Additional Learning Needs


Staff at Castell Alun believe that all students should be encouraged to achieve their full potential whatever their level of ability. We have a whole school approach to Additional Needs, which includes supporting student learning and recognising achievement.

ALN in Wales is entering an exciting new period of change. The new ALN Code of Practice was accepted by the Senedd in early 2021. In keeping with the Code of Practice we have now adopted a person-centred approach to ALN; putting the student and their needs at the centre of process.

Please click on the links below to find out more:

Additional Learning Needs (ALN) Factsheet for Children, Young People, Parents and Carers

Welsh Government – Additional Learning Needs Implementation – Update

Welsh Government – Person-Centred Reviews for Families

Provision at Castell Alun

At Castell Alun, we endeavour to provide for the varied needs of all of our students. Everyone is an individual and personal needs may change over time. The table below is intended to be an inexhaustive yet reasonably comprehensive list of the support and interventions which we are able to provide. Please note, however, that all of these support mechanisms will not necessarily be available in each individual learning experience.

 Universal ProvisionTargeted ProvisionAdditional Learning Provision ALP
DefinitionProvision available to all learnersProvision available to individuals or groups of learners who have been identified as needing additional targeted intervention to enhance their learning.Learners have agreed additional intervention addressing specific individual needs.
Cognition and
Learning

Includes learners with traits of
Dyslexia ,
Dyspraxia,
Dyscalculia or
moderate learning
difficulties
Accelerated Reader (Years 7 & 8)
Literacy Planet
Form time numeracy (Years 7, 8 & 9)
Mathswatch
Maths weekly skills check
Visual aids and practical resources
High expectations of learners and appropriate challenge for all
Clear learning objectives
Feedback and next steps in learning – learners involved in the process
Access to ICT to help reduce barriers to learning
Variety of teaching styles and approaches using both open and closed tasks matched to the needs of individuals
Multisensory learning approach (visual, auditory and kinaesthetic learning)
Personalised and differentiated teaching, including questioning
Learning is presented in small chunks.
Mini plenaries throughout the session to ensure pupils are making good progress.
Differentiated curriculum planning, activities, delivery and outcome
Word banks/mats, dictionaries
Use of coloured paper or overlays
Additional thinking time
Scaffolding
Small group English
Targeted interventions for groups which include phonics awareness training (PAT), reading, spelling and handwriting.
Individual Reading Practice (Buddy)
Literacy Planet
Literacy word games
Small group Maths
Numicon delivered by LSA
Maths games
Early GCSE Maths entry
Nurture group (Year 7)
Precision Teaching
Access to ICT to support recording and learning.
Alternative learning opportunities outside of school
Targeted one to one or group sessions with TA or teacher.
Specialised curriculum
Additional Small group/individual guided sessions focusing on needs led provision that are delivered regularly
Specific individual literacy provision in line with severity and complexity of need
Specific individual numeracy provision in line with severity and complexity of need
Guidance provided by Ed Psych
Individualised curriculum based on learning needs
Individualised alternative learning opportunities outside of school
Behavioural Social, Emotional,
and Mental Health

Includes learners with traits of ADHD
Careful use of seating plans
Clear boundaries
Restorative conversations
Rewards and sanctions
Behaviour system
Work with pastoral support workers
• Structured school and class routines
• Visual aids
• Praise identifying desired behaviours
Use of quiet fidget toy
Occasional visits from outside agencies
Time out cards
Social skills groups and access to Emotional Literacy Support Assistant (ELSA)
Behaviour management plans.
Alternative learning opportunities outside of school
Self-esteem groups led by pastoral support assistant
Home/school communication
TRAC Counselling
School Counselling
Inspire sessions
TAC/TAF
PSP
Report Card
Internal Exclusion
LEA short-term Nurture support intervention
Specific long-term intervention delivered by outside agencies eg CAMHS, NDT
Individualised targeted sessions with ELSA
Individual Pastoral Support
Alternative/bespoke timetable
LEA long-term involvement of Nurture Support Intervention
Individual, bespoke social stories
Guidance provided by Ed Psychologist Service
One to one support to access the curriculum
Communication
and Interaction

Includes learners with ASD, Speech
and Language
disorders and
delays
Breaking tasks down
Clear learning objectives
Use of visual aids/checklists to support organisation
Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language
Structured school and class routines
Support during unstructured time
Subject specific key word banks
Extra time
Speech and language targets delivered by ELKLAN trained staff
Specific interventions/strategies developed from SALT targets.
Liaison with external professional agencies, e.g. Speech and Language Therapists.
Social skills group
Social skills board games
Individual support for Social Stories
Pre-teach/over teach vocabulary
Use of task boards
Specific long-term intervention delivered by outside agencies.
Regular, targeted one to one
sessions to meet specific individual needs
Specialised equipment/Sensory aids
• Speech and Language support; delivering speech therapist devised support programme
• Input from CAMHS/NDT teams
Individual support for Social Stories
One to one support
to access the curriculum
Physical disability,
sensory and
medical
Adaptations to the environment
Writing slope/Folder
Fidget toy
Visual aids
Alternative ways of recording/IT
Low level medical needs and care
Staff aware of implications of physical impairment
• Specialist equipment provided by
OT/Physio/Sensory Service
Ear defenders, pencil grips etc
Access to Occupational Therapy (OT), Physiotherapy or the Sensory Support Services
Monitoring safety in practical lessons and PE.
Handwriting programmes.
Reduction of over- stimulation e.g. Ear defenders, visual breaks, uniform
PSP
Alternative changing facility if required
Targeted, regular small group or individual intervention for specific need
One to one support
to access the curriculum
School Nurse/High-level medical need care
Bespoke/reduced timetable
Reasonable adjustments to environment to support access
Individual Occupational Therapy programme
Individual Physiotherapy programme
Individual programmes/strategies to aid sight and hearing impaired
Specialised equipment provided by OT/ Physio team/Sensory team
Guidance provided by Occupational Therapist/Physiotherapist/Sensory Support Services
Guidance provided by Continence Nurse and/ or other healthcare services