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

This guide is designed to help practitioners working in maintained nurseries, schools, and further education institutions (FEIs) understand:

• what person‑centred practice (PCP) is
• how PCP is used in the additional learning needs (ALN) system
• how to prepare and hold a person-centred meeting
• how to help a child or young person take part in a person-centred meeting 
• how to use information to develop a person-centred individual development plan (IDP) 

The guide can also be applied to practitioners who work in local authorities who exercise their ALN duties in preparing and maintaining IDPs for children or young people with ALN. 

In this guide, the term: 

• ‘school’ refers to nurseries and schools that are maintained by a local authority (pupil referral units (PRUs) are within the definition of a maintained school for the purposes of the ALN system, and therefore practitioners within PRUs can also apply this guide)
• ‘child’ includes looked after children and children who lack capacity, unless otherwise stated 
• ‘young person’ includes a person who is over compulsory school age, but under 25 
• ‘parent’ includes anyone who cares for the child or young person, or who has parental responsibility 
• ‘case friend’ means a person appointed by the Education Tribunal for Wales (ETW) to represent and support, in ALN matters, a child who lacks capacity 

In education, a PCP approach can be used for all children and young people, not just those with ALN. The approach ensures children, their parents and young people are involved in decisions about their learning and support. 

It does this by: 

• seeing the child or young person 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 

This approach promotes inclusive practice and helps schools and FEIs create effective learning environments where every child and young person feels listened to, valued and supported.

It also allows everyone involved in the child or young person’s educational journey to understand what matters to the child or young person, how they learn best, how they participate in everyday activities and what support they need to thrive. 

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

If a child or young person is identified as having ALN, the school, FEI or local authority must prepare an IDP. An IDP is a legal document which sets out the child or young person’s needs and additional learning provision (ALP) that will help them.

Young people must consent to a decision being made about whether they have ALN or to an IDP being prepared, maintained or kept. If a young person does not consent to a decision on ALN being made about them, schools, FEIs and local authorities should still try to meet their needs through additional support. This decision is not irreversible as the young person is entitled to change their mind at any time. 

Chapter 31 of the ALN Code provides guidance on cases where a parent of a child or a young person lacks capacity and explains who can represent them.

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

• their aspirations 
• what is important to them 
• what is important for them to develop and progress 
• what is working and not working from different perspectives 

Attendance at a person-centred meeting depends on who is involved in the child or young person’s education. The views of the child or young person about who attends should be taken into account. The meeting may include pastoral leads, teachers, lecturers, tutors, the ALNCo and professionals from wider agencies such as social care or health. 

The child or young person should also be invited, depending on what is appropriate in the circumstances. 

Young people and a child’s parents may bring a supporter (for example a family member, friend or case friend) to meetings. In these instances, they should seek prior agreement from the school, FEI or local authority, and explain the purpose of the attendee.

Person-centred meetings are meant to be informal, and it is important that everyone feels relaxed and comfortable.

Person-centred meetings should be held as part of the process for making decisions, for example:

• when a school, FEI or local authority is considering whether a child or young person has ALN 
• for the purpose of drafting an IDP 
• at least every 12 months to review an existing IDP, or sooner if there is a significant change in circumstance 
• at transition times

The minimum requirement is that IDPs be reviewed annually. However, IDPs can be reviewed at any time if there is a significant change in circumstance, or if requests are made by:

• an NHS body
• a child or a child’s parent 
• a young person 

A governing body or local authority must review an IDP following a request from a child, parent or young person unless it considers the review to be unnecessary.

Effective reviews are also responsive to change. Sometimes circumstances shift unexpectedly. For example, new challenges emerge, opportunities arise, and the child or young person’s needs evolve. When this happens, an IDP may need to be revisited and a PCP meeting held 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 listening to the child or young person and adjusting provision to meet their changing needs, rather than waiting for a scheduled date that may no longer be appropriate. 

PCP meetings play a critical part in helping to ensure that a child or young person is at the heart of the process that identifies their ALN and determines the nature and the extent of the ALP. 

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 school, FEI or local authority’s code of conduct for meetings should be observed by all participants in an in-person or virtual meeting. Normal safeguarding procedures must also be followed. 

To follow a PCP ethos, schools, FEIs and local authorities should:

• be flexible to allow for an approach that is appropriate in the individual circumstances 
• involve the child or young person and, in the case of the child, the parent 
• take measures to best facilitate the participation of the child or young person. 

Most meetings can last between one and two hours, but this can vary depending on how many people are involved and how much there is to discuss. The initial meeting may take longer. 

Throughout the process, schools, FEIs and local authorities should provide information in a way that reflects the language and communication preferences of the child, their parent and the young person, to support their full and meaningful participation. The person organising the meeting will also have to comply with any applicable Welsh language and accessibility obligations. 

