Additional Learning Needs (ALN)

ALN Team

This dedicated team of staff provide a range of catch-up learning intervention programmes to help pupils to access the curriculum.

The majority of pupils with ALN will be at School Action of the Code of Practice and will be able to take advantage of the many ‘Learning interventions ‘catch up’ programmes on offer at Milford Haven School.

Hafan

Hafan aims to provide a broad and balanced curriculum, in a caring atmosphere. Central to our philosophy is that each pupil is unique and special and has the potential to achieve and succeed. We aim to create a pupil centred community that empowers and enables each pupil to develop effective communication and social skills and to achieve his/her full academic potential. These aims are implemented with a stimulated and structured environment, which comprises of a well – balance and flexible curriculum.

The aim: 

  • To promote the physical, intellectual, emotional, social, spiritual and moral development of each pupil.
  • To enable each pupil to maximise his/her educational ability by offering an inclusive curriculum which is broad, balanced and diverse.
  • To provide a multi-sensory approach to learning which recognises the diverse ways in which children learn.
  • To provide a stimulating, pupil centred and flexible environment.
  • To enhance the self-esteem, self-awareness and self-confidence of our pupils.
  • To provide a holistic approach to learning.
  • To provide a highly trained, motivated and dedicated team, who are committed to providing the highest standards of teaching and learning.
  • To liaise with a range of professionals from the Local Authority.
  • To prepare individual pupils for the experiences and opportunities of adult life.
  • To fully integrate the therapy/intervention requirements of our pupils into our classroom practice.
  • When pupils are ready, they will be reintegrated into mainstream lessons
  • To develop a close working relationship with parents and the wider community.

Pupils' Opinions

  • Going to Hafan classes makes me happy

The Bay

The Bay is a designated specialist provision for Year 7 pupils. There are two classes, one is for pupils who have moderate to severe learning difficulties. It is staffed by a specialist teacher, a Learning support assistant. Pupils have a range of needs which may include Autism, Down’s syndrome, Cerebral palsy and Speech and Language difficulties. The staff in The Bay are supported in designing speech therapy programmes and numeracy by external specialists from the Local Authority.

The second class is a specialist class which supports pupils who have anxiety, literacy and numeracy deficits and moderate medical difficulties. It is staffed by a specialist teacher and a Learning support assistant. The staff ensure that pupils settle into secondary school and the aim is for these pupils by Year 8 to access a higher percentage of mainstream lessons.

All pupils are allocated to a registration group with their peers and attend mainstream lessons for some of the curriculum. All pupils in The Bay are likely to need highly differentiated tasks and approaches and the LSA is well equipped to give support and advice to mainstream teachers if required. Subject areas that are not accessed in mainstream will be taught in The Bay at an appropriate level. Provision is therefore flexible and tailored to the pupils needs.

Pupils work on individual programmes in maths and literacy which are based on an assessment of their current levels of attainment. Our main reading material is Accelerated Reading scheme. There is an emphasis on communication skills and appropriate social skills throughout the day in The Bay.

The Aim:

  • To promote the physical, intellectual, emotional, social, spiritual and moral development of each pupil.
  • To enable each pupil to maximise his/her educational ability by offering an inclusive curriculum which is broad, balanced and diverse.
  • To provide a multi-sensory approach to learning which recognises the diverse ways in which children learn.
  • To provide a stimulating, pupil centred and flexible environment.
  • To provide a holistic approach to learning.
  • To enhance the self-esteem, self-awareness and self-confidence of our pupils.
  • To provide a highly trained, motivated and dedicated team, who are committed to providing the highest standards of teaching and learning.
  • To fully integrate interventions into classroom practice.
  • When pupils are ready, they will be reintegrated into mainstream lessons
  • To develop a close working relationship with parents and the wider community.

Pupils' Opinions

  • I feel like I belong in class Teifi and school… I have even started sports club and playing the trumpet!

  • It’s ok to make mistakes, in Cleddau I feel confident I will succeed in the end!

  • Miss works us hard in Taff, but I know the harder I try the more I get out of class. Miss encourages me to be proud of my work!

Statements

There are some pupils in every year group in Milford Haven Secondary School who hold a Statement this can be for a variety of learning needs including ASD, SLD etc.

The ALNCo will liaise with the Primary school as soon as it is known that the pupils will be attending Milford Haven Secondary School. Parents can be assured that information about their child’s needs’ will be shared and the ALNCo will welcome a meeting with parents prior to the pupil starting in Year 7. This can be arranged by the Primary school by the ALNCo or Headteacher. It can be done directly by the parent by phone or email to the ALNCo. Otherwise, it can be arranged during Milford Haven Secondary School Open Evening or at Year 6 Parents’ information Evening in June.

