Understanding person-centred practice (PCP) in the additional learning needs (ALN) system: guide for non-maintained early years settings

This guide is designed to:

• help practitioners working in early years non-maintained settings to understand person‑centred practice (PCP) 
• explain how PCP is used within the additional learning needs (ALN) system in Wales 

In this guide, the term:

• ‘setting’ refers to any early years setting in the non-maintained sector
• ‘early years non-maintained settings’ refers to settings such as childminders, Flying Start, cylchoedd meithrin and settings registered for early education

PCP is a way of working together and communicating positively with each other, always with the child at the centre of the process.

A PCP approach can be used for all children, not just those identified with ALN. At its core, PCP focuses on:

• seeing the child as an individual 
• considering and recognising the child’s wishes, strengths, views, and aspirations
• listening to what the child thinks, feels and hopes for
• the child’s interests, preferences and goals
• considering what the child needs to stay well, safe and able to learn 
• ensuring that the child’s voice is central to planning and decision-making

The Early Childhood Play, Learning and Care (ECPLC) approach places child development at the centre of provision and promotes inclusive, person-centred practice across the early years. This approach dovetails into Curriculum for Wales, which is designed to be inclusive for all learners, including those with additional learning needs. It supports continuity of learning and development across non-maintained and school settings. 

This approach promotes inclusive practice and helps to create effective environments where every child feels listened to, valued and supported. It also enables everyone involved with a child to understand:

• what matters to them
• how they develop and learn best
• how they participate in everyday activities
• the support they need to thrive

The Additional Learning Needs Education and Tribunal (Wales) Act 2018 (“the ALN Act”) places a legal duty on maintained nurseries, schools, further education institutions and local authorities to adopt a rights‑based approach. This ensures that the views, wishes and feelings of the child are central to decisions about planning their education now and in the future.

If a child in a non-maintained setting is identified as having ALN by their local authority, the local authority must prepare and maintain an individual development plan (IDP). An IDP is a legal document that sets out the child’s needs and additional learning provision (ALP) to meet those needs.

Section 11.3. of the ALN Code states:

“Where a child receives nursery education funded by a local authority at a non-maintained provider, the provider should, where requested, help the local authority in the exercise of its ALN functions in relation to that child, including in instances where a child receives nursery education from both maintained and non-maintained providers.”

Within the ALN system, all IDPs should be created using a person‑centred approach. This means that the people who know the child the best will be involved in the process.

Each person sees a different part of the child’s life, and when their views are brought together, it helps build a clear and holistic picture of the child and what they need.

PCP isn’t a one-off meeting or a single document. PCP is an ongoing approach that continues to develop as the child grows and their needs change. Children should be encouraged to take part as fully as possible in decision‑making throughout their learning and development journey. 

The role of the setting in a PCP meeting or practice can vary depending on the needs of the child.

The local authority remains responsible for developing, issuing and maintaining the IDP, including where a PCP meeting is held to inform the development of an IDP. 

While the local authority will facilitate the meeting, they may ask the setting to host the meeting. Where the meeting is held elsewhere practitioners will be invited to give their views or attend. 

PCP tools can be used to support practitioners to prepare. The setting will also have a role in representing the views of the child via their observation process. 

Settings may use a PCP meeting to support transition planning, information sharing or broader discussions about a child, even where an IDP is not being developed or the child does not have ALN.

This differs from meetings held to determine whether a child or young person has ALN and, if so, to prepare an IDP. In those circumstances, there is usually no existing IDP available for consideration or review.

A person-centred meeting puts the child at the centre of the discussion and focuses on:

• what everyone likes and admires about the child
• what’s important to the child
• what’s important for the child
• what’s working and needs to be continued
• what’s not working and could be better

A ‘person -centred’ meeting or review can be held to explore what has happened, what is happening and what needs to happen in the future, using person-centred thinking tools and techniques. This needs to be done with the child at the centre of the plan, as well as those individuals who support or help with the plan.

Person-centred meetings are meant to be informal, and it is important that everyone feels relaxed and comfortable. Everyone’s views are equally valued.

The person organising the meeting will have to comply with any applicable Welsh language obligations. Consideration should also be given to making reasonable adjustments such as access to British Sign Language (BSL) or an interpreter. 

