Frequently asked questions about ALN

What are additional learning needs?

Education Law includes requirements about ‘special educational needs’ (SEN) for children in certain age-groups. Under the Law,

• A child has SEN if they have a learning difficulty which calls for special educational provision to be made for them.
• A child has a learning difficulty if –

(a) they have a significantly greater difficulty in learning than the majority of children of their age, or

(b) they have a disability which either prevents or hinders them from making use of educational facilities of a kind generally provided in schools for children of their age, or

(c) they are under the age of five years and are, or would be if special educational provision were not made for them, likely to fall within paragraph (a) or (b) above when over that age

(A child does not have a learning difficulty solely because the language in which they are, or will be, taught is different from a language which has at any time been spoken in their home.)

The ALN Code of Practice uses the terms ‘additional learning needs’ (ALN) and ‘additional learning provision’ in place of SEN terms. (The definition otherwise remains as shown above.) This is to better reflect that in order to develop towards their fullest potential some learners require provision that is additional to and different from the high-quality teaching that should be available to any learners.

What can I do if I think my child may additional learning needs?

If you believe that your child has additional learning needs, we will usually recommend that you speak to your child’s class teacher in the first instance. This is because they will have the best understanding of your child and their current needs. However, you can also make an appointment with the ALNCO, Mrs Emily Mercer. All members of staff at our school have an open-door policy and will be happy to welcome you in to discuss your child’s needs.

Additional learning needs that you may wish to discuss can include things like:

• not making progress in their learning
• a learning difficulty
• a disability or health problem
• struggling to communicate or understand what people are saying
• social communication difficulties
• emotional or mental health problems
• sensory and physical needs
• processing difficulties

If at any point you feel that your child may have a diagnosis of Autism, the ALNCo is able to refer directly the Autism Diagnostic Service. We recommend you make an appointment with the ALNCo to begin this process.

What is an Individual Education Plan (IEP)?

All learners who are placed on the ALN Register will have an IEP.  IEPs are written by your child’s class teacher with input from any other members of staff or outside services involved in supporting your child. The IEP contains individual targets and details what is expected of them, what is going to be provided to support them to achieve the target and who is going to support them to achieve the target and thrive in school. In our school we ensure that all targets on IEPs are SMART (see image below.)

The process of preparing the IEP offers opportunities:

• to help you, the parents, and educators to develop increased knowledge and understanding of a learner by learning about them in other contexts.
• for you, the parents, and professionals to develop joint commitments to working to achieve shared and agreed aims and targets on behalf of your child.
• for you, the parents, to develop their understanding of the different agencies working with your child.
• for members of the school team to identify and own their responsibilities to your child.
• for all involved to monitor, review and evaluate the effectiveness of provision for additional learning needs.

All IEPs are reviewed at least termly. You will also be able to contribute and respond to your child’s IEP as a live document using software called ‘Provision Map’. Instructions will be shared with you on how you can do this.

How will the school meet the needs of my child?

Within our school, we deliver high quality inclusive practice (HQIP) which is an integral part of our provision for all learners. We use this as a whole school approach to ensure that all learners are supported with consistent strategies throughout the day by all the adults they meet.

We make reasonable adjustments to remove barriers to learning and participation for your child with ALN. We are flexible and provide an individualised response based on an understanding of your child. There may be times where your child will receive additional practice of key learning. These are usually called ‘keep ups’ and are delivered for phonics, reading and mental maths. Your child may also receive pre-teaching sessions. Pre-teaching is a strategy that involves teaching learners about concepts or skills before they encounter them in the classroom. Both keep ups and pre-teaching are not interventions but provisions which are put in place to support your child as part of HQIP.

There may be times where your child requires interventions. Interventions are focused teaching sessions, which is a deviation away from existing teaching practice. These can be one-to-one or delivered as a small group.

All interventions that are put in place are evidence based, and progress is monitored closely. No children will be removed from core subjects (Maths, English, Reading or Phonics) unless the provision is deemed to be more beneficial.

Who will support my child if they have ALN?

We have a dedicated team of experienced professionals who work collaboratively to ensure every child reaches their full potential. This team includes our ALNCo, Mrs Emily Mercer, who oversees ALN provision, alongside dedicated class teachers and learning support assistants who offer tailored scaffolding in classrooms and through specialised interventions.