Data to monitor the additional learning needs (ALN) system

Purpose of the consultation

The data that schools and local authorities (LAs) record and share with the Welsh Government, needs to be updated to align with ALN policy and legislation. From September 2025, the system for supporting learners with special educational needs (SEN) has been replaced by the additional learning needs system. Therefore, changes are required to related data, which schools need to effectively and efficiently run themselves, and LAs and the Welsh Government need for planning, monitoring and oversight.

The Welsh Government and responsible bodies such as schools and LAs need a range of information to effectively support learners with ALN so they can meet their full potential, as well as monitor, evaluate, and improve the ALN system. This includes data about learners with ALN and the support they receive and data about the delivery of the ALN system.

The data proposals we are consulting on underpin the system approach to collaborative working, partnership and support which is in line with the approach to using data and information to support learning and improvement.

We want your views on changes that the Welsh Government is proposing to the data recorded and collected. 

What is being consulted on

The consultation focuses on proposed new data for LA maintained schools and non-school settings to record and the Welsh Government to collect:

• about individual children and young people with ALN attending maintained education settings in Wales or who are Educated Other than at School (EOTAS)
• about ALN provision and delivery of the ALN system within maintained education settings
• about individual level data on the education workforce in maintained settings

From herein, this is referred to as data about the ALN system. 

For the purposes of this consultation, maintained schools means a community, foundation or voluntary school or a community or foundation special school not established in a hospital and a maintained nursery school. EOTAS provision is funded by LAs and is delivered in different ways including through pupil referral units (PRUs), independent providers and LA home tuition services. Non-maintained early years and post-16 settings are not in scope of this consultation. Further information on these is provided in the section on Future steps.

Some minimal changes to data related to the SEN system that is recorded by schools and collected by the Welsh Government, were implemented in September 2025. However, these are not in scope of this consultation as they are required changes to relevant existing data to ensure it aligns with the ALN framework. More detail about these required changes can be found in the section on Minimal changes to statutory data collections from September 2025.

Why are we proposing to change the data the Welsh Government collects relating to the ALN system

The Welsh Government and responsible bodies need relevant, appropriate and meaningful data and information about the ALN system to:

• monitor the performance of the ALN system and its outcomes, ensuring it is meeting the individual needs of children and young people and can be continually improved
• understand how well duties under the ALN legislative framework are being met
• enable stakeholders to effectively implement and manage the best possible provision to support their learners
• inform evidence-based strategic planning and policy decisions
• provide meaningful information and reporting on ALN in Wales for the education sector and stakeholders 

The section on Proposed new data to collect about the ALN system outlines the data the Welsh Government is proposing to collect and why.

Who is this consultation aimed at

The consultation is aimed at all stakeholders who survey, record, maintain and (or) use the data the Welsh Government collects and then publishes about the ALN system. This includes education practitioners, leaders, LAs and partner organisations such as Estyn and Qualifications Wales. It also includes those working in the third sector or research, who use the published information.

It is also aimed at suppliers of school and LA management information systems (MIS) or other educational software solutions. These are the systems used by a school or LA to record and manage a range of data that allows them to effectively and efficiently run themselves on a daily basis and meet their statutory (mandated by law) obligations.

Additionally, the consultation is aimed at the learners whose information the Welsh Government receives, their parents or carers and anyone else who is interested in the subject of this consultation. A more accessible version of this document is published in parallel. 

Future steps

The Welsh Government will undertake future work, alongside relevant stakeholders, to consider changes needed to the data recorded and shared about the ALN system in non-maintained early years and post-16 settings. We will also consider how to best monitor the evolving and growing needs of learners (beyond learners with ALN) within maintained settings. 

Consultation timing

This consultation will be open for a period of 8 weeks to allow sufficient time for respondents to consider our proposals and submit a response. Engagement with stakeholders has informed our proposals. 

ALN System

The Welsh Government is committed to creating an inclusive education system where all learners, including those with ALN, are supported to participate fully in and have access to high-quality education in maintained schools. This includes the move to the ALN system alongside implementation of the Curriculum for Wales which aims to break down barriers for all learners and give teachers more flexibility to best meet the individual needs of each learner. These are supported by a whole school approach to mental health and wellbeing.

