Inclusion Services

Education of children out of their chronological year group

When supporting children and young people in Pembrokeshire, school staff/ALNCOs, governing bodies and admissions services may be faced with considering whether to support a young person by educating them in a year group different from that of their chronological age.

The intention of this policy is to address the critique above, thereby enabling young people, their families and professionals to contemplate the decision to educate out of chronological age group and plan appropriately. This document supports and guides those residing or working within Pembrokeshire and culminates in a guide to good practice which should be adhered to if making such a request to the Local Authority.

Guidance for parents and schools in the education of young people out of their chronological age

If you are thinking about making a request for your child to be educated out of their year group, you have probably done lots of thinking about it already. There are several different factors to consider so we have gathered some information together and had a look at the evidence from research for you to help you feel able to make an informed decision.

Parents and Carers Guidance Leaflet

Educational Psychology Service

Educational Psychologist involvement is discussed and agreed at the schools termly TAPPAS meetings. These are organised by the schools Additional Learning Needs Coordinator (ALNCo). If parents/carers have concerns about their child’s learning they should speak to the school ALNCo in the first instance and whether educational psychology involvement is required.

One-Page Profile for Parents 

What is important to us

• Supporting the wellbeing needs of schools, families and the community.
• Linking with Early Support agencies and promoting early intervention.
• Applying evidence-based psychological knowledge to promote the development, learning, achievement and wellbeing of all children and young people.
• For schools, parents and professionals to follow a graduated response. This is described in the attached document.
• Having a person-centred approach where children, young people, and their families are at the centre of everything we do.
• Helping your child and the adults around them to understand their strengths and areas of need and agree positive ways forward.
• Listening to your views and ideas so we can work together to make positive changes for your child.
• Using a range of assessment techniques to identify your child’s strengths and needs. This may be directly with your child or the adults around them.
• Plans put in place for your child are reviewed in a timely manner. You will be invited by your child’s school to contribute to this process.
• Keeping up to date with current research and best practice so we can apply the most up-to-date psychological thinking to support your child.
• Belonging to recognised professional bodies (e.g. AEP, HCPC) to be guided by professional standards frameworks and codes of ethics.

The Early Help Team - About us

The Early Help Team

The Early Help Team in Pembrokeshire aims to target early help and support for children, young people and families with a focus on ensuring they have the access to the right services at the right time. Training and support is also offered to schools and other settings. The aim being that children are enabled to reach their potential, and those working with them are equipped to help them achieve this. The team offers a wide range of support services to children, young people and families across different levels of need.

Meet the Early Help Team ​​​​​​​

Claire Bullock

Early Help & Support Team Lead

claire.bullock@pembrokeshire.gov.uk

Emma Wilson

Specialist Teacher for SpLD

​​​​​​​Emma.Wilson2@pembrokeshire.gov.uk 

Sally Evans

Advisory Teacher for ASD

SallyAnn.Evans@pembrokeshire.gov.uk 

Kathryn Brown

Advisory Teacher for Inclusion and Wellbeing

Kathryn.Brown@pembrokeshire.gov.uk

Helen Butland

Advisory Teacher for Complex Needs

Helen.Butland@pembrokeshire.gov.uk

 

Speech and Language Teaching Assistants (SALTAs)

• Carolyn Cox
• Mel Skyrme
• ​​​​​​​Alonwy Howell

Complex Learning Needs Advisory Service

What is the Service? - Who is the Service for?

The Complex Needs Advisory team offer advice and guidance to primary and secondary schools across Pembrokeshire for children and young adults aged 3-19 years with complex learning needs.

Within the Complex Learning Needs team there is an advisory teacher and a specialist assistant.

On referral to the service, a pupil's needs are assessed and suitable recommendations made. If necessary, a programme of support for staff and the pupil will be developed and the complex needs assistant supports in the implementation of the programme. Programmes of support are re-assessed every five to six weeks to ensure that students are making good progress. The amount of time a student is involved with the service will vary dependent on the need of the young person.

How can the Service be accessed? - Who to contact?

Referrals are made through the child's school in discussion with the Headteacher or Additional Learning Needs Co-ordinator (ALNCo).

Additional concerns can be discussed with:

Helen Butland – Advisory Teacher for Complex Needs

Email: Helen.Butland@pembrokeshire.gov.uk

 

 

 

 

Speech, Language and Communication Needs

What is SLCN?

Some children and young people find it difficult to listen, understand and communicate with others and may need support to develop the surprising number of skills involved.

SLCN is the umbrella term most commonly used to describe these difficulties. It stands for Speech, Language and Communication Needs.

Children with SLCN may have difficulty with only one speech, language or communication skill, or with several. Children may have difficulties with listening and understanding or with talking or both. Each child also has a unique combination of strengths. This means that every child with SLCN is different.

Is it common?

Speech, Language and Communication Needs, or SLCN, is quite common. It is estimated that around 10% of children starting school have SLCN – that’s approximately 2-3 in every classroom

What does a speech and language therapist (SLT) do?

The Royal College of Speech and Language Therapists (RCSLT) describe speech and language therapy as helping manage disorders of speech, language, communication and swallowing in children and adults.

Attention and Listening

Attention

A child needs to be able to attend to relevant things in their environment in order to be able to learn. The ability to focus and to maintain concentration is essential in learning language.

Gradually a child learns to shift their focus of attention from one activity or object to another and to listen at the same time.

Listening 

A child needs to be able to hear before he can speak. However, a child also needs to be able to ‘listen’ and this is very different from hearing.

Listening involves being able to concentrate on the sounds a child hears around him so as to be able to understand where the sounds came from.

It involves: -

• picking out speech from all the other noises that are going on around.
• concentrating on the speech
• hearing and noticing the differences between the speech sounds and
• picking out the differences between words

Play

Young children learn early communication skills through play. They need lots of opportunities to play. Play, particularly symbolic play, is an important step in language development. For example, by understanding that the toy cup represents the real cup, a child starts to understand that words represent things, people, events etc.

For example: through play the child realises that the toy cup in the tea set is 'symbolic' of the real cup in mummy’s kitchen even though they may look different.

Understanding Language

Children learn to talk by hearing words over and over again.

They need to hear a new word many, many times, and understand it, before they are able to try to say them themselves.

Understanding language can also be called 'receptive language' or 'comprehension'.

Using language

Talking is how we usually express ourselves. That's why Speech and language therapists often refer to talking as 'Expressive Language'.

Expressive language means your child’s use of language, including the words they use and how they can combine words in sentences. As children develop, their vocabulary increases and they can use more complex sentence structures.

Babies communicate before they can speak, by crying, making sounds and using facial expressions such as eye contact and smiling.

Children learn to talk by hearing words over and over again. They need to hear a new word many, many times before they can try to say it them themselves.

Speech

‘Speech’ is the sounds we put together to form words. These sounds are formed using the lips, tongue, teeth, mouth and nose.

Young children’s speech is often ‘unclear’, i.e. they use wrong sounds in words. It is important to remember:

• All children develop differently
• Not all children talk clearly from the beginning
• Not all children can say all the sounds right away
• Your child may develop clear speech over time with no help needed

Stammering

What is Stammering? 

• Stammering is also referred to as stuttering or dysfluency.
• Everyone is dysfluent from time to time, repeating parts of words or using fillers such as ‘ums and ‘ers’.

Voice

Why is voice care so important?

• Your voice box and vocal cords are at risk of wear and tear.
• Children’s vocal cords are small and very delicate.
• When children talk, their vocal cords vibrate (wobble together) about 300 times per second.
• If this vibration is strained it may cause the vocal cords to become sore or irritated.
• If this strain continues over a period of time, it becomes difficult for the vocal cords to recover and this may then have an impact on the quality of your child’s voice. When the voice quality becomes hoarse, weak, breathy or strained for a prolonged period, this is called dysphonia.

Social Interaction 

Why is social interaction important?

 Social interaction skills are required to be a successful communicator. Skills include

• talking
• listening
• understanding
• knowing how and when to use language in different situations and with different people
• being able to use and understand non-verbal communication such as facial expression, eye contact, body language and turn taking

Useful websites 

Hywel Dda University Health Board Paediatric Speech and Language Therapy Service (opens in a new tab)

I CAN, the children's Communication Charity (opens in a new tab)

Michael Palin Centre for Stammering - The Michael Palin Centre for Stammering (opens in a new tab)

Resources for Children’s Speech and Language | Herefordshire and Worcestershire Health and Care NHS Trust (opens in a new tab)

Children's Speech and Language Therapy for Luton and Bedford (opens in a new tab)

Children’s Speech and Language Service| NHS Fife (opens in a new tab)

 

Pembrokeshire Children’s Speech and Language Team Details:

If you have any questions or concerns regarding your child’s speech and language development you should initially discuss this with your child’s class teacher or the school’s ALNCO (Additional Learning Needs Co-ordinator).

