The Additional Learning Needs and Education Tribunal (Wales) Act 2018 and the Additional Learning Needs Code provides the framework for the statutory system in Wales for meeting the additional learning needs of children and young people. This aims to ensure that all learners with Additional Learning Needs (ALN) are supported to overcome barriers to learning and can achieve their full potential.
Introducing additional learning needs (ALN)
The terms ‘special educational needs (SEN)’ and ‘learning difficulties and/or disabilities (LDD)’ has been replaced with the term ‘additional learning needs (ALN)’. The ALN system aims to be fully inclusive for learners in Wales, where needs are identified early and addressed quickly, and where all learners are supported to reach their potential.
Many children are likely to experience some form of difficulty or delay in their learning and development, but may not be considered to have ALN as they can be supported to progress through inclusive practice that recognises and adapts to them.
According to the Additional Learning Needs and Education Tribunal (Wales) Act 2018
“a child has ALN if he or she has a learning difficulty or disability which calls for additional learning provision (ALP).
A child of compulsory school age or person over that age has a learning difficulty or disability if he or she;
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability for the purposes of the Equality Act 2010 which prevents or hinders him or her from making use of facilities for education or training of a kind generally provided for others of the same age in mainstream maintained schools or mainstream institutions in the further education sector.”
For younger children ALN applies if the child is likely to have significantly greater difficulty in learning than the majority of their peers when they reach compulsory school age, or would be likely to if no additional learning provision (ALP) were made.
In 2020 Welsh Government published a short video to introduce the changes planned to support children with Additional Learning Needs in Wales.
The ALN system
Some of the key features and aims of the ALN system include:
0-25 age range
The ALN system has a much broader age range of from birth to 25 years as it replaces two separate systems; the SEN system for schools and early years’ settings, and the LDD system for further education. This single system approach aims for consistency and to support transitions for the individual, and includes younger children before they reach early education age.
A unified plan
A single system with one form of development plan will support consistency and continuity in the approach taken to recognise and identify the support needs of children with ALN across Wales, and across different settings. Individual development plans (IDPs) will replace the various types of statutory and non-statutory plans that are currently in place for children and young people. The IDP will describe the child or young person’s ALN, the additional learning provision (ALP) needed, and other relevant information in order to understand and meet the child’s needs. For children that are not yet attending school the IDP would be maintained by the local authority.
Increased participation
The views of children and young people should always be considered, along with those of their parents/carers. Children and young people should be involved in the planning process, and supported to understand and participate in the decisions which are taken that affect them. They should be provided with appropriate reassurance, and offered opportunities to raise concerns and have their questions answered. Children and young people should see the planning process as something which is done with them, rather than to them.
High aspirations and improved outcomes
The emphasis of IDPs will be on making provision that delivers outcomes which contribute in a meaningful way to the child or young person’s achievement of their full potential.
Increased collaboration
The ALN system encourages improved collaboration and information sharing between agencies. This is essential to ensuring that needs are identified early, and the right support is put in place to enable children and young people to achieve positive outcomes. This could include professionals from health services, social services, and education or childcare.
Welsh language
There is increased recognition of the Welsh language. Consideration should be given to the individual child or young person and whether their additional learning provision is required in Welsh. If so, this must be recorded in their IDP and ‘all reasonable steps’ must be taken to secure the provision in Welsh.
Further aims of the ALN system include;
- to provide a simpler and less adversarial system
- to reduce and resolve disagreements earlier
- and to provide clear and consistent rights of appeal.
What does this mean for me?
The requirement to plan and provide for each child’s individual needs is already clear within the National Minimum Standards for regulated childcare in Wales (NMS) (NMS). Inclusive practice remains important, this includes using a child-centred approach to the planning of provision, seeking to understand each child’s individual needs and support them to reach their potential. The NMS also includes the requirement to observe, record and plan for children’s next steps in their learning and development, and to work in partnership with families sharing information and records on their child’s development. Where you have concerns for a child’s development or feel they may need specialist help this should be shared with parents.