Implementation of the ALN system commenced in September 2021 and was implemented over four years until August 2025. The system supports children and young people aged 0 to 25 in Wales with ALN. It has replaced the SEN system and the system for supporting young people with LDD.

The ALN legislative framework is created by the Additional Learning Needs and Education Tribunal (Wales) Act 2018 (the ALN Act), the ALN Code for Wales 2021 and regulations made under the ALN Act. 

Under the ALN Act, all children and young people with ALN are entitled to a statutory plan called an individual development plan (IDP). This plan outlines the additional learning provision (ALP) they will receive to support their educational needs.

Through this statutory framework, the Welsh Government aims to ensure all learners with ALN are supported to overcome barriers to learning and can achieve their full potential, by creating:

• a unified legislative framework to support all children and young people aged 0 to 25 with ALN
• an integrated, collaborative process of assessment, planning and monitoring of the support provided to ALN learners which facilitates early, timely and effective interventions
• a fair and transparent system for providing information and advice, and for resolving concerns and appeals

School Improvement and using data and information to support learning

Our approach to using data and information to support learning and improvement must underpin the ambitions of our education reforms. It should align with the ethos of Curriculum for Wales and our supporting National Improvement Framework, while also helping us meet objectives across the Programme for Government and areas of strategic policy, including our equity ambitions, Cymraeg 2050: A million Speakers and Well-being of Future Generations.

Data and information are essential to monitoring the effectiveness of current ALN provision and improving the outcomes for children and young people. They provide a crucial role in evaluation, improvement and accountability processes together with other sources of information, both quantitative and qualitative. This includes for example, intelligence from partners, such as Estyn and the Education Tribunal for Wales (ETW), and feedback from practitioners in the education sector, learners and parents and carers.

To truly support improvement in learning, data must be both appropriate for use and used appropriately. We want data and information to be used in a way that supports efforts to achieve the best for our learners and citizens and which enables our workforce. We also aim to improve public understanding of learning by providing a more meaningful and comprehensive picture of schools in an accessible way.

Our School Improvement guidance published in 2022 outlines our aims to:

• increase the use of the widest and richest possible range of information to inform self-evaluation and improvement within schools’ own contexts
• clarify the use of information for accountability purposes, so that this does not inhibit schools’ improvement or drive negative behaviours
• broaden the range and quality of publicly available information about schools and the wider system to enhance transparency and public confidence

We are determined to support the collection and use of data to drive improvements in education, whilst adhering to the principles set out in the recent consultation on the use of school and learner data to support learning and improvement. We will do this by enabling our stakeholders to record and use data that is:

• required by them to carry out their functions and support workforce efforts to achieve the best for learners
• meaningful to the ALN system and its delivery

The data we collect should have a clear purpose and support and enhance understanding without placing unnecessary additional burdens upon the workforce. It should also improve the data capture and self-evaluation process for the sector. 

Existing ALN-related data the Welsh Government collects through statutory collections

Bodies responsible for delivering education and supporting our learners with ALN record a range of data on individual learners, their workforce and the provision and practices in place. The way this is done varies across establishments and organisations, in a way that best suits their own organisational and learner needs.

Amongst this is a set of prescribed data which responsible bodies must record in a consistent way in line with the General Data Protection Regulation (GDPR). They must report this prescribed data to the Welsh Government on an annual basis. 

These prescribed data form the following individual-level statutory data collections:

• the Pupil level annual school census (PLASC) which collects information about learners in LA maintained schools including nursery, primary, middle, secondary and special schools
• the EOTAS census which collects information about learners who are receiving (or awaiting) education provision funded by the LA otherwise than in a maintained setting
• the School workforce annual census (SWAC) which provides information about the school workforce in maintained settings

Further information on the data the Welsh Government collects through its statutory data collections and who it shares the data collected with and for what purpose can be found in our Privacy Notice.

PLASC and EOTAS census

The PLASC and the EOTAS census take place annually in January. These collections currently include information about whether a learner has SEN or ALN and, if they do, their identified need(s), the level and type of support plan in place. PLASC also collects information on any wider support being provided.