Below are the contact details for the Pembrokeshire Children’s Speech and Language Therapy Team, Hywel Dda University Health Board:

• Speech and Language Therapy Service, Pembroke Dock Health Care Centre, Water Street, Pembroke Dock, SA72 6DW
• 01437 773393
• Pembs.ChildrensSpeechTherapy.HDD@wales.nhs.uk

Sensory - Advisory Service: Deafness

Deafness

Our work with families at home, in pre-school placements, schools and colleges of further education

The Advisory Service for children with deafness sits within the Sensory Service. We provide advice and support to children and young people with deafness from birth to 25 years of age.

The aim of the service is to develop knowledge, confidence and expertise in deafness by offering advice and support to families and educational placements, ensuring that our children and young people receive equality of provision to meet their full potential.

We are a group of specialist qualified Teachers of the Deaf (QToD) with additional skills, experience and qualifications in British Sign Language.

Having a broad skill and experience set we work closely as a team to provide the best quality of service to our children and young people, their families and their educational placements. 

How it works

The service takes on deaf children who have been referred by the Audiology Service within the Hywel Dda Health Board. From there the school aged child or young person will be screened through the National Sensory Impairment Partnership framework (NATSIP). Initial contact will be made with schools to carry out either assessments or observation and any subsequent visits will be established to follow up progress of targets and ongoing evaluation of inclusion. For families of pre-school children visits will be made to the home and the pre-school placement to meet with families, care givers and providers.

The team work closely with schools to track progress and ensure that deaf children and young people identified as underperforming are supported as much as possible.  

For children who have a temporary deafness or ‘glue ear’ advice will be given to schools and ongoing support or monitoring offered in consultation with Audiology. For many of these children glue ear will improve over time.

What we offer

• Home visits to support families promoting the early development of communication and language.
• Advice and transition support into EY settings and across all key stages
• Assessment of need or of specific areas such as language development, processing, listening, attention and social skills,
• Monitoring the management of effective use of hearing aids/cochlear implants to maximise access to speech.
• Contribution to the Multi-Disciplinary Audiology Team Meetings, Paediatric Hearing Assessments and Hearing Review Clinics.
• Recommendations on appropriate assistive technology and resources.  For example, radio aids, sound field systems and general acoustics.
• Visits and advice to educational settings.
• Support to families regarding British Sign Language delivered by our QToD’s or by recommended providers
• Bespoke training offered to settings as required
• Access to a range of other support such as the National Deaf Children’s Society and other training such as online courses.
• Close working relationships with our colleagues in health to provide up-to-date audiology information and updates.
• Direct teaching of specialist skills e.g. specific language skills, advocacy skills and understanding of hearing loss/deafness.
• Advice to schools on exam concessions.
• Collaborative work with a range of key partners, such as:

• The Additional Learning Co-ordinators (ALNCo’s) in all Pembrokeshire schools
• Health Visitors
• School Nurses
• Speech and language therapists

Children’s Hearing Services – Hywel Dda Health Board (opens in a new tab)

Cochlear implant Centre – Heath University Hospital, Cardiff (opens in a new tab)

Children’s Hearing Services Working Group (CHSWG) – West Wales (opens in a new tab)

Pembrokeshire College (opens in a new tab)

 

Welcome to the Inclusion Service

Here you will find information for families who have children/young people with Additional Learning Needs (ALN). The overall aim of the Inclusion Service is to promote achievement and wellbeing for all, and to ensure that all learners in Pembrokeshire are supported to reach their full potential.

This means making sure that all children and young people have equal access to opportunities and services; all children and young people are offered a high-quality education which is broad, balanced and relevant to meeting their individual needs; and that children young people and their families are at the heart of the process.

This website is divided into four main sections: Provision and Support, Parent Partnership Service, TAPPAS, and ALN Transformation

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Who’s Who - Inclusion Service and Additional Learning Needs

Early Help and Specialist Support

• Claire Bullock, Team Lead, Early Help and Specialist Support
• Sally Evans, Advisory Teacher - Autism
• Kathryn Brown, Advisory Teacher - Inclusion and Wellbeing
• Emma Wilson, Specialist Teacher - SpLD
• Helen Butland, Advisory Teacher - Complex Needs
• Julie Fudge, Advisory Teacher - Dyslexia and Behaviour Support
• Carolyn Cox, Inclusion and Communication Support Assistant
• Melanie Skyrme, Inclusion and Communication Support Assistant
• Sally Rothery, Complex Needs Support Assistant
• Elonwy Howell, Inclusion and Communication Support Assistant

 Parent Partnership Service

• Leonie Rayner, ALN Policy Lead and Parent Support Manager
• Janice Managhan, Senior Inclusion Support Worker and Post-16 Specialist Provision Coordinator
• Hannah MacDonald, Parent Support Worker
• Donna Smith, Inclusion Support Worker
• Georgie Barton, Inclusion Support Worker

Educational Psychology

• Dr. Lorraine Silver, Principal Educational Psychologist
• Heidi Evans, Senior Educational Psychologist
• Dr. Emma Emanuel, Specialist Senior Wellbeing Educational Psychologist
• Dr. Janet Mycroft, Educational Psychologist
  
• Lucy Harrold, Educational Psychologist for YPLA
• Angharad Cooze, Educational Psychologist
• Louise Murray, Educational Psychologist

Sensory Impairment, Complex Physical/Medical

• Mair Anwen Jones, Specialist Teacher for Visual Impairment - QTVI
• Lucy Richardson, Advisory Teacher of the Deaf/Hearing Impaired
• Sarah Starling, Specialist Advisory Teacher of the Deaf/Hearing Impaired
• Donna Rowlands, Primary MEAS - Support Assistant
• Hayley Howells, Specialist Adviser for Children and Young People with Complex Physical and Medical Needs

Elective Home Education

• Kelly Hamid, Manager of Elective Home Education
• Victoria Brace, Elective Home Education Advisor
• Karen Thomas, Elective Home Education Advisor
• Amy Griffiths, Elective Home Education Assistant

Behaviour Support Services 

• Sian Williams, Headteacher PLC
• Richard Hobbs, Behaviour Support Manager for Secondary Schools
• Julie Fudge, Primary Behaviour Advisory Teacher
• Sarah Starling, Primary Behaviour Advisory Teacher
• James Parsons, Primary Behaviour Advisory Teacher

School Counselling Team 

• Bethan Francis, Development Officer (SBCS)
• Jess Hope, School Based Counsellor
• Amanda Griffiths, School Based Counsellor
• Brigitte Osborne, School Based Counsellor
• Jo Owens, School Based Counsellor
• Dean Scourfield,  School Based Counsellor
• Aly Saint, School Based Counsellor
• AJ Griffiths, School Based Counsellor

Young People Looked After (YPLA)

• Terina Thomas, Advisory Teacher for Young People Looked After (YPLA)
• Lucy Harrold, Educational Psychologist for Young People Looked After (YPLA)

Behaviour Support Service

The Behaviour Support Service offers support and guidance to schools and families throughout the county. The team is made up of four teachers who cover all aspects of behaviour outreach including:

• Training for teachers, school staff and governors
• Supporting individual pupils
• Advising school staff on systems, procedures and policies
• Working closely with partners to support children and young people such as Parent Partnership, Education Welfare Service, Youth Service, and Children’s Services etc.
• Supporting pupils in and out of specialist placements
• Supporting pupil transition between schools and Key Stages
• Leading on Pastoral Support Plans
• Monitoring exclusions and interventions
• Advising schools in relation to Additional Learning Needs

 

Specialist Provision and Settings

Within Pembrokeshire, we are committed to inclusion and to educating as many of our children and young people as possible within our mainstream schools.

The earliest specialist school placements will be considered for entry is the term after the pupil turns 4 years old and is entitled to full time education provision.

A range of specialist provision has been developed to provide appropriate settings to educate children and young people with a range of the most complex needs. As part of our commitment, the Inclusion Service is continually reviewing its specialist provision and planning how best to meet anticipated future needs.