The ALNCo will continue to liaise with the Primary ALNCo throughout the Summer term and a Pupil Profile will be written for sharing with the pupil’s form tutor and subject teachers in Year 7.

All subject teachers teaching the pupil will be made aware of their learning needs, strengths and learning styles so that the best possible start can be achieved.

The objectives written into the Statement are taken very seriously and the support for the pupil is put in place. This will include objectives written into the Statement which we take very seriously to ensure that the support for the pupils is put in place. This will include an Individual Development Plan (IDP). The targets will be regularly reviewed and updated and discussed with parents. Each academic year all professionals involved with the pupil will be invited to an Annual Review meeting held at the school in accordance with the Code of Practice. Parents will receive written School Advice, together with any reports from professionals.

All pupils have statements for their learning, which are significant in nature and can also include health problems such as visual and hearing difficulties, epilepsy, speech and language difficulties etc.

School Action Plus

For some pupils their learning needs can be more complex and despite having received support from the school’s learning intervention team, their progress may not be meeting expectations and advice is then needed from outside of school such a Child Health.

If this becomes the case parents will be informed and consent gained in order to discuss the pupil’s needs and difficulties with professionals.

The school holds regular forum meetings with Educational Psychologist (EP), Speech and Language therapist, Advisory teacher’s etc and will invite staff to the meeting. Following all school advice given, the EP then advises what Actions may be required to support the pupil.

If a particular Agency has been identified as the required source of support, then a referral will be made so that Professionals can access or complete an intervention.

Pembrokeshire Local Authority Inclusion website has additional information and guidance. link

The parents/carers will also be asked for written consent for this referral to go ahead.

Advice from Agencies accessed in this way would be from a Specialist Speech and Language therapist, Behaviour Support Service, Advisory teacher in Autism etc.

The support may be a direct intervention with the pupil or training for staff or specific strategies or resources etc.

For a small minority of pupils this School Action Plus input will not always show the desired progress and it may become necessary for all Professionals involved with the pupil to meet to share information and find a way forward.

This is referred to as Team Around the pupil ?? (TAPPAS) and for a very few pupils as a result of this meeting it could be proposed that a Formal Assessment take place, with a request to the Local Authority to issue a Statement of Educational Need.

School Action

The majority of pupils with ALN will be at School Action of the Code of Practice and will be able to take advantage of the many ‘Learning intervention ‘catch up’ programmes on offer.

Reading Programmes

Reading Dog 

Offered to Year 7 and Year 8 pupils with identified low reading ages or low self-esteem.

Pupils' Opinions

  • I never read aloud until I met the Reading dog – Bella

  • I feel more confident about my reading ability

  • I read aloud in my class now

Accelerated Reader
Develop a lifelong love of reading.

Offered to all Year 7 and Year 8 pupils. 

Renaissance Accelerated ReaderTM is a powerful tool for monitoring and managing independent reading practice while promoting reading for pleasure.  

https://doc.renlearn.com/KMNet/R61697.pdf

Pupils' Opinions

  • I enjoy reading

Reciprocal Reading 

The programme offers support from trained reading LSA’s. An enjoyment of reading together with discussion of the reading material. The reading materials can be a free choice and can be fact or fiction.

Pupils attend for 20 minutes sessions during registration, this reduces the time they are missing from a subject lesson, three times a week. Subject teacher’s fully support the programme and will give help to ensure that a pupil does not fall behind in their subject as a result to attending Reciprocal Reading.

The benefits of attending this reading catch up programme far out way any disadvantages, for example most pupils’ increase their Standard Age score in reading and gain in reading confidence. They become better prepared for reading subject specific information and have more strategies for attempting unknown words.

Pupils' Opinions

  • I like reading in a small group and discussing the story

Spelling

Ruth Miskin, Fresh Start Intervention 

Read Write Inc. Fresh Start  is a synthetic phonics programme that teaches students to read accurately and fluently with good comprehension. It teaches them to spell correctly and compose their ideas for writing step-by-step.

Lexia® PowerUp™ Literacy

Lexia® PowerUp Literacy™ is designed to help students in Years 7 and above become proficient readers, confident learners and GCSE-ready.

PowerUp Literacy™ primarily targets Key Stage 3 pupils who lack the basic reading, academic vocabulary and the comprehension skills necessary to fully access and engage in the secondary curriculum.

Read More

Numeracy

Identified Numeracy support is provided for pupils by specialist Numeracy LSA’s to address individual difficulties.