When implementation of the ALN system began in 2021, the collection of data on whether a learner had an IDP maintained by a school or LA and the types of needs of these learners was introduced. Since then, this data has been collected in addition to data on those with support plans under the SEN system, including statutory statements.

The PLASC also collects other information related to the SEN or ALN systems but not at an individual learner level, such as the following:

• school characteristics including the number of LA designated special classes in a school, and the number of learners within these
• classes including the number of learners with SEN in a class
• special schools including the type of special need for which the school is formally approved to make a provision

The Welsh Government, LAs and schools need to monitor this information about learners to understand the ALN landscape, how it is changing over time and to ensure sufficient resource to support ALN learners. Collecting information through statutory collections at the individual level also allows us to link data to other data sources and monitor outcomes such as the attainment and attendance of learners with ALN.

SWAC

The Welsh Government also receives information about the school workforce in maintained schools, directly from schools and LAs, through the School Workforce Annual Census (SWAC) which takes place annually in November. This includes information about ALN Coordinators (ALNCos), and whether a person undertakes this as a main role or in addition to their main role. An ALNCo is responsible for co-ordinating support for learners with ALN in their school or setting. SWAC also collects information on SEN and ALN support staff who are based in the classroom to support learning.

Lawful Basis for data collected by Welsh Government

The lawful basis for the Welsh Government to collect this information is set out in the Education (Information about Individual Pupils) (Wales) Regulations 2007, the Education (Information About Children in Alternative Provision) (Wales) Regulations 2009 and the Education (Supply of Information about the School Workforce) (Wales) Regulations 2017. Although the Welsh Government can collect most of the new data we are proposing under these current regulations, changes to the regulations are required to collect some of the data proposed. Any information Welsh Government proposes to collect from schools must have a clear purpose and be needed by the school itself to carry out its functions.

Collecting information through statutory data collections ensures that data is stored and collected in a consistent and standardised manner leading to high quality and comprehensive data. They promote data sharing, accountability and transparency, which supports the relevant stakeholders and sector bodies to better carry out their functions. They also facilitate robust evaluations of policies and the monitoring of trends and disparities in outcomes over time.

Publication of information

Information on SEN and ALN is published through a range of statistical outputs on the Welsh Government website. This includes annual official statistical releases from the PLASC, EOTAS and SWAC collections. It also includes releases which link this data to other data sets for example analysis of absenteeism or Key Stage 4 outcomes by ALN. SEN and ALN information is also published on our interactive site StatsWales and at school level on the My Local School website. These are all produced in a way that ensures individual children and young people cannot be identified. Additionally, SEN and ALN data is included in the All Wales Core Data Sets (AWCDS) provided to each school and LA to support their self-evaluation and improvement.

How were proposals developed

To support the development of proposed new data to record and collect on the ALN system, the Welsh Government engaged with local authorities, a small representation of ALN Coordinators (ALNCos), Estyn and Welsh Government policy officials in Autumn 2024. This highlighted challenges with the existing data as well as eliciting suggestions of ways to ensure the data was better able to support schools and local authorities in monitoring and improving the ALN system and provision to support learners to reach their potential.

We also considered the data required to support wider sources of evidence in monitoring the short, medium and long-term outcomes set out in the Evaluation of the ALN system scoping report.

When changes to the data collected will be made

Some changes to existing data items in maintained school and non-school setting information systems were implemented in September 2025. These are not in scope of this consultation as they are minimal, terminology changes to data already recorded and collected or that are not applicable to the ALN system. These changes are outlined in the section below and guidance has been provided to LAs and schools in readiness for the 2025 to 2026 academic year. These changes do not require any regulatory change as they remain within the legal basis already in place.

The Welsh Government aim to introduce the new data it is proposing from September 2026. However, legal amendments to the information regulations are needed to collect some of the data proposed. This may affect when this new data can be introduced into systems and collected by the Welsh Government. Timing will also depend on the response received through this consultation and the complexity of change required within MIS systems. If required, more details on the timing of data changes will be provided in the response to this consultation.

