Understanding person-centred practice (PCP) in the additional learning needs (ALN) system: a guide for parents and carers

This guide explains:

• what person‑centred practice (PCP) and a person-centred approach is 
• how PCP is used in the additional learning needs (ALN) system
• what a person-centred review is and how you can prepare
• tools to help capture what is important about your child 

In this guide:

• ‘parent’ includes anyone who is not a parent, but who has parental responsibility for the child and any person who has care of the child
• ‘education setting’ refers to nurseries, school, colleges, special schools and pupil referral unit (PRU) in Wales

In education, a PCP approach can be used for all children and young people, not just those with ALN. It is about getting to know your child as an individual and understand what matters to them.

This approach helps educational settings to work in a way that makes your child feel listened to, valued and supported. 

PCP isn’t just a meeting or a document; it is an ongoing way of working that develops over time as your child grows and their needs change. 

It does this by:

• seeing your child as an individual 
• understanding their wishes, strengths, views and aspirations
• listening to what they think, feel and hope for
• focusing on their interests, preferences and goals
• recognising what they need to stay well, safe and able to learn
• making sure their voice is central to planning and decisions 

Your child should be encouraged to take part as fully as possible in decision‑making throughout their education journey. 

The Additional Learning Needs Education and Tribunal (Wales) Act 2018 (“the ALN Act”) places a legal duty on schools, colleges and local authorities to adopt a rights-based approach, ensuring that the views, wishes and feelings of the child and young person are central to decisions about planning their education now and in the future. 

A person-centred approach should be used whenever decisions are being made about your child and the support they may need. This includes when an education setting or local authority is deciding whether your child has ALN, as well as when planning and reviewing the support they receive. 

If a decision is made that your child has ALN, the education setting or local authority will prepare an individual development plan (IDP). An IDP sets out your child’s needs and the support (called additional learning provision (ALP)) that will help them. 

IDPs should be created using a person‑centred approach. This means that the people who know your child best all work together to build a shared understanding of what your child needs.

Everyone has a different view to share which is important, and together these help build a clear picture of your child: who they are, how they learn, what matters to them and what support will help them do well.

You can find more information about the ALN system in the ALN Parent and Carer toolkit which explains how the ALN system works and what support is available to children, young people and their families. 

What is a person-centred meeting?

When your child has been identified as having ALN or if the education setting or local authority are considering whether your child has ALN, you may be invited to a person-centred meeting. 

A person-centred meeting puts your child at the centre of the discussion.

It focuses on:

• your child’s aspirations 
• what is important for them to develop and make progress
• what good support looks like to them
• what is working and what may need to change 
• agreeing a plan based on person-centred outcomes

This meeting is usually led by someone who knows your child well from the education setting. Other people involved in supporting your child may also be invited, as well as your child where appropriate. 

You may receive an invitation verbally, by letter or email from your child’s education setting or local authority. The invitation will set out:

• the date and time of the meeting 
• the location of the meeting, or include an online link to it if it is being held virtually (some meetings take place online to make it easier for parents and others to attend) 
• who will be at the meeting, for example teachers, additional learning needs co-ordinator (ALNCo), headteacher, health professionals, social workers or other professionals known to your child

Education settings may use different names for the meeting. You may see it described as:

• a person‑centred review
• an IDP meeting
• an IDP review (if your child already has an IDP) 

The name of the meeting is not important. What matters is that it follows a person-centred approach.

Sometimes, the education setting or local authority may coordinate meetings and reviews about your child’s support. This can help make sure planning is joined-up and everyone is working towards the same outcome. 

Scheduling a person-centred meeting 

Depending on your child’s needs, a person-centred meeting may take place at different points in their life, for example:

• when an education setting is considering whether your child has ALN
• at least every 12 months to review an existing IDP, or sooner if there is a significant change in your child’s needs or circumstance

Before the person-centred meeting

Before the meeting, the person leading it will make sure information is gathered from people who know your child well, for example teachers, support staff, ALNCo or other professionals. 

Where appropriate, this information will be shared with you and your child ahead of the meeting. This is so that you have time to read through and feel prepared to take part in the discussion and decisions made. 

You can also bring information you want to share. Ideas on tools to help describe what is important about your child are included later in this guide.

You can ask for the meeting and information to be provided in Welsh or in another language if this would help you or your child.

How to involve your child in the person-centred meeting

Meetings can sometimes feel overwhelming, especially when lots of different people are involved. Helping your child to share or express their views and participate in the PCP process helps them to:

• feel confident that their views, wishes and feelings are listened to and valued, even if they find it difficult to express them
• develop an awareness of their rights and the support and services available to them
• build a sense of responsibility for, and control over, their education and future 

The person arranging the meeting should think carefully about what will help you and your child feel comfortable and able to take part. This includes creating a welcoming and supportive environment where everyone feels safe, listened to and confident to share their views.

As children get older and become young people they will usually be more involved in decisions about their support and may be asked to give their agreement (consent) to take part in discussions and share their views.

