Nod Llywodraeth Cymru yw gweddnewid y disgwyliadau, y profiadau a'r deilliannau ar gyfer plant a phobl ifainc ag anghenion dysgu ychwanegol.

Er mwyn gwneud hynny, maen nhw wedi datblygu Anghenion Dysgu Ychwanegol,  a fydd yn trawsnewid y systemau ar wahân ar gyfer Anghenion Addysgol Arbennig (AAA) mewn ysgolion ac anawsterau dysgu a/neu anableddau (AAD) mewn addysg bellach, i greu system unedig ar gyfer cefnogi dysgwyr o 0 i 25 gydag ADY.

Bydd y system wedi'i diwygio yn:

• Sicrhau fod pob dysgwr ag ADY yn cael ei gefnogi i oresgyn rhwystrau rhag dysgu ac yn gallu cyflawni ei botensial llawn.
• Gwella cynllunio a chyflwyno cefnogaeth i ddysgwyr o 0 i 25 oed gydag ADY, gan roi anghenion, barn, dymuniadau a theimladau'r dysgwyr wrth wraidd y broses.
• Canolbwyntio ar bwysigrwydd nodi anghenion yn gynnar a rhoi ymyriadau amserol ac effeithiol ar waith sy'n cael eu monitro a'u haddasu i sicrhau eu bod yn cyflawni'r deilliannau sy'n cael eu dymuno.

Mae deddfwriaeth newydd a chanllawiau statudol yn ddim ond un agwedd, er ei bod yn un sylfaenol, o'r pecyn ehangach o ddiwygiadau angenrheidiol. Mae'r Rhaglen Trawsnewid ADY hefyd yn canolbwyntio ar ddatblygu sgiliau ar gyfer y gweithlu addysg, i ddarparu cefnogaeth effeithiol i ddysgwyr ag ADY yn yr ystafell ddosbarth, yn ogystal â gwneud mynediad i gefnogaeth arbenigol, gwybodaeth a chyngor yn haws.

Nodau'r Ddeddf:

Cyflwyno'r term Anghenion Dysgu Ychwanegol (ADY)

Mae'r Ddeddf yn disodli'r termau 'anghenion addysgol arbennig' (AAA) ac 'anawsterau dysgu a/neu anableddau' (AAD) gyda'r term newydd ADY.

Ystod oedran rhwng 0 a 25 

Bydd un system ddeddfwriaethol yn ymwneud â'r gefnogaeth sy'n cael ei rhoi i blant a phobl ifainc rhwng 0-25 oed sydd ag ADY. Mae hyn yn lle'r ddwy system ar wahân sy'n gweithredu ar hyn o bryd i gefnogi plant a phobl ifainc o oedran ysgol gorfodol sydd ag AAA; a phobl ifainc mewn addysg bellach sydd ag AAD.

Cynllun unedig

Bydd y Ddeddf yn creu un cynllun statudol (y Cynllun Datblygu Unigol (CDU)) i ddisodli'r amrywiaeth bresennol o gynlluniau AAA statudol neu anstatudol neu AAD ar gyfer dysgwyr mewn ysgolion ac addysg bellach.

Cynyddu cyfranogiad plant a phobl ifainc

Mae'r Ddeddf yn mynnu bod barn y dysgwyr bob amser yn cael ei hystyried fel rhan o'r broses gynllunio, ynghyd â barn eu rhieni. Mae'n hollbwysig bod plant a phobl ifainc yn gweld y broses gynllunio fel rhywbeth sy'n cael ei wneud gyda nhw yn hytrach nag iddyn nhw.

Dyheadau uchel a deilliannau gwell

Bydd pwyslais CDUau ar wneud darpariaeth sy'n cyflawni deilliannau pendant sy'n cyfrannu mewn modd ystyrlon i'r plentyn neu'r person ifanc yn cyrraedd eu potensial llawn.

