Principles of Inclusion for Additional Learning Provision (ALP) 

The Additional Learning Needs Code for Wales 2021 (12:44) sets out how local authorities, (in consultation with schools they maintain and any other persons they consider appropriate), must establish and publish a set of principles that they will apply when determining whether it is reasonable for a school to secure the Additional Learning Provision (ALP) required by a pupil or whether the authority ought to do so. 

Principles should relate to:

  • The extent and duration of advice from external specialists that is likely to be unreasonable for a school to secure;
  • The equipment that is likely to be unreasonable for a school to provide;
  • The intensity and duration of support and scale of internal engagement of staff (including the ALNCo) at the school that is likely to be unreasonable for a school to provide.

Ethos

Inclusion is a basic right and its objective should be to embrace everyone regardless of race, age, gender, disability, religious and cultural beliefs and sexual orientation.

An inclusive school should make everyone feel included and supported, whichever environment they are in.  It pays particular attention to the provision made for, and the achievement of, different groups of learners within a school and any learners who are at risk of disaffection and exclusion.

An inclusive school or classroom can only be successful when all learners feel that they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued.

The inclusive school and classroom operate on the premise that all learners can be full participants in their classrooms and in the local school community.

For children and young people including those with Additional Learning Needs

All children and young people are valued as individuals and their varying needs are supported with sensitivity. We believe that each child receives a broad, balanced and differentiated curriculum ensuring self-esteem and confidence are enhanced and a positive attitude is developed.  This aligns with the Four Purposes of Curriculum for Wales.

We are committed to the successful inclusion of learners with Additional Learning Needs (ALN) and those with short term barriers. Within our schools, every teacher is a teacher of all learners, including those with ALN incorporating children and young people with social, emotional and mental health needs.

We aim to promote and sustain a whole school approach to wellbeing which gives recognition to the strong links between wellbeing and outcomes for our children and young people.

Every child is equal, valued and unique. We aim to provide an environment where all learners feel safe and can flourish. We will respond to individuals in ways which take into account their varied life experiences and particular needs.

We are committed to providing an education that enables all learners to make progress so that they achieve their best, become confident individuals living fulfilling lives and make a successful transition into adulthood.

We are committed to promoting and providing all children and young people with a person centred education, paying attention to what is important to and what is important for the child or young person.

We are committed to promoting and supporting schools in ensuring the rights of the child in accordance with the United Nations Convention on the Rights of the Child.

Supporting schools

The local authority will promote and support schools to:

  • develop effective whole school provision for children and young people in all areas of need
  • take into account the views, wishes and feelings of children and young people and ensure their full participation where possible
  • recognising the views of parents/carers to ensure they are fully engaged in decision making
  • ensure a clear process for identifying, assessing, planning, providing and reviewing for children and young people including those who have ALN with them and their parents/carers at the centre
  • provide a curriculum that is broad and balanced in line with the new Curriculum for Wales and engages all children and young people at all levels and to promote an inclusive culture of learning
  • ensure equality of provision for all children and young people, including but not exclusive to, those with ALN
  • enable children and young people, including those with ALN to achieve their potential
  • provide advice and support for all staff working with children and young people, including those with ALN

Partnership with families

Learners are at the centre of everything we do and we will all work collaboratively with families to achieve the best outcomes for learners.

Denbighshire is committed to establishing and maintaining good working relationships with the families of all learners and recognise the importance of a partnership between home, school and the local authority. Parents should be kept informed of learner’s progress and are encouraged to play an active part in learning and to support targets set. Parents with concerns about their child should discuss these first with the class teacher who will inform the ALNCo if necessary.

Parents should be fully involved in the review process whereby written information is in accessible formats and sufficient notice is given for meetings to enable parents/carers time to prepare. Person Centred Practice will be key to engaging not only with learners, but also their wider families.

Additional Learning Needs (ALN) Code for Wales

Denbighshire is committed to the principles set out in the Additional Learning Needs (ALN) Code for Wales set out in Chapter 3, including:

3.1. The principles underpinning the ALN system aim to support the creation of a fully inclusive education system where all learners are given the opportunity to succeed and have access to an education that meets their needs and enables them to participate in, benefit from, and enjoy learning.