Minimal changes to statutory data collections from September 2025

From September 2025, the Welsh Government no longer requires the recording of or has a legislative basis to collect information about the SEN system. As a result of this, where appropriate, references to SEN have been replaced with ALN and we no longer collect the following information:

• about SEN support plans including school action and early years action, school action plus and early years action plus and statutory statements
• about provision based on the SEN Code of Practice 2004 including the level and type of curriculum and teaching methods, grouping and support, specialised resources and advice and assessment
• on the number of learners in a class with a statement of SEN

On the last point, information on how many learners with an IDP are in a class in a school, can be obtained from individual level data in PLASC, therefore there is no need to replace this class level data.

Whilst these data items will no longer be collected through statutory data collections, schools and LAs may want to consider their local level data needs regarding the recording of the information. 

Class information

PLASC also collects information on learners subject to class size count exceptions, and the ‘reason for exception’ for infant classes with more than the limit of 30 pupils. Statutory limits on infant class size are set by the School Admissions (Infant Class Sizes) (Wales) Regulations 2013, and the ‘reasons for exception’ to these limits are set out in the school admissions code.

In light of the ALN code there have been changes to the law related to school admissions, which are not currently reflected in the School Admissions Code. Guidance on changes to the law on admissions sets out that, from 1 September 2021, the following are also excepted pupils:

• those admitted to the school outside the normal admission round as a result of their IDP naming the school for the purpose of securing admission
• children with ALN who are normally educated in a special unit in a mainstream school, but receive part of their lessons in a non-special class

As a result of this, the Welsh Government will remove the ‘reason for exception’ codes within PLASC which relate to children with SEN and update the codes to reflect the new guidance.

This information is important to the Welsh Government, LAs and schools to accurately and consistently monitor ‘reasons for exceptions’ set out in the admissions code. This information will support the accurate monitoring of the number of infant classes which are lawfully or unlawfully large. By amending this data to reflect the ALN system, the Welsh Government will be able to publish accurate and quality data on the number of ‘excepted’ learners in a class as well as the reasons for exceptions.

This section outlines proposed new data for maintained schools and non-school settings to record and the Welsh Government to collect. It contains the consultation questions we are looking for views on. 

ALN decisions

The Welsh Government is proposing to collect data on an individual learner basis about whether a maintained school or LA has made a formal decision in the last 12 months about whether a learner has ALN (regardless of the outcome).

The ALN Code places a duty on LAs and maintained schools to decide whether a child or young person has ALN, if it is brought to their attention or otherwise appears that a child or young person has ALN.

This information would provide the Welsh Government, LAs and educational settings with an insight and understanding of how many ALN decisions the workforce is making (which takes time and resource). The evidence will provide support in planning resource and monitoring trends in the outcomes of decisions and provide some information about the possible future trajectory of ALN learners.

A key benefit of obtaining this data at the individual-level, is that we will be able to better understand the outcomes of learners where there has been a formal decision that they do not have ALN.

We would not collect information about the needs of learners where the decision was that they don’t have ALN.

Support plans

The Welsh Government will continue to need to know if learners in Wales, educated in maintained settings or otherwise than at school have a support plan (an IDP) under the ALN system. It will therefore continue to receive this data through annual statutory data collections (PLASC and EOTAS).

Under the ALN system, in limited circumstances, it is possible for a learner resident in England and with a statutory education, health and care (EHC) plan under the Special Educational Needs and Disabilities (SEND) system in England, and maintained by an English LA, to attend a school in Wales. In these circumstances, the school is responsible for taking all reasonable steps to secure the special educational provision specified in the EHC plan.

We are proposing that, in addition to IDPs, responsible bodies record whether a learner has an EHC plan, their needs and provision, and this is collected by the Welsh Government. Responsible bodies don’t currently have a means to do this and the information is recorded inconsistently, if at all. It will support schools and LAs to effectively plan their provision, including for learners who have EHC plans. It will ensure the Welsh Government has a full picture of learners attending schools in Wales who require additional learning provision or special educational provision as specified in an IDP or EHC plan respectively. 

