Statements or something better Statutory reform

Background Welsh Government consulted with parents/carers and professionals throughout Wales (2007), identified: – parents/carers saw statement process as a battle – statements hardly changed, even over 10 year period – everyone considered process too long and overly bureaucratic. Pilots ran for two years (2009–11) and delivered: – single approach and plan to Statements, School Action and School Action Plus as well as pre-school and further/higher education support – quality assurance and provision mapping tools – role of additional learning needs coordinator – a focus on working with parents/carers as partners – online collaboration tool.

Statements or something better video

Individual development plans Partnership planning – person-centred approach – parents/carers and young people actively involved in planning – multi-agency plan Holistic view – looks at whole day not just school day – 0 to 25 age range Using technology to add value – web-based tool available to parents/carers and young people, and all professionals – supports communication and planning

The bigger picture Parents/carers and young people actively involved and supported in planning and the quality assurance (QA) process Role of the ALNCo IDP / PCP Quality Assurance Whole-school tool to monitor impact of planned provision. Data informs planning and reviewing processes linked to the individual development plan (IDP). Outlines roles and responsibilities in relation to the IDP/person-centred plan (PCP) and QA. Multi-agency approach to planning in order to meet the needs of young people with additional learning needs (ALN). Provision highlighted and evaluated in the school QA system.

Who’s involved? Eight local authorities in the trial Bridgend Caerphilly Cardiff Carmarthenshire Flintshire Newport Pembrokeshire Torfaen Links with other projects and initiatives Early support Transition keyworker Transition to employment Families First

Quality assurance pilots Stakeholder satisfaction School self-evaluation SEN register/PLASC data Analysis of SEN data related to age/gender Enables forward planning Income and expenditure related to SEN Expenditure related to provision Value for money judgements based on learner outcomes Cost effectiveness of individual provision SEN self-evaluation Finance Assessment Tracking Provision/ Outcomes Special educational needs (SEN) data All learners Basic learner information Core subject tracking Teacher target setting Teacher assessment Standardised assessment data Analysis of vulnerable groups of learners Individual learner provision

Benefits from QA pilots Tracking learner outcomes and progress – learner reflection/involvement – link with individual development plans – information to parents/carers/stakeholders Improved school evaluation Improved local authority/Welsh Government monitoring Improved strategic planning Improved consistency/quality/outcomes Improved value for money More inclusive system

Outcomes from additional learning needs coordinator (ALNCo) pilots Define the role of the ALN coordinator Mandatory for the ALN coordinator to be a qualified teacher Not essential for the ALN coordinator to be a member of the senior management team (SMT); however, there must be an ALN Champion on the SMT Developed the specification for a Masters level mandatory qualification Further work needed to assess impact of IDP/PCP/QA on the ALN coordinator role