The school and Governing body recognise that children have varying needs in their stages of learning, from the Nursery class upwards, which, in turn, requires early recognition of difficulties and needs (by class teacher or parent) and preparation of resources to meet those needs.
The policy of the Governing Body and the school reflects the structure of provision for pupils with special educational needs and follows the requirements of the "Code of Practice" and the ' The Additional Learning Needs Code for Wales 2021' in meeting those objectives.
The school has a co-ordinator for Additional Learning Needs (ALNco).
Pupils who may have specific learning difficulties, or who need extra help overall in language (English or Welsh) are catered for within their year groups with support from internal staff. Where the need arises, subject to discussion and consent of parents, the Educational Psychologist can be called in for further guidance. Help and guidance of a more specific nature is also available from the Access and Inclusions team.
All children with Additional Learning Needs have access to a full curriculum, including any child who may carry a Statement of Educational Needs; in such cases, we work closely with pupils, parents and the L.A. to ensure that the child's learning is directed and managed in the best possible way.
The school's ALN policy is available below and on our Policies Page, but will be replaced by the 'The Additional Learning Needs Code for Wales 2021' when the ALN Bill is fully in place.
Mae'r ysgol a'r corff llywodraethwr yn cydnabod bod gan blant anghenion amrywiol yn eu camau dysgu, o'r dosbarth Meithrin i fyny, sydd, yn ei dro, yn gofyn am gydnabod yn gynnar anawsterau ac anghenion (gan athro dosbarth neu riant) a pharatoi adnoddau i ddiwallu'r anghenion hynny.
Mae polisi'r Corff Llywodraethol a'r ysgol yn adlewyrchu strwythur y ddarpariaeth ar gyfer disgyblion ag anghenion addysgol arbennig ac yn dilyn gofynion y "Cod Ymarfer" a'r 'Cod Anghenion Dysgu Ychwanegol ar gyfer Cymru 2021' wrth gyflawni'r amcanion hynny.
Mae gan yr ysgol gydlynydd Anghenion Dysgu Ychwanegol (ALNco).
Darperir ar gyfer disgyblion a allai fod ag anawsterau dysgu penodol, neu sydd angen cymorth ychwanegol yn gyffredinol mewn iaith (Saesneg neu Gymraeg) yn eu grwpiau blwyddyn gyda chefnogaeth staff mewnol. Pan fydd yr angen yn codi, yn amodol ar drafodaeth a chydsyniad rhieni, gellir galw'r Seicolegydd Addysg i mewn am arweiniad pellach. Mae cymorth ac arweiniad o natur fwy penodol hefyd ar gael gan y tîm Mynediad a Chynhwysiant.
Mae gan bob plentyn ag Anghenion Dysgu Ychwanegol fynediad at gwricwlwm llawn, gan gynnwys unrhyw blentyn a all fod â Datganiad o Anghenion Addysgol; mewn achosion o'r fath, rydym yn gweithio'n agos gyda disgyblion, rhieni a'r A.LL. i sicrhau bod dysgu'r plentyn yn cael ei gyfarwyddo a'i reoli yn y ffordd orau bosibl.
Mae polisi ADY yr ysgol ar gael isod ac ar ein Tudalen Polisïau, ond bydd 'Cod Anghenion Dysgu Ychwanegol Cymru 2021' yn ei le pan fydd y Bil ADY ar waith yn llawn.
Important documents / Dogfennau pwysig
A Parent / Carers guide to Additional Learning Needs:
The Additional Learning Needs and Education Tribunal (Wales) Bill was passed by the National Assembly for Wales on 12 December 2017 and became an Act on 24 January 2018 after receiving Royal Assent.
This will create the legislative framework to improve the planning and delivery of additional learning provision, through a person-centred approach to identifying needs early, putting in place effective support and monitoring, and adapting interventions to ensure they deliver desired outcomes.
The Act will be supported by:
In 2018, the ALN Code and regulations which support the Act will be revised, consulted on, laid before the National Assembly for Wales and published.
For the time being, local authorities and all those who work with children and young people with SEN, must ensure that they continue to comply with the duties placed upon them by the Education Act 1996. They must also continue to have regard to the SEN Code of Practice for Wales (2004).
The Act will:
The introduce of the term Additional Learning Needs (ALN)
The Act replaces the terms ‘special educational needs’ (SEN) and ‘learning difficulties and/or disabilities’ (LDD) with the new term ALN.
A 0-25 age range
There will be a single legislative system relating to the support given to children and young people aged between 0-25 years who have ALN. This is instead of the two separate systems currently operating to support children and young people of compulsory school age who have SEN; and young people in further education who have LDD. As a result, transition of learners between school and post-16 education will be improved to allow greater support and rights for this group of learners.
A unified plan
The Act will create a single statutory plan (the individual development plan (IDP)) to replace the existing variety of statutory and non-statutory SEN or LDD plans for learners in schools and further education. This will ensure greater consistency and continuity and, unlike the current system, ensure that provision and rights are protected regardless of the severity or complexity of needs.
Increased participation of children and young people
The Act requires that learners’ views should always be considered as part of the planning process, along with those of their parents. It is imperative that children and young people see the planning process as something which is done with them rather than to them.
High aspirations and improved outcomes
The emphasis of IDPs will be on making provision that delivers tangible outcomes that contribute in a meaningful way to the child or young person’s achievement of their full potential.
A simpler and less adversarial system
The process of producing and revising an IDP should be much simpler than is currently the case with statements of SEN and should avoid the adversarial nature of the existing approach.
The new system will support a strong focus on collaboration. Encouraging improved collaboration and information sharing between agencies, which are essential to ensuring that needs are identified early and the right support is put in place to enable children and young people to achieve positive outcomes. Three fundamental new roles are created by the Bill to facilitate increased collaboration – Additional Learning Needs Coordinators in education settings; Designated Educational Clinical Lead Officers in health board; and Early Years ALN Lead Officers in local authorities.
Avoiding disagreements and earlier disagreement resolution
The new system will focus on ensuring that where disagreements occur about an IDP or the provision it contains, the matter is considered and resolved at the most local level possible.
Clear and consistent rights of appeal
Where disagreements about the contents of an IDP cannot be resolved at the local level, the ActBill will ensure that children and young people entitled to an IDP (and their parents in the case of those that are under 16 years) will have a right of appeal to a tribunal.
A mandatory Code
The provisions included in the Bill will be supported by a new statutory ALN Code. The Code will ensure that the new ALN system has a set of clear, legally enforceable parameters within which local authorities and those other organisations responsible for the delivery of services for children and young people with ALN, must act.
It will, therefore, be a type of subordinate legislation, and confer duties and rights on those subject to it. The Code will also set out practical guidance on how the statutory duties will be carried out, which will be supported by best practice illustrations.
A bilingual system
Services will be required to consider whether the child or young person needs ALP in Welsh. If they do, this must be documented in the IDP and ‘all reasonable steps’ must be taken to secure the provision in Welsh. A series of strategic duties are also aimed at driving progress towards a truly bilingual ALN system and the Bill includes a mechanism so that the duties to provide ALP through the medium of Welsh become absolute over time.