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The Committee recommended that the Council press Welsh Government to protect ALN funding and improve ALN information on its website for parents. Members also asked for an all-member seminar in the new year on how the Council works with health services and other agencies on ALN.
1.1 It was noted there were apologies submitted from Councillor Seabourne, Chair of the Committee, therefore the Committee was asked to nominate a Chair. The Committee nominated Councillor Watkins, which was agreed. 1.2 There were apologies also given for Councillor Cowles and Simons as well as for Councillor Clark, as Executive Member.
2.1 The following declarations were made: • Mr. Cunningham declared an interest as a Governor at St. Albans Roman Catholic High School. • Mr. Cunningham declared an interest as a representative of the Archdiocese of Cardiff. • Victoria Horlor declared a personal interest as a Governor at Ysgol Panteg. • Councillor Jones declared a personal interest as a Governor of Blaenavon Heritage VC Primary School. • Councillor Keyte declared an interest as his Grandchild attended Croesyceiliog Comprehensive School. • Councillor Thomas declared a personal interest as a Governor at Nant Celyn Primary School. • Councillor Watkins declared a personal interest as a Governor of Our Lady of the Angels Primary School and Cwmbran High School.
3.1 It was noted that Councillor Clark attended the meeting which had not been captured within the minutes, this would be updated. 3.2 Following the above change, the minutes were noted as an accurate record.
4.1 There were no actions outstanding. 4.2 The Committee noted the action sheet.
5.1 It was agreed to proceed directly vto member questioning. In response to questions by the Committee, the Strategic Director for Children and Families, Head of Learning and Achievement and the Head of ALN, Wellbeing and Inclusion confirmed the following: • A thematic review of inclusive practice would be undertaken by LASIS during Spring 2027 to provide a baseline assessment of inclusive practice across schools. Future reviews would be used to evaluate the impact of the Teaching and Learning Strategy. • Forecasting work had been undertaken to assess future demand for specialist provision and considered local trends, including rising autism diagnoses and increasing complexity of learner needs. • The Council was not seeking to replace specialist provision but recognised that specialist placements would continue to be required. Planning for future specialist capacity was taking place alongside work to strengthen mainstream inclusion. • Supporting neurodiverse children and their families required a whole-Council response involving education, health, social care and wider community services rather than education services acting in isolation. • Parents and carers were involved throughout the statutory ALN process through person-centred planning arrangements and support from school-based ALN Coordinators and Local Authority officers. • Officers had identified a need to improve communication and guidance for parents regarding ALN processes and intended to review and enhance information available through the Council website and supporting documentation. • Additional professional learning would be provided to ALN Coordinators to strengthen confidence when undertaking complex or sensitive discussions with parents and carers. • Schools remained responsible for explaining Welsh ALN arrangements and ensuring parents understood the differences between Welsh and English systems. • The revised mainstream ALN funding formula had been developed in partnership with schools and School Budget Forum representatives and was based on pupil numbers, deprivation indicators and Individual Development Plans. • The revised formula had been independently audited and included transitional arrangements to minimise financial instability for schools. • Mainstream ALN funding delegated to schools had increased by approximately 50% since 2020/21, supported by additional local authority investment and Welsh Government grants. • Grant funding continued to be directed to schools wherever possible to support inclusion, behaviour and wellbeing initiatives. • Reductions in exclusions, modified days and attendance concerns could not be attributed to a single initiative but reflected the cumulative impact of a range of inclusion, attendance and school improvement measures. • Exclusions, attendance and wellbeing data were monitored regularly through monthly and half-termly review arrangements to identify trends and target support where required. • Revised specialist placement timelines were enabling earlier transition planning and schools had been reminded that enhanced transition support could commence as soon as placement outcomes were confirmed. • Additional transition guidance had been produced to support schools and clusters in delivering effective transition arrangements for learners with ALN. • Cluster working arrangements, school readiness campaigns, transition camps and collaboration between schools and youth services were being used to strengthen learner transitions. • Three schools had not yet completed Autism in Education Trust training due to staffing capacity issues. Officers confirmed that all three schools remained engaged and would complete training through additional support arrangements. • The Council was rolling out the next phase of autism training and exploring flexible delivery methods, including online provision. • Each school had been encouraged to develop in-house expertise through a train-the-trainer model, with autism champions typically being the ALN Coordinator. • Schools were expected to use delegated ALN funding to determine the most appropriate support arrangements for their own learner cohorts, including small-group provision and sensory spaces where required. • Variability in outcomes for secondary ALN learners was being addressed through Team Around the School meetings, data analysis, challenge and support arrangements, peer partnership activities and targeted inclusion support. • The Teaching and Learning Strategy was intended to provide a consistent framework for high-quality inclusive practice across all schools. • Peer partnership arrangements between schools were enabling leaders and practitioners to observe, share and develop effective inclusive practice. • Long-term sustainability of ALN funding remained dependent on future levels of need and wider Welsh Government funding arrangements. • The Council continued to focus on prevention, early intervention and effective mainstream provision as a means of managing future demand pressures. • Investment in mainstream inclusion was not intended to replace specialist provision. Both elements were considered necessary to ensure appropriate support for learners. • Education Other Than at School (EOTAS) provision and the Pupil Referral Unit continued to be monitored through quality assurance and inspection processes. • Officers had undertaken a review of alternative provision and were seeking to increase local authority capacity through additional investment in the Pupil Referral Unit. • Officers advised that a