System symlach a llai gwrthwynebol

Dylai'r broses o baratoi a diwygio CDU fod yn llawer symlach na'r hyn sy'n digwydd ar hyn o bryd yn achos datganiadau AAA.

Mwy o gydweithio

Bydd y system newydd yn annog gwell cydweithio a rhannu gwybodaeth rhwng asiantaethau, sy'n hanfodol i sicrhau bod anghenion yn cael eu nodi'n gynnar a bod y gefnogaeth gywir yn cael ei rhoi ar waith i alluogi plant a phobl ifainc i gyflawni deilliannau cadarnhaol.

Osgoi anghytundebau a datrys anghytundebau'n gynharach

Bydd y system newydd yn canolbwyntio ar sicrhau, pan fo anghytundebau yn digwydd am CDU neu'r ddarpariaeth y mae'n ei gynnwys, bod y mater yn cael ei ystyried a'i ddatrys ar y lefel fwyaf lleol bosibl.

Hawliau apêl clir a chyson

Pan nad yw'n bosib datrys anghytundebau ynghylch cynnwys CDU ar lefel leol, bydd y Ddeddf yn sicrhau bod hawl gan blant a phobl ifainc sydd â hawl i CDU (a'u rhieni yn achos y rhai sydd dan 16 oed) hawl i apelio i dribiwnlys.

Côd gorfodol

Bydd y Côd yn sicrhau bod gan y system ADY newydd set o baramedrau clir sy'n cael eu gorfodi'n gyfreithiol y mae rhaid i awdurdodau lleol a'r sefydliadau eraill hynny sy'n gyfrifol am ddarparu gwasanaethau ar gyfer plant a phobl ifainc ag ADY eu gweithredu.

Y rhesymau y tu ôl i'r newidiadau arfaethedig:

• Mae gan ddysgwyr yr hawl i gael mynediad cyfartal i addysg sy'n cwrdd â'u hanghenion ac sy'n eu galluogi i gyfranogi mewn dysgu a mwynhau dysgu.
• Mae'r system gyfredol ar gyfer cefnogi plant a phobl ifainc ag AAA ac anawsterau dysgu a/neu anableddau yn seiliedig ar fodel a gafodd ei gyflwyno fwy na 30 mlynedd yn ôl nad yw bellach yn addas i'r pwrpas.
• O dan y system newydd bydd y cynllunio'n hyblyg ac yn ymatebol; bydd gweithwyr proffesiynol yn fwy medrus a hyderus wrth nodi anghenion a defnyddio strategaethau i helpu dysgwyr i oresgyn eu rhwystrau rhag dysgu.
• Bydd y dysgwr wrth wraidd popeth sy'n cael ei wneud.

Sut bydd y newidiadau yn cael eu gweithredu

Mae'r rhaglen Trawsnewid Anghenion Dysgu Ychwanegol yn cynnwys 5 prif thema:

1. Deddfwriaeth a Chanllawiau Statudol
2. Gweithredu/Cefnogi Pontio
3. Datblygu'r Gweithlu
4. Codi Ymwybyddiaeth
5. Polisi Cefnogol

1. Deddfwriaeth a Chanllawiau Statudol

Cafodd y Ddeddf Anghenion Dysgu Ychwanegol a'r Tribiwnlys Addysg (Cymru) ei chyflwyno i Gynulliad Cenedlaethol Cymru ddydd Llun 12 Rhagfyr 2016.

Mae'r Ddeddf yn creu'r fframwaith deddfwriaethol er mwyn gwella'r ffordd y caiff darpariaeth dysgu ychwanegol ei chynllunio a'i darparu. Bydd hyn yn digwydd drwy ddull gweithredu sy'n canolbwyntio ar yr unigolyn o ran canfod anghenion yn gynnar, sicrhau bod gweithdrefnau cymorth a monitro effeithiol ar waith ac addasu ymyraethau er mwyn sicrhau eu bod nhw'n cyflawni'r amcanion disgwyliedig.