The ALN changes in Wales provides an increased focus on the importance of identifying needs early and putting in place timely and effective interventions which are monitored and adapted to ensure that they deliver the desired outcomes. The NMS (4.7) requires that where a child has, or may have, additional support needs, providers and parents work together so that appropriate steps to access advice or support are taken. Welsh Government has published a parents’ guide to rights under the Additional Learning Needs (ALN) system and SNAP Cymru provide independent advice and guidance on early years help for parents of young children who have or may have ALN.
The ALN system brings new processes around identifying and supporting children with additional learning needs. As this system covers children from birth, it is the role of the local authority to determine whether young children that are not yet attending school have ALN, and to maintain the IDP until the child attends mainstream school. Each local authority has appointed an Early Years Additional Learning Needs Lead Officer (EY ALN LO) who will manage the statutory duties that local authorities have for all children under the school compulsory age and not yet attending school. It will be important to ensure that you are aware of the contact details for your local Early Years ALN team along with any relevant local support, training and processes that are available to you.
Under the NMS it is also important to have a policy in place which follows current legislation and guidelines in respect of additional learning needs and disabilities. This should be kept up to date to ensure that it reflects changes to the legislation, guidance, and local processes that are put in place for ALN.
The Cwlwm blog outlines some of the important changes in relation to the childcare and early years’ sector in a question-and-answer format.
What does this mean for setting funded by the local authority to deliver funded early education?
In addition to the above requirements, settings that are funded to deliver early education are required to have regard to relevant guidance in the ALN Code, in accordance with the local authority’s funding arrangements. The local authority can provide information on their local requirements and processes. This will include a role in supporting local authorities to identify ALN and in helping local authorities to fulfil their statutory obligations.
CIW and Estyn have published Joint inspections supplementary guidance for inspecting Additional Learning Needs in non-maintained settings which is available from the CIW website at How we inspect childcare and play settings.
Further support
We will be updating this resource and adding further links to the resource list below as more information becomes available.
We hope this resource and the links provided have been informative, and that they have helped you to reflect on your practice. If you would like to discuss any aspect of this topic, or would like additional support or guidance, then please get in touch with PACEY Cymru on 02920 351407 or email paceycymru@pacey.org.uk.
Resources
Welsh Government resources include:
- Introduction to ALN transformation
- Additional learning needs transformation programme: frequently asked questions
- E-learning course: An introduction to the new additional learning needs system in Wales
- E-learning course: Additional Learning Needs (ALN) principles
- Additional Learning Needs resources
- A guide for parents about rights under the Additional Learning Needs (ALN) system
If you are looking to deepen your knowledge further, Welsh Government have published a series of resources to support those working with children with an interest in ALN, although elements of this are only applicable to those with a statutory role. The National Professional Learning Pathway for Additional Learning Needs (NPLP ALN) can be accessed on Hwb.
PACEY resources include:
- An introduction to supporting children with additional learning needs (ALN) – What, in practice, does inclusion mean when supporting children with additional learning needs (ALN)? Explore this CEY smart course in the partnership working theme.
- Creating an inclusive setting – a free factsheet for members that covers the individual needs of the child and how you can meet them, allowing children to feel equal, respected and valued in your setting.
- Intimate care for disabled children – a free factsheet for members on how to provide intimate care for disabled children.
- Equal opportunities – a free factsheet for members which explains your role in promoting equal opportunities and inclusion in Wales.
- Equality and diversity – free for members with a focus on ensuring equal opportunities to every child, regardless of their disability and other protected rights.
- Policy guidance Wales – for guidance on writing and reviewing your Additional Learning Needs policy
In addition to the above resources, there are a range of courses available for PACEY members in CEY smart, including an introduction to supporting children with additional learning needs which can be found in the partnership working theme. Non-members can access sample courses in our CEY smart free trial.