Areas of need

The ALN Code describes four areas of need that the wide range of learning difficulties or disabilities can be broadly classified into: 

• communication and interaction
• cognition and learning
• behaviour, emotional and social development
• sensory and (or) physical

The Welsh Government is proposing to collect this data for individual learners with ALN. We are proposing that multiple areas of need can be recorded for a learner where required. This information will support schools, LAs and the Welsh Government to better understand learners’ needs, to identify trends, and to plan provision accordingly.

In addition, we will continue to collect individual level data (already collected for learners with ALN) about the medical diagnoses, learning impairments and learning needs of learners with ALN, as set out in the list below. It is possible to select multiple types of need from this list. However, we propose to remove ‘Behavioural, Emotional and Social Difficulties’ due to the duplication with the ‘behaviour, emotional and social development’ area of need.

• DYSL SPLD: Dyslexia
• DYSC SPLD: Dyscalculia
• DYSP SPLD: Dyspraxia
• ADHD SPLD: Attention Deficit Hyperactivity Disorder
• MLD: Moderate Learning Difficulties
• SLD: Severe Learning Difficulties
• PMLD: Profound and Multiple Learning Difficulties
• BESD: Behavioural, Emotional and Social Difficulties
• SLCD: Speech, Language and Communications Difficulties
• HI: Hearing Impairment
• VI: Vision Impairment
• MSI: Multi-Sensory Impairment
• PMED: Physical and Medical Difficulties
• ASD: Autistic Spectrum Disorders
• DNA: Does not apply

In this consultation we are proposing minimal change to the list of needs currently collected for learners with ALN. This is important to preserve the long-standing time series of data which facilitates longitudinal analysis. However, we recognise that this list is not comprehensive. It will therefore be reviewed as part of wider data work considering how to effectively capture information on the needs of all learners. To inform these discussions, we are providing an opportunity to comment on this list below.

Additional learning provision (ALP)

Under the ALN system, children with ALN are entitled to extra support called additional learning provision. This provision will be included in an IDP.

The Welsh Government are proposing to collect some data on the ALP required to support learners with ALN. This will replace data about provision based on the SEN Code of Practice outlined in the section on Minimal changes to statutory data collections from September 2025.

Provision secured by a Local Health Board

The ALN system aims to improve collaboration and information sharing between agencies to ensure children and young people’s needs are identified early and receive the right support to achieve positive outcomes.

The ALN Act places duties on local health boards to consider whether there are any relevant treatments or services which could help address the ALN of a learner, secure the identified ALP and provide information or other help to support the LA with its duties under the ALN Act. If the local health board identifies a treatment or service, it must be described in the learner’s IDP, and the local health board must provide it.

Collecting individual level data on whether provision for a learner with ALN has been secured by a local health board (as specified in their IDP) will provide quantitative evidence in understanding the demand for health provision under the ALN system. For example, it will show how the demand varies across Wales, depending on who maintains the IDP, and learner need. This evidence will be useful to understand the demand for health services. It will also help evaluate how the multi-agency approach is being implemented and how that may impact on learner’s success and engagement with education.

Information about provision in Welsh

We are also proposing to collect data on whether a learner requires some or all of their ALP to be provided in Welsh (as documented in their IDP), and whether they are receiving this ALP in Welsh.

A core aim of the ALN system is to create a bilingual system of support for learners with ALN. Under the ALN Act, maintained schools, LAs and local health boards are required to consider whether ALP should be provided in Welsh, and if so, specify this in the IDP. They must take all reasonable steps to provide the ALP in Welsh.

Collecting individual level data about whether learners require ALP in Welsh and whether they are receiving ALP in Welsh will provide evidence against this core aim. It will support the Welsh Government to evaluate the extent to which there is a bilingual system in place, and whether this varies across Wales, by school and is changing over time. It will also provide evidence about the impact of a bilingual ALN system on supporting learners to reach their potential. This data will also help to inform the ALN and workforce objectives within LA Welsh in Education Strategic Plans (WESPs).

The information will contribute to the Welsh Government’s 5-yearly review on Welsh language ALN provision, a requirement of the ALN Act.

In addition, LAs must set out in their Welsh in Strategic Education Plans (WESPs) how they will use findings of its reviews under the ALN Act to improve Welsh language provision for learners with ALN and for workforce planning within the ALN sector.