2. Gweithredu/Cefnogi Pontio

Er mwyn sicrhau bod y system newydd yn cael ei gweithredu'n llwyddiannus ac yn gyson, mae'n hanfodol bod gwasanaethau'n cael eu cefnogi i baratoi ar gyfer y newidiadau sydd ar y gweill ac i ddatblygu arferion gweithio aml-asiantaethol a thraws-sectorol agosach.

Mae'r rhain yn cynnwys y canlynol:

• Cyllid Arloesi ADY: cefnogi prosiectau partneriaeth rhanbarthol rhwng  Awdurdodau Lleol, ysgolion, SABau, darparwyr arbenigol, iechyd, gwasanaethau cymdeithasol, y blynyddoedd cynnar a'r trydydd sector.
• Grŵp Gweithredu Strategol ADY: gweithgor ar y cyd rhwng Llywodraeth Cymru ac Awdurdodau Lleol, byrddau iechyd lleol a'r sector addysg bellach.

Yn gynnar yn 2019 bydd rhaglen helaeth o hyfforddiant a datblygiad proffesiynol ar sail y Côd newydd, cyn cyflwyno'r system newydd.

3. Datblygu'r Gweithlu

Mae gweithlu medrus yn ganolog i'r rhaglen drawsnewid a bydd yn effeithio ar dair lefel:

Datblygu Sgiliau Craidd

• Ar gyfer pob ymarferydd i gefnogi ystod eang o ADY cymhlethdod isel mwy cyffredin mewn lleoliadau/ysgolion a mynediad at ddatblygiad proffesiynol parhaus.
• Mae hyn yn cynnwys cyflwyno arfer sy'n canolbwyntio ar yr unigolyn, sy'n agwedd ganolog i'n dull newydd, ar draws yr holl leoliadau addysg/ysgolion.
• Mae Llywodraeth Cymru yn comisiynu rhaglen hyfforddi i ddarparu pecyn hyfforddi aml-asiantaeth i'w gyflwyno yn y broses o fewnblannu.

Datblygu Sgiliau Uwch

• Trwy ddatblygu rôl 'Cydgysylltwyr Anghenion Dysgu Ychwanegol, ' a fydd yn disodli'r Cydgysylltwyr Anghenion Addysgol Arbennig  cyfredol.
• Mae Llywodraeth Cymru yn datblygu llwybr dilyniant ar gyfer Cydgysylltwyr ADY.

Datblygu Sgiliau Arbenigol

• Trwy system gynllunio gweithlu cenedlaethol ar gyfer gwasanaethau cymorth arbenigol sy'n cael eu darparu gan yr ALl sydd ar gael i leoliadau addysg, e.e. Seicolegwyr addysg ac Athrawon sy'n gweithio gyda phlant sydd â nam ar eu golwg neu eu clyw.

4. Codi Ymwybyddiaeth

Mae'n hanfodol helpu pawb sydd yn y system i ddeall:

• Y dystiolaeth ar gyfer arfer gorau
• Beth mae modd inni ei ddisgwyl o ymyriadau?
• Yr ymyriadau sy'n fwyaf tebygol o fod yn effeithiol
• Rôl gweithwyr proffesiynol

Helpu i sicrhau disgwyliadau realistig a defnyddio adnoddau'n effeithiol.

Gweithgareddau codi ymwybyddiaeth wrth baratoi ar gyfer gweithredu'r system wedi ei thrawsnewid, gan ganolbwyntio ar ymgysylltu â rhanddeiliaid am eu dyletswyddau deddfwriaethol newydd, ac esbonio a hyrwyddo'r system a'r hawliau y mae'n eu rhoi i blant, pobl ifainc a rhieni/cynhalwyr.

5. Polisïau Cefnogol

Mae'n bwysig peidio â cholli golwg ar ddarpariaeth y canllawiau polisi effeithiol i sicrhau bod arfer da yn cael ei gefnogi a'i fewnosod yn y system AAA bresennol yn ogystal â'r system ADY yn y dyfodol.