In Pembrokeshire, for learners with more complex needs, a specialist placement in either the special school, a Learning Resource Centre (LRC), or the Pembrokeshire Learning Centre, provides wraparound care and educational support to the ensure the children achieve their full potential. In line with the ALNET Act 2018 and ALN Code 2021, schools will hold Person Centred Planning (PCP) meetings to determine the individual child’s additional learning needs (ALN) to identify additional learning provision (ALP) which may include a specialist placement. This allows for robust planning and sharing of accurate information to inform panels prior to decisions around specialist placement.

Portfield Special School

Portfield School (opens in a new tab) is a special school for pupils aged 3-19 years located in Haverfordwest, Pembrokeshire with pupils taught through the medium of English. We also have two satellite centres: Y Porth based at Ysgol y Preseli in Crymych where pupils are taught through the medium of Welsh and at Haverfordwest High VC School which is English medium. We provide excellent learning opportunities and services for our pupils who have a range of abilities and needs including moderate, severe, profound and multiple additional needs, autism spectrum condition and pupils with social, emotional and behavioural needs. Portfield follows Trauma Informed Schools practice and our work is based on personalised care, trust, and empathy. We celebrate every pupil’s individuality, personalise the curriculum to meet their needs and support and celebrate every success.

Learning Resource Centres (LRCs)

A Learning Resource Centre (LRC) is a room or suite of rooms generally based within mainstream schools providing education for pupils with complex needs. LRCs have been set up to provide pupils with a broad and balanced curriculum that is highly differentiated in order to support them in achieving their full potential. LRCs provide pupils with the opportunity to be part of mainstream activities and lessons where appropriate and to socialise with their peers whilst their individual needs are supported and met.

There are currently 8 primary and 4 Secondary LRCs across Pembrokeshire.

Who can access a Learning Resource Centre?

An LRC is suitable for pupils with complex learning needs. When considering whether a young person is suitable for a placement, professionals will consider a range of specific criteria. This includes consideration of: cognitive ability, attainment and complexity of need in relation to life, social and communication skills.

The County Council is the Admissions Authority for all Learning Resource Centres within schools. A Local Authority panel that includes nominated schools, Inclusion Service and Educational Psychology Service professionals will discuss each pupil being considered for admission to a specialist provision. The panel will determine if the pupil meets the LRC criteria and recommend the appropriateness of the placement.

The placement is not intended to be a long-term placement and will be reviewed at least annually in line with the statutory review process.

Pembrokeshire Learning Centre (PLC)

Pembrokeshire Learning Centre (PLC) is a local authority maintained Pupil Referral Unit (PRU) that provides specialist education and support for children and young people of statutory school age whose behavioural, emotional, social, or other additional learning needs cannot currently be met within a mainstream school setting.

Our provision is designed to be short- to medium-term and focused on stabilising, supporting, and reintegrating learners, where appropriate, back into mainstream education or on to suitable long-term educational pathways. Placement at PLC is not intended to be permanent and is reviewed at least annually as part of the ALN statutory review process.

Pupils placed at the PLC are dual registered with their mainstream school. This dual registration ensures continued collaboration between the PRU and the home school, supporting consistency in learning and enabling ongoing assessment of reintegration opportunities.

Admissions to the PLC are managed by Pembrokeshire County Council, which acts as the admissions authority. Each placement is considered by a multi-agency Local Authority panel made up of representatives from the Inclusion Service, Educational Psychology Service, and nominated schools. The panel ensures that placements are appropriate, needs-led, and person-centred.

We pride ourselves on fostering strong and supportive relationships with learners, their families, and professional partners. Through close collaboration with families, external agencies, and community networks, we aim to ensure the wellbeing, engagement and progress of every learner we support.

Move into County School Application Process – Parent Information

For a child/young person with an Individual Development Plan (IDP), a Statement of SEN or an Education Health Care Plan (EHCP)

Parent/carers with Parental Responsibility can apply for a school placement in Pembrokeshire once you are a full time resident at a Pembrokeshire address.

You must notify this Local Authority of the date you move into your new address in Pembrokeshire by sending an email to movein@pembrokeshire.gov.uk. You are expected to provide proof of residency.

The Additional Learning Needs (ALN) process will start from the date you notify this Local Authority that you are living in Pembrokeshire, proof of residency confirmed and evidence of ALN.

All applications for school placements in Pembrokeshire require parents/carers to complete the online School Admissions Form naming the mainstream school(s) you are applying for - even if you think your child will require a specialist placement.

• More information on School Catchment Areas is available
• More information on School Admissions is available

Please record on the school application form that your child has an IDP, a Statement, an EHCP or any other Statutory Plan in their current school/setting, and details of the school provision.

You must provide supporting information at this stage i.e. a copy of the Plan and any other information from your child’s previous school.

Specialist Placements

The Local Authority Inclusion panel considers any applications for a Specialist placement once it has received notification that you have moved into your new address in Pembrokeshire and completed the on-line school admissions form as per the above process.

Based on the evidence provided, and in discussion with families, the panel will determine what type of provision will support your child’s needs.

The Local Authority Inclusion panel meets fortnightly and the outcome will be shared with you via letter.

There is information about specialist provisions on the Inclusion pages.

Further Information

More information on Pembrokeshire schools is available.

More information on the ALN System in Wales (ALNET Act 2018 and ALN Code 2021) is available.

Contact Pembrokeshire Parent Partnership Service for impartial advice and support on pps@pembrokeshire.gov.uk or 01437 776354.

Please note, the Pembrokeshire County Council school transport policy does not extend to 'out of catchment' schools; therefore, if parents opt for an out of catchment school, parents are responsible for transporting their children to/from school.

Sensory - Complex Physical and Medical Needs Service

The term Complex Physical/Medical Need covers a wide range of illnesses or conditions. These will often be long lasting (or chronic) and many of the children affected will need adaptations to be made so that they can fully access school life. The level and type of adaptation, will depend on the complexity of the need.

Some examples of Complex Physical and Medical Needs are:

• Conditions such as cerebral palsy, muscular dystrophy or spina bifida where children may have motor difficulties that will affect some or all of their limbs.
• Conditions such as diabetes or epilepsy where medical plans may be needed to ensure that the children’s medical needs can be attended to during the school day.
• Other conditions, such as some genetic conditions, which may affect a child’s overall development and learning.  

The severity of need will differ from child to child, and may change at all stages of their school life. One of the main aims of the Complex Physical and Medical Needs Service is to support the school to meet the individual child’s needs, whilst also encouraging the child to be as independent as possible.

How will my child's school help?

• The school should work with you and your child to make sure that they are included in all areas of school life.
• The school has a duty to take into account legislation related to equality and disability when planning to support and include your child.
• The school should take your child’s individual needs into account. Whilst support will be given as needed, the school should also teach your child to be as independent as possible.
• The school should ensure that staff working with your child have the appropriate knowledge and understanding of your child’s illness or condition. Where appropriate, staff training will be provided by Health professionals, for example, specialist nurses, community nurses, speech therapists, physiotherapists, occupational therapists.
• Plans which may be needed to support your child should be written and kept up to date. These could include a healthcare plan, one page profile, moving and handling plan, and a toileting plan.
• All staff working with your child should be aware of their strengths and difficulties and be familiar with any plans that are in place to support them.     
• The school’s Additional Needs Co-ordinator (ALNCo) will be able to request the involvement the Complex Physical and Medical Needs Service for advice and guidance or practical input when they are planning how best to support your child. 

What can I do to support my child and their school?

• Sharing information with school is key.
• Let the school know if there are any changes in your child’s illness or condition, e.g. changes to medication, updated information from Health services.
• Try to teach your child how to do things for themselves. It can be quicker and easier to do things for them but the aim is always to teach them how to do things as independently as possible, so they have greater opportunities in life.
• It is very important to try to practise skills such as dressing, using cutlery, getting toys and equipment out and putting them away again as this will enable your child to learn to be more independent and to join in more fully with activities.

 

Sensory - Visual Impairment

General Information about Visual Impairment

The Specialist Teacher (QTVI) works with children and young people of all ages from babies until they finish schooling. The service works in partnership with health professionals, Habilitation, Health professionals and Social Care. The Specialist Visual Impairment Teacher’s role includes:

• Monitor and support Pupils, Parent and the Educational Setting with raising awareness of the visual impairment and assess their visual need.
• Provide extra support for individual pupils and pre-school children, including Braille and specialist keyboard skills.
• Provide training to schools to help them understand the needs of vision impaired pupils.
• Provide schools with awareness training, subject specific training, specialist equipment training including the use of materials such as stationary, screen reading, magnification software, low vision aids and braille devices.
• Provide VI – specific transition support and training where and when needed.
• Support and give advice to parents/guardians.
• Promoting and delivering training on emotional wellbeing and social and communication skills.
• Supporting students through transition into post 16/FE provision and into independent adulthood.
• Empower and support pupil with a visual impairment to develop self-confidence and self- esteem.
• Teaching specialist skills, for example Braille, the use of specialist equipment and ICT, and independent living and learning skills.
• Adapting and modifying teaching and learning resources in print, audio or tactile formats and training setting based staff to do this
• Advising school staff on access arrangements for exams.
• Support pupils to reach their potential regardless of their visual impairment.