There are things you can do to help your child feel prepared and supported, so they can be fully involved in a way that works best for them. This may include:

• helping them use words, pictures, symbols and other tools that help them express their views 
• helping them plan in advance what they want to say using the tools in this guide 
• asking for a separate meeting with one other person, so their views can be shared in a quieter, calmer space
• asking for an advocate 
• asking to visit the room beforehand so your child can become familiar with the setting
• arranging for your child to attend part of the meeting if that feels easier
• agreeing a simple signal your child can use if they need a break or want to leave
• using visual support, such as pictures, symbols or social stories, to help them understand and take part
• taking something to the meeting that helps them feel calm, such as notes, pictures or a fidget toy
• asking for a follow‑up meeting to talk through what was discussed and share any thoughts or feedback

If your child is not joining the meeting, there are ways to make sure their voice is included, even if they are not there in person. They can:

• record themselves talking about what matters to them, what is going well and what they would like to change
• share photos showing what they enjoy doing 
• write or record what they want people to know 
• write or record questions ahead of the meeting
• have an advocate to represent their views

What happens during the person-centred meeting

Every person-centred meeting is different and should be shaped around your child and what works best for them.  

However, usually the following steps are covered in the meeting. 

• Introduction: the people who are in the meeting will introduce themselves and explain their role in relation to your child. 
• Discussion: the meeting will allow everyone to share and discuss what they like and admire about your child, what is important to and for them, and what is working well or not working.
• A plan: based on the discussions, a plan or a summary of the discussions may be created. This may include amendments to the IDP if necessary.
• Reviewing the IDP: the IDP will be reviewed every 12 months to ensure your child’s needs and provision remain relevant and effective.

The aim of this approach is to bring everyone together in an open and honest way so that everyone can build a shared understanding of your child and how they can be supported.  

After the person-centred meeting

The meeting is not the end of the process. 

Support for you and your child as they continue throughout their education journey and what is discussed in the PCP meeting will help shape what happens next.

After the meeting, you may receive a plan of actions from what was discussed. 

This may include: 

• any changes to the IDP
• who is responsible for each action
• any actions you or your child have agreed to take
• updates to existing outcomes or support, including adding new ones or removing things that are no longer relevant 

This helps make sure everyone understands what they need to do and what will happen next.

If you leave a meeting feeling unsure, or if you are concerned that you or your child’s views were not fully heard, or that agreed actions are not being followed up, you can raise this and ask for clarification. 

You can:

• contact the ALNCo, teacher, headteacher or staff at the education setting your child attends to discuss any concerns directly
• ask for an earlier review if you feel things need to be looked at again sooner
• contact your local authority’s ALN team for advice and guidance
• ask for independent advice or advocacy if you feel you need support to understand decisions or to share your views. Advocacy can help make sure your voice is heard. Information about advocacy is available in Welsh Government’s ALN parent and carer toolkit

PCP tools are there to help your child share what matters to them, what support they need and what they would like for the future. You can use these tools: 

• to help prepare for the PCP meeting
• during the meeting itself 
• to support your child to take part fully

The following are examples of some tools you can use.

One-page profile 

What this tool does

The one‑page profile tool is a simple way to share the most important information about your child, but also what is important for them.

How this helps

This tool helps other people get to know your child better and understand how to support them in ways that make sense to them, while staying healthy and safe. 

A one‑page profile usually includes:

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

Appreciation tool

What this tool does

The appreciation tool helps identify the qualities that people value and admire about your child’s character and personality, and identifies their skills, gifts, talents and interests.

How this helps

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

Good day, bad day

What this tool does

The good day, bad day tool helps build a picture of what a good day looks like for your child, and what makes a bad day. 

How this helps

This is particularly useful when you want to help those in an education setting to understand what your child’s needs are and how to help them feel settled and happy. It also helps others to understand whether how your child is presenting that day is how they react when they are feeling comfortable or uncomfortable. 

Relationship circle

What this tool does

The relationship circle tool is a way of showing who is important in your child’s life. 

How this helps

The tool helps everyone understand:

• who your child feel closest to
• how different people support your child
• how existing relationships can be strengthened or new ones developed

Aspirations

What this tool does

The aspirations tool helps your child think about their future and what is important to them. It also highlights the strengths and qualities others value, helping your child to build on these. 

How this helps

• The tool identifies what matters to your child. 
• The tool supports reflection on your child’s future identity and aspirations. 
• The tool connects your child’s strengths and interests to meaningful goals. 
• The tool supports person-centred planning and tailored support.

4 plus 1 tool 

What this tool does

The 4 plus 1 tool helps guide conversations so that everyone can build a shared and clear understanding of your child. 

How this helps

It uses 4 key questions to focus on what really matters, followed by one final question to agree what happens next.

The 4 main questions are about:

• what people like and admire about your child
• what is important to your child
• what support helps your child do well
• focusing on agreeing the next steps

What person-centred practice means

PCP is an approach used to get to know your child as an individual. It makes 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.

The PCP approach is used with all children and young people, not just those with ALN. 

The difference between person-centred practice and a person-centred meeting

Person‑centred practice is the way an education setting works every day, making sure your child or the young person’s views, strengths and what matters to them are always considered in planning and support. 