Ensure that any information shared and discussed is done so in a sensitive manner for parents.

A PCP meeting may take place:

• to gather facts about a child, often on entry to setting to help understand how best to support them
• at major transition times, for example when moving on to a different setting such as school
• to draft an IDP (local authority function)
• at least every 12 months to review an existing IDP, or sooner if there is a significant change in circumstance (local authority function)

The ALN Act requires that IDPs are reviewed at least annually, and more frequently if circumstances change or progress requires it. However, PCP encourages practitioners to go beyond minimum requirements and think about what review frequency truly serves the child best. 

The right timing isn't the same for every child. Some children need frequent, short reviews to keep momentum and motivation high, particularly during times of transition or when working towards short-term outcomes. Some prefer longer gaps to give space for progress to unfold and skills to embed. Younger children or those with rapidly changing needs may benefit from more frequent monitoring, while others thrive with longer intervals between formal reviews.

Effective reviews are also responsive to change. Sometimes circumstances shift unexpectedly: new challenges emerge, opportunities arise, the child’s needs evolve, transitions between settings occur. When this happens, an IDP may need to be revisited sooner than planned. 

The ALN Code allows for this flexibility, recognising that person-centred support must adapt in real time. Knowing when to initiate an early review demonstrates that practitioners are truly listening to the child and adjusting provision to meet their changing needs, rather than waiting for a scheduled date that may no longer be appropriate. Should a practitioner feel a review is required they would liaise with the local authority early years additional learning needs lead officer (EYALNLO).

The role of the setting in a PCP meeting or practice can vary depending on the needs of the child.

Settings can use PCP meetings to help plan transitions and share information about a child, even when an IDP is not being used or the child does not have ALN.

Where a local authority has decided that a child has ALN, they should liaise with the child’s setting to discuss holding a PCP meeting to develop an IDP within the statutory timeframe. The ALN Code includes guidance relevant to local authority funded, non maintained providers of nursery education to which such providers, in accordance with the local authority’s funding arrangements, are required to have regard.

The child’s setting may be asked to support with hosting the meeting as:

• the child’s parents will be familiar with it
• key practitioners can then attend all or part of the meeting

Where this is not practical, practitioners will be able to provide their views prior to the meeting.

PCP meetings play a critical part in helping to ensure that a child is at the heart of the process. 

Holding meetings with everyone in the same room is likely to be the most effective approach in most cases. If there are barriers to this, then it may be more appropriate to hold a meeting virtually, either wholly or in part. 

The person arranging the meeting should think carefully about how they can create a supportive environment where everyone feels comfortable and confident to share their views. 

The child may be there for some of the meeting, but not all of it. Consider beforehand who is making the decisions about whether the child will attend and for how long. The child’s needs should be considered and whether they would feel confident or anxious if they attended the meeting. 

To encourage and facilitate meaningful participation, consider: 

• designing the layout of the room to suit the child and parent 
• holding the meeting in a room which is familiar to the child and parent
• keeping the meeting short and focused if that helps
• preparing a parent or child for the meeting in advance by, for example, allowing them to visit the room beforehand, explaining the set-up of the meeting and sharing with them the questions they are likely to be asked 
• offering a follow‑up meeting to talk through what was discussed and share any thoughts or feedback

If the child can share their thoughts, this could be done through:

• talking with the parent or a trusted adult 
• using the child’s preferred modes of communication, for example signs, symbols, photographs, objects of reference or drawings
• creating a short video or voice note
• using assistive technology or alternative communication methods such as braille or BSL if appropriate 

If the child is not joining the meeting, there are many creative ways to bring the child’s voice into the room even when they are not there in person. For example:

• a collection of photos showing the child doing things they enjoy can help everyone in the room connect with who they really are, not just what is written in reports
• younger children especially may find it easier to express themselves visually. by bringing something they have made or drawn 
• there could be an advocate to represent the child’s views

It is important to gather a range of information from the child’s perspective. As well as working with parents and professionals, this can be done through:

• observations
• capturing children’s voices

Observations

Ensuring a range of regular observations will provide a wealth of information about a child’s choices and preferences. Considering the types of observations carried out and the information required will help to capture the correct information about a child. For example, if we would like to understand a child’s play preferences then using the ‘tracking choices’ observation technique will help us. Alternatively, if we want to track how engaged a child is in developing their skill, we may refer to narrative observations and involvement scales.

