ALN at Cwm Ifor Primary 

What Informs the Need for Targeted Support?​

Targeted support may be considered where a learner receiving universal provision is:​

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• Making slower progress than peers despite high‑quality teaching​

• Not meeting age‑related expectations ​

• inconsistent or stalled progress over time​

• Teacher observations​

• Response to differentiated teaching strategies​

• Identified via screening tools e.g. PIVATS/BOXALL​

• Emotional regulation difficulties​

• Low confidence or self‑esteem affecting learning​

• Social interaction needs​

• Temporary anxiety or change in circumstances​

• Parental concerns shared with school​

• Barriers to learning matrix completed

If targeted support is deemed necessary, all stakeholders are consulted and support is planned as

• Time‑limited and review‑led.​

• Targeted support at Cwm Ifor is planned, purposeful, and time‑limited. Its initial purpose is to determine whether a learner’s difficulties reflect learning gaps, contextual factors, or emerging Additional Learning Needs. ​

• All targeted interventions are monitored regularly through the school’s ALN Tracker, with progress reviewed against intended outcomes. Where a targeted provision is not effective, it will be adapted, replaced, or escalated in response to the learner’s needs. ​​

• It is recognised that short‑term or targeted provision, in isolation, does not automatically constitute ALN. ​

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Decisions regarding ALN identification and the need for an IDP are informed by:​

• the duration and persistence of need​

• the learner’s response to well‑evidenced interventions/provisions​

• the impact on progress over time despite appropriate support.

What Happens at Cwm Ifor if Targeted Support Does Not Work?​

• Targeted support is reviewed regularly through the ALN Tracker to monitor progress against agreed outcomes.

• The review considers attainment, rate of progress, engagement, attendance, and the learner’s response to the provision.​

• Pupil and parent/carer views are gathered and considered as part of the review process.​

• If expected progress is not evident, the provision is adapted or an alternative provision is trialled, rather than repeating the same approach.​

• Classroom strategies and universal provision are also reviewed and adjusted alongside targeted support.​

• Where concerns persist, additional evidence is gathered, including observations, work scrutiny, and assessment information over time.​

• The ALNCo becomes more closely involved, supporting staff to analyse patterns of need and response to provision.​

• Views and advice from outside agencies (e.g. advisory services, health or other professionals) are sought where appropriate to inform next steps.​

• Where concerns persist despite time‑limited, reviewed, and adapted targeted support, and evidence suggests barriers to learning may be ongoing, a Person‑Centred Planning (PCP) meeting is convened. The PCP brings together the learner, parents/carers, school staff, and relevant professionals to review evidence, consider the views of outside agencies, and determine whether the learner’s needs are persistent and significant, and whether they meet the threshold for Additional Learning.

•  Following the PCP process, a decision is made as to whether the learner’s needs are persistent and significant, and whether they meet the threshold for Additional Learning Needs and the possible development of an Individual Development Plan (IDP).

If you have any issues regarding ALN please contact Nathan Williams- 02920852509.  Alternatively email williamsn66@hwbcymru.net

For additional support please contact  https://www.snapcymru.org/