Here is a factsheet produced by the RNIB outlining the role of a QTVI:

Role of a Specialist Visual Impairment Teacher - QTVI (opens in a new tab) 

In an ever inclusive society, the Visual Impairment Teacher’s role is to ensure that choice is offered to children, young people and parents/carers of children and Young People with a Visual Impairment. Expertise and resources are available to pupils, parent/guardians and schools to enable full inclusive access to learning. Independent living and mobility skills are accesses when needed by UK Guide Dogs Habilitation specialists. Collaborative working is established to support and meet all needs.

How do I get support from a QTVI/Specialist Teacher for VI? 

The pathway to access support from a QTVI usually begins by a direct health referral from the Ophthalmologist or the Eye Clinic. The child can be certified Sight Impaired or Severely Sight Impaired. Once the QTVI has the child’s details, the QTVI will begin direct contact by phone, post or email to assess and support your child. If your child is only under optician, it is unlikely that QTVI support is needed as your child’s vision has been corrected by prescribed spectacles. A referral to a QTVI is needed when your child has a visual impairment that cannot be corrected by prescribed spectacles. 

Low Vision Assessment

If your child is certified sight impaired or severely sight impaired, they qualify for a Low Vision Assessment (opens in a new tab). This can only be done by an accredited optician.

 

Visual Impairment information and resources

Literacy and VI

Accessing Reading and Writing with a Visual Impairment

Children and Young People are assessed by the QTVI from a very young age to ensure that they access the correct medium to read and write. If a child has low vision, then the font style, size and colour will be important for their access. If the child is severely sight impaired, then an alternative curriculum including a tactile/braille curriculum may be implemented.

A website which offer ideas and tips for children of all ages is Paths to Literacy (opens in a new tab).

They have Braille Literacy, Braille Lessons and Braille Art programmes and resources for teachers and support assistants.

• Braille Lessons (opens in a new tab)
• Braille Art (opens in a new tab)
• Learn Braille (opens in a new tab)
• RNIB Braille (opens in a new tab)

Living Paintings (opens in a new tab)

A free postal Library of Touch to see books for all school ages.

RNIB Bookshare (opens in a new tab)

A FREE book share website which provides free, accessible e-books and resources for learners with a vision impairment. 

Accessible Library (opens in a new tab)

Another free online library for people with a vision impairment.

Llyfrau Llafar Cymru (opens in a new tab)

An organisation who produce Welsh and English medium talking books for people with a vision impairment. 

CustomEyes Books (opens in a new tab)

A wide range of large print books to purchase for students with a vision impairment.

Gwasg Gomer (opens in a new tab)

A huge selection of Welsh medium and English e-books to buy.

Oxford Reading Tree (opens in a new tab)

A selection of free Welsh reading books for children from the Oxford Reading Tree series

 

Numeracy and VI

Accessing Maths with a Visual Impairment

Numeracy for a child with a visual impairment should be “hand-on” and tactile in nature. The concept/theme will need to be supported by an item that helps them understand the equation. Using Numicon, counters and even blocks will all enable access. Here are a few links to help you at home and school:

Tips to teach maths to a pupil with VI (opens in a new tab)

A basic guide to help educators and families with numeracy in setting or at home

Maths Investigation Box (opens in a new tab)

Early Numeracy Concept box of resources to support children with a VI

Braille and Numeracy (opens in a new tab)

Resource list of items to make numeracy tactile and accessible for pupils

56 Tactile Maths concepts to support children with VI (opens in a new tab)

A wonderful blog entry with everyday ideas for parents and schools to develop tactile numeracy concepts

 

Visual Impairment at Early Years 

(Pre-school and nursery school age learning support)

At Early Years, it is important to support the development of a child’s tactile awareness and basic visual skills through the concept of positive looking skills. The type of learning and playing becomes important and specific to your child’s ability to explore the environment around them. Once a child is referred to the Specialist VI Teacher, your child is assessed and individual tailor-made strategies are implemented to develop their basic visual skills. Here are a few links to help parents and settings:

Children and Braille (opens in a new tab) - information for parents/guardians

Adapting Images for early readers (opens in a new tab) - a guide to adapt lesson resources to be visually accessible at Early Years

The Marvin Story Time Show (opens in a new tab) - VI Friendly Story time for pupils with Low Vision

 

Supporting pupils with VI and Additional & Complex Learning Needs

Below are a few links to help pupils with additional & complex needs with a VI to engage and practice their basic visual skills:

Sensory Bucket Time (opens in a new tab)

Positive Looking Story Buckets to encourage basic visual skills through story time, literacy and numeracy strategies for visual impairment

Active Learning Space (opens in a new tab)​​

Suggestions about how to create active learning spaces for children. 

CVI Scotland (opens in a new tab)​​

Information on supporting language development for those with Cerebral Vision Impairment and Profound and Multiple Learning Disabilities.​

CVI Society (opens in a new tab)

Information on using colour tents to increase visual awareness and engagement​ for children with Cerebral Vision Impairment and Profound and Multiple Learning Disabilities. 

Little Bear Sees (opens in a new tab) – Website designated for children with CVI

 

Accessible Technology

Technology is increasingly becoming accessible for children with low vision / certified sight impaired. If a child is severely sight impaired, then specialist magnification, tactile or braille devices may be needed. The technology and supporting programmes often include touch typing.

Below are links to information of ways to access technology if your child has low vision:

iPad- Using Voiceover settings (opens in a new tab)

Technology advice and resources for students with a vision impairment.

Microsoft Windows 10 (opens in a new tab)

Useful information on how to set up accessibility options in Windows 10.

Microsoft Windows shortcuts (opens in a new tab)

Information on using keyboard shortcuts in Windows.

Touch typing (opens in a new tab)

Opportunities for students to learn touch typing skills (lesson by lesson format)

BBC Dance mat (opens in a new tab)

Touch typing for Low Vision (basic)

Humanware (opens in a new tab)

Humanware is a global company who seek to provide assistive technology for those individuals who have a vision impairment.  

Accessibile APPs for mobile phone and tablets like iPads

Accessibility is imperative to develop independent skills for a pupil/child with a VI. Here is a link to the top inclusive and accessible apps now available:

APPS for VI (opens in a new tab) 

 

Other Useful Websites

There are many charities and organisations available who support children and young people with a vision impairment:

RNIB (opens in a new tab) - Royal National Institute of Blind People

A UK based charity offering information, support and advice for people with a vision impairment. They also offer an Assistive Technology Grant where families can apply for devices to use at home.

Guide Dogs (opens in a new tab)

A British charitable organisation that helps blind and partially sighted people through the Habilitation Services, Mobility, Orientation, Life Skills and applying for a Guide Dog.

LOOK UK (opens in a new tab)

A charity which offers mentoring, transformational events, parent support groups and youth forums, to support young people with a vision impairment. 

Positive Eye (opens in a new tab)

This is a Visual Impairment specialist training company that deliver courses and provide resources to support children and young people with a vision impairment. 

UCAN (opens in a new tab)

UCAN is a performance and creative arts co-operative for blind and partially sighted children, young people

Victa Parent Portal​​

An information hub for parents and carers raising a child with a vision impairment.

 

Living with a Visual Impairment or Blind in Pembrokeshire

Access Pembrokeshire (opens in a new tab) - An information service for individuals living with disabilities in Pembrokeshire

Support if you have sight problems – link to support organisations and services in Pembrokeshire

 

Visual Impairment in the news

Lego Braille (opens in a new tab) - provided to pupils accessing their education through braille 

 

Sight Loss Services in Wales

RNIB (opens in a new tab)

Sight Cymru (opens in a new tab) 

Wales Council for the blind (opens in a new tab) 

Autism

As an outcome from Welsh Government consultation with engagement groups and technical groups the new Code of Practice uses the following terminology:, stating: ‘The terms Autistic Spectrum Condition, autism and autistic people will be used interchangeably for individuals on all parts of the autism spectrum, including those currently described as having Asperger Syndrome. Where Autistic Spectrum this will continue within the Code.’ In these pages we will likewise use the above terminology in recognition that the autistic community have varying views on this.

