Code of practice for additional learning needs is launched

The code will see a move towards greater collaboration between States staff, committees and other stakeholders.

Launched yesterday at Les Cotils, the code is the culmination of work to implement 18 recommendations identified in a 2020 review of additional learning needs provision on the island by the National Association for Special Educational Needs.

Leading education figures, including States director of Education Nick Hynes and Education, Sport & Culture president Andrea Dudley-Owen, attended the launch.

Mr Hynes said the code sets out the processes and procedures of what good practice looked like when it came to meeting the requirements of those with additional learning needs.

‘What’s really key is the collaborative work we have done with a number of different partners, including parents, carers, States colleagues in Health & Social Care and Employment & Social Security, and our schools,’ he said.

‘The code’s implementation is integral to the development of our Education Strategy, which puts inclusive learning at the centre of everything we do.’

States head of inclusion and education services Dave Stumpf said the Nasen review highlighted the fact that local additional learning needs coordinators needed some additional support with regards to their continuous professional development and qualifications.

‘One of Nasen’s recommendations was about joint working, specifically looking at ESC and HSC, and how we could work better to make sure we met the needs of all children,’ he said.

‘Another was the revision and creation of a new code of practice, which could only be achieved through this joint approach.’

He placed particular importance on chapter six of the new code, which details the roles and responsibilities of staff across the States to ensure that children’s needs are continuously met as they evolve.

‘We are aware that a child’s needs may well develop and change, therefore we need to work jointly, whether that be some aspects from HSC, Education, or Employment & Social Security, and ensure we work better together.’

He added that there were a number of training programmes in place to assist education leaders, ALNCOs and other States staff with the move to the new code.

This will include an additional inset day on Wednesday 4 September before students return for the new academic year the following day.

‘The day will be about the driving principles and implementation of the code, while we are also developing training over the summer for Education and HSC colleagues, as well as advice information and engagement sessions for the next academic year,’ Mr Stumpf said.

He said the code would be fully implemented by the start of the 2025/26 academic year.

University of Winchester senior lecturer and co-lead of the UK’s Special Educational Needs Policy Research Forum Dr Julie Wharton was approached to contribute to the code as part of the States’ research into practices elsewhere.

She said the process of developing it had been one of communication, consultation and collaboration.

‘It’s about talking to young people, parents, charities and educators about what they think should be in the code.

‘The most important thing for me is the learner-centred planning approach, whereby everyone works collaboratively to try and jointly problem-solve and remove barriers to learning and participation.’

In the UK about one in eight young people have special educational needs support.