Anghenion Dysgu Ychwanegol (ADY) Cymru
Mae Deddf Anghenion Dysgu Ychwanegol a’r Tribiwnlys Addysg 2018 (Cymru) a’r Cod Anghenion Dysgu Ychwanegol yn darparu’r fframwaith ar gyfer y system statudol yng Nghymru ar gyfer diwallu anghenion dysgu ychwanegol plant a phobl ifanc. Nod hyn yw sicrhau bod yr holl ddysgwyr ag Anghenion Dysgu Ychwanegol (ADY) yn cael eu cefnogi i oresgyn rhwystrau i ddysgu ac y gallant gyflawni eu potensial llawn.
Cyflwyniad i Anghenion Dysgu Ychwanegol (ADY)
Mae’r termau ‘anghenion addysgol arbennig (AAA)’ ac ‘anawsterau a/neu anabledd dysgu (AAD)’ wedi cael eu disodli gan y term ‘anghenion dysgu ychwanegol (ADY)’. Nod y system ADY yw bod yn gwbl gynhwysol i ddysgwyr yng Nghymru, lle caiff anghenion eu nodi’n gynnar ac eir i’r afael â nhw’n gyflym, a lle caiff pob dysgwr ei gefnogi i gyrraedd ei botensial.
Mae llawer o blant yn debygol o brofi rhyw ffurf ar anhawster neu oedi yn eu dysgu a’u datblygiad, ond efallai na chânt eu hystyried i gael ADY oherwydd y gellir eu cefnogi i wneud cynnydd drwy ymarfer cynhwysol sy’n eu cydnabod ac yn addasu ar eu cyfer. Yn ôl Deddf Anghenion Dysgu Ychwanegol a’r Tribiwnlys Addysg (Cymru) 2018
“mae gan ddysgwr ADY os oes ganddo/ganddi anhawster neu anabledd dysgu sy’n gofyn am ddarpariaeth ddysgu ychwanegol.
Mae gan blentyn oedran ysgol gorfodol neu unigolyn sydd dros yr oedran hwnnw anhawster neu anabledd dysgu;
- os yw’n cael anhawster sylweddol fwy i ddysgu na mwyafrif y dysgwyr eraill sydd o’r un oedran, neu
- os oes ganddo anabledd, yn ystyr Deddf Cydraddoldeb 2010, sy’n ei atal neu’n ei lesteirio rhag defnyddio cyfleusterau addysg neu hyfforddiant a ddarperir yn gyffredinol ar gyfer eraill sydd o’r un oedran mewn ysgolion prif ffrwd a gynhelir neu sefydliadau prif ffrwd yn y sector addysg bellach.”
I blant iau, mae ADY yn berthnasol os yw’r plentyn yn debygol o gael anhawster sylweddol o uwch wrth ddysgu na’r rhan fwyaf o’i gymheiriaid pan fydd yn oedran ysgol gorfodol, neu a fyddai’n debyg o gael hynny heb ddarpariaeth ddysgu ychwanegol (ALP).
Yn 2020, cyhoeddodd Llywodraeth Cymru fideo byr i gyflwyno’r newidiadau a gynlluniwyd i gefnogi plant gydag Anghenion Dysgu Ychwanegol yng Nghymru.
Y System ADY
Mae rhai o nodweddion a nodau allweddol y system ADY yn cynnwys:
Ystod oedran 0 – 25
Mae gan y system ADY ystod oedran llawer yn ehangach, o oedran geni nes 25 oed, gan ei bod hi’n disodli dwy system ar wahân; y system AAA i ysgolion a lleoliadau blynyddoedd cynnar, a’r system AAD ar gyfer addysg bellach. Nod yr ymagwedd system unigol yw cysondeb a gallu cefnogi pontio ar gyfer yr unigolyn, ac mae’n cynnwys plant iau cyn iddynt gyrraedd oedran addysg.
