Estyn’s review of ALN implementation in Wales

Key Themes

1) Additional Learning Needs Co-Ordinators (ALNCo) and EYALNLO

Most of the sampled schools welcomed the increased accountability and strategic response of the ALNCo role which was considered most effective when the individual was part of the senior leadership team with a heavy influence on ALN provision (ALP). The ALNCo in some of the sampled schools was not involved in the strategic direction or decision making of the school which led to Estyn’s recommendation in this respect (see below).

The role of the EYALNLO was found to be well established across Wales, working effectively to support parents and early years settings to ensure the correct support is in place early for younger children with emerging or identified ALN.

2) Current challenges

Estyn’s visits revealed drastic improvements by staff members within the LA, schools, and settings to proactively support pupils with ALN. The inspection team consistently noted the strong commitment and resilience of staff members to ensure pupils with ALN were supported.

Challenges faced by ALN pupils were identified as:

• The lasting impact of the pandemic on the child’s wellbeing;
• attendance;
• The reported but unverified increase in children and young people with complex needs; and
• budgetary and workforce pressures.

3) Inconsistent Implementation

Where ALN reforms had been implemented successfully, many children with ALN were found to have made suitable progress. However, implementation was found to lack consistency with schools falling short in their aim to effectively support and maintain an inclusive environment for children with ALN. There were also concerns regarding maintaining the level of support provided to individuals with ALN once initial funding comes to an end.

Estyn highlighted, a continuing issue of inconsistency between LAs in the interpretation of the ALN Code and approaches to Individual Development Plans. The inconsistent approach means that the guidance made available by LAs on inclusive teaching is varied.

4) Definition of Additional Learning Provision (ALP)

The participating schools and settings were clear of the provision necessary for pupils with ALN but there was confusion regarding the extent that the provision was classed as ALP. Estyn’s recommendations aim to provide clarity (see below). Schools and the LAs agreed it would be beneficial to define ALP at a national level which is reflected in Estyn’s recommendations (see below).

5) Welsh Medium support

Most schools were found to have created tailored learning experiences for each child with ALN to ensure they met the child’s specific needs but support for Welsh-medium ALN pupils remains underdeveloped with challenges regarding Welsh-medium recruitment, retention, standardised testing and resources. Theis is also reflected in Estyn’s recommendations (see below).

Recommendations

The report made seven recommendations addressed to schools and settings, LAs and Welsh Government which focused on four key themes:

1. high-quality teaching and learning.
2. ALNCo’s.
3. equitable Welsh-medium ALN provision; and
4. Additional Learning Provision.

• A. Schools and Settings

Schools and settings should ensure:

• high-quality teaching and learning is inclusive and meets the needs of their pupils, including ALN individuals.
• ALNCos are fully involved in influencing the strategic direction and decision making of the school.

• B. Local Authority

LAs should:

• continue to develop the workforce, services, professional learning and provision for pupils through the medium of Welsh.
• work with schools and settings to promote inclusive education and target support where needed.
• strengthen the co-ordination of support services to ensure high quality teaching for all pupils.

• C. Welsh Government

Welsh Government should:

• work closely with the LAs to obtain a common and secure understanding and consistent application of the definition of ALP.
• continue to develop workforce planning, resources and professional learning to ensure equitable Welsh-medium ALN provision.
• evaluate the impact of implementation and the demand for additional and specialist provision for pupils with ALN to guide future funding arrangements, ensuring that resources meet identified needs.

Conclusion

Estyn found that ALNET is encouraging schools, settings and the LAs to increase their support for and improve their understanding of pupils with ALN. There is evidently room for improvement regarding Welsh-medium support and consistency of ALP application (something which we are often asked about). The report highlights the positive steps being taken to create an inclusive culture and effective practices to ensure that every child and young person with ALN is supported. It will be interesting to monitor the impact of the recommendations in the final stages of the transitional period.

If you have any questions regarding this article or ALN in Wales, please contact Joanna Corbett-Simmons, a Legal Director in our Education team. You can also receive regular updates by following Blake Morgan on LinkedIn.

This article has been co-written by Joanna Corbett-Simmons, Eve Piffaretti and Kaya Williams.