A balance of observations in child-led provision, for example indoors and outdoors will help build a picture of a child’s choices, development, and progress. Video clips and annotated photographs will not only help to capture the child’s voice but record progress too.

When recording children’s choices and progress, ensure their views are captured, as hearing the child’s voice is an important part of person-centred practice. Statements of achievements, choices and preferences should be written from the child’s perspective, for example ‘I can…’, ‘I am learning to…’, ‘I like to…’. 

Further guidance can be found in the ECPLC materials Early childhood play, learning and care in Wales on Hwb.

Capturing voice and choice

All children need to be given opportunities to respond to open questions in which their opinions and feelings are being sought. There needs to be opportunities within their learning and play to practice being asked or being given options to make choices.

Consider how children’s choices are captured, some ideas include:

• using musical instruments or cheers to indicate happiness about choices or activities
• using happy and sad face tokens to indicate choices and preferences 
• collecting children’s creative thoughts (drawings, mark-making, photographs) in large books (or digital books) to capture their voice
• using a familiar soft toy or puppet to ask the questions and encourage interaction with the child
• using objects of reference to support choices throughout the daily routine

To make sure a child’s views are shared as accurately as possible, they need regular chances during the day to practise making choices and answering questions.

During the person-centred meeting

Not all person-centred meetings will be the same. Meetings will change to meet the needs of the child, but typically the following steps are involved.

• Introduction: those in the meeting introduce themselves and briefly explain their role in the child’s education.
• Discussions: the meeting will be interactive, allowing everyone to contribute and discuss:
  • what they like and admire about the child
  • what is important to and for the child
  • what is working and not working
• Actions: based on the discussions, a summary may be created. This could include amendments to the IDP (where applicable). 
• Review: the IDP must be reviewed as a minimum every 12 months. This is to ensure the child’s needs and provision remain relevant and effective. 

The goal is to create a collaborative and transparent system that delivers better outcomes for children.

After a person-centred meeting

After the meeting, the person leading the meeting should consider offering an opportunity to discuss the information and advice gathered. 

The child and their parent must be informed in writing (with clear rights of appeals) of any formal decisions made in the meeting. For example, these might include:

• decisions related to whether the child has ALN
• the nature and extent of the ALP
• who maintains and reviews the plan
• whether it has been agreed to cease the plan 

Throughout the process the setting should maintain open, clear and regular communication with the child and their parent. This should include timely updates on progress and support.

There are different PCP tools that can be used at a person-centred meeting. They can be used to help share what is important about a child. Practitioners do not need to use all of them, only the ones that feel most meaningful and helpful for the child. 

These tools are commonly used for many children, not just those with ALN. They support all professionals to work in a person centred and inclusive way. 

The following are examples of some tools you can use.

One-page profile

The One-page profile tool provides a detailed snapshot of the child which can easily be shared with practitioners. There is no one way to develop and present a profile, but it is helpful if the style and language used reflects the individuality of the child. A local authority may also have a set layout for the one-page profile for use within a setting’s local area.

One-page profiles should include:

• what people like and admire about the child 
• what is important to them
• how best to support them 

What this tool does

This tool separates what is important to a child (what makes them happy, content and increases their well-being) from what is important for them (the help or support they need to stay healthy, safe and well) while working towards a balance between the two.

How this helps

• The tool identifies what must be present or absent in the child’s life to ensure they are supported in ways that make sense to them, while staying healthy and safe.
• This tool provides a quick summary of who the child is, and how to support them, for all those working with them.

Appreciation tool

What this tool does

The appreciation tool identifies the qualities that people value and admire about the child. It helps supporters to see what makes a child unique.

How this helps

• The tool acknowledges and appreciates a child’s gifts and qualities.
• The tool ensures we see the child for who they are and counters the frequent focus on what is wrong.
• The tool identifies those who have a personal connection with the child and those who really know what is important to them.

What’s working and what’s not working

What this tool does

The what’s working and what’s not working tool helps you think about what is working well for a child, what feels helpful and should stay the same, as well as what is not working and may need to change. 