Cynllun unedig
Bydd system unigol gydag un math o gynllun datblygu yn hwyluso cysondeb a dilyniant yn yr ymagwedd a gymerir i gydnabod a nodi anghenion cefnogi plant ag ADY ledled Cymru, ac ar draws lleoliadau gwahanol. Bydd cynlluniau datblygu unigol (CDU) yn disodli’r mathau amrywiol o gynlluniau statudol ac anstatudol sydd ar waith ar hyn o bryd i blant a phobl ifanc. Bydd y CDU yn disgrifio ADY plentyn neu oedolyn ifanc, y ddarpariaeth ddysgu ychwanegol (ALP) sy’n angenrheidiol, a gwybodaeth berthnasol arall er mwyn deall a diwallu anghenion y plentyn. I lawer o blant nad ydynt yn mynychu’r ysgol eto, yr awdurdod lleol a fyddai’n cynnal y CDU.
Cyfranogiad mwy
Dylid bob amser ystyried barn plant a phobl ifanc, ynghyd â barn eu rhieni/gofalwyr. Dylid cynnwys plant a phobl ifanc yn y broses gynllunio, a’u cefnogi i ddeall a chymryd rhan yn y penderfyniadau a wneir sy’n effeithio arnynt. Dylid eu darparu â’r sicrwydd priodol, a chynnig cyfleoedd iddynt godi pryderon a chael atebion i’w cwestiynau. Dylai plant a phobl ifanc ystyried y broses gynllunio fel rhywbeth sy’n cael ei wneud gyda nhw, yn hytrach nag iddyn nhw.
Dyheadau uchel a chanlyniadau gwell
Bydd pwyslais Cynlluniau Datblygu Unigol ar greu darpariaeth sy’n cyflawni canlyniadau, ac sy’n cyfrannu mewn ffordd ystyrlon at blentyn neu berson ifanc yn cyflawni ei botensial llawn.
Mwy o gydweithio
Mae’r system ADY yn annog cydweithio a rhannu gwybodaeth gwell rhwng asiantaethau. Mae hyn yn hanfodol er mwyn sicrhau y caiff anghenion eu nodi’n gynnar, a bod y gefnogaeth gywir ar waith i alluogi plant a phobl ifanc i gyflawni canlyniadau cadarnhaol. Gallai hyn gynnwys gweithwyr proffesiynol o wasanaethau iechyd, y gwasanaethau cymdeithasol, ac addysg neu ofal plant.
Y Gymraeg
Mae mwy o gydnabyddiaeth o’r iaith Gymraeg. Dylid ystyried y plentyn neu’r person ifanc ac ystyried a oes angen darpariaeth yn Gymraeg arno. Os felly, rhaid cofnodi hyn yn eu CDU a rhaid cymryd ‘pob cam rhesymol’ i sicrhau bod darpariaeth yn Gymraeg.
Mae nodau pellach y system ADY yn cynnwys;
- darparu system symlach sy’n llai gwrthwynebol
- lleihau a datrys anghytundeb yn gyn
- a chynnig hawliau i apelio sy’n glir ac yn gyson.
Beth mae hyn yn ei olygu i mi?
Mae’r angen i gynllunio a darparu ar gyfer anghenion unigol pob plentyn eisoes yn glir yn y Safonau Gofynnol Cenedlaethol ar gyfer Gofal Plant Rheoledig yng Nghymru (NMS). Mae ymarfer cynhwysol yn parhau i fod yn bwysig, ac mae hyn yn cynnwys cynllunio’r ddarpariaeth mewn ffordd sy’n canolbwyntio ar y plentyn, deall anghenion unigol pob plentyn a’i gefnogi i gyrraedd ei botensial. Mae’r NMS hefyd yn cynnwys yr angen i arsylwi, cofnodi a chynllunio ar gyfer camau nesaf plentyn o ran dysgu a datblygu, a gweithio mewn partneriaeth â theuluoedd i rannu gwybodaeth a chofnodion am ddatblygiad eu plant. Pan fydd gennych chi bryderon am ddatblygiad plentyn, neu’n teimlo y gallai fod angen help arbenigol arno o bosib, dylid rhannu hyn â’r rhieni.
