Agenda item

In accordance with the School Engagement Programme agreed by Committee at its meeting on 30^th November 2021, a report was presented to members which detailed the school preparedness for, and the implementation of the Additional Learning Needs and Education Tribunal (Wales) Act. 

The Committee was provided with an overview of the array of measures taken by the Authority to prepare for the introduction of Additional Learning Needs (ALN) system.  In this regard, a synopsis of the engagement undertaken with schools to date was provided to the Committee in order to facilitate the delivery of a fully inclusive education system for learners in Carmarthenshire, and which would ensure that the needs of learners are identified early and addressed quickly, and where all learners are supported to reach their potential.

The Committee then received a presentation from the school representatives which focussed upon the school’s transition to the new system which aimed to provide a fair and inclusive educational structure and derive improved outcomes for children and young people with ALN. The key points covered within the presentation included:

• The ALN system sought to transform the separate approaches for special educational needs to create a unified system for supporting learners from 0 to 25years.

• The cross-cutting education reform principles emanating from National guidelines and regulations enabled opportunities for change which aimed to provide:

·       equality of access;

·       personalised ‘person centred’ learning;

·       a focus on wellbeing, with high quality, balanced and structured teaching and meaningful assessment, with a move away from statistics;

·       inclusive school ethos to ensure a safe, supportive, stimulating learning environment;

·       a culture of collaboration.

• The ALN system would be underpinned by a mandatory ALN Code which placed the views, wishes and feelings of learners at the heart of the process of planning the support required, which would subsequently enable them to learn effectively and achieve their full potential.

• A phased approach would be taken to replace Statements of Special Educational Needs with Individual Development Plans (IDPs) which would set out a description of a child or young person’s ALN.

• The concept of good universal teaching, in addition to bespoke interventions, and a need to embrace the new curriculum and strategies to support every pupil was considered to be of paramount importance to meet the requirements of the Act.

• The Additional Learning Needs Coordinator (ALNCo) would play a key strategic role in every school.

A number of observations and queries were addressed, as follows:

In response to a query regarding the role of parents and guardians in the development of IDPs, the School Representatives detailed the communication methods utilised to raise awareness of the new system.  The Committee was informed that parents and guardians were placed at the heart of the process, by way of effective and regular communication with the school, in order to ensure appropriate provisions and adjustments to support the needs of children and young people with ALN.  The Committee was assured to note that the process was working well to date, with parents and guardians taking an active role in the development of IDPs. The Director of Education and Children's Services emphasised that the new system was based upon a partnership approach which promoted an open and constructive relationship between schools and parents/guardians.  In this regard, the Additional Needs Provision Manager referred to the active programme of engagement to provide appropriate parental/guardian support.

In response to a query regarding the number of pupils with IDPs, the Director of Education and Children's Services explained that the ALN transformation formed part of a suite of educational reform within Wales, whereby robust and universal whole-class teaching would have a direct bearing on the Additional Learning Provision required by pupils with ALN.

Clarification was sought on the mechanisms in place to support more able and talented pupils within the school, together with the challenges experienced by teachers to provide differentiated and bespoke programmes of study for pupils.  The School Representatives acknowledged the range of abilities within the school and provided assurances that appropriate support was provided by way of programmes and plans, to meet the needs of all groups of learners.  In this regard, the School Representatives were pleased to report that the school curriculum was reviewed and adapted as required; furthermore, the teachers, with valuable input from Teaching Assistants, catered for the needs of pupils by way of robust universal teaching.

In response to a query regarding pupil integration between the school’s mainstream and the Specialist Inclusion Centre (Canolfan Elfed), the School Representatives reported that Canolfan Elfed had received a National accolade at the Pearson Teaching Awards in recognition of the excellent range of inclusive online learning resources for pupils during the coronavirus pandemic. 

A query was raised in respect of the funding formula for ALN, and whether this was considered adequate to meet the requirements of the Act.  The Director of Education and Children’s Services and the Additional Needs Provision Manager reported that following consultation with schools and representatives of the Budgetary Forum, the allocation of the additional £2m funding for 2022/23 would be finalised imminently.  It was explained that the future savings derived from the discontinuation of Statements of Special Educational Needs would be fed back into the system and provide schools with flexibility regarding the use of funding; however, due to the phased programme of the ALN transformation, it was recognised that the savings would not be realised for a further three years.

Reference was made to the music curriculum for ALN whereby the Additional Needs Provision Manager was pleased to report that a Welsh Government funding had been made available for schools by way of the Adapted Musical Instruments grant.

UNANIMOUSLY RESOLVED that the report be received.