Gweithredu'r system Anghenion Dysgu Ychwanegol 

Mae'r Gweinidog Addysg wedi cyhoeddi datganiad yn nodi newidiadau i sut a phryd y caiff y system Anghenion Dysgu Ychwanegol (ADY) ei gweithredu. 

Mae mwy o wybodaeth am y Rhaglen i Drawsnewid y System ADY a chanllawiau ar y system AAA bresennol yma.

Y wybodaeth ddiweddaraf am y system Anghenion Dysgu YchwanegolMae Llywodraeth Cymru bellach wedi cyhoeddi canllawiau anstatudol ar gyfer y tair rôl swyddog cydgysylltu ADY newydd a ddaeth i rym ar 4 Ionawr 2021. Y cynllun yw cyflwyno'r system ADY o fis Medi eleni.Mae'r tri chanllaw i'w gweld ar-lein yn y dolenni canlynol:

• Cydlynydd Anghenion Dysgu Ychwanegol - https://llyw.cymru/rol-y-cydlynydd-anghenion-dysgu-ychwanegol?_ga=2.108907906.1208115410.1610031531-450112153.1578479795

• Swyddog Arweiniol Clinigol Dynodedig Addysg - https://llyw.cymru/rol-y-swyddog-arweiniol-clinigol-dynodedig-addysg?_ga=2.110092421.1208115410.1610031531-450112153.1578479795

• Swyddog Arweiniol Anghenion Dysgu Ychwanegol y Blynyddoedd Cynnar - https://llyw.cymru/rol-swyddog-arweiniol-anghenion-dysgu-ychwanegol-y-blynyddoedd-cynnar?_ga=2.110092421.1208115410.1610031531-450112153.1578479795

Y wybodaeth ddiweddaraf am y system Anghenion Dysgu Ychwanegol

Mae'r Gweinidog Addysg wedi cyhoeddi heddiw bod y Cod Anghenion Dysgu Ychwanegol a'r rheoliadau cysylltiedig wedi'u gosod gerbron Senedd Cymru.

Gallwch weld y Cod, Memorandwm Esboniadol a’r Asediad Effaith Integredig yma a'r rheoliadau cysylltiedig yma:

• Rheoliadau Anghenion Dysgu Ychwanegol (Cymru) 2021
• Rheoliadau Tribiwnlys Addysg Cymru 2021
• Rheoliadau Deddf Cydraddoldeb 2010 (Galluedd rhieni a phersonau sy’n hŷn na’r oedran ysgol gorfodol) (Cymru) 2021
• Rheoliadau Addysg (Unedau Cyfeirio Disgyblion) (Pwyllgorau Rheoli etc.) (Cymru) (Diwygio) 2021
• Rheoliadau Ysgolion Annibynnol (Darparu Gwybodaeth) (Cymru) (Diwygio) 2021

Gallwch ddarganfod mwy am y rhaglen drawsnewid ADY a chanllawiau ar y system AAA gyfredol yma gan gynnwys ein cwestiynau cyffredin a'n canllaw rhaglen trawsnewid ADY.

Danfonwch eich ymholiadau i SENReforms@llyw.cymru

The Welsh Government aims to transform the expectations, experiences and outcomes for children and young people with additional learning needs.

To do so, they have developed the Additional Learning Needs (ALN) ACT, which will transform the separate systems for Special Educational Needs (SEN) in schools and learning difficulties and/or disabilities (LDD) in further education, to create a unified system for supporting learners from 0 to 25 with ALN.

The reforms system will:

• Ensure that all learners with ALN are supported to overcome barriers to learning and can achieve their full potential
• Improve the planning and delivery of support for learners from 0 to 25 with ALN, placing learners’ needs, views, wishes and feelings at the heart of the process
• Focus on the importance of identifying needs early and putting in place timely and effective interventions which are monitored and adapted to ensure they deliver the desired outcomes.

