Additional Learning Needs at Rhos Y Fedwen

Supporting Additional Learning Needs (ALN) at Rhos-y-Fedwyn Primary

At Rhos-y-Fedwyn Primary, we are committed to ensuring that every learner can thrive and achieve their full potential. We follow the Welsh Government’s Additional Learning Needs (ALN) system, which provides a unified approach for supporting children and young people aged 0–25 who have additional learning needs.

What is ALN?

A child or young person is considered to have ALN if they have:

A significantly greater difficulty in learning than most others of the same age, or
A disability that prevents or hinders them from making use of educational facilities generally available for others of the same age.

Where this difficulty or disability calls for Additional Learning Provision (ALP)—support that is additional to, or different from, what is normally provided—they will have an Individual Development Plan (IDP). This statutory plan sets out the learner’s needs and the support required.

Below are a series of buttons that will take you to additional information and support regarding additional learning needs.

The ALN Process in Our School

Identifying Needs: Concerns can be raised by parents, staff, or other professionals.
Information Gathering: We collect insights from those who know the child best.
Person-Centred Meeting: Everyone involved discusses the child’s needs and whether ALN applies.
Creating an IDP: If ALN is identified, an IDP is prepared within 35 school days. This plan details:
- The child’s ALN
- The ALP required
- Who will provide the support
Review and Support: IDPs are reviewed regularly to ensure they remain effective

Our Approach: Person-Centred Practice (PCP)

The ALN system places the views, wishes, and feelings of the child and their family at the heart of decision-making. At Rhos-y-Fedwyn, we use Person-Centred Practice (PCP) to ensure that planning and support are tailored to each learner.

What does PCP look like in our school?

Person-Centred Meetings: When a concern is raised, we invite the child, their family, and professionals who know them best to a meeting. Together, we share information and agree on the best way forward.
One-Page Profiles: These profiles capture what is important to the child, their strengths, and how best to support them.
Collaborative Planning: Decisions are made jointly, ensuring the child’s voice is central.

Working Together

We believe that partnership between learners, families, school staff, and external agencies is key to success. Our goal is to create an inclusive environment where every child feels valued and supported.