Showing posts with label CTP. Show all posts
Showing posts with label CTP. Show all posts

IDP Series: What Must Be Included in an IDP | Cyfres CTP: Beth sy’n Rhaid yn y CTP

 


What Exactly Should Be Included in an IDP?

A Parent’s Guide to Every Section (with Real Examples)**

Many parents in Wales are handed an IDP that looks incomplete — and they are left wondering whether something is missing, or whether the plan they received is typical.

The truth is that the ALN Code (2021) is almost 400 pages long, and most people have never been shown what a complete, lawful IDP is supposed to contain.

This article explains, in clear language:

  • the purpose of each section

  • what MUST appear (according to law)

  • what good practice looks like

  • SMART outcomes

  • what health and social care must contribute

  • what to do if something is missing

  • examples across a wide range of needs

  • how IDPs work for EHE and EOTAS children

This article is not about blaming schools or LAs.
It is about clarity, partnership, and giving every child the plan they deserve.

1. The Legal Position: An IDP Must Follow the ALN Code

The ALN Code states:

“A school, FEI or local authority … must complete each section of the standard form.”
(ALN Code 23.12)

It also states IDPs must be:

2. Section-by-Section Breakdown of a Lawful IDP

Below is each required section, what the ALN Code says, and examples to help families recognise whether the IDP is complete.

A. Child’s Profile (Person-Centred Summary)

The Code states the profile should:

“Describe the child’s character, gifts, talents, what is important to them…
and the best way to support them.”
(ALN Code 23.23)

A strong profile includes:

  • child voice (drawings, speech, typing, AAC, behaviour, video)

  • strengths

  • interests and aspirations

  • sensory/emotional profile

  • communication style

  • what helps / what doesn’t

  • barriers to learning

Examples

Neurodivergent (Autistic, PDA-profile)

  • Communicates best via typing

  • Needs low-demand approach

  • Sensory triggers: noise, crowds, unpredictable transition

Physical Disability (Cerebral Palsy)

  • Uses powered wheelchair

  • Fatigue with extended writing

  • Needs adapted seating and access to equipment

Chronic Illness (Diabetes)

  • Needs scheduled glucose checks

  • Immediate access to snacks/medical space

Sensory Impairment (Deaf child using BSL)

  • Needs BSL-fluent communication

  • Clear sightlines

  • Captions and transcripts

B. Description of Additional Learning Needs

The Code states:

“The description of ALN should be clear and comprehensive and include the impact on learning.”
(ALN Code 23.27)

This section is appealable, so accuracy matters.

Examples

ADHD
“Difficulties with attention, organisation and working memory impacting ability to complete multi-step tasks.”

Hearing Loss
“Moderate bilateral hearing loss significantly affecting access to verbal instructions in busy environments.”

ME/CFS
“Severe fatigue and post-exertional malaise limiting stamina for cognitive tasks and full school days.”

C. Outcomes — MUST Be SMART

The ALN Code states:

“Outcomes must be measurable, realistic and challenging.”
(ALN Code 23.31)

SMART outcomes are:

  • Specific

  • Measurable

  • Achievable

  • Realistic

  • Timely

Strong vs Weak Examples

Autistic child
❌ Weak: “Improve tolerance to noise.”
✔ Strong: “By July 2026, X will access whole-class learning for 15 minutes using noise-reducing headphones and a pre-agreed exit plan.”

Physical disability
❌ Weak: “Improve independence.”
✔ Strong: “By Easter 2025, X will transfer safely from wheelchair to classroom chair using a standing frame with one adult supporting, three times daily.”

Chronic illness (Diabetes)
❌ Weak: “Manage health needs.”
✔ Strong: “X will maintain stable blood glucose with scheduled monitoring every 2 hours and immediate access to medical support.”

D. Additional Learning Provision (ALP)

This is the heart of the IDP.

The ALN Code states:

“Provision should be detailed, specific and quantifiable.”
(ALN Code 23.37)

Examples

Dyslexia
✔ 3 × weekly 40-minute structured literacy sessions with trained staff using a specialist phonics programme.

Visual Impairment
✔ 18-point high-contrast print and seat at front-left for optimal access.

Epilepsy
✔ Staff trained in rescue medication + epilepsy handbook integrated into ALP.

E. Health Provision

Health must contribute where needs affect education.

(ALN Code 23.55–23.63)

Examples:

F. Social Care Provision

(ALN Code 23.64–23.72)

Examples:

G. Provision for Electively Home Educated (EHE) Children with IDPs

(Not to be confused with EOTAS)

Children who are electively home educated do not lose the right to an IDP.

