Additional Learning Needs (ALN) Ambassador Programme

As part of a large-scale evaluation of the new ALN reform, Children in Wales were commissioned by Welsh Government to work directly with children and young people in educational settings across Wales. The aim was to develop and establish a Wales-wide ALN Children and Young People’s Participation group ensuring that young voices are central to how the ALN system is shaped and improved.

We’ve taken a creative, fluid and participatory approach to gather children and young people’s views and experiences. Their feedback has been captured through group sessions, focus groups, and one-to-one conversations, offering a deep understanding of key themes.

This work helps Welsh Government meaningfully consider the voices of children and young people in the planning and delivering of policy and services. It also contributes to the wider, ongoing evaluation of the ALN System.

So far, we have worked with both Welsh- and English-medium primary and secondary schools, as well as one specialist class provision for pupils with ALN. Across four settings, we’ve delivered 36 sessions and engaged with 33 pupils aged 6-16, as part of the Children in Wales ALN Participation group. 

Contact: Claire Hathway, Development Officer ALN

The areas of focus have been:

Children and Young People’s understanding and awareness of the ALN system and their rights
Children and Young People’s Involvement in ALN processes and decision making
Children and Young People aspirations for learning and their futures

A child showing their artwork of what a good day at school looks like
A child taking part in a creative, participatory workshop
A child's artwork showing us what kind of teacher brings out the best in them
A young person creating a blog about what matters most in their lives and school.

We Asked

What does good support look like?

“I prefer small group interventions because I have more time to do the work, and I feel more confident.”

“Kind, funny, trusting teachers - someone you can be vulnerable with and who makes school feel safe.”

“Good support is knowing you’re around me. If people are touching me, I feel claustrophobic, I end up not wanting that support. I just need them around me when I need them to be.”
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When doesn’t it work?

“When lessons feel bell bound and pressured, we’re nagged by teachers to complete the work”

“When the work is either too easy or too hard, too complicated or just impossible”

“Teachers who are too strict, shout and don’t allow enough time to complete the work.”

“I have a disability so couldn’t keep up, but the teacher just thought I was being lazy. They didn’t adjust or change the lesson for me, so I just didn’t want to take part in the end.”

“In school, they just say to write this down, even when I don’t really know what I’m writing about.”
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When are you happiest in school?

“I enjoy criminology, I’m interested in the subject, the teacher is cool, nice, kind, she understands me, the good, the bad and the ugly, she gets it, takes time to talk to me”

“I love food tech. The teacher is respectful and loves her job - that makes me excited for her lessons”
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How is school supporting you to learn and grow?

“I use a computer that helps me generate words and ideas.”

“My maths teacher gives me praise and notices me. He wants school to be a safe space.”

"In my old class there were too many pupils. I needed quiet time."
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Having your say in decision making?

“When teachers take time to read what I write, it really helps.”

“Meetings with staff give me the chance to offer my views and feel involved.”

“I get to say what I like in school, what I want, need and I get to explore possibilities.”

“Meetings aren’t helpful, they are triggering – no change comes from them, they make your life miserable.”

"They do listen when I speak about changing anything and if I need more help. Last year I didn’t want to ask for help, I wanted to be independent. But chatting more with friends and teachers has made me want to ask for help more this year.”
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Reports and Resources