Learners with ALN in special classes

The Welsh Government is proposing to collect individual level data about whether learners with ALN within a mainstream setting are taught in a special class, and how much of their time is spent in a special class. These classes are referred to differently by LAs across Wales, and include for example, Special Teaching Facilities, Learning Resource Bases and Centres, Enhanced Resource Schools, Learning Support Centres, Specialist Resource Bases and Centres, special provisions and classes, Learning Support Class and Resourced Provisions.

This will provide the Welsh Government with quantitative data about where learners with ALN are receiving some of their provision not in a mainstream class and support LAs to plan their additional learning needs provision. It would also provide information to help evaluate whether the needs of learners educated in special classes are being met. For example, by linking the data to other Welsh Government data sets, the Welsh Government would be able to understand the outcomes of learners attending special classes. As set out in the 2007 regulations, special classes would include those which have been designated by the LA or organised by the school.

One of the principles underpinning the ALN system is to provide inclusive education where most children and young people with ALN are supported to participate fully in mainstream education and a whole setting approach is taken to meeting the needs of learners with ALN. The Welsh Government is also a member of the European Agency for Special Needs and Inclusive Education (EASNIE) and the European Agency Statistics for Inclusive Education (EASIE). They support the development of inclusive education systems to ensure every learner’s right to inclusive and equitable opportunities. This evidence will help the Welsh Government to carry out more useful analysis and comparison to other European countries with similar approaches.

The Welsh Government are considering options on how best to capture this data, including how it aligns with the principles of PLASC (a one-day census), whilst also minimising the burden placed on schools.

Information about special classes

As well as collecting individual level data on learners with ALN in a special class, we are proposing to collect new information on the number of school designated special classes in a mainstream setting. This is to supplement the information already collected on LA designated special classes in a setting.

As part of engagement work, the Welsh Government have been told that the information currently collected on LA designated special classes is not as accurate and useful as it could be and that there are other school-designated special classes (not currently collected) in place to meet the needs of learners as demands increase. Collecting this information in a complete and consistent way is vital to ensure the Welsh Government and education sector has a full understanding of the resources and provision available for learners with ALN across Wales, and a source of evidence on demand and capacity across the system. This additional data will be helpful to key stakeholders who support the Welsh Government in monitoring the ALN system. For example, Estyn uses published information on special classes to prepare for inspections. We are therefore considering options to record and consistently identify the number of LA and school designated special classes in each setting.

In addition to collecting data on the number of LA designated special classes in a setting, PLASC has previously collected data on the number of learners in a LA designated special class. In line with the proposal outlined above, the Welsh Government proposes to also collect data on the number of learners in school designated special classes.

Timeliness of ALN decisions and IDP reviews

The ALN framework sets our various timescale requirements in relation to the ALN system. Many of these are imposed by either the ALN Code and (or) ALN (Wales) Regulations 2021. The Welsh Government is proposing to collect aggregate level data related to two of these requirements.

Firstly, we are proposing to collect data on the proportion of ALN decisions made by schools and LAs within the statutory timescales in the last 12 months (where exceptions don’t apply), and the number of exceptions to the relevant statutory timescales in the last 12 months.

Secondly, we are proposing to collect the proportion of IDPs reviewed by schools and LAs in the most recent statutory 12-month period. 

The statutory timeframes in the ALN Code and Regulations are designed to protect the rights of learners, ensure timely support, and promote a fair, transparent and accountable system. Collecting information about these timescales in a consistent way will support schools, LAs and the Welsh Government to ensure the system works fairly and effectively.

The quality of an Individual Development Plan (IDP) is paramount in ensuring that learners needs are identified and have clear learning objectives outlined alongside the additional learning provision required to meet these objectives. Person-centred practice is a core element of the ALN system and responsible bodies have specific duties to consider the views, wishes and feelings of learners when preparing and reviewing an IDP. It is recognised that the time and effort involved in creating and maintaining an IDP is essential. Ensuring that the timeframes within the IDP are realistic is essential to its success. Therefore, collecting this data can help in assessing the feasibility of these timeframes, and how they impact on learners’ outcomes.