Mae’r newidiadau ADY yng Nghymru yn darparu ffocws mwy ar bwysigrwydd nodi anghenion yn gynnar a rhoi ymyriadau prydlon ac effeithiol ar waith yn gynnar, gan eu monitro a’u haddasu i sicrhau eu bod yn cyflawni’r canlyniadau a ddymunir. Mae’r Safonau Gofynnol Cenedlaethol (4.7) yn gofyn bod os oes gan blentyn, neu os yw’n bosibl bod gan blentyn anghenion cymorth ychwanegol, bod darparwyr a rhieni’n gweithio gyda’i gilydd fel bod camau priodol yn cael eu cymryd i gael cyngor neu gymorth. Mae Llywodraeth Cymru wedi cyhoeddi canllaw i rieni i hawliau o dan y system Anghenion Dysgu Ychwanegol (ADY), ac mae SNAP Cymru yn cynnig cyngor annibynnol a chyfarwyddyd ar y cymorth sydd ar gael i rieni plant y blynyddoedd cynnar sydd ag ADY neu a allai fod ag ADY.
Mae’r system ADY yn cyflwyno prosesau newydd o ran nodi plant ag anghenion dysgu ychwanegol a’u cefnogi. Gan fod y system hon yn cynnwys plant o’u genedigaeth, rôl yr awdurdod lleol sy’m nodi a oes gan blant nad ydynt yn mynychu’r ysgol eto ADY, a chynnal CDU nes y bydd y plentyn yn mynychu ysgol brif ffrwd. Mae pob awdurdod lleol wedi penodi Swyddog Arwain Anghenion Dysgu Ychwanegol y Blynyddoedd Cynnar (EY ALN LO) a fydd yn rheoli’r dyletswyddau statudol sydd gan awdurdodau lleol ar gyfer pob plentyn o dan yr oedran ysgol gorfodol ac nad ydynt yn mynychu’r ysgol eto. Bydd yn bwysig sicrhau bod gennych fanylion cyswllt eich tîm ADY Blynyddoedd Cynnar ynghyd ag unrhyw gymorth lleol, hyfforddiant a phrosesau sydd ar gael i chi.
O dan y NMS, mae hefyd yn bwysig cael polisi ar waith sy’n dilyn y ddeddfwriaeth a’r canllawiau presennol mewn perthynas ag anghenion dysgu ychwanegol ac anableddau. Dylid diweddaru hyn i sicrhau ei fod yn cyfleu newidiadau i’r ddeddfwriaeth, canllawiau a phrosesau lleol sy’n cael eu rhoi ar waith ar gyfer ADY.
Mae’r blog Cwlwm yn amlinellu rhai o’r newidiadau pwysig mewn perthynas â’r sector blynyddoedd cynnar ar ffurf cwestiwn ac ateb.
Beth mae hyn yn ei olygu ar gyfer lleoliadau a ariennir gan yr awdurdod lleol i gyflwyno addysg gynnar a ariennir?
Yn ogystal â’r gofynion uchod, mae’n ofynnol bod gan leoliadau sydd wedi’u hariannu i ddarparu addysg gynnar yn rhoi sylw i ganllawiau perthnasol yn y Cod ADY, yn unol â threfniadau cyllid yr awdurdod lleol. Gall yr awdurdod lleol ddarparu gwybodaeth ar eu gofynion a phrosesau lleol. Bydd hyn yn cynnwys rôl mewn cefnogi awdurdodau lleol i adnabod ADY a helpu awdurdodau lleol i gyflawni eu rhwymedigaethau statudol.
Mae AGC ac Estyn wedi cyhoeddi canllawiau arolygiadau ategol ar y cyd ar gyfer arolygu Anghenion Dysgu Ychwanegol mewn lleoliadau nas cynhelir sydd ar gael ar wefan AGC yn Sut rydym yn arolygu lleoliadau gofal plant a chwarae.
