ADHD

This publication is for parents/carers and practitioners supporting children and young people with attention deficit hyperactivity disorder (ADHD) in education settings.

https://gov.wales/sites/default/files/publications/2019-01/ways-of-supporting-learners-with-attention-deficit-hyperactivity-disorder-adhd.pdf

Thriving with ADHD for Teenagers – a free to download guide to support young teens in understanding how ADHD impacts on learning and strategies to support learning and academic progress.

https://mail.google.com/mail/u/0/?tab=wm#inbox/QgrcJHrhstrVQKhbdBSMXNblNsbvGQFnTZL?projector=1&messagePartId=0.1

National Autistic Society https://www.autism.org.uk/

Please use the following resource links:

- ICT to support learners with Dyslexia

- Chromebook Apps to support learners with Dyslexia/Reading and writing difficulties

- Android Apps to support learners with Dyslexia/Reading and writing difficulties

- iPad Apps to support learners with Dyslexia/Reading and writing difficulties

- iPad Apps to support learners with Dyscalculia/numeracy difficulties

- Resources for home learning

- My study resources

Pupils that are a cause for concern can be discussed as soon as they are identified by the class teacher or support staff. Depending on the primary need and the severity,this will determine the next steps taken, in line with the new ALN Bill and graduated response the first line of enquiry will be related to the in class differentiation and support can be given here. Evidence of differentiation and support beyond the majority of the class, as well as a diagnosis or well documented learning or medical needs, will be needed to move along the graduated response. 

SA - School Action

The ALNCo and class teacher collaboratively gather information and coordinate the child’s ALN provision.

A child might be moved to School Action as a result of a combination of:

• performance monitored by teacher as part of ongoing observation and assessment

• outcomes from baseline assessment results

• lack of progress in literacy or numeracy

• standardised screening or assessment tools- NNT, NNRT, Reading Age 

• Social, Behavioural and Emotional Difficulties

The ALNCo will, in consultation with the class teacher liaise with outside agencies, as appropriate.

• At school action the pupil will need to be allocated to and receiving a current school based intervention that is regularly running (Literacy Launchpad, (Red) Language Links, or ELSA

• The pupil will remain at SA for two terms at least (as per RCT LSS guidance) in order for the sufficient evidence to be gathered in relation to in class differentiation and impact of intervention

• A Learning Plan will be in place (2 pages). For Gwyn pupils the class teacher will have responsibility for keeping them up to date and reviewing the Learning Plan in line with YN timescales supported by Assistant ALNCo. Learning Plans will need to be reviewed with parents; this can be remotely or in person. In Nant, teaching staff are to review targets and Assistant ALNCo will coordinate with staff

• Parents will be informed on any changes to status and interventions taking place

SA+ School Action Plus

• At school action plus there will need to be significant outside agency involvement that is actively running and working with the pupil and/or extending over a 12 month period (LSS, BSS, EPS, OT, Physio, CAMHs) having met criteria of SA

• This will be a new School maintained  IDP, which will need to be written in conjunction with input from outside agencies and all staff working with them, this will lead to the creation of their ALP (Additional Learning Plan) which sets out the additional support being provided to the pupil

• The review will take place formally (like a current statement review), all parties involved will be invited and if they cannot attend in person/ virtually, they will be expected to provide a report 

S - Statement

• In line with changes as per new ALN Bill these will likely be called LA maintained IDPs rather than statements

• It will detail the support awarded by the LA (hours) and the specific support that needs to be provided by the school

• These are reviewed annually in line with LA policy and all parties involved with the pupil are invited to attend and are expected to send a report if attendance is not possible

Universal provision is available to all pupils that meet the criteria for support.  Examples of universal provision is included below:

Additional Learning Provision is offered to pupils who require more than universal provision can provide as outlined below:

At all stages of additional needs provision, the school keeps parents fully informed and involved.  They are actively encouraged to work in partnership with the school in our Team Around the Child (TAC) meetings.  We take account of the wishes, feelings and special knowledge of parents at all times. We encourage active parental contribution by involvement in setting targets and discuss ways to support at home. Parents are informed of all outside intervention and we share the process of decision making by providing clear information relating to the education of children with additional educational needs.  Copies of Learning Plans are available.  At Ysgol Nantgwyn we aim to have a person centred approach (PCP) and involve the pupil as much as possible in contributing to their one-page profile.

Should pupils or parents/carers be unhappy with any aspect of provision they should discuss the problem with the class teacher in the first instance. Anyone who feels unable to talk to the teacher, or is not satisfied with the teacher’s comments, should ask to speak to the ALNCo, Mrs. Helen Higgs.

In the event of a formal complaint parents are advised to contact the Headteacher, Mrs. Kirsty Retallick or the Chair of Governors, Mr. Eddie Griffiths if they prefer.

The needs of the majority of children should be met by School Action and School Action Plus. In a small number of cases, however, the LEA will need to make a statutory assessment of special education needs and then consider whether or not to issue a statement.

The child may be brought to the Local Authority’s attention as possibly requiring an assessment through school request with relevant evidence and assessment data or a request by the parent under Section 328 or 329 of the Education Act 1996 or a referral by another agency (eg Health Professionals or Children’s Services) on an accurate and detailed analysis of needs. Parental involvement and views are encouraged and welcomed. 

Statutory Assessment: Statement Process Guide for Parents/Carers