The LA must continue to:

  • identify ALN

  • maintain the IDP

  • review annually

  • include health & social care input

But responsibility for education is different.

⭐ The Legal Distinction

✔ If a parent chooses EHE → the parent funds and provides education
(ALN Code 10.9)

✔ If the LA funds or arranges any tuition → this is EOTAS, not EHE
(ALN Code 10.5)

✔ LAs may still provide Educational Psychology assessments
(because assessment is a statutory duty — this is not “provision”)

✔ EHE children retain full rights to NHS services
(including CAMHS, paediatrics, SALT, OT, physiotherapy)

✔ EHE children retain full rights to disability social care
(equipment, adaptations, short breaks, PA support)

Examples of Correct EHE Provision

Autistic child (parent-led EHE):

Cerebral Palsy:

  • parent creates accessible home learning space

  • NHS physio plan followed at home

Severe ME/CFS:

  • micro-learning sessions

  • rest periods

  • parent-led curriculum

Deaf child (BSL user):

The LA still maintains the IDP and includes relevant health/social care advice.

H. Placement Information

(ALN Code 23.47–23.53)

Includes:

  • where child is educated

  • suitability of current setting

  • when change may be needed

  • when EOTAS should be considered

I. Parent Views & Child Voice

The Code states:

“The views of the child and parent must be recorded separately and clearly.”
(ALN Code 23.26)

Both must be given meaningful space.

Children can contribute:

  • drawings

  • AAC

  • writing

  • typing

  • behaviour

  • photos

  • videos

  • audio notes

No child is required to speak in meetings.

J. Review Arrangements

(ALN Code 23.73–23.89)

Should include:

  • date of next review

  • clear monitoring plan

  • triggers for early review

  • expectations for progress

3. What MUST Be Written in an IDP (Never “Informal”)

  • sensory regulation plan

  • environment adaptations

  • literacy/numeracy interventions

  • anxiety plan

  • communication supports

  • assistive technology

  • health tasks

  • personal care

  • staff training

  • transitions support

  • pacing / reduced demands

  • home-school communication plan

If it supports learning, it must be written down.

4. Red Flags: Signs an IDP Is Not Lawful

🚩 “Access to…”
🚩 “As required”
🚩 “School will try to…”
🚩 No timeframe for outcomes
🚩 Child voice = 1 sentence
🚩 Provision not quantified
🚩 No health input despite health needs
🚩 Entire IDP copied from last year
🚩 Vague needs statements

5. Parent Phrases for Revising the IDP

  • “Can we align this with ALN Code paragraph 23.__?”

  • “Could we make this provision quantifiable so it can be monitored?”

  • “Can we add a timeframe to make this outcome measurable?”

  • “Health input seems needed here — can we request health advice?”

  • “This provision is too vague to implement — could we specify who, how often and for how long?”

If revisions cannot be made at school level, parents may request LA maintenance.


+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

**Beth yn Union Ddylai Fod mewn Cynllun Datblygu Unigol (CTP)?

Canllaw i Rieni ar Bob Adran (gyda Enghreifftiau Gwirioneddol)**

Mae llawer o rieni yng Nghymru yn derbyn CTP sydd heb ei gwblhau, ac nid ydynt yn siŵr beth ddylai fod ynddo.
Nid yw hyn yn adlewyrchu diffyg gofal gan ysgolion nac ALl — mae’r Cod ADY (2021) bron yn 400 tudalen o hyd, ac mae’n anodd cadw golwg ar yr holl ofynion.

Mae’r erthygl hon yn egluro’n glir:

  • pwrpas pob adran o’r CTP

  • yr hyn y rhaid ei gynnwys yn ôl y gyfraith

  • sut olwg sydd ar arfer da

  • canlyniadau SMART

  • rôl iechyd a gofal cymdeithasol

  • beth i’w wneud pan fo rhywbeth ar goll

  • enghreifftiau ar draws ystod eang o anghenion

  • sut mae CTPau’n gweithio i blant EHE ac EOTAS

Nid erthygl feirniadol mohoni — mae’n ymwneud â chydweithio, eglurder a sicrhau bod pob plentyn yn derbyn y cynllun maent yn haeddu.

1. Y Safbwynt Cyfreithiol: Rhaid i GTP Lynu wrth y Cod ADY

Dywed y Cod ADY:

“Rhaid i ysgol, SCE neu awdurdod lleol … gwblhau pob adran o’r ffurflen safonol.”
(Cod ADY 23.12)

Rhaid i GTPau hefyd fod yn:

  • berson-ganolog

  • cydgynhyrchiol

  • eglur ac ymarferol

  • fanwl, penodol a defnyddiol
    (Cod ADY 23.8–23.11)

2. Beth sy’n Rhaid yn yr Adranau Gwahanol o GTP Cyfreithiol

Dyma bob adran ofynnol, yn seiliedig ar y Cod ADY, gyda disgrifiadau syml a’r hyn sy’n cyfateb i arfer da.

