Education
Research reveals nearly half of children in Wales had additional learning needs
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
Apprenticeship week highlights progress – but Welsh legal trainees ‘left behind’
WALES is marking Apprenticeship Week Wales 2026 with claims of record progress on jobs and training – but legal leaders say one profession is still being left out.
The Welsh Government says more than 100,000 apprenticeships have now been delivered during the current Senedd term, a milestone ministers describe as transforming routes into work for thousands of people across construction, engineering, health, energy and creative industries.
Events are taking place throughout the week to showcase apprentices and employers, with colleges, businesses and job centres highlighting success stories and new opportunities for school leavers and career-changers alike.
However, the Law Society of England and Wales says Wales risks falling behind in one crucial area – access to legal apprenticeships.
Legal gap raised
While many sectors now offer clear apprenticeship pathways up to degree level, the Society says aspiring solicitors in Wales have fewer advanced training options than their counterparts in England.
In particular, it has called for the introduction of Level 7 solicitor apprenticeships in Wales, which would allow trainees to qualify while earning, rather than having to fund lengthy university and postgraduate study or move across the border for opportunities.
The body argues that without those routes, talented young people – especially from lower-income or rural communities – may be priced out of legal careers altogether.
It says the issue is not just about jobs, but about access to justice, with fewer locally trained lawyers potentially affecting high street firms and community legal services.
More than a celebration
Apprenticeship Week Wales, running from February 9 to 15, is intended to promote vocational training as an equal alternative to university.
Supporters say apprenticeships help businesses fill skills gaps while allowing learners to earn a wage and avoid student debt.
Colleges across west Wales are using the week to spotlight programmes in marine engineering, hospitality, construction and health and social care, with employers reporting improved retention and productivity from “grow your own” talent.
But campaigners say the legal sector highlights a wider question: whether all professions are keeping pace with the apprenticeship model.
Local opportunity
For communities like Pembrokeshire and Carmarthenshire, where young people often leave the area for work or study, expanding higher-level apprenticeships could mean more skilled jobs staying local.
Education leaders say stronger vocational routes could help retain talent and support small and medium-sized businesses struggling to recruit.
As the week’s celebrations continue, the message from legal leaders is clear: apprenticeships are working – but only if every profession is included.
Without broader access, they warn, Wales risks creating opportunity in some careers while quietly closing doors in others.
Community
Cilgerran Church in Wales school proposals ‘flawed’
PROPOSALS for a Pembrokeshire Church in Wales school is to be discontinued are “fundamentally flawed,” in part due to land ownership issues, councillors heard.
At last May’s meeting, Pembrokeshire County Council considered a report of the School Modernisation Working Group which outlined the findings of a review of education provision in the Preseli area.
A later July meeting backed a general consultation to discontinue Cilgerran Church in Wales Voluntary Controlled School, and to establish it as a 3-11 community school.
“In particular, the review considered the extent of surplus school places in the area, set against a significant decline in the pupil population,” the council in its consultation has said.
The consultation closed on January 30.
Hundreds have opposed the proposed changes, with a petition, on the council’s own website opposing the changes recently closing after gaining 391 signatures.
Any petition of more than 100 signatures triggers a debate at a council scrutiny committee, in the case of Cilgerran that debate taking place at the February 5 schools and learning overview and scrutiny committee.
The Cilgerran e-petition, created by Louise Williams, said of the proposed changes: “Ysgol Cilgerran VC school has strong links with the Church community in Cilgerran and we believe this [change] will have a negative impact on the children who attend the school, the community of Cilgerran and the links between the two.
“We are proud of our school ethos and values which are strengthened by our links with the church. The school has close and strong relationships with our Church in Wales federation governors one of which is also our safeguarding governor.
“Our Church Federation governors work closely with the school and are regular visitors to the school and the children. They provide vital support and guidance to the school and have a positive impact on the children’s education. We believe these links will be weakened by this proposal to remove our VC status and we believe this is an un-necessary action.”

Speaking at the meeting, vice-chair of the school governors Gary Fieldhouse said the loss of the Church in Wales status would be “a profound mistake,” the school’s association with the church “not symbolic but fundamental,” with “a sense of belonging” that would not be the same if it lost that link and would “change the essence of what we are”.
He said the were issues of land ownership, and the “thriving” school, in a strong financial position with no deficit, was likely to benefit in terms of numbers when a new housing estate in the village was built.
Reverend John Cecil said the proposals were “fundamentally flawed,” with the school’s land legally in trust as a Church of Wales school, and change “essentially creating a new school with no premises to occupy”.

Cabinet member for education Cllr Guy Woodham repeated assurances he had given when petitions for other schools in the county, which are facing potential closures, saying final reports on the school’s future would be “as balanced as possible”.
“I’m happy to give that assurance again; to present in a fair way so councillors can make an informed decision.”
Members heard that legal conversations connected with that issue were ongoing, agreeing to note the petition.
A report on the final proposals will be brought to a future council meeting.
Education
Sam Kurtz quizzed by primary school pupils about how was is governed
PUPILS at St Oswald’s VA Primary School welcomed a visit from local Senedd member Samuel Kurtz on Monday (Feb 2), as children put questions to him about how Wales is governed.
Years five and six pupils took part in an interactive session where the Senedd Cymru member explained the role of the Welsh Parliament, how laws are made, and how elected representatives support local residents.
He outlined what a Member of the Senedd does day-to-day, how decisions affecting communities are taken, and why taking part in democracy is important.
The pupils were then given the chance to quiz him directly, raising questions about politics, local issues and how young people can make their voices heard. Staff said the children showed strong interest and came well prepared.
Speaking afterwards, Mr Kurtz said: “It was a real pleasure to visit St Oswald’s and see such enthusiasm and curiosity from the pupils.
“Understanding how democracy works and how decisions are made is important, and it is encouraging to see young people taking an interest in how their community and country are run.
“I was particularly impressed by the quality of the questions, which showed they had clearly done their research.”
Teachers described the visit as a valuable opportunity to bring lessons about citizenship and Welsh democracy to life.
The school visit forms part of Mr Kurtz’s ongoing programme of meeting with schools, community groups and residents across Carmarthen West and South Pembrokeshire.
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