Supporting Every Child to Thrive
At Laugharne VC Primary School, we are committed to providing a fully inclusive learning environment where all children are supported to achieve their potential. We believe that high-quality teaching, strong relationships and early support are key to ensuring that every learner can succeed academically, socially and emotionally.
We work in close partnership with pupils, parents and external professionals to identify needs early and provide timely, appropriate support.
Additional Learning Needs in Wales
The Welsh Government has introduced a new Additional Learning Needs (ALN) system, replacing the previous Special Educational Needs (SEN) framework. This system places the child at the centre of planning and aims to provide a more flexible, consistent and inclusive approach to meeting learners’ needs.
The ALN system:
- Applies to children and young people aged 0–25
- Focuses on early identification and intervention
- Promotes collaboration between schools, families and services
- Uses Individual Development Plans (IDPs) where appropriate
Our Graduated Approach to Support
At Laugharne, all learners benefit from high-quality teaching and inclusive classroom practice. Support is provided through a graduated approach:
Universal Provision – Support for All Learners
This is the foundation of our provision and includes:
- High-quality whole-class teaching
- Effective differentiation to meet individual needs
- Flexible grouping and collaborative learning
- Ongoing formative assessment
- Reasonable adjustments to ensure access to the curriculum, environment and facilities
Most pupils make expected progress through this universal provision.
Targeted Support – Additional Short-Term Support
If a child is not making expected progress, we:
- Monitor learning closely over time
- Use assessment information and observations
- Provide targeted support or interventions
- Review progress regularly with parents and staff
This support is time-limited and carefully evaluated.
Additional Learning Needs (ALN)
When a pupil does not make sufficient progress despite targeted support, and evidence shows they require additional learning provision beyond universal support, they may be identified as having Additional Learning Needs (ALN).
Decisions are made carefully, using a wide range of evidence and always in partnership with parents.
How We Identify and Assess ALN
We gather evidence over time to build a clear picture of a child’s needs. This may include:
- Teacher observations and professional judgement
- Day-to-day formative assessment
- Progress over time
- Standardised assessments
- Assessment tools and questionnaires
- Reports from external professionals (for example, health or educational services)
A pupil may be considered to have ALN where progress:
- Is significantly slower than peers from the same starting point
- Does not improve despite appropriate support
- Results in a widening gap compared with peers
What Are Additional Learning Needs?
A child may have Additional Learning Needs if they have:
- A learning difficulty or disability that requires additional learning provision beyond what is normally available in the classroom, or
- A disability that substantially affects their ability to access education without additional support
A child does not have ALN solely because:
- They are learning through a language different from that spoken at home
- They have a medical or healthcare need that does not impact learning
Individual Development Plans (IDPs)
Where appropriate, pupils with ALN will have an Individual Development Plan (IDP).
An IDP:
- Sets out the child’s needs, outcomes and support
- Is reviewed regularly
- Is developed with the child and their parents
- Supports consistency and continuity
Not all pupils with additional needs require an IDP. Many needs are met effectively through universal or targeted provision.
Working in Partnership with Parents and Learners
We value strong partnerships and ensure that:
- Parents are involved at every stage
- Children’s views are listened to and respected
- Decisions are made collaboratively
- Support is reviewed and adapted as needs change
If you have concerns about your child’s learning or wellbeing, please speak to the class teacher in the first instance.
Key Staff Roles
- Class Teachers: First point of contact; responsible for day-to-day support and progress
- ALNCo: Oversees ALN provision, assessment and IDPs
- Senior Leaders: Ensure inclusive practice and effective provision across the school
Further Information
For more information about Additional Learning Needs in Wales, please visit:
If you would like to discuss your child’s needs, please contact the school to arrange a meeting.
Additional Learning Needs in Wales – What is happening in Wales?