The Welsh Government is not proposing to collect individual level data about learners in relation to timescales. However, schools and (or) LAs would be recording the relevant information at the individual level for their own purposes. Consideration will also be given on how to incorporate information where there are exceptions to the statutory timeframes to ensure accuracy of data.

ALN Coordinators

The ALN Code sets out that the ALNCo role is a strategic one and should either form part of the senior leadership team or have a clear line of communication to them.

In 2024, the Independent Welsh Pay Review Body (IWPRB) recommended to the Welsh Government that ALNCos should be appointed as members of the senior management or leadership team in all education settings and that the ALN Code be amended to reflect this. They also recommended that ALNCos currently paid on the main pay range (MPR) or upper pay range (UPR), be paid on the leadership group pay range (LGPR). 

ALNCos play an important strategic role in our education system, and the Welsh Government has now consulted on changes to the School teachers’ pay and conditions (Wales) document (STPC(W)D) to implement the above recommendations. There were several helpful responses to this consultation and work is continuing at pace with relevant social partners through the Teachers’ Pay and Conditions Partnership Forum on this matter.

To support this, the Welsh Government is proposing to collect data on whether an ALNCos are part of senior leadership teams. While the School Workforce Annual Census (SWAC) already collects individual level data on staff roles (including staff who are ALNCos), concurrent positions and pay ranges, it does not currently, specify if an ALNCo is in a leadership role.

Collecting data about whether ALNCos are part of the senior leadership team, will enable the Welsh Government to monitor how well the sector is aligning with the IWPRB’s recommendations.

Workforce implications

In developing the proposed changes to ALN data collection, the Welsh Government has prioritised minimising additional burden on the education workforce. The aim is to enhance understanding of the ALN system through improved data capture and self-evaluation, while ensuring that any new data collected serves a clear and necessary purpose for schools and local authorities.

The proposed data items are designed to support a more efficient and standardised approach to recording and managing ALN information. While there may be an initial requirement to update existing learner records, ongoing maintenance is expected to be minimal. Most of the proposed data should already be captured through statutory Individual Development Plans (IDPs), existing MIS records, or other statutory processes.

We are seeking views on how these changes may affect the workforce, including any implications for workload, training, or system readiness.

ALN decisions

Question 1: To what extent do you agree or disagree with the proposal to collect individual level data about whether a school or local authority has made a formal additional learning needs (ALN) decision for a learner in the last 12 months?

Support plans

Question 2: To what extent do you agree or disagree with the proposal to collect individual level data on the needs and provision of learners attending schools in Wales that have an education, health and care (EHC) plan?

Areas of need

Question 3: To what extent do you agree or disagree with the proposal to collect individual level data about the 4 areas of need (as outlined in the ALN Code) for learners with ALN?

Question 4: Do you have any views on the list of medical diagnoses, learning impairments and learning needs currently collected in the Pupil Level Annual School Census (PLASC) and the Educated Other than at School (EOTAS) Census about learners with ALN? 

Additional learning provision (ALP)

Question 5: To what extent do you agree or disagree with the proposal to collect individual level data on whether provision for learners with ALN has been secured by a local health board (as specified in their individual development plan (IDP))?

Question 6: To what extent do you agree or disagree with the proposal to collect individual level data on whether a learner with ALN requires some or all of their ALP to be provided in Welsh (as documented in their IDP)?

Question 7: To what extent do you agree or disagree with the proposal to collect individual level data on whether a learner with ALN is receiving ALP in Welsh (where this is required as documented in their IDP)?

Question 8: Do you think there is any other information about a learners’ ALP that the Welsh Government should collect to better understand equity of support and learner outcomes?

Learners with ALN in special classes

Question 9: To what extent do you agree or disagree with the proposal to collect individual level data about whether a learner with ALN in a mainstream setting is taught in a special class?

Question 10: To what extent do you agree or disagree with the proposal to collect individual level data about how much time a learner with ALN spends in a special class?

Information about special classes

Question 11: To what extent do you agree or disagree with the proposal to collect data on the number of school-designated special classes in a mainstream setting (to supplement the data already collected on local authority-designated special classes)?

