Wales

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What is ALN and what’s changing?

In Wales the term “Special Educational Needs and Disabilities” (SEND) is referred to as “Additional Learning Needs” (ALN). The original SEN framework, in place for around 25 years, was replaced by the ALN system, which was established by the 2018 Act. The definition for ALN  is:

• the learner has a significantly greater difficulty in learning than the majority of others of the same age (that can’t be addressed solely through differentiated teaching); or

• the learner has a disability (for the purposes of the Equality Act 2010) which prevents or hinders them accessing education or training that’s generally provided for others of the same age; and

• the learning difficulty or disability calls for Additional Learning Provision (ALP).

Currently around 21% of school age children are recognised as having ALN. The Welsh Government expects these pupils to be supported under the new system which will cover the 0-25 age group. This means ALN can be identified and supported from early years through to further education. The new ALN system has three main aims:

• Universal, statutory “Individual Development Plans” for all children and young people with ALN. This will end the current distinction between school led interventions and local authority issued statements, and integrate the separate arrangements for pupils in schools and post-16 students in colleges.

• Better collaboration between local authorities and health boards, including a designated officer within each health board to liaise with local authorities and schools.

• A fairer and more transparent system with greater emphasis on avoiding disagreement and resolving disputes.

A summary of the 2018 Act explains the legislation in more detail and the new system it creates. From September 2021 all learners newly identified as having ALN will be supported through the new system of Individual Development Plans. Pupils already in the SEN system will transition over to the new ALN system starting with those who have low to moderate needs followed by those with more severe or complex needs (who currently have “statements” of SEN). All children affected by ALN will have moved to the new system by 2024 with the timing depending on which year group a pupil is in.

Links for further information are listed below

http://www.snapcymru.org/

ALN-factsheet

Wales – Information for parents and carers of children with special needs

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SCOTLAND

In Scotland, the term ‘additional support needs’ is used for children and young people with special educational needs and disabilities. ​The Education (Additional Support for Learning) (Scotland) Act 2004 (as amended 2009):

• Created the term ‘additional support needs’.

• Places duties on local authorities to identify, meet and keep under review the needs of pupils for whom they are responsible.

• Gives parents a number of rights, including the right to:

• Mediation.

• Dispute resolution.

• Refer decisions to the Additional Support Needs Tribunals for matters concerned with a co-ordinated support plan.

The Supporting Children’s Learning Code of Practice sets out what local authorities and other agencies must do to support children’s and young people’s learning under the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended 2009).

By law, education authorities must identify, provide and review the additional support needs of their pupils which can arise in the short or long term as a result of the learning environment, family circumstances, health, wellbeing needs or a disability. Scotland has an inclusive educational system which focuses on overcoming barriers to learning and Getting it right for every child (GIRFEC)

The Education (Additional Support for Learning) (Scotland) Act provides the legal framework for identifying and addressing the additional support needs of children and young people who face a barrier, or barriers, to learning. The Act aims to ensure that all children and young people are provided with the necessary support to help them work towards achieving their full potential. It also promotes collaborative working among all those supporting children and young people and sets out the rights of children, young people and parents within the system.

Scotland’s inclusive approach to education enables all children and young people to be part of a community, boosting their emotional wellbeing and aiding the development of social skills. Children and young people should learn in the environment which best suits their needs and inclusive practice is important whatever the setting, whether it be within a mainstream or special school. The presumption of mainstreaming enshrines the right of all children and young people with additional support needs to learn in mainstream schools and early learning and childcare settings.

Further information can be found in the links below:
https://www.gov.scot/policies/schools/additional-support-for-learning/
https://enquire.org.uk/
https://reach.scot/
https://www.scotborders.gov.uk/

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NORTHERN IRELAND

Around 1 in 5 children in Northern Ireland’s schools have special educational needs. The four main Special Educational Needs and Disabilities (SEND) areas are:

• Communication and Interaction.

• Cognition and Learning.

• Social, Emotional and Mental Health difficulties.

• Physical and/or Sensory Needs.

The Department of Education has developed a new “improved and more responsive” SEN Framework. This will comprise three elements:

1. Primary legislation: Special Educational Needs and Disability Act (Northern Ireland) 2016 (the SEND Act).

2. Secondary legislation: New SEN Regulations.

3. Guidance: A new SEN Code of Practice.

In May 2021 it was announced that Northern Ireland would receive £22m for Special Educational Needs (SEN). This significant package of funding, which is for the 2021-22 financial year follows a previous £7.5m that schools received for the period January to March 2021. The funding will be provided to schools to help them implement the new SEN Framework.

More information is available on the following websites:

https://www.education-ni.gov.uk/topics/support-and-development/special-educational-needs
https://senac.co.uk/
https://www.eani.org.uk/parents/special-educational-needs-sen
https://www.education-ni.gov.uk/articles/review-special-educational-needs-and-inclusion
https://www.nidirect.gov.uk/articles/children-special-educational-needs

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HOME SCHOOLING

More and more parents and carers are deciding to home school their children. If you do decide to home school, you might be overwhelmed with questions about how to begin. The most common reasons for parents and carers choosing to home school a child are:

• The child’s health issues, particularly mental health issues – for example, anxiety, school phobia, separation anxiety, or depression

• Special educational needs not being met within the school system – for example, dyslexia, autism, or gifted and talented needs

• The child being bullied (either by peers or their teachers)

• The child’s unwillingness or inability to go to school

• As a short-term intervention for a particular reason

• The parent’s ideological or philosophical views – for example, they might support the concept of ‘unlearning’

• Dissatisfaction with the school system that they feel does not suit their child, or unhappy with the National Curriculum

Choosing to home school is not a decision to be made lightly. Being home schooled means that the child’s parents or carers have to take sole responsibility for their child’s education including the costs of any educational resources and exam fees.

There is sometimes the option for a child to do flexi-schooling. This is where the child receives part of their education at a school, college, or other education provider, so that they can take subjects that are difficult to teach from home. Some schools and education providers may not agree with this, but others are happy to do so.

One key benefit if you home school is that you can personalise the education that your child receives according to their interests, needs, ability, and learning style. When education is personalised, children are generally more engaged. Teaching one-to-one gives the child much more attention, and leads to less wasted time. In fact, it’s so efficient that some parents report getting a day’s worth of learning in within two hours. However one area that sometimes proves difficult to resolve is the lack of social interaction with peers that would normally occur within the school setting. Homeschool support groups, co-ops, field trip groups, and park dates all offer opportunities for your child to socialise with other children and make friends. You can search for these groups online; some groups are now on Facebook, so you may want to search there as well.

The efficiency of home schooling – and the fact that you don’t have to follow the national curriculum or the typical timings of a school day – leaves you with time to spend broadening your child’s learning. You can make time for play, projects, real experiments, and the arts. Real-life skill building including cooking, cleaning, volunteering, and learning to budget, could form a part of your school day.

Below are links to websites for more information. There is a plethora of information and resources online – all you have to do is search.

https://www.educationotherwise.org/starting-out/
https://www.gov.uk/home-education
https://www.twinkl.co.uk/resource/t-he-770-free-home-education-resources-sample-pack
https://www.englishandmedia.co.uk/publications/free-key-stage-3-and-home-learning-pack
https://home-ed.info/

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