framework of approved providers for alternative education provision was being developed to provide greater assurance regarding quality and value for money. • Achieving a consistent culture of inclusion across schools would require time, strong relationships and sustained engagement with school leaders. • Feedback from headteachers and ALN Coordinators had informed the professional learning programme and wider development of the Teaching and Learning Strategy. • Officers regularly gathered feedback through forums, surveys and evaluation exercises and used this information to shape future service developments. • A comprehensive professional learning offer was being developed, drawing together local, regional and national opportunities into a single accessible programme. • Professional learning would be available in a range of formats, including face-to-face, online and pre-recorded sessions. • Collaboration with Initial Teacher Education providers and national organisations would continue to ensure newly qualified teachers received appropriate preparation for inclusive practice. • Parent and learner views were collected through person-centred planning arrangements, youth engagement mechanisms, complaints procedures and service reviews. • Feedback from tribunals, complaints and parental concerns had directly informed revisions to documentation, guidance and specialist placement criteria. • Professional learning priorities identified through engagement with schools included autism, neurodiversity, behaviour and communication. • Officers continued to provide schools with feedback on issues raised and actions taken through a "You Said, We Did" approach. • Multi-agency arrangements were continuing to develop through the Early Intervention and Prevention Hub, Children and Families Directorate structures and wider partnership working. • The forthcoming Single View of the Child system would further strengthen information sharing and coordinated planning between education, health and social care services. • Where a learner had education, health and social care needs, lead responsibility depended on the primary presenting need, although all relevant services would remain involved. • Welsh Government was reviewing healthcare needs guidance and officers anticipated further clarification regarding responsibilities and accountabilities during the academic year. • Cluster governor training arrangements, school governor forums and headteacher networks provided opportunities for sharing effective practice across schools and clusters. • LASIS thematic reviews, school improvement activity, performance monitoring arrangements and Estyn inspections would all contribute to evaluating the effectiveness of the Teaching and Learning Strategy. • Officers routinely monitored a range of indicators including exclusions, attendance, modified days, specialist provision, referrals and wellbeing measures to assess impact. • Headteachers contributed directly to the development and evaluation of the Education Improvement Plan. • School representation on strategic groups was reviewed regularly to ensure balanced involvement across the school system. • Behaviour had been identified as a key area for continued development, supported through the Improving Behaviour in Schools (IBIS) programme and wider inclusion initiatives. • Officers cautioned that trends in exclusions and specialist placements should be considered alongside wider contextual factors and should not be viewed as direct measures of the success of the Teaching and Learning Strategy. • Future evaluation would focus upon both quantitative indicators and evidence of day-to-day inclusive practice observed within schools. 5.2 The Chair thanked Officers for their contributions to the meeting and they left the meeting. 5.3 Recommendations On completion of their scrutiny activity, the Committee concluded by offering the following comments and recommendations for consideration: Recommendation 1 - The committee recommended, as a priority, the Executive Member for Education continue engagement with Welsh Government and relevant forums to protect and strengthen funding arrangements for Additional Learning Needs (ALN) provision. This should include advocating for funding levels that reflect the increasing complexity and volume of need within schools, supporting the continued development and embedding of inclusive practices within mainstream schools, and ensuring local authorities are adequately resourced to deliver their statutory ALN responsibilities providing timely, effective support for children and young people with additional learning needs. Recommendation 2 - The committee recommended the review and enhancing of the Additional Learning Needs (ALN) information available on the website to ensure that parents, carers, children and young people have access to clear, comprehensive and up-to-date guidance on the Individual Development Plan (IDP) process. This should include accessible information on eligibility criteria, assessment processes, timescales, sources of support, and frequently asked questions, helping to promote a consistent understanding of ALN provision and support informed decision-making by families. Additional Comments & Observations from the Committee: The Education O&S Committee thanked officers for an excellent report. Members commended the ALN Service and schools for their continued commitment to improving support for children and young people with Additional Learning Needs. The Committee particularly welcomed the progress made in embedding inclusive practices across schools and the positive cultural shift towards ensuring learners are supported effectively within mainstream settings wherever appropriate, helping to create more inclusive and equitable learning environments for all pupils. Members would welcome an all-member seminar in the new year, to provide an overview of the multi-agency approach to supporting children and young people with Additional Learning Needs (ALN), including how the Council works in partnership with health services and other key agencies.
6.1 The Team Leader, Scrutiny presented the report and invited members to review the information contained in the appendices to the report and agree an item for scrutiny at the next meeting. 6.2 The Committee agreed to scrutinise Anti-Poverty Strategy.
7.1 The date of the next meeting was confirmed to be 3rd December 2026.
Councillors must say when they have a personal link to something being discussed, such as a job, a property or a family member. A prejudicial interest is one strong enough that the councillor usually leaves the room and takes no part.
Mr. Cunningham: Interest
Governor at St. Albans Roman Catholic High School.
Mr. Cunningham: Interest
Representative of the Archdiocese of Cardiff.
Victoria Horlor: Personal interest
Governor at Ysgol Panteg.
Jones: Personal interest
Governor of Blaenavon Heritage VC Primary School.
Keyte: Interest
His grandchild attends Croesyceiliog Comprehensive School.
Thomas: Personal interest
Governor at Nant Celyn Primary School.
Watkins: Personal interest
Governor of Our Lady of the Angels Primary School and Cwmbran High School.
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