At St Mary’s Catholic Primary School, we believe that every child is a precious gift from God, uniquely created with their own talents and potential. Rooted in our Catholic values of love, respect, and inclusion, we are committed to providing a nurturing and supportive environment where all children can flourish.
We believe every child has the right to an education that meets their individual needs. We celebrate diversity and promote an inclusive culture where all pupils, regardless of background or ability, are given the opportunity to thrive harmoniously together. Our dedicated staff work closely with families and the wider community to create a welcoming and supportive environment where every child feels safe, valued, and encouraged to achieve their best.
At St Mary’s, our approach reflects our vision that we inspire and ignite a love of learning, creating happy and confident lifelong learners who reflect Jesus’ love to others.
Some children may need extra help with their learning, and we ensure they receive the right support at the right time.
Meet our Team
How We Support Learners: The Graduated Response
As defined in the ALN code, we use a step-by-step approach to supporting children, called the Graduated Response. This means we provide different levels of help and support based on what your child needs.
1. Universal Provision – High Quality Teaching for All
Every child at St Mary’s benefits from high-quality teaching that meets their individual needs. Inspired by the teachings of Christ, we promote a compassionate and inclusive classroom environment where every child is valued.
Universal provision is intended to help all children make progress and participate fully in their learning. Through our Universal Offer, we ensure that every child receives the guidance, encouragement, and high-quality education they deserve, empowering them to reach their full potential and make a positive impact in the world.
Strong Partnerships with Families and the Community
We believe that education is a partnership between school, home, and the wider community. We work closely with parents, carers, and external agencies to provide the best possible support for every child’s learning and development.
High-Quality Teaching for All
We believe that quality teaching is the foundation of every child’s success. Our teachers use a range of evidence-based strategies to engage and challenge all learners, ensuring that lessons are accessible, stimulating, and tailored to different learning styles, these strategies include:
✔ Adaptive Teaching – Differentiated instruction to meet individual needs
✔ Visual Aids & Practical Resources – Supporting diverse learning styles
✔ Scaffolded Learning – Step-by-step support to build confidence and independence
✔ Collaborative Learning – Encouraging peer support and teamwork
Inclusive Learning Environment
We create a welcoming and supportive atmosphere where every child feels safe, valued, and respected. Our classrooms promote a culture of mutual respect, collaboration, and encouragement, fostering a love for learning by providing:
✔ Clear Routines & High Expectations – Providing structure and consistency
✔ Calm & Nurturing Spaces – Classrooms that are calm and inviting
✔ Positive Behaviour Support – Encouraging respect, resilience, and responsibility
Wellbeing
We prioritise the mental health and emotional wellbeing of our pupils. Through our pastoral care system, RSE curriculum, and Catholic values, we nurture children’s self-confidence, resilience, and ability to build positive opportunities for all through:
✔ Available Adults – Offering guidance and a listening ear
✔ Zones of Regulation – Helping children identify and manage emotions
✔ Mindfulness & Wellbeing Activities – Helping children to manage stress, build resilience and improve focus and concentration.
Makaton
Makaton is a communication system that combines signs, symbols, and speech to support individuals with communication difficulties. It is used in schools to help children who may struggle with spoken language.
Why is Makaton Used in Schools?
✔ Supports Communication – Aids understanding and expression when speech is challenging.
✔ Boosts Language Development – Reinforces words with visual and physical cues.
✔ Promotes Inclusion – Enables all children to participate.
✔ Reduces Frustration – Provides alternative ways to express needs.
Makaton is used at St Mary’s to create an inclusive environment where all children can communicate, interact, and thrive together.
Click here for more information about our Universal Offer
Most children make good progress with these strategies, but some may need additional support and will move to the next step of our graduated response.
2. Targeted Universal Provision (TUP)
At St Mary’s, we are committed to ensuring that all children make expected progress in their learning based on their individual starting points through our universal provision offer. If a child is not progressing as expected, we systematically gather observations, analyse assessment data, and collaborate with external agencies to identify ways to provide further support.
To build a comprehensive understanding of a child’s needs, we collect a wide range of evidence over time, including:
✔ Standardised assessments
✔ Observational data
✔ Formative assessments of daily learning
✔ Progress monitoring over time
At this stage, a child may receive a Targeted Universal Plan (TUP), outlining their individual targets. A “One Page Profile” and “Small steps targets” will be agreed by all involved in the child’s learning and regular monitoring of these targets will be conducted in a child centred way. The school works very closely with a variety of outside agencies such as the Speech and Language Service, Inclusion Service, Educational Psychologist Department, Noddfa and others who can provide expert advice and recommend tailored strategies to support the pupil’s development.
If a child needs more help, we will provide more targeted support. This could include:
✔ Small group interventions for literacy, numeracy, or social skills
✔ Speech and language support for children struggling with communication
✔ Emotional well-being programmes to help children build resilience and confidence
✔ Use of specific resources such as visual aids, fidget tools, or quiet spaces for focus
3. Individual Development Plan
Where a child has not progressed as well as expected with the additional support provided as outlined above, the next step in the graduated response is for school to assess whether they have an Additional Learning Need (ALN) and require Additional Learning Provision (ALP). If ALN is identified, an Individual Development Plan (IDP) will be created through a Person-Centred Review to ensure the child’s needs, strengths, and aspirations are at the heart of the process. The IDP will be reviewed at least annually to ensure it remains relevant and continues to support the pupil effectively as a working document.
What is ALN & ALP?
In Wales, ALN (Additional Learning Needs) refers to children who require extra support to help them learn. This could be due to difficulties in certain subjects, communication challenges, or support needed for emotional and social development. The Additional Learning Needs and Education Tribunal (ALNET) Act 2018 ensures that all children with ALN receive the support they need.
Additional Learning Provision (ALP), as defined by the ALN Code for Wales 2021, refers to educational or training provision that is additional to, or different from, what is provided universally for others of the same age. It is designed to meet the Additional Learning Needs (ALN) of a pupil or learner.
According to the ALN Code (Section 2.5), ALP includes:
✔ Specialist teaching or interventions beyond the school’s universal provision.
✔ Support tailored to individual learning needs, such as speech and language therapy or structured literacy programmes.
✔ Adjustments to the curriculum, environment, or teaching methods to enable meaningful access to education.
ALP must be appropriate to the learner’s needs and is usually outlined in an Individual Development Plan (IDP), which ensures their support is formally planned and reviewed. Schools, local authorities, and further education institutions are responsible for identifying, delivering, and reviewing ALP as part of the graduated response to support learners with ALN.
Occasionally it may be necessary for the Local Authority to maintain the IDP.
The ALN Code for Wales 2021 sets out how schools and local authorities must identify and support children with ALN. Please click here for more information.
Further Information:
For more information, please contact the school office by email or telephone and request to speak with Mrs. Williams, the Additional Learning Needs Coordinator (ALNCo)
Ffon – Phone: 01978 352406
Ebost – Email: [email protected]
Useful Links:
Additional learning needs (ALN) system: children’s guide
Moving to the Additional Learning Needs (ALN) system: parents guide
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