How autism affects learning

What is autism?

Autism is a neurobiological difference. Autistic people experience differences with regard to: interaction, social communication and restricted, repetitive patterns of behaviour and interests. They can often hyper focus on subjects that are interesting to them, this would appear to be restricted behaviour to non-autistic people. These areas of difference are experienced by all autistic people to some extent, but their individual needs and the level of support required, may vary considerably. Some may have significant learning difficulties and find it difficult to communicate in the expected way, i.e. verbal communication. Whilst others have no obvious difficulty with language. It is however, important to note that whilst we attribute speaking as the gold standard of communication, many non-speaking autistic people are very able to communicate very well using alternative methods of communication.The autism spectrum is not linear and each individual autistic person will be unique as to where they may be within this spectrum and this can also change from day to day.

Socially

Socially, autistic children may be isolated or struggle to forge relationships with others. The social intricacies that those without autism may take for granted, such as eye contact and personal space may be not recognised or used by those with autism owing to sensory difficulties. Due to the difference in communication styles, autistic people may find it difficult to forge make and maintain relationships with each other and with non-autistic people and may struggle to find common interests with their peer group. Some children may not seek or be interested in making friends, preferring their own company.

Communication

Autistic people may have difficulty maintaining a two way conversation. They may see little point in small talk, preferring a literal, straight forward, honest style of communication. Likewise, autistic people may not like the use of sarcasm, jokes or idioms, for example, as they may see this as pointless and confusing. Many autistic young people have an excellent use of language and a wide vocabulary yet may struggle in some ways, with expressive language (making themselves understood)and/or receptive language (understanding what others are saying or meaning) because non-autistic people may communicate differently or sensory differences may make processing language difficult.

Restricted, repetitive patterns of behaviour and interests

Restricted, repetitive patterns of behaviour and interests can mean autistic people are rigid in their behaviour and may struggle to cope with change. They may be preoccupied with special interests or have routines/rituals that are very important to them. They may struggle to generalise information and learning, so it may be helpful to remember that although they have grasped or learned a new skill in one setting, they may not be able to transfer this understanding to a different place or time. For example, they may cope well shopping in their local supermarket but find the same skill in a different shop overwhelming and be unable to carry out the same task there perhaps owing to sensory differences for example. Predicting and understanding the behaviour of other people can be very difficult for autistic people who can find the ever changing world we live in and perhaps also, the unpredictable behaviour of non-autistic people frustrating or distressing.

Sensory processing differences

Sensory Processing Differences causes significant difficulties for many autistic people. The systems through which we process and learn about the world around us: sight, hearing, taste, smell and touch, may be perceived differently for some young people with autism. This can mean that everyday sounds, for example, that go unnoticed by the majority of the class may be physically painful or extremely distracting for the autistic person.

Anxiety

It is important to be aware that autistic pupils often experience high levels of anxiety associated with the differences mentioned above. This, coupled with the difficulties of adolescence and academic pressures for older children can be extremely difficult for these young people to manage. It is important to note that they can present very differently at school to at home. At times children will go to school, complete work, appear content and show no behaviour that indicates anxiety or distress. They may mask things at school but get home and become very distressed as they process and calm after a day of trying to behave as others expect them to and ‘hold things together’. It can also work the other way around where all is fine at home but school see different behaviour or attention. Some autistic people explain that trying to conform with expectations from non-autistic people and ways of being is exhausting.

Developmental Co-ordination Disorder / Dyspraxia

Dyspraxia

 Writing and Dyspraxia

• Printing/handwriting difficulties are nearly always a challenge for pupils with dyspraxia
• Pupils with dyspraxia are often slow or laboured when they print or write, and use a considerable amount of effort to produce written products
• Their written product is often disorganized on the page and not legible, with many errors, frequent erasures and ripped pages due to too much pressure on their pen/pencil grip and on the page
• They tend to rush through printed/written assignments, or avoid them altogether, frequently acting out
• While their verbal language abilities may be strong, they do not produce written product that would reflect those abilities and this impacts their academic progression
• For information on the use of a computer/keyboard to assist pupils with dyspraxia (opens in a new tab) and for tips and strategies on how to help, including school accommodations (opens in a new tab)
• Content adapted by Lisa Rivard (2017) with permission from: Pollock, N., & Missiuna, C. (2005). To write or to type – that is the question!, CanChild Centre for Childhood Disability Research, McMaster University.

Self-Esteem

• Choose physical activities that will ensure success for the child at least 50% of the time and reward effort, not skill
• Give positive, encouraging feedback when children are first learning new skills to help them stay motivated
• Make participation, not competition, the major goal. With fitness and skill-building activities, encourage children to compete with themselves, not others. Emphasize physical activity and enjoyment rather than proficiency or competition
• Allow pupils to take on a leadership role in physical education activities (captain of the team, umpire) to promote self-esteem and encourage organizational or managerial skills
• Encourage participation in games/sports that are interesting to the child and which provide practice in, and exposure to, motor activities
• Help coaches, sports instructors, and community leaders understand dyspraxia strengths and challenges so they can support and encourage children to be successful
• Encourage children to engage in activities that are non-motor based such as music, drama, clubs to promote social experiences and the benefits of social participation
• Information on dyspraxia that can be shared with coaches and sports instructors (opens in a new tab). Information on dyspraxia that can be shared with community group leaders and instructors (opens in a new tab)
• Content adapted by Lisa Rivard (2017) with permission from: Missiuna, C., Rivard, L., & Pollock, N. (2011). Children with Developmental Coordination Disorder: At home, at school, and in the community. CanChild Centre for Childhood Disability Research, McMaster University.

Dyspraxia - Strengths

• Verbally adept
• Advanced reading skills
• Creative imagination/creativity – photography, lyrical writing, poetry
• Sensitivity to the needs of others, empathy
• Strong verbal communication skills
• Persistence and determination
• Extremely hard working
• Good auditory skills, which may include ability to learn languages and music

How to Help in the Community

• M.A.T.C.H. – Modify the task, Alter expectations, Teach strategies, Change the environment, Help by understanding
• Use protective gear such as wrist guards and helmets with physical activities
• Encourage lifestyle sports such as swimming, skating, and cycling to maintain or improve strength and overall endurance
• Private lessons may be helpful at certain times to teach specific skills, especially as higher skill levels must be reached
• Encourage participation in games/sports that are interesting to the child and which provide practice in, and exposure to, motor activities
• Help coaches, sports instructors, and community leaders understand dyspraxia strengths and challenges so they can support and encourage children to be successful
• Encourage children to engage in activities that are non-motor based such as music, drama, clubs to promote social experiences and the benefits of social participation
• Information on dyspraxia that can be shared with coaches and sports instructors (opens in a new tab). Information on dyspraxia that can be shared with community group leaders and instructors (opens in a new tab)
• Content adapted by Lisa Rivard (2017) with permission from: Missiuna, C., Rivard, L., & Pollock, N. (2011). Children with Developmental Coordination Disorder: At home, at school, and in the community. CanChild Centre for Childhood Disability Research, McMaster University.

Transition support

Resources for Parents / Carers

Useful Websites

CanChild Centre for Childhood Disability Research

• Children with Dyspraxia: At Home, at School, and in the Community (booklet ) (opens in a new tab)
• Online Dyspraxia Modules (workshops) For Parents, Teachers, Physiotherapists, and Physicians (opens in a new tab)
• Does Your Child Have Dyspraxia? (opens in a new tab)
• Parental Questions about Dyspraxia: A Synopsis of the Evidence (opens in a new tab)
• Dyspraxia: What Does it Mean to Me? (flyer for adolescents ) (opens in a new tab)
• They’re Bright But Can’t Write: Dyspraxia in School-aged Children (opens in a new tab)
• Understanding Teachers’ Perceptions of the Motor Difficulties of Children with Dyspraxia (Dyspraxia ) (opens in a new tab)
• “M.A.T.C.H.’ Flyers: A Resource for Educators: Children with Motor Difficulties from JK-Adolescence (opens in a new tab)
• Children with Coordination Difficulties: A Flyer for Physical Educators (opens in a new tab)
• Succeeding at School: Accommodations for Students with Coordination Difficulties (opens in a new tab)
• To Write or To Type – That is the Question! (opens in a new tab)
• Scissor Activities and the JK/SK Student (opens in a new tab)
• Dressing Skills and the JK/SK Student (opens in a new tab)
• Encouraging Participation in Physical Activities for Children with Dyspraxia (opens in a new tab)
• Do You Know a Child Who is Clumsy?: A Flyer for Coaches and Sports Instructors (opens in a new tab)
• Do You Know a Child Who is Clumsy? A Flyer for Community Group Leaders and Instructors (opens in a new tab)
• Fit to be Tried (opens in a new tab)
• Recognizing and Referring Children with Dyspraxia: The Role of the Physician (opens in a new tab)
• Recognizing and Referring Children with Dyspraxia: The Role of the Physiotherapist (opens in a new tab)
• Bullying Risk in Children with Disabilities: A Review of the Literature (opens in a new tab)