A. Proffil y Plentyn (Crynodeb Person-Ganolog)

Dywed y Cod:

“Disgrifio cymeriad y plentyn, eu dawn, eu doniau, yr hyn sy’n bwysig iddynt…
a’r ffordd orau i’w cefnogi.”
(Cod ADY 23.23)

Dylai cynnwys:

  • llais y plentyn (lluniau, AAC, ysgrifennu, tyfu, ymddygiad, fideo)

  • cryfderau

  • diddordebau a dyheadau

  • proffil synhwyraidd ac emosiynol

  • dull cyfathrebu

  • yr hyn sy’n gweithio / ddim yn gweithio

  • rhwystrau i ddysgu

Enghreifftiau

Niuroamrywiol (Awtistig / Proffil PDA)

  • Cyfathrebu orau drwy deipio

  • Angen dull is-alw

  • Sbardunau synhwyraidd: sŵn, prysurdeb, pontio annisgwyl

Anabledd Corfforol (Parlys yr Ymennydd)

  • Defnyddio cadair olwyn bwer

  • Blinder wrth ysgrifennu

  • Angen seddi hygyrch ac offer addas

Cyflwr Iechyd Cronig (Diabetes)

  • Angen gwiriadau glwcos rheolaidd

  • Mynediad uniongyrchol i le diogel neu nyrs ysgol

Nam Synhwyraidd (Plant Byddar sy’n defnyddio BSL)

  • Angen cefnogaeth sy’n rhugl mewn BSL

  • Llinellau golwg clir

  • Cynnwys wedi’i gapio neu ei drawsgrifio

B. Disgrifiad o’r Anghenion Dysgu Ychwanegol (ADY)

Dywed y Cod:

“Dylai’r disgrifiad o’r ADY fod yn glir, cynhwysfawr ac yn nodi’r effaith ar ddysgu.”
(Cod ADY 23.27)

Mae’r adran hon yn apeladwy — felly mae cywirdeb yn hanfodol.

Enghreifftiau

ADHD
“Anawsterau gyda sylw, trefnu a chof gweithio sy’n effeithio ar allu i gwblhau tasgau aml-gam.”

Colli Clyw
“Colli clyw cymedrol dwyochrog yn effeithio’n sylweddol ar allu i gael mynediad at gyfarwyddiadau llafar.”

ME/CFS
“Blinder difrifol a malaise ôl-ymladd sy’n cyfyngu ar stamina ar gyfer tasgau gwybyddol ac oriau ysgol llawn.”

C. Canlyniadau — RHAID iddynt fod yn SMART

Dywed y Cod:

“Rhaid i ganlyniadau fod yn fesuradwy, realistig ac heriol.”
(Cod ADY 23.31)

SMART =

  • Penodol

  • Mesuradwy

  • Cyraeddadwy

  • Realistig

  • Amserol

Enghreifftiau Cryf a Gwan

Plentyn awtistig
❌ Gwan: “Gwella goddef sŵn.”
✔ Cryf: “Erbyn Gorffennaf 2026 bydd X yn gallu mynychu 15 munud o ddysgu dosbarth cyfan gan ddefnyddio clustffonau a phas gadael cytunedig.”

Anabledd corfforol
❌ Gwan: “Gwella annibyniaeth.”
✔ Cryf: “Erbyn Pasg 2025 bydd X yn trosglwyddo’n ddiogel o gadair olwyn i gadair ddosbarth gyda chefnogaeth un oedolyn, dair gwaith y dydd.”

Cyflwr iechyd (Diabetes)
❌ Gwan: “Rheoli anghenion iechyd.”
✔ Cryf: “Bydd X yn cynnal lefelau glwcos sefydlog drwy fonitro bob 2 awr a mynediad ar unwaith i gymorth meddygol.”

D. Darpariaeth Dysgu Ychwanegol (DDY) — Calon y CTP

Dywed y Cod:

“Dylid disgrifio darpariaeth yn fanwl, yn benodol ac yn feintiol.”
(Cod ADY 23.37)

Enghreifftiau

Dyslecsia
✔ 3 × yr wythnos, 40 munud o ddysgu strwythuredig gan staff hyfforddedig.

Nam Gweledol
✔ Deunydd print 18-pt, cyferbyniad uchel, sedd blaen-chwith.

