Children with Additional Learning Needs (ALN)

Cwrt Rawlin Primary school values the abilities and achievements of all its pupils, and is committed to providing, for each pupil, the best possible environment for learning.

 

The ALN aims of the school

• To ensure that all pupils have access to a broad and balanced curriculum.

• To provide a differentiated curriculum appropriate to the individual's needs and ability.

• To ensure the identification of all pupils requiring ALN provision as early as possible in their school career.

• To ensure that ALN pupils take as full a part as possible in all school activities.

• To ensure that parents of ALN pupils are kept fully informed of their child's progress and attainment.

• To ensure that ALN pupils are involved, where practicable, in decisions affecting their future ALN provision.

 

Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and pupils working together. We like to think that every child has additional learning needs and that these will be met by the education she or he will receive at Cwrt Rawlin. A pupil has additional educational needs if he or she has learning difficulties that call for additional educational provision to be made.

 

Cwrt Rawlin Primary has due regard for the Additional Learning Needs Code of Practice when carrying out our duties towards all pupils with additional learning and educational needs, and ensure that parents are notified when ALN provision is being made for their child.

 

The categories below reflect the requirements of the code of practice for additional learning needs. The children are placed on the additional needs list in the following categories:

• Moderate/general learning difficulties

• Specific learning difficulties

• Behavioural and emotional difficulties

• Medical difficulties 

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Please refer to our ALN policy on the Policies page of the school website.

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Admission of pupils with ALN

The admissions criteria should not discriminate against pupils with ALN and has due regard for the practice advocated in the Code of Practice, in that 'All schools should admit pupils already identified as having special educational needs, as well as identifying and providing for pupils not previously identified as having SEN. Pupils with special educational needs but without statements must be treated as fairly as all other applicants for admission.' (Code of Practice 1:33)

 

Inclusion

This policy builds on our school Inclusion policy, which recognises the entitlement of all pupils to a balanced, broadly based curriculum. Our ALN policy reinforces the need for teaching that is fully inclusive. The Governing Body ensures that appropriate provision will be made for all pupils with ALN.

 

Looked After Children (LAC)

The member of staff with responsibility for Looked After Children (LAC) is the school's ALNCO, Mrs C Davies, the Governor with responsibility is Mrs C Bailey.

The aim is:

• To improve the educational outcomes for Looked After Children and young people.

• To support Looked After Children (children in care) to do well in school and maintain their foster placements.

• To liaise with all other agencies i.e. Health, Education, and Social Services to promote their well-being.

 

School Accessibility Plan

The school will:

• Ensure that any new building work planned takes account of the needs of children and young people with disabilities and, where appropriate, staff and other members of the school community and other site users.

• Ensure an access audit has been completed and advice received.

• Incorporate minor building works in the school planning and budget as identified in the completed audit.

• On a planned, strategic basis continue to progressively embed good practice within the school so developing an inclusive ethos.

• Continue to provide specialist aids/equipment to meet the needs of individuals.

• Acquire training and advice to governors, teaching staff and non-teaching staff including care-takers and another groups within the school.

• Continue to maintain up-to-date information about the number of children and young people with disabilities in the school.

• Anticipate the types of problems that could arise.

• Consider overcoming a physical problem by - removing it, altering it or avoiding it.

• Improve the physical environment of the school to increase equal access of school facilities to all users.

• Provide physical aids including equipment that assists access to education.

• Work collaboratively with other agencies to support access and inclusion.