How this helps

• The tool encourages everyone to look at the situation from different viewpoints, so there is a clear picture of what is going well and where things could be better.

Relationship circle

What this tool does

The relationship circle tool identifies who the important people are in a child’s life.

How this helps

• The tool helps to find out who is most important to the child and if there are any important issues around relationships.
• The tool helps to identify who to talk to when gathering information.
• The tool identifies relationships that can strengthened or supported.

Good day, bad day

What this tool does

The good day, bad day tool explores what makes a good day and what makes a bad day. It enables the adults in a child’s life to make changes which will result in more good days.

It helps the adults in a child’s life explore what the information they capture reflects about what is important to the child and how best to support them from their perspective.

How this helps

• The tool allows us to see what needs to be present and what needs to be absent in someone’s life.
• The tool provides information to someone who may not know the child well.
• The tool gives us ideas for ensuring lots of good moments and experiences that lift a child’s spirit are present on a daily basis.
• On transition the tool gives a clear picture to the new setting or school of how the child presents, and whether this is a good or bad day for them.

Communication chart

What this tool does 

The communication chart tool provides a snapshot of how a child communicates, as well as a way to understand what has been communicated by a child perhaps in addition to what they are saying.

How this helps

• This tool helps us focus on a child’s communication, whether they use words to speak or not.
• This tool provides clear information about how to respond to the way the child communicates.

4 plus 1 tool

What this tool does

The 4 plus 1 tool helps people to focus on what they are learning from their efforts, and given this learning, what needs to happen next.

How this helps

• The tool gives a structured way for everyone to be listened to and to describe what they have learned.
• The tool can be used to prepare for review meetings and individual work with children and families.
• The tool helps when reviewing actions from plans and developing further actions.

Learning log

What this tool does

The learning log tool directs people to look for ongoing learning through recording specific activities and experiences.

How this helps

• The tool provides a way for people to record ongoing learning (focused on what worked well and what didn’t work well) for any event or activity.
• The tool tells us what is important to and for families and the child. 
• The tool can replace traditional notes or records. It helps users to see the importance of moving away from focusing on getting tasks done, to supporting children to have a good life based on continual listening and learning.

• Arrange the date, time and venue with all relevant parties and send out invites in plenty of time.
• Think about the best way and time to conduct the meeting for you and the family: online or in person, formal or informal, using power point or written notes.
• This may be the start of relationships between parents and other professionals so make sure it is positive.
• Have all key information to hand. 
• It can be useful to complete PCP tools prior to the meeting. 
• During introductions, make everyone is comfortable.
• Ensure everybody gets a chance to contribute to the meeting.
• Record facts, do not make presumptions.
• Communication, negotiation and sometimes compromise are required.
• Be positive.
• Ensure the child is at the heart of the meeting.
• Focus on solutions, not barriers.
• You cannot give an action to someone who is not at the meeting. However, you can recommend that someone else at the meeting makes a referral to, or contacts that person in order to address the issue.
• Record clear next steps and who will be responsible for actions.
• Send out copies of actions as soon as possible and ask for any notification of changes to be made within a specified time frame.
• Carry out actions from next steps and review.
• Do not pre-empt support available, only state what has been agreed.
• Do not give false hope to parents.
• Follow up with parents after the meeting to ensure they understand what has been agreed.
• Pass on information to schools or settings during transition meetings.

The Additional Learning Needs Code for Wales 2021

• The Additional Learning Needs Code for Wales 2021 

  Statutory guidance on the Additional Learning Needs and Education Tribunal Act.

A curriculum for funded non-maintained nursery settings (Hwb)

• A curriculum for funded non-maintained nursery settings (Hwb) 

  A suite of modules and supporting information to assist practitioners to reflect on practice and provision in the following areas: Understanding Curriculum for Wales and the development of a curriculum for funded non-maintained nursery settings; Understanding the five developmental pathways and pedagogy; Schematic development; Patterns of repeated behaviours that can be seen in children’s play; and Leadership in non-maintained nursery settings.

Parent and carer’s guide to the assessment arrangements for 0- to 3-year-olds in Wales

• Parent and carer’s guide to the assessment arrangements for 0- to 3-year-olds in Wales 

  A guide for parents and carers explaining what assessments look like, what you can expect, and how you can be involved.

