What is the Whole School expected to do?

Roles within the school

1.       ALN and Inclusion Liaison Governor

The role of the ALN and Inclusion Liaison Governor is very important in supporting the Headteacher and staff to develop a learning environment which promotes the progress of children with ALN and Inclusion.

  • Ensure that the school has input by the School/Cluster Co-ordinator with responsibility for co-ordinating provision for ALN and Inclusion.
  • Confirm that the school has an ALN and Inclusion policy and that it is reviewed annually.
  • Being familiar with the school’s ALN and Inclusion policy, the Wales ALN Code of Practice and being aware of ALN enterprises nationally and locally, by the Welsh Government, the Regional Consortium and the Local Authority.
  • Meet each term, by appointment, with the ALN and Inclusion School/Cluster Co-ordinator to discuss the progress and effectiveness of the ALN and Inclusion policy (in line with the policy on Governor Visits to Schools).
  • Work with the child protection liaison governor (if appropriate).
  • Understand how the school identifies pupils with ALN and Inclusion and what happens once the pupil has been identified;
  • Be aware of the progress made by individual pupils with ALN.
  • Be aware of the budget available for ALN and Inclusion at the school and monitor its effective use.
  • Report, at least annually, to the governing body on the implementation and effectiveness of the school’s ALN and Inclusion policy, without discussing details of individual pupils.
  • Write, or help to write, ALN and Inclusion information for the Annual Governors’ Report to Parents
  • Ensure that there is a section in the school handbook on ALN and Inclusion provision.
  • Update ALN and Inclusion information by attending relevant training courses for governors run by the Local Authority.

 

 2.       Headteacher (ALN&I Liaison Person in each school)

The leadership of the school Headteacher (or member of the Senior Management Team) in the area of ALN and Inclusion is essential to cascade attitudes, ownership and communication regarding ALN and Inclusion to the rest of the school staff. To do this effectively the Headteacher must do the following:

  • Ensure an inclusive whole-school ethos.
  • Ensure that an ethos of methods centering on the individual are cascaded throughout the whole school so as to personalise the educational experience.
  • Ensure that a One Page Profile is created for every pupil on the  ALN Register
  • Ensure that the school systems accord with statutory requirements and that the ALN and Inclusion School/Cluster Co-ordinator act sin accordance with these requirements.
  • Ensure, jointly with the ALN and Inclusion Liaison Governor and the ALN&I School/Cluster Co-ordinator, that the school’s ALN and Inclusion policy is updated annually.
  • Ensure ownership and understanding of ALN and Inclusion across the school.
  • Ensure that the progress of pupils with ALN and Inclusion is monitored and measured.
  • Ensure the regular use of standardised tests, in accordance with criteria, to assess pupils’ achievement. It would be good practice to do this twice a year.
  • Ensure that clear scanning processes are in place for the early identification of pupils who might have ALN and Inclusion, so that early intervention is possible.
  • Ensure effective, efficient and appropriate use of the ALN and Inclusion delegated funding to target children needing intervention.
  • Ensure that systems are in place for Class Teachers to share information with ALN and Inclusion School/Cluster Co-ordinator.
  • Ensure that the quality of teaching, differentiation and assessment across the school is high.

  

3.       ALN and Inclusion School/Cluster Co-ordinator

The ALN and Inclusion School/Cluster Co-ordinator is a key role within the school, with strategic input. They are accountable to the school’s Governing Body and Headteacher, and receive further guidance from the Area ALN and Inclusion Quality Service. This individual has general responsibility for each individual school within his/her cluster to:

  • Use provision mapping processes to ensure that whole-school ALN and Inclusion provision offers the best use of resources.
  • Establish and implement systems of screening and identifying ALN and Inclusion, to enable early intervention.
  • Ensure that the teaching requirements of each pupil with ALN and Inclusion are addressed by  regularly monitoring the work of the teaching staff and assistants.
  • Promote inclusion in educational settings.
  • Create a positive and open relationship with the parents of ALN pupils.
  • A source of expertise (ALN and Inclusion) by developing specialist skills and knowledge.
  • Training school staff including teachers and assistants.
  • Contribute to the School Development Plan and Self-Evaluations.
  • Report on the quality of ALN and Inclusion within the school to the Governors and Headteacher/ Senior Management Team.
  • Clear awareness of the LEA criteria and the services available to support the school.
  • Contribute to the development of procedures including strategic financial planning and data gathering and analysis.
  • Assessment of the use of IDP using individual-centred methods.
  • Ensure appropriate use of LEA arrangements in seeking to avoid conflict.
  • Improve their own professional learning by contacting other co-ordinators to develop and share experiences and good practice.
  • Reinforce arrangement for transitional periods.
  • Identifying well pupils’ ALN and Inclusion needs in the school, co-ordinating information gathering to draw up IDP.
  • Undertake a lead role as regards the distribution of assistants on school cluster level as a result of discussions in ALN Forums.
  • Line manager to a cluster of specific ALN&I Specialist Assistants within their cluster of schools – to ensure correct allocation of their time, quality of service and consistency of provision.

 

4.       Class/Subject Teachers

 Every teacher acknowledges that the responsibility for responding to ALN and Inclusion is their responsibility. They are also key in identifying ALN and Inclusion anew. To do this effectively, it is necessary to:

  • Play a key part in the arrangements for processing, screening and monitoring the progress of pupils with ALN and Inclusion.
  • Ensure that the learning environment is inclusive and welcoming.
  • Take the responsibility for continuing professional development, taking advantage of opportunities to attend and use training offered within the ALN and Inclusion area.
  • Complete and adapt relevant aspects of the One Page Profile within the pupil’s Individual Development Plan.
  • Make effective use of the available resources and human resources available to support teaching and learning.
  • Take a lead role in planning pupils’ targets within the Action Plan (Individual Education Plan).
  • Follow guidance and recommendations offered by the LEA’s specialist services.

 

5.       Teaching Assistants and Coaches

The work of teaching assistants enriches the provision available across the school. Each learning assistant and coach, within each school, has a responsibility to fulfil the ALN and Inclusion needs of pupils. To do this effectively, it is necessary to:

  • Follow the lead of the class teacher to fulfil pupils’ needs.
  • Be aware of targeting pupils in class with ALN and Inclusion.
  • Be aware of the pupil’s holistic development, for instance by being aware of the One Page Profile and contribute when appropriate.
  • Consider pupils’ needs when carrying out group work or focus tasks.

 

6.       Communication with Homes / Parents’ Partnership

Working with homes and ensuring parental co-operation is essential for a successful relationship with any pupil. Every school in Gwynedd and Anglesey should be open to discussion at all times and should encourage parents to contact should there be any cause for concern.

Parents’ input should be an integral part of monitoring and reviewing the progress of each pupil with ALN and Inclusion so as to ensure a complete picture of the pupil and a mindset centred on the individual. One way of ensuring this is by obtaining the input of parents and families into the One Page Profile, the Individual Development Plan (IDP) and to be part of the Review of the ALN and Inclusion needs of the child/young person – however acute their needs.