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Additional Learning Needs

Children with Additional Learning Needs

The school aims to provide full access to the whole curriculum to all pupils. Pupils are supported within the classroom by the class teacher, the school's Additional Learning Needs Co-ordinator (ALNCo) and other support staff. 

Changes to Additional Learning Needs Framework and Provision

The Additional Learning Needs and Education Tribunal (Wales) Bill was passed by the National Assembly for Wales in December 2017. The legislation then received Royal Assent in January 2018 and became the additional Learning Needs and Education Tribunal (Wales) Act 2018. The act makes provision for a new statutory framework for supporting children and young people with additional learning needs (ALN). The Act replaces legislation around special educational needs (SEN) and the assessment of children and young people with learning difficulties and or disabilities (DD).

The school is working towards the three overarching objectives:

  •   To provide a unified legislative framework to support children and young people aged 0-25 with ALN in schools and further education institutions (FEIs)

  •   To promote an integrated, collaborative process of assessment, planning and

    monitoring which facilitates early, timely and effective interventions

  •   To have a fair and transparent system for providing information and advice for

    resolving concerns and appeals

    As such processes and procedures are being refined and updated in line with new expectations wherever deemed appropriate. However, the school is currently still required to work within the parameters of the Education Act 1996 and the SEN Code of Practice for Wales.


    The term ‘additional learning needs’ is used to identify pupils whose learning needs are additional to the majority of their peers. The term ‘special educational needs’ is a sub-category of additional learning needs, used to identify those learners who have severe, complex and/or specific learning difficulties as set out within the Education Act 1996 and the SEN Code of Practice for Wales.

Special Educational Needs (SEN)

If any child has a disability, they have the right to special care and education (Article 23 UN Rights of the Child Convention)

We attempt to cater for children with a wide range of Additional Learning Needs within the school environment. We provide in class support through differentiation and extra support is provided by the teaching support staff and teaching assistants under direction of the Additional Learning Needs Co-ordinator. We have teaching assistants working specifically with particular individual pupils or groups of pupils to ensure that the needs of all pupils are met.

We also work closely with our colleagues in the outside Support Agencies. The school has an Additional Learning Needs Policy that caters for pupils both with and without a statement. Children may be placed on the school's ALN Register which will be the first stage of the SEN identification procedure. Parents are informed, consulted and involved at all stages of identification, monitoring and evaluation and counselled on Individual Education Plans. The school follows the SEN Code of Practice recommendations. Our co-ordinator for ALN is Miss P. Evans. 

More Able and Talented (MAT)

At Bryn Deri we endeavour to help every child reach their full potential. We follow the Welsh Government guidance for More Able and Talented Pupils (MAT). Pupils are identified using a range of methods and their needs addressed as appropriate to ensure support and challenge. We consult regularly with parents regarding the changing needs of their child or children and asking them to let us know their child’s out of school hours talents and achievements. These are celebrated in whole school assemblies and on our website.

English as an Additional Language (EAL)

Miss Evans is also responsible for ensuring that the needs of all our pupils with EAL are clearly identified through a Needs Assessment. All staff have received relevant training and have worked in conjunction with outside agencies to ensure that specialist teaching resources, carefully planned programmes of study and strategies are implemented effectively to overcome barriers to learning.

From little acorns, tall oak trees grow