New legislation and statutory guidance is only one aspect, albeit a fundamental one, of the wider package of reforms needed. The ALN Transformation Programme also focuses on skills development for the education workforce, to deliver effective support to learners with ALN in the classroom, as well as easier access to specialist support, information and advice.

The aims of the ACT:

The introduction of the term Additional Learning Needs (ALN)

The Act replaces the terms ‘special educational needs’ (SEN) and ‘learning difficulties and/or disabilities’ (LDD) with the new term ALN.

A 0-25 age range 

There will be a single legislative system relating to the support given to children and young people aged between 0-25 years who have ALN. This is instead of the two separate systems currently operating to support children and young people of compulsory school age who have SEN; and young people in further education who have LDD.

A unified plan

The Act will create a single statutory plan (the individual development plan (IDP)) to replace the existing variety of statutory and non-statutory SEN or LDD plans for learners in schools and further education.

Increased participation of children and young people

The Act requires that learners’ views should always be considered as part of the planning process, along with those of their parents. It is imperative that children and young people see the planning process as something which is done with them rather than to them.

High aspirations and improved outcomes

The emphasis of IDPs will be on making provision that delivers tangible outcomes that contribute in a meaningful way to the child or young person’s achievement of their full potential.

A simpler and less adversarial system

The process of producing and revising an IDP should be much simpler than is currently the case with statements of SEN.

Increased collaboration

The new system will encourage improved collaboration and information sharing between agencies, which are essential to ensuring that needs are identified early and the right support is put in place to enable children and young people to achieve positive outcomes.

Avoiding disagreements and earlier disagreement resolution

The new system will focus on ensuring that where disagreements occur about an IDP or the provision it contains, the matter is considered and resolved at the most local level possible.

Clear and consistent rights of appeal

Where disagreements about the contents of an IDP cannot be resolved at the local level, the Act  will ensure that children and young people entitled to an IDP (and their parents in the case of those that are under 16 years) will have a right of appeal to a tribunal.

A mandatory Code

The Code will ensure that the new ALN system has a set of clear, legally enforceable parameters within which local authorities and those other organisations responsible for the delivery of services for children and young people with ALN, must act.

Reasons behind the proposed changes:

• Learners have the right to equity of access to education that meets their needs and enables them to participate in, benefit from and enjoy learning.
• The current system for supporting children and young people with SEN and learning difficulties and/or disabilities is based on a model introduced more than 30 years ago that is no longer fit for purpose.
• Under the new system planning will be flexible and responsive; professionals will be more skilled and confident in identifying needs and deploying strategies to help learners overcome their barriers to learning.
• The learner will be at the centre of everything that is done.

How the changes will be implemented

The Additional Learning Needs Transformation programme consists of 5 main themes:

1. Legislation and Statutory Guidance
2. Implementation/Transition Support
3. Workforce Development
4. Awareness-Raising
5. Supporting Policy

1. Legislation and Statutory Guidance

The Additional Learning Needs and Education Tribunal (Wales) Act (ALNET Act) was introduced to the National Assembly for Wales on Monday 12 December 2016.

The Act creates the legislative framework to improve the planning and delivery of additional learning provision, through a person-centred approach to identifying needs early, putting in place effective support and monitoring and adapting interventions to ensure they deliver desired outcomes.

2. Implementation/Transition Support

To ensure successful and consistent implementation of the new system, it is essential that services are supported to prepare for the changes ahead and to develop closer multi-agency and cross-sector working practices.

This includes:

• ALN Innovation Funding: supporting regional partnership projects between Local Authorities, schools, FEIs, specialist providers, health, social services, early years and the third sector
• ALN Strategic Implementation Group: a joint working group between the Welsh Government and Local Authorities, local health boards and the further education sector.

Early 2019 there will be an extensive programme of training and professional development on the basis of the new Code, ahead of the roll-out of the new system.

