Implementation of new additional learning needs system requires greater consistency and clearer guidance, report finds

The first of at least two reports looking at the phased implementation of Welsh Government’s reform of additional learning needs (ALN) has been published today by Estyn. The report explores how well the schools that participated in the review are putting in place key aspects of the new system and the support given by local authorities.

Although Estyn found no evidence of children’s needs not being met, the report found that individual settings are interpreting and applying the legislation in different ways. A few local authorities and schools were unclear of how to apply the legal definitions of ALN, admitting to using their own definitions and waiting for clarification from tribunal outcomes. Different settings were inconsistent in what they defined as additional learning provision.

Owen Evans, Chief Inspector, says 

Our interim findings recognise that moving from one system to another is complex and takes time. Local authority officers and school staff have demonstrated resilience, honesty and ambition in adapting to this flagship legislation.

With clarity of legal definitions and practical examples to aid their understanding, they will be better placed to consistently deliver on the Welsh Government’s ambition to improve the experiences and outcomes for children and young people with additional learning needs.

The report authors recognised that the education sector in Wales has been implementing the new framework during a period of un-precedented and significant challenge for the sector. The pandemic impacted the process of identifying and confirming which children had an ALN, resulting in two extensions from Welsh Government to move pupils onto the new framework.

Pupils currently on the special education needs (SEN) system are being reclassified to move onto the ALN system. Overall, the numbers of learners who are reported to have ALN has reduced in the transition to the new system, though the proportion who have a statutory plan has remained similar. The report found that improvements in how schools have worked with pupils and parents, for example through person-centred practice, has helped parents better understand the support their child receives, whether they are identified as having ALN or not.

The report raises questions about the current funding of ALN in Wales. Despite a year-on-year increase in ALN funding for several years, approaches to evaluate the impact the funding has had on supporting the implementation of ALN reform were found to be variable and weak.

A lack of transparency over funding has also been noted as a concern. School leaders have stated that they do not have a clear enough understanding of how local authorities determine their budgets for ALN, including those allocated to schools.

Huw Davis, the report author, says

The implementation of ALN reform in Wales is ongoing and I encourage local authorities and schools to take on board the recommendations we have laid out. We have included examples of effective practice that include ideas for providing clear, accurate and up-to-date information to stakeholders as well as the positive development of cluster working.

Welsh Government have an important role to play in ensuring all settings have a clear understanding of the legal definitions, as well as carrying out a more holistic evaluation of the impact of additional funding allocated to local authorities.