School Information

School Name

Academic Year

Review Date

Next Review Date

ALNCo Name

Evaluation of Previous Year's ALN Priorities

Review and evaluate the progress made on the previous year's ALN improvement priorities. Assess what was achieved, what challenges were encountered, and rate the overall success using RAG ratings.

Priority Area	Specific Target	Actions Planned	Responsible Person	Review on Progress	RAG	Actions
	Implement termly screening for all year groups to identify emerging needs within 4 weeks of concerns being raised	Purchase screening tools, train staff, establish referral protocols, create tracking system		Successfully implemented screening tools and trained 95% of staff. Reduced identification time from 8 weeks to 3 weeks average. Some challenges with consistency across different year groups.
	Increase parent attendance at IDP reviews to 85% and implement co-production approaches	Flexible meeting times, virtual options, parent training sessions, co-production toolkit implementation		Parent attendance improved to 78% (from 65%). Co-production toolkit partially implemented. Virtual meetings well-received but technical issues with some families.

Review of Previous Year

Evaluate the effectiveness of ALN provision over the past academic year, focusing on learner outcomes, quality of support, and compliance with statutory expectations.

1. Pupil Profile Overview

2. Learner Progress & Outcomes

3. Effectiveness of Interventions and Provision

4. IDPs and ALN Process Quality

5. Emerging Needs Identification

6. Multi-Agency Collaboration

7. Parent and Learner Engagement

8. Transitions

9. Staffing, Training & Resources

10. Strengths, Challenges & Priorities Emerging

Self-Evaluation by Estyn Framework Area

Evaluate ALN provision against the three Estyn inspection framework areas plus cross-cutting considerations. Provide a self-rating (Red, Amber, Green) and identify where evidence can be found.

1. Teaching & Learning (Area 1)

Review the quality of teaching and curriculum access for learners with ALN.

ALNCO Considerations:

Curriculum Quality: Are adaptations and differentiation consistently implemented across subjects? How are pupils with ALN supported to access the curriculum alongside peers?
Assessment & Feedback: Do assessment methods include adjustments for ALN learners? Are IDP targets integrated into ongoing assessment, and is feedback personalised?
Learning Engagement: Are there structures to support ALN students' effective engagement, e.g. scaffolded tasks or sensory breaks for those with ASD or ADHD?

Evidence examples: Observation records showing differentiation, sample work demonstrating accessible targets, training logs for staff in inclusive practice, learning walks or student interviews focused on ALN experience.

Commentary

RAG Self-RatingEvidence Location

2. Well‑Being, Care, Support & Guidance (Area 2)

Evaluate the systems in place to identify and support learners with ALN, including their well-being.

ALNCO Considerations:

Emotional & Social Well‑Being: How are pupils with ALN supported in their emotional regulation, mental health, and social inclusion?
Attendance & Behaviour: Are rates of attendance or exclusion for ALN pupils monitored and appropriately supported? Does behaviour data include N-coded incidents (related to ALN)?
Support Structures: What targeted support exists (e.g. ELSA, mentoring, therapeutic interventions)? How effectively do these meet individual needs?

Evidence examples: Attendance and behaviour comparisons (ALN vs whole‑school), records of wellbeing interventions and outcomes, safeguarding/healthcare plans for ALN students, pupil voice data on feelings of safety and belonging

Commentary

RAG Self-RatingEvidence Location

3. Leading & Improving (Area 3)

Evaluate how ALN is led, resourced, and strategically managed across the school.

ALNCO Considerations:

Leadership & Accountability: Is the ALNCO integrated into SLT and school decision-making? Is ALN provision reflected in improvement priorities?
Systems & Compliance: Are organisational structures in place for IDP reviews, quality-assurance, evidence-tracking, and statutory compliance?
Professional Learning & Collaboration: Are staff development, resource allocation, and inter-agency partnerships strategically managed to support ALN?
Stakeholder Engagement: How are parents/carers and pupils with ALN engaged in planning, reporting, and improvement processes?

Evidence examples: ALN section in SDP or governor reports, audit summaries showing record-keeping and compliance, staff training logs and impact evaluations, minutes of ALNCO-SLT meetings and community engagement

Commentary

RAG Self-RatingEvidence Location

4. Cross-Cutting Considerations

Across all areas, ALNCos should also consider these important cross-cutting themes.

ALNCO Considerations:

Safeguarding & Care: Are healthcare needs, medication plans, and restrictive practices managed safely and recorded appropriately?
Resources & Value: Are resources (e.g. TAs, Assistive Technology, interventions) well-targeted, sustainable, and matched to impact?
Equalities & Inclusion: Are protected characteristics (e.g. disability, ethnicity, EAL) understood and responded to in tailored provision and data analysis?

Cross-Cutting Commentary

RAG Self-RatingEvidence Location

Targets & Action Plan for the New Academic Year

Set clear, measurable improvement targets for your ALN provision across priority areas. Each target should be linked to actions, timelines and success criteria.

Specific Target	Actions Planned	Success Criteria
Implement termly screening for all year groups to identify emerging needs within 4 weeks of concerns being raised	Purchase screening tools, train staff, establish referral protocols, create tracking system	100% of referred pupils screened within 4 weeks, 20% reduction in late ALN identification
Achieve 90% of ALN learners making expected progress against IDP outcomes	Staff CPD on differentiation, quality assurance of IDPs, provision mapping review, intervention training	90% of IDP targets met at annual review, improved lesson observations for ALN inclusion
Establish meaningful co-production in 100% of IDP reviews with improved satisfaction scores	Introduce person-centred planning tools, pupil voice surveys, parent feedback systems, staff training on co-production	Parent satisfaction scores >85%, pupil voice evident in all IDPs, quarterly feedback shows improved engagement

ALN departmental plan.

School Information

Evaluation of Previous Year's ALN Priorities

Review of Previous Year

Self-Evaluation by Estyn Framework Area

Targets & Action Plan for the New Academic Year

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