A new report reveals significant challenges in Wales’ education system for children with additional learning needs, raising concerns about consistency and support.
Cardiff: A recent report from Estyn, the school watchdog in Wales, has raised some eyebrows. It highlights that the new system for supporting kids with additional learning needs isn’t working as smoothly as hoped. While there’s been some progress, the report points out that there are still “significant challenges” to tackle.
The new system, which replaced the old Special Educational Needs (SEN) framework in September 2022, is supposed to help all learners, from babies to college students. But here’s the kicker: the number of kids identified as having additional learning needs has dropped by a whopping 44% since the new system started rolling out. That’s a big surprise!
So, what’s going on? The Welsh Government thinks schools have been cleaning up their lists, removing kids whose needs can be met through general support. Plus, a category for “general learning difficulties” is no longer counted. But Estyn isn’t convinced that’s the whole story.
They’ve found three main issues with the new system. First, there’s a lot of inconsistency in how local authorities guide schools on inclusive teaching. Second, schools are interpreting the new ALN Code differently, especially when it comes to creating Individual Development Plans. Lastly, there’s not enough support for Welsh-medium education due to recruitment and resource problems.
Despite these challenges, Estyn praised the hard work and commitment of school staff. They noted that where the reforms have been applied well, many students are making good progress. But it’s clear that not every school is hitting the mark.
Estyn’s report is based on feedback from various schools and settings across Wales. They’ve made several recommendations, urging schools to ensure high-quality teaching for all students and to involve ALN coordinators in decision-making. They also want the Welsh Government to help local authorities understand and apply the definition of additional learning needs consistently.
School leaders are worried about what will happen when the extra funding for the initial rollout runs out. Estyn suggests that the Welsh Government should evaluate how the reforms are working and ensure that resources meet the needs of students with additional learning needs.
Estyn’s Chief Inspector, Owen Evans, expressed hope that the report would help schools and local authorities improve their practices. He emphasized the need for consistency and better support, especially for Welsh-medium learners. The report includes practical suggestions for enhancing the education system, aiming to strengthen inclusive education across all settings.