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. 

This should include a discussion about any arrangements which will be put in place to support the child or young person at the meeting. This could include providing: 

• an interpreter for children and young people whose first language isn’t English or Welsh 
• documents in an appropriate format, for example enlarged print or braille 
• specialist equipment the child or young person requires to participate effectively 

To encourage meaningful participation, schools, FEIs and local authorities should consider the following: 

• a separate meeting with a child, their parent or young person and just one or two professionals to share their views in advance of a larger meeting 
• a child or young person only attending part of the meeting 
• designing the layout of the room to suit the child, their parent or young person 
• holding the meeting in a room which is familiar to the child, their parent or young person 
• keeping the meeting short and focused if that helps 
• having a staff member present who is trusted by the child or young person and who can help explain matters and gauge whether they have understood 
• preparing a child, their parent or a young person for the meeting in advance, for example by 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 
• agreeing in advance a simple signal the child or young person can use if they need a break or want to leave 
• allowing the child or young person to bring something that helps them feel calm, such as a fidget toy 
• offering a follow-up meeting to talk through what was discussed and share any thoughts or feedback 

If the child or young person is able to share their thoughts, this could be done through: 

• talking with the parent or a trusted adult 
• using symbols, pictures or drawings 
• creating a short video or voice note 
• using assistive technology or alternative communication methods such as braille or British Sign Language (BSL) 

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

• the child or young person could record themselves talking about what matters to them, what is going well, and what they would like to change (this can be played at the start of the meeting) 
• a collection of photos showing the child or young person 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 
• the child or young person could be asked questions in advance, and their written or dictated answers read out in the meeting (their answers should be treated with the same weight as any adult contribution) 
• there could be an advocate to represent the child or young person’s views 

Evidence and advice will almost always be necessary for meetings to make decisions related to ALN matters. To enable this, the organiser of the meeting may seek information from different agencies, professionals and individuals in advance of the meeting, and will consider who ought to attend. 

It may be useful to use the points below to structure the gathering and presenting of information, including for those submitting written contributions in advance of the meeting. 

• What do you admire or appreciate about the child or young person? 
• What do you think is most important in the child or young person’s life now and in the future (aspirations)? 
• What do you think is important for the child or young person to help them develop and progress? 
• What do other people need to know or do to help the child or young person? 
• What is working and needs to be continued? 
• What is not working and needs to change? 
• Are there any questions? 

Advice or reports supplied by agencies or professionals should also be shared. The child, their parent or the young person should have sufficient time to consider these in advance of the meeting. 

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

• Introduction: those in the meeting introduce themselves and briefly explain their role in the child or young person’s education. 
• Discussions: the meeting will be interactive, allowing everyone to contribute and discuss: 
  • what they like and admire about the child or young person 
  • what is important to and for the child or young person 
  • what is working and not working
• Actions: based on the discussions, notes may be developed or amendments made directly to the IDP.
• Review: a short summary of key discussion points will be noted and the timeframe for the next review may be discussed.

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

After the meeting, the person leading the meeting could offer an opportunity to the child, their parent or the young person to discuss the information and advice gathered. 

The child, their parent or the young person 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, schools, FEIs and local authorities should maintain open, clear and regular communication with the child, their parent or the young person. This should include timely updates on progress and support.

Where it is decided that a child or young person does have ALN, an IDP will be prepared.

An IDP is a statutory document that contains a description of a child or young person’s ALN and the ALP that is called for by the child or young person’s learning difficulty or disability. 

Schools, FEIs and local authorities must use the standard IDP form when preparing or maintaining an IDP. If a child is looked after then the specific looked after child IDP form should be used. This is to make sure the child or young person is treated fairly and consistently, and to allow their IDP to move with them if they change setting. 

Although these forms must be used, they are intended to support the development of an IDP that is bespoke to each child or young person, reflecting their individual circumstances, needs, strengths and aspirations. This may mean that IDPs differ in length and style depending on the needs and circumstances of the individual child or young person. 

IDPs should be co-produced using a person-centred approach, ensuring decisions reflect the child or young person’s views and the views of those who know them best. 

Therefore, the IDP should be written: 

• in a style that shows that it belongs to the child or young person and is not just part of an administrative process 
• using an accessible style that matches the needs and understanding of the child or young person 
• in plain language (whether that is Welsh, English or both), avoiding the use of jargon 
• explaining the relevance of any technical terminology, so that everyone who reads the IDP is able to understand it, including, wherever possible, the child or young person

The inclusive process of developing an IDP, and the duty to take into account the views, wishes and feelings of the child, their parent or the young person, is intended to overcome concerns at an early stage and prevent disagreements from arising. Schools, FEIs and local authorities’ focus should be on providing children, their parents and young people with the opportunity to raise concerns or questions at every stage of the process. This will allow matters to be addressed and resolved promptly. 

