Senedd told of families’ struggles with new ALN system

Published

3 months ago

May 10, 2024

FAR TOO many children and young people are unable to access support under Wales’ new additional learning needs system, leaving families at breaking point, the Senedd heard.

Jack Sargeant led a debate on a 15,000-name petition, submitted by Victoria Lightbown, raising concerns about implementation of the additional learning needs (ALN) system.

He said the ALN reforms have triggered more petitions in recent months than any other subject aside from 20mph, with five being considered by the petitions committee.

Mr Sargeant raised Estyn’s concerns about inconsistent application of reforms under the ALN Act, which is replacing the previous special educational needs (SEN) system.

The Labour MS, who chairs the petitions committee, said he has heard harrowing stories of parents having to fight against a system that sometimes feels inflexible and unsympathetic.

Buffy Williams, the newly elected chair of the Senedd’s education committee, said there is enthusiasm for the reform’s core principles but too much inconsistency on the ground.

She cautioned that a new category of pupils, with lower level additional needs, is emerging.

“They were on schools’ old SEN registers,” said the Labour backbencher.

“But for various reasons – which include funding, workload and perhaps the flexibility offered by the new curriculum – they are not being recognised as having ALN.”

Ms Williams, who represents Rhondda, said 32% fewer children were recorded as having SEN or ALN in the 2022/23 school year compared with 2020/21.

She raised concerns from the president of the education tribunal about “universal provision” being wrongly used as a reason not to give a child an individual development plan.

Saying the Act needs time to bed in, Ms Williams added that schools’ ALN co-ordinators need more dedicated non-teaching time to do their roles justice.

Sam Rowlands, for the Conservatives, raised concerns about far too many children falling through the gaps amid a massive overhaul of the system.

Mr Rowlands, the former Conwy Council leader, who represents North Wales in the Senedd, said parents also report issues with accountability.

Heledd Fychan, Plaid Cymru’s shadow education secretary, warned that too many children and young people are unable to access the support they need.

She told the chamber she was moved to tears by stories of families at breaking point.

Ms Fychan recalled one parent telling her how they contemplated suicide due to the strain of constantly trying to fight for the support their child deserves.

“This is the level of concern in our community – support is desperately needed,” she said.

The South Wales Central MS raised concerns about “incredible” inconsistencies for learners who need additional support in Welsh.

She warned that disabled and neurodivergent children are being excluded from many of the things that make school fun, from school trips to Christmas concerts.

Peredur Owen Griffiths, her Plaid Cymru colleague, highlighted a sense of frustration and anger among parents stemming from dismay at substandard provision.

He quoted a letter from Blaenau Gwent Council to parents which warned schools “can no longer afford to recruit the required number of staff to support our most vulnerable learners”.

Hefin David, whose daughter is autistic, reflected on his own family’s experiences.

He said: “One of the things that happens when you have a child with additional learning needs, or ALN in your family, is that it isn’t a moment of revelation – it’s a slow discovery.”

The Labour MS for Caerphilly stressed the importance of educational and clinical support, warning that all too often the two are disconnected.

Dr David likened the system to a pinball machine that passes parents from pillar to post.

He said his daughter is clearly diagnosable and in the right place in the system, but: “The problem you’ve got is where the children have more grey-area diagnoses….

“It’s much harder for them to find their place in the system as well, and I know others have had that experience. That’s where we really need to pick up.”

Vikki Howells, a fellow Labour backbencher, stressed that the transition to the new ALN system is not yet complete, with phased implementation allowing lessons to be learned.

She said casework in her Cynon Valley constituency shows ALN must be a priority.

Ms Howells, a former teacher and assistant head of sixth form at Caerphilly’s St Cenydd Comprehensive, highlighted a Welsh Government announcement of a further £20m for ALN.

Mabon ap Gwynfor, the Plaid Cymru MS for Dwyfor Meirionnydd, called for educational support to be based more on need rather than a diagnosis.

The shadow health secretary raised examples of children aged six not getting a diagnosis until they are 12 or 13, leading to a delay in support at school.

Lynne Neagle, Wales’ new education secretary, said ALN reform was always going to be an ambitious, systemic programme of change and it remains early days.

Vowing action to improve implementation, she told the chamber her priorities are twofold: improving oversight and increasing consistency.

Responding to the debate on May 8, she said the Welsh Government has protected more than £50m this year for ALN reforms.

Ms Neagle said there are examples of excellent practice in Wales’ schools, with the sector embedding a new person-centred approach while running the SEN system in parallel.

But she recognised the challenges, telling MSs: “We do hear too often that the families of children with ALN have to fight for the right support and education – and this must change.”

Research reveals nearly half of children in Wales had additional learning needs

Published

3 days ago

July 24, 2024

Tom Sinclair

A NEW study has highlighted the prevalence of additional learning needs, formerly known as special educational needs, among under 16-year-olds in Wales. The findings come with a policy briefing, calling for a robust review of processes used to recognise such issues and more inclusive learning support for all children nationally.

The research and policy reports, led by the University of Bristol and funded by the Nuffield Foundation, found nearly half (47.9%) of children born in 2002/2003 were identified with some form of additional learning needs (ALN) at some point during their schooling. This was shown to have the biggest impact on academic achievement across all Key Stages of their education.

Lead author Dr Cathryn Knight, Senior Lecturer in Psychology of Education at the University of Bristol, said: “Our findings clearly challenge the notion that learning needs only affect a minority of learners. Key common factors increasing the likelihood of being identified with SEN also emerged, emphasising the importance of recognising the child’s environment and understanding their individual situation to effectively support their learning needs.”