The person-centred meeting is one way of bringing everyone together to support the PCP approach.

Frequency of person-centred meetings 

Person-centred meetings should take place at least every 12 months or sooner if there is a significant change in circumstance, or to review an existing IDP.

What to do if you don’t feel the school or local authority is using a person-centred meeting approach

A person-centred approach is expected when decisions are made about your child, although it may look different in different settings. You should feel that your child is at the centre of discussions, and that you and your child are listened to and taken seriously. 

If you so have any concerns, you can:

• speak to the person leading the meeting and explain what you would like to be different
• speak to the headteacher or a senior member of staff at the education setting
• contact the local authority ALN team to discuss your concerns 

Put your concerns in writing, for example to the school or governing body, if you feel this would be helpful.

Asking for an IDP review

You can ask for a review before the 12-month review if:

• your child’s needs change significantly
• you have any concerns
• agreed support is not being put in place 

You do not have to wait for the scheduled date if something needs to be looked at sooner.

Length of the person-centred meeting

Most meetings last between one and two hours, though this can vary depending on how many people are involved and how much there is to discuss. 

All meetings should be planned around your child’s needs so the length and format may be different every time.

Attending the person-centred meeting

You do not have to attend the meeting, but being there can really make a difference. You know your child better than anyone else, and your views, your child’s views are important in helping others understand what their needs are. 

While written information can be helpful, it cannot fully replace hearing directly from you. If attending in person feels difficult, you can ask about other ways to take part. 

The educational setting may carry on with a review if you choose not to attend.

What happens when a child or young person doesn’t want to attend

There are many ways to include your child’s voice without them being in the room. This could involve making a short video of them, getting them to write a letter or draw pictures, or having someone speak on their behalf. The important thing is that their views are represented, not that they are physically present.

Bringing other people with you to the meeting

If you want to, you can bring family members, a friend or an advocate for support. Let the education setting know in advance so they can make sure there is space and that everyone feels welcome.

The education setting may have a code of conduct (set of rules) that all adults are asked to adhere to. You can ask for this ahead of the meeting.

What to do if you disagree with what is being said about your child

There may be times when you do not agree with something that is said about your child. It is important that you communicate this with the education setting. If you feel your views are not being taken on board, you can ask for them to be recorded in the IDP so that you, your child’s perspective is recognised.

What to do if you haven’t received anything after the person-centred meeting

If you have not heard anything by the date agreed in the meeting, you should get in touch with the person leading the meeting, the ALNCo or local authority to ask for an update. Keeping a copy of the agreed actions can be helpful.

What to do if the actions agreed at the meeting don’t happen

If you notice that actions from the meeting are not being followed up, you should ask about this. You should get in touch with the person leading the meeting, the ALNCo or local authority to ask for an update.

What to do if the ALP in the IDP has not been updated to reflect your child’s change in need

If you notice or feel that the ALP has not been updated, you should ask about this. You should get in touch with the person leading the meeting, the ALNCo or local authority to ask for an update.

Parents, children and young people have the right to appeal to the Education Tribunal for Wales (ETW) if they disagree with decisions about ALP. 

What to do if you don’t understand something in the meeting or in any documents you receive

You may receive information that will be discussed at the meeting in advance. If you receive documents afterwards that are confusing, you can contact the ALNCo, teacher, head teacher or other members of staff and ask for clarification. You can ask during the meeting for anything to be explained in plain language.

Confidentiality of discussions in the meeting 

Information shared in the meeting will be written up and may be shared with everyone involved in your child’s support. If you are unsure about who will have access to what is written down, it is worth asking before or at the start of the meeting.

Additional learning needs: guidance for parents and carers

• Additional learning needs: guidance for parents and carers

Helps parents and carers understand the additional learning needs 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 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.

A guide about the rights of children, their parents and young people under the additional learning needs (ALN) system

• A guide about the rights of children, their parents and young people under the additional learning needs (ALN) system

Explains the rights of children, their parents and young people under the Additional Learning Needs and Education Tribunal (Wales) Act 2018 (‘the ALN Act’).

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

Provides 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.

Nursery education for 3- and 4-year-olds: guide for parents and carers

• Nursery education for 3- and 4-year-olds: guide for parents and carers

Guide to help you understand nursery education for 3- and 4-year-olds as part of the Curriculum for Wales and how it will help your child learn.

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 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).

College

An institution falling within section 91(3) of the Further and Higher Education Act 1992.

Compulsory school age

Children aged 5 to 16 in Wales.

Education setting 

Any place where education is provided, including nurseries, schools, colleges, or other arrangements such as education other than at school (EOTAS).

Education Tribunal for Wales (ETW)

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

Individual development plan (IDP)

The 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). 

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 your child’s progress and support that puts their voice and yours 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. 

Pupil referral unit (PRU)

A type of school maintained by a local authority to provide suitable education for children and young people who are unable to attend a mainstream school, for example because of illness, exclusion or other reasons.

Young person 

A person over compulsory school age, but under 25. 

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