3.2. The principles underpinning the ALN system are:

    1. A rights-based approach where the views, wishes and feelings of the child, child’s parent or young person are central to the planning and provision of support; and the child, child’s parent or young person is enabled to participate as fully as possible in the decision making processes and has effective rights to challenge decisions about ALN, ALP and related matters.
    2. Early identification, intervention and prevention where needs are identified and provision put in place at the earliest opportunity and where possible interventions are put in place to prevent the development or escalation of ALN.
    3. Collaboration and integration where services work together to ensure ALN are identified early and appropriate co-ordinated support is put in place to enable children and young people to achieve positive expectations, experiences and outcomes.
    4. Inclusive education where the majority of children and young people with ALN are supported to participate fully in mainstream education and a whole setting approach is taken to meeting the needs of learners with ALN.
    5. A bilingual system where all reasonable steps are taken to deliver ALP in Welsh for children and young people who require support through the medium of Welsh, with scope for increasing the delivery of ALP in Welsh over time.

UNCRC and UNCRPD

Denbighshire is also committed to having regard to the United Nations Convention on the Rights of the Child (UNCRC) and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD):

3.11. The rights-based approach is strengthened further by the duties on local authorities and NHS bodies to have regard to the UNCRC and the UNCRPD when planning generally for the exercise of functions (see Chapter 5 for more details on these duties).

Universal Provision

This would include:

Differentiation - Sustained highly-effective practice descriptor: Differentiation is highly sophisticated, to the point where learners recognise why they need to be extended or supported and participate in the planning of learning experiences.

3.2 (b) Early identification, intervention and prevention where needs are identified and provision put in place at the earliest opportunity and where possible interventions are put in place to prevent the development or escalation of ALN (ALN Code, 2021, 37)

Where there is an identified lack of expected progress, there may be the need to put in place some intervention / strategies that target the child or young person’s area of weakness. The ALN Code (2021, p.229) explains this as:

20.14. Where progress is not adequate, it will be necessary to take some additional or different action to enable the learner to learn more effectively.

The first response to inadequate progress would often be teaching targeted specifically at a learner’s areas of weakness. All education settings are expected to put in place differentiated teaching or other targeted interventions designed to secure better progress where appropriate, for all learners.

Indeed, most children and young people will require a differentiated approach in some aspect of their education at some point. This is a fundamental element of high quality – but routine – teaching.

And that:

20.15. Such differentiated teaching does not, itself, constitute ALP and just because a child or young person requires a differentiated approach does not mean that they have ALN. ALP encompasses additional or different educational or training provision, which goes beyond that generally made available. 

Additional Learning Provision:

The ALN Code (2021, p. 230) describes that:

20.16. Where progress continues to be less than expected and the application of differentiated teaching or standard targeted interventions have failed to address the attainment gap between the child or young person and their peers, this would usually indicate to the school, FEI or local authority that the child or young person may have ALN.

The LA is in agreement with the principle of children attending their local school and becoming an integral part of their community:

3.2 (d) Inclusive education where the majority of children and young people with ALN are supported to participate fully in mainstream education and a whole setting approach is taken to meeting the needs of learners with ALN.

To facilitate this, schools have delegated inclusion funding which is specifically for supporting those learners accessing Universal provision, targeted provision and ALP, therefore it is expected that schools will be able to support the majority of learners without the need for LA support. This will include staffing costs no matter the duration of the support required and resources that would be appropriate in relation to the schools' delegated funding. 

Where a school feels they have exhausted all available ALP they are able to provide (including any support advice from the LA) and the learner is still not making adequate progress the school can discuss with the Local Authority. This will be primarily through the Team Around the School.

Some examples of ALP that would be unreasonable for mainstream schools to provide would be:

  • Specialist placement/provision
  • Specialist Out of County placement/provision

Placements in LA maintained specialist provision and out of county placements are determined by the LA’s Inclusion Panel. In most circumstances, where it is determined that a learner needs specialist provision with a Denbighshire maintained school, the LA will direct the school to maintain the IDP.

Whilst the majority of IDPs will be maintained by schools, Denbighshire LA will prepare and maintain IDPs for children and young people with ALN who are Looked After, Dual registered and placed in a specialist out of county setting.

Advice and assessments

A wide range advice and assessments are available for schools to access, such as the Team around the School, Educational Psychologists, SALT, LA outreach services. There are however a limited number of key instances where the extent and duration of advice from external specialists that is likely to be unreasonable for a school to secure. These would be discussed on an as needed basis at the Team Around the School or with the LA.

Equipment

In relation to equipment, schools will be expected to provide the majority of equipment that learners need through their delegated budgets. However, where specialist health equipment is required, this will continue to be administered through the Specialist Equipment Panel which is accessed via health referrals and schools do not have direct access to this. This route is mostly via Physiotherapy and Occupational therapy.