The ALN register is a live, comprehensive document that refers specifically to barriers to learning and includes specific guidance on how to overcome them. There are also direct links to the one page profiles of all pupils with ALN. Information is recorded about any personal support methods that are suitable for each individual, in addition to reference to universal support strategies.
A provision map refers specifically to all interventions that are provided by the school. Particular attention is given to the input and output criteria for each individual intervention. Attention is also given to the further action that will be needed if the intervention is unsuccessful.
When producing individual learning plans, attention is given to pupils’ aspirations and an attempt is made to produce outcomes that lead to those aspirations. As a result, it is ensured that any additional teaching provision is pupil-centred.
The school identified a decline in pupils’ basic skills following the lockdown periods and not necessarily among pupils who would need additional learning provision. In response to this, the school identified a priority to ensure ‘Quality First Teaching’ in the school development plan, which means developing teaching strategies that highlight the need for personal learning methods that encourage prioritising the needs of pupils with ALN when planning.
The school is on a journey to becoming a trauma-informed school, which has included whole-school training, SMT training and facilitating a number of the school’s staff and stakeholders to complete a relevant diploma. This means that pupils with ALN are given opportunities to use alternative methods to communicate their feelings, placing less emphasis on verbal or written communication.
To realise this vision, the school has invested time and money in training classroom assistants. Comprehensive training opportunities have been prepared, such as the ‘Practising Teaching Assistant’ programme, ELSA and ‘Drawing and Talking’. The ALN department has also created discussion prompts to be used with pupils to promote independence; work that is based on EEF (Education Endowment Foundation) research.
Recently, the ALN department has transformed its approach to conducting departmental meetings. It now holds ‘Datrysiad’ (‘Solution’) meetings, which provide opportunities to share good practice and experiment with a range of support strategies.
