, school will gain updated information from the Educational Psychology Service or other professionals working with the child.During the meeting, parents will be asked to consent to information sharing to allow the secondary to receive the IDP and the annual review paperwork.
Year 6	Autumn Term Applications for secondary school places are made by parents.Year 6 Annual Reviews take place.  Secondary ALNCo is invited.  Discussions around secondary ALP and transition arrangements begin.  Cluster ALNCos meet to identify requirements for enhanced transitions and begin planning the programme required. If further environmental adaptations may be required in the secondary building, appropriate referrals are made. Spring Term Enhanced transition meetings take place after school places are offered (1st March), these identify the need and the actions required.A named person in the secondary school should be a link for any questions or queries.Where appropriate and possible, secondary ALN staff begin to visit the Primary School. Summer Term Enhanced transitions are underway, with ongoing feedback and updates to parents.
Year 7	Autumn Term Transition is reviewed and any additional support needs identified.

Post-16 Transition Timeline

Year 9	The person-centred annual review takes place and will consider transition to Key Stage 4 and moving forward to post-16.  This will be recorded in Section 3 of the IDP.Careers Wales is available to provide guidance on post-16 education and training options. School delivers curriculum content to help the learner explore future pathways.
Year 10	The person-centred annual review will likely take place in the autumn term.Careers Wales and local college providers will be invited The young person, parents/carers and relevant professionals will also attend.Families will be signposted to opportunities such as:College open eveningsCareers and higher education fairsOther events to explore post-16 pathwaysThe review will also consider outcomes related to independence and transition, recorded in Section 2 of the IDP. This may include:Travel trainingLife skills developmentSchools will review and make any necessary referrals or re-referrals to external agencies to support a smooth transition.
Year 11	The person-centred annual review will take place in the autumn term.Key Elements of the Review: Transition planning: Discusses available options, application processes, and potential enhanced transition support.Agency involvement: Referrals or re-referrals to external services will be considered to support the transition.Independence and resilience: Outcomes will be reviewed with a focus on developing skills for independence, such as travel training (recorded in Section 2 of the IDP).Consent: The child’s consent will be sought to share key information and to confirm whether they want their IDP to transfer to the post-16 provider.Funding requests: Any recommendations for funded provision will be submitted to the Local Authority’s Inclusion Panel for consideration.Spring Term: An enhanced transition planning meeting will be held.Summer Term: Enhanced transition activities will take place, with ongoing review and support.
Post 16	Annual reviews will continue to take place during post-16 provision.These reviews focus on preparing for adulthood and may include: work placements further education or trainingpathways to employmentRelevant professionals will be invited to support planning and ensure the right advice and guidance is in place.Consideration will be given to any additional support requirements or further advice needed.