Movement Matters UK Dyspraxia

• Frequently Asked Questions

National Health Service UK (Choices)

• Development Coordination Disorder (Dyspraxia) in Children (opens in a new tab)
• Dyspraxia in Adulthood (opens in a new tab)

European Academy of Childhood Disability (EACD)

• Dyspraxia Guideline Short Report (opens in a new tab)
• Dyspraxia Guidelines 2011 Full Report (opens in a new tab)

The Dyspraxia Foundation

• Dyspraxia: Early Years Guidelines (opens in a new tab)
• Dyspraxia: Dyspraxia Friendly Classroom Guidelines (primary) (opens in a new tab)
• Dyspraxia: Secondary School Classroom Guidelines (opens in a new tab)
• Dyspraxia: Post 16 Strategies (opens in a new tab)

Webinars

Dyspraxia Symptoms & Signs (opens in a new tab)

Understanding DCD (Developmental Coordination Disorder ) (opens in a new tab)

 

Dyspraxia Stories 

I can - Siana's Story (opens in a new tab)

I can - Jack's Story (opens in a new tab)

 

Early Years

Early Years Support

What is ALN?

The term Additional Learning Needs (ALN) is replacing Special Educational Needs (SEN).

The term ‘additional learning needs’ has a legal definition and refers to children and young people with learning, physical or sensory needs that make it harder to learn than most children of the same age.

A learner has ALN if he or she has a learning difficulty or disability which calls for additional learning provision (ALP).

A child under compulsory school age has a learning difficulty or disability if he or she is likely to (or would be likely to if no ALP were made) have significantly greater difficulty in learning than the majority of their peers when they reach compulsory school age. 

It is possible for a child or young person to have a learning difficulty or disability that does not call for ALP. In these instances such a child or young people would not be considered to have ALN. Further it is important to note that not all learning difficulties or disabilities that arise from a medical condition will call for additional learning provision

There will be a new ALN Code setting out the detail of the new legal framework. This will provide detailed guidance for professionals who work with children and young people with ALN. The Code must be accessible to families and accurately reflect what they expect of professionals who work with their children. It should be clear and contain mandatory requirements and be easily enforceable.

How will my child be supported in an Early Years setting?

Your child’s key worker will be able to direct you to the Early Years Additional Learning Needs Lead Officer (EY ALNLO) who can tell you what support is currently in place for your child and discuss with you what additional support may be available for your child.

If a child has a health professional working with them e.g. Speech and language therapist, the professional will continue to work with the child and support the setting with targets and strategies.

A transition meeting takes place the term before a child starts a new school. A transition meeting is held with both the school and early years setting in attendance. A transition meeting is held to ensure that there is discussion about how your child will be supported, and to pass on any key information that will help the new school support your child. The meeting will also be attended by any professionals supporting your child.

Frequently asked questions

Who can I talk to if I have concerns about my child?

If you think your child may have additional learning needs, you can talk to your child’s key worker or playgroup leader at your child’s pre-school or nursery. You can also raise your concerns with your GP or Health Visitor.

How will my child be supported in an Early Years setting?

Your child’s key worker will be able to direct you to the pre-schools ALNCO who can tell you what support is currently in place for your child and discuss with you what additional support may be available for your child.

What is an ALNCO?

Every pre-school setting will have a designated has Additional Learning Needs Coordinator, known as an ALNCO. They make sure children with additional needs get the support they need.     

The ALNCO will: 

• Coordinate the support children need day to day
• Discuss individual targets with the parents. 

If my child has a health professional working with them will they continue to support my child is a setting?

If a child has a health professional working with them e.g. Speech and language therapist, the professional will continue to work with the child and support the setting with targets and strategies. 

What is a transition meeting?

A transition meeting takes place the term before a child starts a new school. A transition meeting is held with both the school and early years setting in attendance. A transition meeting is held to ensure that there is discussion about how your child will be supported, and to pass on any key information that will help the new school support your child. The meeting will also be attended by any professionals supporting your child.

What is the Early Years panel?

In all cases where a child in an early years setting is considered to have Additional Learning Needs which may require support in addition to that already being provided by the setting, the setting can make a referral to the local authority early years panel.

The Early Years multi agency panel will consider the evidence submitted by the setting in respect of the child’s Additional Learning needs, the intervention and support to which the child will already have had access, the level of progress which the child may or may not have made and, taking into account the parents/carers views and the views of the child where possible, will determine the appropriate course of action necessary to meet the child’s needs.

What is a One page profile?

A One Page Profile captures all the important information about a child on a single sheet of paper under three simple headings:

• what people admire about me
• what’s important to me
• how best to support me

One-page profiles are developed and revised with the active involvement of the child or young person to ensure that their voice is heard.

They provide a positive rounded picture of their interests and outline what is important both to and for the child or young person.

What is PCP?

Person centred approaches should be at the heart of everything thing we do with children and young people with Additional Learning Needs and disabilities. It can help them to become more independent and to achieve their personal goals.

A Person centred plan is all about, listening to a child’s views and wishes, helping a child to think about what is important to them and for them. Thinking about what is working and not working, and getting the best from everyone who knows the child. For example, parents, the Early Years setting and other professionals.

It is an opportunity to bring together everyone who supports the child and celebrate their achievements as well as discussing any concerns that they may have about the future. 

Can my child stay at Nursery even if they attend a school?

If you feel that your child is not ready to start school, you may choose for your child to continue at non-maintained Foundation Learning Childcare setting.

All children in Wales are entitled to a free, part time early education place in an approved early years setting from the term following their 3rd birthday and prior to gaining full time entry into school (term following their 4^th birthday). 

Pembrokeshire County Council agrees to provide the funding received from Welsh Government to offer all 3-4 year olds in Pembrokeshire a minimum of 10 hours funded part-time education in an approved setting during the school term. Parents can choose to take up the child’s entitlement in either a maintained or a non-maintained setting: 

• A maintained setting – a nursery class in a school offering 10 hours or more a week of funded early education.
• A non-maintained setting – This could be a private day nursery, a playgroup or a Cylch Meithrin that has approved status offering up to 10 hours a week of funded early education over a minimum of 3 days. This can be accessed over 2 settings.

For further information: The Childcare Offer Wales

What support is out there for me as a parent?

Parent Partnership team offer a range of preventative early intervention services for families, including the statutory Parent Partnership service. The team aim to have a close working relationship with all professionals and settings in the LA. They cover the 0-25 years age range. Inclusion Support workers offer in each region half termly Parent Network Groups to facilitate peer to peer support and information sharing. They also deliver workshops including Moving Forward’ for post diagnosis support, and workshop themes such as Anxiety, SpLD and Sensory.

What support can I get at a setting?

An extensive training programme is available for all settings and childminders. This allows childcare providers to upskill and continue their professional development. Early Years settings can also make a referral to the Early Years panel for further support from an advisory teacher or request resources. A TAPPAS 2 (Team around the parent. pupil and setting) model is also held termly where settings are able to discuss children anonymously. TAPPAS provides a forum for Early Years non-maintained settings and professionals to share good practice, areas of concern and to simultaneously offer support to each other.

 

 

 

 

Advisory Service: English as an Additional Language

Our work in schools

Pembrokeshire Minority Ethnic Achievement Service supports schools with all aspects of English as an additional language (EAL) or Welsh as an Additional Language (WAL) and provides training, support and consultancy to ensure that schools support and raise the achievement of ethnic minority pupils with EAL/WAL.

The aim of the service is to develop the confidence and expertise in EAL for teaching and support staff to ensure that EAL pupils meet their targets in school.
Pembrokeshire has one co-ordinator and a team of two assistants who work with pupils, their families and staff in schools as well as outside agencies to monitor pupil wellbeing, ensuring that the pupil makes progress in line with potential.