Question 12: To what extent do you agree or disagree with the proposal to collect data on the number of learners in school-designated special classes (to supplement the data already collected on the number of learners in local authority-designated special classes)?

Timeliness of ALN decisions and IDP reviews

Question 13: To what extent do you agree or disagree with the proposal to collect aggregate level data on the proportion of ALN decisions made by schools and local authorities within the statutory timescales in the last 12 months (where exceptions don’t apply)?

Question 14: To what extent do you agree or disagree with the proposal to collect aggregate level data on the number of exceptions to the relevant statutory timescales in the last 12 months?

Question 15: To what extent do you agree or disagree with the proposal to collect aggregate level data on the proportion of IDPs reviewed by schools and local authorities in the most recent statutory 12-month period?

ALN Coordinators

Question 16: To what extent do you agree or disagree with the proposal to collect individual level data on whether an ALN Coordinator (ALNCo) in a setting is on the senior leadership team or not?

Workforce implications

Question 17: What effect will the proposed changes to ALN data have on the workforce, including any impact on workload?

General

Question 18: Do you have any other comments on the data that should be recorded or that we should collect to monitor and understand the effectiveness of the ALN system in supporting learners with ALN?

Mandatory

Question 19: What, in your opinion, would be the likely effects of the proposed new data about the ALN system on the Welsh language? We are particularly interested in any likely effects on opportunities to use the Welsh language and on not treating the Welsh language less favourably than English.

• Do you think that there are opportunities to promote any positive effects?
• Do you think that there are opportunities to mitigate any adverse effects?

Question 20: In your opinion, could the proposed new data about the ALN system be formulated or changed so as to:

• have positive effects or more positive effects on using the Welsh language and on not treating the Welsh language less favourably than English; or
• mitigate any negative effects on using the Welsh language and on not treating the Welsh language less favourably than English?

Please use the consultation response form to respond to the questions.

Under the data protection legislation, you have the right:

• to be informed of the personal data held about you and to access it
• to require us to rectify inaccuracies in that data
• to (in certain circumstances) object to or restrict processing
• for (in certain circumstances) your data to be ‘erased’
• to (in certain circumstances) data portability
• to lodge a complaint with the Information Commissioner’s Office (ICO) who is our independent regulator for data protection

For further details about the information the Welsh Government holds and its use, or if you want to exercise your rights under the UK GDPR, please see contact details below:

Data Protection Officer:

Welsh Government
Cathays Park
Cardiff
CF10 3NQ

Email address:dataprotectionofficer@gov.wales

The contact details for the Information Commissioner’s Office are: 

Wycliffe House
Water Lane
Wilmslow
Cheshire SK9 5AF

Telephone: 0303 123 1113

Website: ICO website

The Welsh Government will be data controller for Welsh Government consultations and for any personal data you provide as part of your response to the consultation.

Welsh Ministers have statutory powers they will rely on to process this personal data which will enable them to make informed decisions about how they exercise their public functions. The lawful basis for processing information in this data collection exercise is our public task; that is, exercising our official authority to undertake the core role and functions of the Welsh Government. (Art 6(1)(e)).

Any response you send us will be seen in full by Welsh Government staff dealing with the issues which this consultation is about or planning future consultations. In the case of joint consultations this may also include other public authorities. Where the Welsh Government undertakes further analysis of consultation responses then this work may be commissioned to be carried out by an accredited third party (e.g. a research organisation or a consultancy company). Any such work will only be undertaken under contract. Welsh Government’s standard terms and conditions for such contracts set out strict requirements for the processing and safekeeping of personal data.

In order to show that the consultation was carried out properly, the Welsh Government intends to publish a summary of the responses to this document. We may also publish responses in full. Normally, the name and address (or part of the address) of the person or organisation who sent the response are published with the response. If you do not want your name or address published, please tell us this in writing when you send your response. We will then redact them before publishing.

You should also be aware of our responsibilities under Freedom of Information legislation and that the Welsh Government may be under a legal obligation to disclose some information.

If your details are published as part of the consultation response, then these published reports will be retained indefinitely. Any of your data held otherwise by Welsh Government will be kept for no more than three years.