3. Workforce Development

A skilled workforce is central to the transformation programme and will impact at three levels:

Core Skills Development

• For all practitioners to support a wide range of low, complexity, high incidence ALN within settings/schools and access to ongoing professional development.
• This includes the roll-out of person-centred practice, which is a central aspect of our new approach, across all education settings/schools.
• The Welsh Government is commissioning a training programme to provide a multi agency training package to be rolled out in process of implantation.

Advanced Skills Development

• Through development of the role of ‘Additional Learning Needs Coordinators’ (ALNCos), who will replace current Special Educational Needs Coordinators (SENCos).
• The Welsh Government is developing a progression pathway for ALNCos.

Specialist Skills Development

• Through national workforce planning system for LA-provided specialist support services available to education settings e.g.educational Psychologist and Teachers of visually or hearing impaired.

4. Awareness-Raising

It is essential to help all those in the system understand:

• The evidence for best practice
• What can be expected from interventions
• The interventions that are likely to be most effective
• The role of professionals

To help ensure realistic expectations and effective deployment of resources.

Awareness-raising activities in preparation for implementation of the transformed system, focusing on engaging stakeholders about their new legislative duties, and explaining and promoting the system and the rights it confers to children, young people and parents/carers

5. Supporting Policy

It is important not to lose sight of the provision of the effective policy guidance to ensure that good practice is supported and embedded in the current SEN system as well as the future ALN system. 

Implementation of the Additional Learning Needs system 

The Minister for Education published a statement setting out changes to how and when the Additional Learning Needs (ALN) system is to be implemented. 

You can find out more about the ALN Transformation Programme and guidance on the current SEN system here.

Update on the Additional Learning Needs system Welsh Government has now published non-statutory guidance for the three new ALN co-ordinating officer roles that came into force on 4 January 2021 ahead of the planned introduction of the ALN system in September of this year.The three guides can be found online at the following links;

• Additional Learning Needs Co-ordinator (ALNCO) - https://gov.wales/role-additional-learning-needs-co-ordinator

• Designated Education Clinical Lead Officer (DECLO) - https://gov.wales/role-designated-education-clinical-lead-officer

• Early Years Additional Learning Needs Lead Officer (Early Years ALNLO) - https://gov.wales/role-early-years-additional-learning-needs-lead-officer

Update on the Additional Learning Needs system  

The Minister for Education has today provided an update on the phased implementation of the ALN system from September 2021.  

You can read the Minister’s statement here and find out more about the ALN transformation programme and guidance on the current SEN system here including our frequently asked questions and ALN transformation programme guide.

Training

An online training course outlining the new unified system for supporting learners with ALN has been published on the Welsh Government’s Hwb platform. The interactive training course gives an introductory overview of the new ALN system, and will help all those involved in the system understand the new legislative duties, and the rights it confers to children, their parents/carers, and young people. We would encourage staff in all sectors who work with children and young people, including school support staff, to undertake this short course. The course may also be of interest to parents and carers.

Consultation

Welsh Government has now published a summary report on the consultation on representatives for young people, and parents of children, lacking mental capacity. The report can be found here.

Please send any queries to SENReforms@gov.wales

Update on the Additional Learning Needs system  

The Minister for Education has today announced that the Additional Learning Needs Code and associated regulations have been laid before Senedd Cymru.  

You can view the Code, Explanatory Memorandum and Integrated Impact Assessment here and the associated regulations here:

• The Additional Learning Needs (Wales) Regulations 2021

• The Education Tribunal for Wales Regulations 2021  

• The Equality Act 2010 (Capacity of parents and persons over compulsory school age) (Wales) Regulations 2021

• The Education (Pupil Referral Units) (Management Committees etc.) (Wales) (Amendment) Regulations 2021

• The Independent Schools (Provision of Information) (Wales) (Amendment) Regulations 2021

Further information about the ALN transformation programme and guidance on the current SEN system is available here including our frequently asked questions and ALN transformation programme guide.

Please send any queries to SENReforms@gov.wales