There are also some programmes for developing improved social skills and self-confidence such as:

Talk About

Offered to year 7,8,9,10,11 pupils.

The programme offers students the opportunity to work on their communication skills in a small group. This programme is recommended by the Pembrokeshire Local Authority Inclusion team.

The pupils follow a structured programme of taught sessions that cover topics such as body language, conversation skills and language skills. Students attend for 1 hour a week. Subject teachers fully support the programme and will give help to ensure that a student does not fall behind in their subject as a result of attending the programme.

The Benefits: Students learn how to improve their communication and social skills. Students who have attended the programme have become more confident to deal with different social situations. Students have become more confident with initiating conversations and their use of language.

Pupils' Opinion

  • I have improved my confidence

ELSA

There will always be pupils in school facing life challenges that detract from their ability to engage with learning. Some will require greater support to increase their emotional literacy than others. ELSA is an initiative developed and supported by educational psychologists. It recognises that children learn better and are happier in school if their emotional needs are also addressed.

Our ELSA member of staff has been trained by our Educational Psychologist to plan and deliver programmes of support to pupils who are experiencing temporary or longer term additional emotional needs. The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills. Sessions are fun, we use a range of activities such as: games, role-play with puppets or arts and craft.  ELSA sessions take place in our very own ‘ELSA room’ which provides a calm, safe space for the child to feel supported and nurtured.

Our aim is to provide support for a wide range of emotional needs:

Recognising emotions
Self-esteem
Social skills
Friendship skills
Anger management
Loss and bereavement

Pupils' Opinion

  • The ELSA is someone I can share my problems with

  • I have help with my anxiety

  • I am happier now that I have had support to help me control my emotions

Breakfast Club

Offered to year 7, 8, 9, 10 and 11 as identified by ALNCO, to provide pupils with a healthy breakfast during registration. During this time, pupils learn to socialise with peers and staff, take part in interesting activities and are offered help with their own learning and organisation for the day.

OUR AIMS:

To improve attendance and attainment. To encourage positive social skills. To improve concentration skills. To encourage good manners and behaviour. To improve relationships between parents and school. Breakfast club staff liaise with pastoral and teaching staff as and when required.

Pupils' Opinion

  • Breakfast Club supports me to have a good start to the day

  • Everyone is friendly and staff are always there to help you with any problems

Exam Concessions

Identified pupils are tested for exam concessions at the end of Year 9.

Arrangements available for external exams are:

  • Rest breaks
  • Extra time up to 25%
  • Reader
  • Scribe
  • Word Processor
  • Modified papers
  • Bilingual translation dictionaries
  • The JQC sets out the criteria by which a pupil would qualify for such concessions.

Frequently Asked Questions

Offered to year 7, 8, 9, 10 and 11 as identified by ALNCO, to provide pupils with a healthy breakfast during registration. During this time, pupils learn to socialise with peers and staff, take part in interesting activities and are offered help with their own learning and organisation for the day.

My child had help in Primary school. Will his new teachers know about his/her difficulties?

Absolutely yes. During the transition programme in year 6 information about your child’s learning needs will be passed from the Primary school to us. We will ensure that information is available to all of your child’s teachers.

How will I know if my child has been offered a catch-up programme?

You will receive a letter from the member of staff running the programme. This will tell you information about the programme and will ask for your written consent for your child to attend.

What if my child does not want to attend catch-up because he/she does not want to appear different from their friends?

Many children attend our catch-up programmes and there will be a small number from their year group. Children may be a bit apprehensive at first but once they settle in, they quickly respond to the helpful friendly staff and enjoy the activities!

My child is very forgetful. What if he/she keeps forgetting to go to catch-up?

To help we put reminders in their planner. In some instances, staff will collect your child if needed.

Who should I contact if I’m concerned that my child is not making progress?

If you have a general concern, then your child’s Head of Year or Pastoral Manager will assist. If your concern relates to a catch-up programme or The Bay or Hafan then please contact the ALNCO.

What will happen if my child has been on a catch-up programme but still needs help?

Most children make good progress on our catch-up programmes but if further help is needed, we will let you know.

I think that my child has dyslexia, what should I do?

Many children experience difficulties with their Literacy skills. This does not mean that they have Dyslexia. However, if you are concerned please let us know and we will make the necessary investigations.

My child is struggling with homework, it takes my child hours trying to complete it, what should I do?

Home Learning is for your child to complete but if they are struggling please let us know. A note in their planner or phone call to the pastoral team. Your child could also attend Excel which is an after-school Homework Club that is supported by staff.