This policy outlines the teaching and management of ALN at Victoria Primary School. The policy has been drawn up to reflect our whole school approach to ALN and has been discussed with staff and has the agreement of the Governing Body. The implementation of this policy is the responsibility of all practitioners in the school learning community, supported in partnership with parents. We are committed to providing a teaching environment conducive to learning. Each child is valued respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.
The school’s aims in ALN are to:
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/ as soon as there is an identified need.
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 pupils are involved, where practicable, in decisions affecting their future provision
To develop learners’ self-esteem, self-worth and a sense of personal responsibility.
To prepare learners for the choices and opportunities of lifelong learning.
To work with other schools to share good practice in order to improve this policy.
To develop a strong partnership with parents to help enable children and young people with ALN to achieve their potential.
The teaching of pupils with ALN is a whole-school responsibility. The core of the teachers’ work involves a continuous cycle of planning, teaching, and assessing, taking into account the differences in pupils’ abilities, aptitudes, learning styles and interests. Some pupils may need increased levels of provision and support.
The school provision map outlines provision available which is additional to or different from the differentiated curriculum on offer to all pupils.
The Code of Practice advocates a graduated response to meeting pupils’ needs. When they are identified as having ALN, the school will intervene through School Action and School Action Plus as described below under ‘ARR’.
When an Individual Education Plan (IEP) is drawn up at ‘School Action Plus’, it will record individual targets that closely match the pupil’s needs. These may be different from or additional to the normal differentiated curriculum. The IEPs will be discussed with the pupil and the parent. IEPs will be reviewed, twice yearly, one of them coinciding with a Parents’ Evening, the other as a joint consultation with parent, class teacher and ALNCo. The school will endeavour to hold the reviews in an informal manner. Wherever possible or appropriate the school will involve pupils in this process.
English as an additional language
Practitioners will closely follow the progress of pupils whose first language is not English (EAL) across the curriculum to ascertain whether any problems arise from uncertain command of English or from special educational needs. It will be necessary to assess their proficiency in English before planning any additional support that might be required. Support and guidance will be sought from EMAS (Ethnic Minority Achievement Service) when necessary.
At Victoria Primary School we have adopted a whole-school approach to ALN policy and practice. Pupils identified as having ALN are, as far as is practicable, fully integrated into mainstream classes. Teaching methods will ensure a variety of learning styles in order to reach every child. Where children’s needs are seen as needing more intensive support they may work more closely with the ALN team, either in groups or individually , accessing Wave 2/3 provision. Every effort is made to ensure that children have full access to the National Curriculum and are integrated into all aspects of the school.
The Code of Practice clearly acknowledges the importance allocated to the class teachers, whose responsibilities include:
•Being aware of the school’s procedures for the identification and assessment of, and subsequent provision for pupils with ALN.
•Collaborating with the ALNCO to decide the action required to assist the pupil to progress
•Working with the ALNCO to collect all available information on the pupil in collaboration with the ALNCO, develop IEPs for ALN pupils.
•Working with ALN pupils to deliver the individual programme set out in the IEP
•Developing constructive relationships with parents.
All teachers are responsible for identifying pupils with ALN and, in collaboration with the ALNCo, will ensure that those pupils requiring different or additional support are identified at an early stage.
The ALNCo and class teachers meet termly to discuss progress and wellbeing of all children in timetabled ALN consultations. When pupil’s progress/ wellbeing is deemed a concern, staff will review the approaches adopted. Where support additional to that of normal class provision is required, it will be provided through Early Years/School Action. If, after further consideration, a more sustained level of support is needed, it would be provided through Early Years/School Action Plus.
An annual audit of needs is carried out in the summer term to evaluate the year’s progress, to assess the future needs of the pupils and to target effective provision. Interventions are evaluated for impact throughout the year and the need for future provision is considered by the ALNco and practitioners working with the children. Termly consultations with class teachers help contribute to this process.
Where concerns remain despite sustained intervention, the school will consider requesting a Statutory Assessment. Parents will be fully consulted at each stage.
The school also recognises that parents have a right to request a Statutory Assessment.
MAT –More able and talented pupils are recognised as having additional needs but this aspect is detailed in our MAT policy.