The service provides quick responses to requests for assessment and support for a newly arrived pupil with EAL/WAL. Pupil wellbeing is also part of the support work carried in schools.
The team set language targets alongside staff in schools and work closely with schools to track pupil's progress and ensure that ethnic minority pupils identified as underperforming are supported as much as possible. MEAS staff also advise on exam concessions, pupils with home language exam preparation, social use of language, mentoring and language support or academic support, especially prior to exams.

In addition, the service provides translations of letters or information relating to school for pupils and parents and advises on and provides interpretation via WITS the Wales interpretation and Translation Service.

What is EAL/WAL?

EAL means English as an Additional Language

WAL means Welsh as an Additional Language

EAL/WAL pupils are pupils who speak a language other than English or Welsh as their first language.

A pupil is EAL or WAL because they were born in a different country or because their parents speak a different language at home. So, English or Welsh becomes their second (third, fourth, fifth or sixth) language. It is an additional language.

If a pupil is bilingual (speaking two languages) or multilingual (speaking many languages), this usually has a very positive effect on their performance in school.
The more languages spoken the more pathways and links there are between languages in the brain.

At home

At home, children or young people should be encouraged to use their home language as this is their first language, their thinking language and it is important that they continue to develop this with their family.

At school

Pupils who are new to English/Welsh or at the early stages of learning the language will be supported by a variety of strategies in mainstream classes.

These may include the following:

• A buddy or buddie’s friends to support them socially.
• Talk partners in class to help with language and communication.
• Opportunities to develop their language in class through playing languages games and listening to others speak in English.
• Using talk frames and rehearsing language or new vocabulary.
• Being pre-taught new words.
• Use of dictionaries, electronic dictionaries, i-pads with translation tools to support translation and offer visual images of key vocabulary taught.
• Being paired with other children who speak the same language where it is possible for work.
• Dual language books and e books
• Reading partners to help with reading and comprehension activities.

Speaking/listening

Most children will start to learn English by listening to the patterns of language and by copying and starting to understand instructions and greetings. They will learn everyday words and phrases such as hello goodbye thank you please sit down stand up snack, lunch, drink, water toilet etc.

This will progress to understanding and using longer phrases and sentences over time.

Children may be given a visual timetable or communication fan to start with.

EAL/WAL pupils will learn social language first by communicating with their classmates and staff in school. Slowly they will start to understand and learn to use the academic language that they need in the classroom.

Social language

Children learn basic social language first. This is their Basic Interpersonal Communication skills or BICS and it can take around two years to learn this. E.g. Good morning, how are you today? My name is…, I am having sandwiches today, I don’t understand, could you show me the way? May I go to the toilet please etc.

Academic language

It takes longer to learn the academic language needed in the classroom. It takes more time for EAL/WAL pupils to catch up with their mostly monolingual peers (classmates who speak one language). It can take from seven up to ten years to learn all they need to know.

This may need to be explicitly taught through the creation of key vocabulary lists or activities to help teach the topic or subject specific language required in class.
Children may create their own dictionaries so they can rehearse at home. They may need reading partners to help them understand the meaning behind the words they read in a book

How long will it take for my child to learn English/Welsh as an additional language?

The rate at which children learn English or Welsh as a new language will vary and depends on different things including:

• Previous education
• Ability to communicate in the first or home language
• Family support
• Cognitive ability
• Previous literacy in first language
• Age at the time of starting to learn the second language

How will my child's school help?

Schools will help your child by ensuring the following:

• That school is a safe, welcoming environment.
• Ensuring that all pupils feel included.
• Encouraging home languages spoken in school and at home
• Staff speaking clearly and at a normal pace
• Staff avoiding idioms and colloquialisms which can be confusing in a second language or in the early stages of acquisition.
• Making learning fun, visual and multi-sensory, especially when a child is new to English
• Reinforcing language –repeating and modelling language, spoken and written.
• Planning collaborative learning activities, where children learn from each other, and good models of English.
• Blended learning approaches where necessary, some online and class learning programmes.
• By seeking advice and support if required from the Minority Ethnic Achievement Service other services in Inclusion if the child has additional learning needs (ALN) or requires an additional learning provision (ALP)

What if I have a concern about my child with EAL/WAL?

Parents and carers should speak to their child’s school initially if they have any questions about their child learning English or Welsh as an additional language (EAL/WAL).
If parents do not feel that this has resolved the concern they may speak to the ALNCo Additional learning needs Coordinator
Parents may also refer themselves or ask to be referred to Parent Partnership who will help to resolve issues between school and home.

How can my child’s school can access further support for my child?

The school can access training, advice from the English as an additional language service.
Schools and early years’ settings will mostly be familiar with how to support pupils with English as an additional language but may contact our Minority Ethnic Achievement Service for advice, assessment and further support if the pupil is not making the expected progress and there are concerns.

The Minority Ethnic Achievement Service aims to help staff in early years’ settings and schools make the curriculum more accessible to pupils who have English or Welsh as an additional language in order to improve their outcomes and experiences. They will also advise college and sixth form settings where required for transition purposes.

For more information, contact the Pembrokeshire School’s ALNCO.

Dyslexia

What is Dyslexia?

'Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention' (Rose Report 2009).

How Dyslexia affects Learning

Dyslexia is a term that is used to describe pupils who usually have a difficulty with reading, writing and/or spelling. It is useful to look at dyslexia as being a learning difference rather than a learning difficulty.

Often they are visual and experiential learners and find learning though listening and reading lengthy texts quite demanding.

The key to progress is to ensure that learning materials are presented in a multi-sensory way that is using all senses particularly the visual and the hands-on. In this way, learners will be able to use their strengths and this is important if they are going to be able to develop independent and successful strategies.

Children with dyslexia can also have other characteristics in addition to difficulties with literacy. They may have difficulties with processing speed, memory, and sequencing and ordering information. They may also have difficulties with structuring and organizing written work.

Often they may not display their full abilities in written tests and if they get the opportunity to do some of it in a different way e.g. verbally, they can achieve better results.

The Early Identification and Intervention Approach in Pembrokeshire

This comprises of a screening process and intervention programme which enables schools to identify difficulties and target support for children at the pre-literacy stage.

Communication Screen is carried out in Nursery and Communication intervention activities undertaken by those children identified with difficulties, working in conjunction with the Speech and Language Therapy Service.

At Foundation Phase, the DEST2 screening tool identifies children who may be at risk of having difficulty with literacy acquisition, identifying weaknesses in particular areas.

The Hands on Literacy (HoL) intervention programme then provides structured activities embedded into Foundation Stage pedagogy - can be part of continuous provision as well as for more targeted support.

Dyslexia: Some key points

• Dyslexia can be seen within a continuum from mild to severe.
• It is important to identify and recognise the strengths shown by children with dyslexia and to attempt to incorporate these strengths into a teaching programme.
• The degree, and the impact of dyslexia on the child can vary according to the nature of the task and the nature of the learning context.
• Early identification is important for effective intervention.
• Children with dyslexia can show different characteristics and therefore their needs should be addressed on an individual basis.
• Although the principal difficulties associated with dyslexia relate to literacy (reading, writing and spelling), children with dyslexia can also show other difficulties relating to memory, co-ordination and organisation.
• Knowledge on how children learn, and how to make learning more effective through, for example, study skills, can be extremely beneficial for children with dyslexia.
• It is important also to consider the curriculum, differentiation and learning styles as these can help children with dyslexia understand the task more clearly and undertake learning more effectively.
• The impact of dyslexia can be minimised with effective teaching intervention and adaptations to tasks, through differentiation in the curriculum and accommodations in the workplace.
• The dyslexic person may have many strengths and these strengths may be used to compensate for his/her difficulties.
• It is important to recognise the need to boost the self-esteem of children with dyslexia as it is too easy for them to become discouraged and lose interest in learning.

Dyslexia in the Home

Signs of dyslexia

• Poor listening skills – appears to not hear verbal requests
• Messy bedroom
• Disorganised school bag
• Tired
• Not sure what they have to do for homework
• Younger children – trouble getting dressed (not knowing what to do first)

How to help your child

• Task chart / ‘to do’ list on wall
• Pack bag the night before school
• Encourage child to put things back in their place to avoid ‘losing’ things e.g. P.E. kit
• Regular bed times / lights out rule
• Younger children – lay clothes out right way round and in correct order for dressing to help with sequencing
• Older children – check homework diary everyday
• Home should be a place your child can relax. Don’t let homework time become stressful – put yourself in their position and try to be as patient as possible
• Don’t get anxious yourself – your child will pick up on this
• Speak to class teacher or Additional Learning Needs Co-ordinator (ALNCo) if you feel your child is struggling in class or with homework
• Always give plenty of praise and tell your child you know how hard they are working
• Play to their strengths with learning e.g. if they prefer to look at pictures, use computers or DVDs for learning – if they like to listen, use audio books
• It is very important to build self-esteem and develop confidence – find your child’s strengths and encourage them in activities they enjoy / are good at (e.g. sport, art, music, horse riding, swimming etc.)