More information can be found in Welsh Government’s Additional learning needs (ALN): decision-making and communication.

There are different tools that can be used to help share what is important about the child or young person. Practitioners do not need to use all of them, only the ones that feel most meaningful and helpful for the child or young person. These tools are commonly used in schools for many children, not just those with ALN. The tools support schools, FEIs and local authorities to work in a person-centred and inclusive way. 

The following are examples of some tools you can use.

One-page profile

What this tool does

The one-page profile tool separates what is important to a child or young person (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 or young person’s life to ensure they are supported in ways that make sense to them, while staying healthy and safe.
• The tool provides a quick summary of who the child or young person 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 or young person. It helps supporters to see what makes a child or young person unique.

How this helps

• The tool acknowledges and appreciates a child or young person’s gifts and qualities.
• The tool ensures we see the child or young person 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 or young person 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 identify what is working well for a child or young person, 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 explores what makes a good or bad day for a child or young person, and reflects what is important to them.

How this helps

• The tool helps practitioners understand not only what the child or young person needs academically, but what matters to them emotionally and socially throughout their entire day, both at home and at school.
• The tool uncovers the ‘little things’ that matter deeply, showing what needs to be present and what needs to be absent in a child or young person’s life to bring them happiness. The information can help those in the child or young person’s life to include lots of good moments in each day that lift a child or young person’s spirit.
• On transition, the tool gives a clear picture to the new setting of how the child or young person presents, and whether this is a good or bad day for them.

Relationship circle

What this tool does

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

How this helps

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

Aspirations

What this tool does

The aspirations tool helps practitioners to find out, based on a child or young person’s gifts and talents, what is important to them, what they want to be and what they want to do. 

How this helps 

• The tool identifies what matters to the child or young person. 
• The tool supports reflection on future identity and aspirations. 
• The tool connects 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 l helps the child or young person reflect on what has happened by looking at what has been tried and learned, what the child or young person is pleased about and what they are concerned about. The final plus 1 question focuses on the next steps. 

How this helps 

• This tool reveals patterns of what the child or young person responds to well. It also reveals areas where progress is being made, ongoing challenges and how to adjust the approach. 
• This tool helps develop insight into the child or young person’s responses and needs.
• This tool encourages evidence-based practice rather than assumptions, helping practitioners learn from experience to better support what matters to the child or young person.

Communication chart

What this tool does

The communication tool provides a snapshot of how a child or young person communicates, as well as a way to understand what has been communicated. 

How this helps

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

Learning log

What this tool does 

The learning log tool provides a way to record ongoing learning for any event or activity. It can be used to capture day-to-day insights and reflects a practice of continual listening, observing and learning to inform and adjust ongoing support. 

How this helps

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

Decision-making profile and agreements

What this tool does

The decision-making profile and agreements tool help build a clear understanding of how a child or young person makes decisions and how they want to be supported in decision-making.

How this helps 

• This tool helps practitioners understand what support a child or young person needs to be at the centre of choices about their life. 
• This tool shows what matters to the child or young person in terms of their autonomy, and what conditions help them to make informed choices. This helps practitioners judge the level of support required, so that the child or young person is neither under-supported (leaving them without help they need) nor over-supported (making decisions for them unnecessarily).

Matching support 

What this tool does 

The matching support tool provides a structured way to identify how skills, support, people and personal qualities align. It offers a simple way to record what is needed to achieve the best match.

How this helps 

• This tool helps practitioners to think about the support that a child or young person wants and needs. It can be used either in matching a child or young person to existing staff, or for the person specification for recruiting staff or volunteers.

The Additional Learning Needs Code for Wales 2021

• The Additional Learning Needs Code for Wales 2021 

Explains what organisations are required to do by law to meet the ALN of children and young people. This includes schools, further education institutions, local authorities and NHS bodies.

Individual Development Plan (IDP): example of standard form

• Individual Development Plan (IDP): example of standard form

An example IDP showing learners’ needs, support and expected outcomes for children and young people with ALN.

Additional learning needs (ALN): decision-making and communication

• Additional learning needs (ALN): decision-making and communication 

This guidance aims to support maintained schools and local authorities in Wales to:

• gather comprehensive and robust information to make fair, consistent and transparent decisions about whether a child or young person has ALN
• communicate clearly with children, young people and their families

Additional learning needs: post-16 education guidance

• Additional learning needs: post-16 education guidance 

This collection covers funding, provision, placement and measuring progress for post-16 education.

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 

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

Hwb Additional Learning Needs principles: Person-centred practice (PCP)

• Hwb Additional Learning Needs principles: Person-centred practice (PCP) 

Examples of tools and techniques for person-centred practice.

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.