Researchers from the University’s School of Education and Swansea University analysed data from more than 200,000 children in Wales, born between 2002 and 2009, to understand the levels of SEN and its impact on academic achievement.

Findings revealed that the earlier the additional needs emerged and were recognised, and the longer their education was spent with these known needs, the less likely they were to meet nationally expected levels of attainment.

Dr Knight said: “Our research suggests the former SEN system in Wales was unable to effectively support students to mitigate the negative impact of SEN on their grades. This underscores the substantial toll of SEN on academic achievement. To improve academic attainment levels in Wales, it is crucial to prioritise effective support for this very large group of learners.”

Learners having free school meals (FSM) throughout their education were found to be four times more likely to be identified with SEN compared to those not in receipt of free meals. Those born in the most deprived neighbourhoods were shown to be even more likely (4.6 times) to be identified with SEN.

The study also showed boys were much (5.5 times) more likely to be identified with SEN than girls. Children with higher school attendance had a lower likelihood of SEN identification and learners born in the summer, so younger in their year group, were three times more likely to be identified with SEN than those born in the autumn.

Dr Knight said: “This raises concerns about the effectiveness of SEN identification processes, particularly given the unexpectedly high number of learners identified with SEN. It suggests a potential issue of over- or under-identification of certain children.”

The main policy recommendations in the report were to prioritise inclusive educational initiatives that recognise and support all children. The substantial impact of SEN on children’s grades, raises questions about how children with learning needs can be supported to show progression within the education system. Therefore, consideration of more inclusive assessment practices is recommended. The report also calls for current methods used to identify learning need to be rigorously reviewed, with a new focus on ensuring accuracy, fairness, and inclusivity.

The research mirrors similar national findings. Evidence from the Education Policy Institute in England also found a high level (40.7%) of SEND (Special Educational Needs and Disability) identification. Other research, published in the British Educational Research Journal, has also shown that children with SEND in England are also far less likely to meet expected learning standards than their peers at Key Stage 1.

Dr Knight said: “We also need longer-term evidence within Wales and across the UK in order to develop a fuller understanding of the challenges. This includes possible systematic issues with how learning needs are recognised and their subsequent impact on attainment.”

Education

School children focus on Pembrokeshire’s renewable energy future

Published

4 days ago

July 23, 2024

Tom Sinclair

FENTON COMMUNITY PRIMARY SCHOOL welcomed renewable energy experts to help Year 5 and 6 learners broaden their knowledge as part of their Marine Energy Project.

During the summer term Blue Gem Wind, Pembrokeshire Coastal Forum and the Darwin Experience have discussed Pembrokeshire’s importance in the renewable energy sector and low carbon technologies with the school children.

Learners designed and built models of different anchorage structures for offshore turbines, and learnt from the Darwin Centre about the different marine organisms that might colonise them.

They pitched their design ideas, with a combination of class designs being built and deployed at the Marine Energy Test Area (META) in Milford Haven by Pembrokeshire Coastal Forum.

The visits have inspired many new ideas and possibilities for the future of the learners.

Summer Marshall (Year 6) explained: “It was a great opportunity for our designs to be actually made into something for a real-life purpose.”
“If it wasn’t for this project I wouldn’t have learned about the importance of marine habitats and how these are linked to our future,” added TJ Hill (Year 6)
“It is really important because a lot of future jobs will be based around renewable energy and technology,” said Milly Badger (Year 6).
“From having Blue Gem Wind, META and Darwin visit, it’s made me think about a job in renewable energy,” added Oscar Davies (Year 6).

Acting Executive Headteacher Gareth Thomas said: “The project has enabled development of careers and work-related experiences with our learners. Direct industry engagement has been crucial to motivate our learners to think about the future jobs in Pembrokeshire and the life they may lead here.”

Year 5 and 6 teachers Leah Hackett, Matthew Vaughan and Mike Lowde agreed that many of their pupils could work in the renewable industry in future.

“Hopefully, after this, we have a group of enthusiastic pupils who already have a keen understanding of the benefits of renewable energy and the place it holds in Pembrokeshire and the wider world,” they added.

Education

Pupils delight in ice cream treat from Pembrokeshire’s number one van

Published

4 days ago

July 22, 2024

Tom Sinclair

CHILDREN at Ysgol Caer Elen in Haverfordwest were treated to a delightful surprise on Tuesday when they were all given the opportunity to enjoy ice cream, generously provided by Mr McGeown and his family.

The delicious ice cream, a highlight of the school’s summer celebrations, was not just a treat for the pupils but also a testament to the McGeown family’s commitment to supporting educational projects. The funds raised by the family have been donated to the school, aimed at enhancing various school initiatives.

The joyous event was made even more special by the efforts of volunteers Martin, Sian, Amirah, Jack, and Alyannah, who served the ice cream. Their contribution ensured that the occasion was filled with a wonderful and happy atmosphere.

The school extends its heartfelt thanks to Mr McGeown and his family for their generosity and support. Their donation will play a crucial role in the continued development and success of school projects, benefiting all pupils.

“We are incredibly grateful to Mr McGeown and his family for their kindness and support,” said Mr Dafydd Hughes, the headteacher of Ysgol Caer Elen. “The ice cream treat brought immense joy to the children and added to the spirit of our summer celebrations.”

Ysgol Caer Elen, a pioneering Welsh-medium school catering to students from ages 3 to 16, prides itself on its vibrant community and commitment to high-quality education in Pembrokeshire. The school’s ethos centres on creating a caring and inclusive environment where every pupil is encouraged to achieve their best and develop their skills for the 21st century

The community looks forward to seeing the positive impact of the McGeown family’s contribution, as the school continues to thrive with the support of dedicated and caring individuals.