Dyslexia can affect other areas

• Phonological processing – the ability to identify and say individual sounds in words. They may jumble sounds in words e.g. saying ‘hostipal’ for hospital or ‘pasgetti’ for spaghetti
• Sequencing – knowing what order to do things in. They may confuse months of the year, days of week or have difficulty with today, tomorrow, yesterday
• Working memory – being able to ‘hold on’ to information e.g. when doing sums in their head
• Ability to name familiar items quickly e.g. numbers, letters, objects – they may have word finding difficulties or mix up words e.g. say window for door
• Processing speed (their speed of working/thinking)

A dyslexic child in school

• Forgetful, disorganised, muddles times and dates
• Attention – appears not to listen / daydreams
• Difficulty following instructions, copying from the board
• Using ‘work avoidance’ strategies
• Tiredness, due to the amount of concentration and effort needed in school
• Low self-esteem – may feel they are not as good as their friends at school work
• Messy handwriting
• Remembers something one day, but may have forgotten it the next!

Making reading positive

• Be a positive reading role model
• Read to your child – discuss the story and characters afterwards
• Share reading – read the difficult words together
• Join a library – try a good selection of different books in subjects that interest your child
• Use audio books when ‘on the go’ e.g. in the car
• Play word games e.g. matching pairs, memory games and sequencing activities (e.g. cooking dinner, getting ready for bed, “what do we need to do first?”, “What comes next?”)

How dyslexia affects school work

• Difficulty with ‘getting started’ (organising thoughts and ideas)
• Trouble interpreting writing or maths symbols
• Difficulties with remembering information
• Delay with performing tasks, output of information (can affect handwriting speed, speaking)
• Children with SpLD process information differently – it is to do with the way the brain is wired. These differences are not linked to intelligence
• Difficulty taking in information properly (written or verbal)
• Processing information – delay between hearing something and understanding or responding to it
• It may take longer for a child with SpLD to think of an answer to a question, but given the time they can often come up with a very good answer

Dyslexia - Strengths

• Often very creative and original thinkers
• Holistic thinkers – can see the bigger picture, can really understand how things work
• Excellent problem solvers – as they are frequently having to find ways around any difficulties they may have
• Creative abilities e.g. art, music, design
• Often good with new technology – so make use of this!

Help with writing

Young children – make it fun and multi-sensory!

• Sand tray, chalk board, chunky crayons or white board and marker pens
• Make Playdough letters and words
• Practise activities that use fine motor skills e.g. bead threading, peg boards, cutting and sticking etc.

Helping older children - it can still be multi-sensory!

• Help your child to get ideas down on paper
• Bullet points – they can build on these to make them into sentences and paragraphs
• Timeline – to help with putting ideas into the right order
• Write ideas on Post-it notes – great for ‘hands-on’ learners and these can be ‘moved around’ to organise ideas
• Record ideas verbally and write or type up afterwards
• Use assistive technology e.g. ‘read aloud’ or a dictation app
• Mind maps are a great way of generating ideas and organising information in a visual way. These can then be used to organise and structure writing and organise assignment work or projects

Dyslexia resources for parents/carers

• BBC Bitesize – Early Years Phonics (opens in a new tab)
• BBC Teach Super Movers (opens in a new tab)
• Book Trust – Dyslexia-friendly books (opens in a new tab)
• British Dyslexia Association - Guidance for Parents (opens in a new tab)
• Calibre Audio Books (opens in a new tab)
• Collins Barrington Stoke – Dyslexia-friendly books (opens in a new tab)
• Crossbow Education (opens in a new tab)
• Dance Mat Typing (opens in a new tab)
• Doorway Online (opens in a new tab)
• Dr Gavin Reid - Effective Learning and Motivation (opens in a new tab)
• Dr Gavin Reid – Free Downloads (opens in a new tab)
• Dyscalculia - Judy Hornigold (opens in a new tab)
• Patoss Dyslexia – Webinars for parents (opens in a new tab)
• Pembrokeshire Libraries Borrow Box (opens in a new tab)
• The Dyslexia Shop – Reluctant Readers Books (opens in a new tab)
• The Dyslexia Shop (opens in a new tab)
• The Trouble with Maths - Steve Chinn (opens in a new tab)

Dyslexia FAQs

I think my child is not making enough progress with their reading and writing in school - what should I do?

Try not to show your child that you are anxious about their progress as they will pick up on this. Make an appointment to discuss your concerns either with your child’s class teacher, or with the Additional Learning Needs Co-ordinator (ALNCo). The ALNCo should be able to tell you exactly how your child is progressing. If you feel that your child’s reading book or spelling list is too difficult for them, you can speak to the class teacher about school providing differentiated homework for your child.

I think my child might be dyslexic. Do I have to pay for my child to have a formal diagnosis of dyslexia in order to get support in school?

No. There are tools available to schools for screening for dyslexia and other Specific Learning Differences (SpLDs), so that schools can identify children who may need additional help and put support in place as soon as possible. Most Pembrokeshire schools take part in the Early Identification and Intervention Program. This involves children in Nursery provision in Pembrokeshire being screened for speech and language or social communication difficulties. Intervention is put in place for those children who present with difficulties, in the form of the Hands on Communication activities program.

Children in the Foundation Phase in Pembrokeshire are initially screened for signs of dyslexia at the pre-literacy stage using the Dyslexia Early Screening Test (DEST). Children who are found to be ‘at risk’ of dyslexia take part in the Hands on Literacy intervention program and are then regularly re-tested in order to monitor their progress.

Children who have been identified by school as having dyslexic difficulties should then receive intervention or support according to their level of need. For example this support might take the form of an intervention program for spelling or reading, dyslexia friendly classroom strategies, alternative methods of assessment, differentiation of work according to ability, or the use of assistive technology in the classroom.

I’m not sure if my child has any support in place in school – how can I find out?

If you are unsure what support has been put in place for your child, you should ask to speak to the school’s Additional Learning Needs Coordinator (ALNCo), who should be able to supply you with this information, as well as answer any questions you may have about your child’s progress. Support for your child could take various forms such as: differentiated activities, dyslexia friendly classroom strategies, small group intervention / paired activities, literacy or numeracy programmes, use of IT, or concessions for exams and tests

If my child has dyslexic difficulties, does that mean they need coloured overlays or tinted glasses for reading?

No, not necessarily. Evidence shows that visual difficulties are found across the whole range of reading abilities and not surprisingly, particularly in those with weakest reading ability. If your child is experiencing any difficulties with words ‘moving’ on the page when they read, appears to have difficulty reading black print on white paper, or has difficulty tracking when reading (losing their place or skipping lines), then it is advisable to book them an appointment with an Optometrist, who can diagnose visual difficulties. An eye health assessment by a qualified professional is first priority when people experience any visual discomfort and/or disturbance.

An Optometrist can carry out a full test to diagnose the nature of the problem and whether it relates to visual sensory / visual perception (visual disturbances or discomfort), refractory (causing eye strain, squinting, blurred vision), or an ocular-motor difficulty relating to how the eye muscles are working together (which might cause blurring, words ‘moving’, or tracking difficulties).

Many symptoms labelled as ‘visual stress’ are often actually caused by refractive or ocular-motor problems.

• People who have dyslexia have the same chance of having visual difficulties as those without dyslexia
• Dyslexia is a language and literacy related learning difficulty, not a difficulty with vision
• Vision problems do not cause dyslexia, but they may also be present

How can I make sure that all my child’s teachers are aware of my child’s learning needs?

Ask the school Additional Learning Needs Co-ordinator (ALNCo) about writing a Pupil Profile for your child, which will provide information for the teachers about your child’s strengths, areas of difficulty and how they learn best. This can be especially important in secondary school, where your child will have several different teachers.

Does my child need to have a formal diagnosis of dyslexia in order to get support in their exams?

No. If your child has been identified by school as having any additional needs, then the school’s Additional Learning Needs Co-ordinator (ALNCo) will arrange for your child to be assessed for exam access arrangements by an assessor who has been approved by the Head of school. Any exam access arrangements put in place for your child must reflect their normal way of working in school e.g. if your child requires extra time, or a laptop, a reader or a prompt for example. If you have concerns regarding this, please contact your school’s ALNCo and arrange a meeting.