Gwybodaeth bellach
Byddwn yn diweddaru’r adnodd hwn ac yn ychwanegu dolenni pellach i’r rhestr o adnoddau isod wrth i ragor o wybodaeth gael ei chyhoeddi.
Gobeithiwn y bydd yr adnodd hwn a’r cysylltiadau a ddarparwyd wedi bod yn ddefnyddiol, bod wedi’ch helpu chi i adfyfyrio ar eich ymarfer. Os hoffech drafod unrhyw agwedd ar y pwnc hwn, neu os hoffech gael cymorth neu arweiniad pellach, cysylltwch â PACEY Cymru drwy ffonio 02920 351407 neu e-bostiwch paceycymru@pacey.org.uk.
Adnoddau
Mae adnoddau Llywodraeth Cymru yn cynnwys:
- Cyflwyniad i weddnewid ADY
- Rhaglen gweddnewid anghenion dysgu ychwanegol: cwestiynau cyffredin
- Cwrs e-ddysgu: Cyflwyniad i’r system anghenion dysgu ychwanegol newydd yng Nghymru
- Cwrs e-ddysgu: Egwyddorion Anghenion Dysgu Ychwanegol (ADY)
- Adnoddau Anghenion Dysgu Ychwanegol
- Canllaw i rieni am hawliau o dan y system anghenion dysgu ychwanegol (ADY)
Os hoffech ddyfnhau’ch gwybodaeth ymhellach, mae Llywodraeth Cymru wedi cyhoeddi cyfres o adnoddau i gefnogi’r rhai sy’n gweithio â phlant sydd â diddordeb mewn ADY, er bod rhai elfennau ohoni ond yn berthnasol i’r rhai sydd â rôl statudol. Gellir cyrchu’r Llwybr Dysgu Proffesiynol Cenedlaethol ar gyfer Anghenion Dysgu Ychwanegol (LlDPC ADY) ar Hwb.
Mae adnoddau PACEY yn cynnwys:
- Cyflwyniad i gefnogi plant ag anghenion dysgu ychwanegol (ADY) – Beth, yn ymarferol, y mae cynhwysiant yn ei olygu wrth gefnogi plant ag anghenion dysgu ychwanegol (ADY)? Archwiliwch y cwrs CEY smart hyn o fewn y thema gweithio mewn partneriaeth.
- Creu lleoliad cynhwysol – ffeithlen am ddim i aelodau sy’n cynnwys anghenion unigol y plentyn a sut y gallwch chi eu diwallu, gan alluogi plant i deimlo eu bod yn cael eu trin yn gyfartal, eu parchu a’u gwerthfawrogi yn eich lleoliad.
- Gofal personol i blant anabl – ffeithlen am ddim i aelodau ar sut i ddarparu gofal personol i blant anabl.
- Cyfleoedd cyfartal – ffeithlen am ddim i aelodau sy’n esbonio eich rôl chi wrth hyrwyddo cyfleoedd cyfartal a chynhwysiant yng Nghymru.
- Cydraddoldeb ac amrywiaeth – am ddim i aelodau gyda ffocws ar sicrhau cyfleoedd cyfartal i bob plentyn, waeth beth fo’u hanabledd a hawliau gwarchodedig eraill.
- Canllawiau polisi Cymru – ar gyfer canllawiau ar ysgrifennu ac adolygu eich polisi Anghenion Dysgu Ychwanegol.
Yn ogystal â’r adnoddau uchod, mae ystod o gyrsiau ar gael ar gyfer aelodau PACEY yn CEY smart, gan gynnwys cyflwyniad at gefnogi plant gydag anghenion dysgu ychwanegol y gellir dod o hyd iddynt yn y thema gweithio mewn partneriaeth. Mae cyrsiau sampl ar gael i’r rhai nad ydynt yn aelodau yn ein treial CEY smart am ddim.