National Minimum Standards for Regulated Childcare for children up to the age of twelve years

• National Minimum Standards for Regulated Childcare for children up to the age of twelve years 

  Standards used to determine whether child minding and day care settings are providing adequate care for children up to the age of 12.

Early childhood play, learning and care in Wales (Hwb)

• Early childhood play, learning and care in Wales (Hwb) 

  Resources and guidance for childcare, play settings and schools on early childhood play, learning and care for children up to 5 years old in Wales.

Additional learning needs: guidance for parents and carers

• Additional learning needs: guidance for parents and carers 

  Helps parents and carers understand the ALN system and the support available for children and young people.

Additional learning needs (ALN): parent and carers toolkit

• Additional learning needs (ALN): parent and carers toolkit 

  Helps parents and carers of a child or young person understand how the ALN system works in Wales and the support available if your child is considered to have ALN. It explains the legislation, and other documents that make up the ALN system.

The Education Tribunal for Wales (ETW)

• The Education Tribunal for Wales (ETW) 

  Makes decisions on appeals about ALN and claims of disability discrimination in schools.

Family Information Services

• Family Information Services 

  Provide free, impartial help, support and advice on a range of family issues including additional needs support.

Neurodivergence Wales

• Neurodivergence Wales 

  Provides resources aimed at increasing the knowledge, skills and understanding of neurodivergence for parents and carers of neurodivergent people.

The glossary below gives the meaning of words and expressions, including abbreviations, used in this guide.

Additional learning needs (ALN)

Children and young people with learning difficulties or disabilities that need extra support to learn. 

Additional learning provision (ALP) 

The name for the extra support that is given to children and young people with ALN.

Additional Learning Needs Co-Ordinator (ALNCo) 

A person designated by a maintained school or college to have responsibility for co-ordinating ALP for children and young people with ALN.

Advocate

An advocate is someone who provides advice and assistance to a child or young person (including a child’s case friend) who is considering or making an appeal to the Education Tribunal for Wales (ETW) or taking part in arrangements for avoiding or resolving disagreement.

ALN Act 

Additional Learning Needs and Education Tribunal (Wales) Act 2018. 

Child 

Person not over compulsory school age (the meaning of which is given by section 8 of the Education Act 1996).

Compulsory school age 

Children aged 5 to 16 in Wales.

ECPLC’ Early Childhood Play, Learning and Care in Wales

Sets out shared principles and expectations for high-quality ECPLC provision across Wales, aligned with child development, play-based learning and the Curriculum for Wales. 

Education Tribunal for Wales (ETW) 

Makes decisions on appeals about additional learning needs and claims of disability discrimination in schools.

Early Years Additional Learning Needs Lead Officer (EY ALNLO) 

The officer designated (in accordance with section 62 of the Education Act 1996) by a local authority to have responsibility for co-ordinating the local authority’s functions under Part 2 of the Act in relation to children under compulsory school age who are not attending maintained schools.

Individual development plan (IDP) 

The statutory plan for children and young people with ALN. It explains their ALN and the ALP they require.

Local authority 

The council of a county or county borough in Wales, except where specific reference is made to a local authority in England (for the meaning of that see section 579(1) of the Education Act 1996). 

Non-maintained 

Settings that are not maintained by a school and a governing body. These settings may be funded by the local authority. 

One-page profile

A simple tool used in person-centred practice that includes all the information about your child, what is important to them and how best to support them.

Outcomes 

The things your child is working towards. Good outcomes are personal and meaningful, not just targets on a list. They should reflect what matters to your child and what will make a real difference to their life.

Person-centred practice 

An approach used to get to know a child as an individual and make sure they are at the heart of every decision. It focuses on what matters to them, what helps them and how they can be supported to feel happy, safe and able to learn.

Person-centred review 

A way of reviewing a child’s progress and support that puts their voice and their parents’ voice at the centre. It is different from a traditional review in that everyone’s views are given equal importance.

Parent 

Has the meaning given in section 576 of the Education Act 1996. That definition includes any person who is not a parent, but who has parental responsibility for the child and any person who has care of the child. 

A more comprehensive glossary of terms is available in Welsh Government’s Chapter 1 of the Additional Learning Needs Code for Wales 2021.