Epilepsi
✔ Staff wedi’u hyfforddi mewn meddyginiaeth achub + cynllun epilepsi.

E. Darpariaeth Iechyd

(ALN Code 23.55–23.63)

Enghreifftiau:

  • rhaglen SAE

  • diet synhwyraidd OT

  • cynllun ffisiotherapi

  • cynllun nyrs diabetes

  • cefnogaeth CAMHS

  • cynllun bwydo

F. Darpariaeth Gofal Cymdeithasol

(ALN Code 23.64–23.72)

Enghreifftiau:

  • seibiannau byr

  • offer anabledd

  • addasiadau cartref

  • cymorth PA

  • cefnogaeth i’r teulu

G. Darpariaeth i Blant Addysgedig Gartref yn Wirfoddol (EHE) gyda CTP

(Nid yw hyn yr un peth ag EOTAS)

Nid yw plant EHE yn colli eu hawl i GTP.

Mae gan ALl ddyletswydd i:

  • nodi ADY

  • cynnal y CTP

  • adolygu’n flynyddol

  • cynnwys iechyd a gofal cymdeithasol

Ond mae cyfrifoldeb addysg yn wahanol.

⭐ Y Gwahaniaeth Cyfreithiol:

✔ Os yw rhiant yn dewis EHE → y rhiant sy’n ariannu ac yn darparu’r addysg
(Cod ADY 10.9)

✔ Os yw’r ALl yn ariannu neu’n trefnu unrhyw addysg → EOTAS yw hyn, nid EHE
(Cod ADY 10.5)

✔ Gall ALl barhau i drefnu asesiadau Seicoleg Addysg, ond nid yw hyn yn 'ddarpariaeth'.

✔ Mae gan blant EHE yr un hawliau llawn i wasanaethau GIG.

✔ Mae ganddynt yr un hawliau llawn i wasanaethau anabledd plant o dan Ddeddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) 2014.

Enghreifftiau o Ddarpariaeth EHE sy’n Gywir yn Gyfreithiol

Awtistiaeth (EHE dan ddewis y rhiant)

  • rhiant yn ariannu tiwtor preifat

  • amgylchedd lleihau galw

  • offer synhwyraidd

  • dysgu ar-lein ar gyflymder y plentyn

Parlys yr Ymennydd

  • addasu’r cartref ar gyfer dysgu

  • dilyn cynllun ffisiotherapi’r GIG gartref

ME/CFS

  • sesiynau micro-ddysgu

  • cyfnodau gorffwys

  • cwricwlwm hyblyg dan arweiniad y rhiant

Plentyn Byddar (Defnyddiwr BSL)

  • tiwtora BSL preifat

  • cynnwys â chapiau / testun

  • dulliau dysgu gweledol

Mae’r ALl yn dal i gynnal y CTP ac yn cynnwys cyngor iechyd/gofal cymdeithasol perthnasol.

H. Gwybodaeth Lleoliad

(ALN Code 23.47–23.53)

Dylai gynnwys:

  • ble mae’r plentyn yn cael ei addysgu

  • addasrwydd y lleoliad

  • pryd y gall newid fod ei angen

  • pryd y dylai’r ALl ystyried EOTAS

I. Barn y Rhiant a Llais y Plentyn

Dywed y Cod:

“Rhaid cofnodi barn y plentyn a’r rhiant ar wahân ac yn glir.”
(Cod ADY 23.26)

Gall plant gyfrannu drwy:

  • luniau

  • AAC

  • ysgrifennu neu deipio

  • ymddygiad

  • fideos neu recordiadau sain

  • ffotograffau

Nid yw’n ofynnol i blentyn fynychu cyfarfodydd.

J. Trefniadau Adolygu

(ALN Code 23.73–23.89)

Dylent gynnwys:

  • dyddiad yr adolygiad nesaf

  • sut y caiff cynnydd ei fonitro

  • sbardunau ar gyfer adolygiad cynnar

3. Beth RHAID ei Ysgrifennu yn y CTP (Ddim yn Anffurfiol)

  • cynllun rheoleiddio

  • addasiadau amgylcheddol

  • ymyriadau darllen/rhifedd

  • cynllun pryder

  • cymorth cyfathrebu

  • technoleg gynorthwyol

  • tasgau iechyd

  • gofal personol

  • hyfforddiant staff

  • cymorth pontio

  • lleihau galw / pacing

  • cynllun cyfathrebu cartref–ysgol

4. Baneri Coch: Arwyddion nad yw CTP yn Gyfreithiol

🚩 “Mynediad at…”
🚩 “Fel sy’n ofynnol”
🚩 “Bydd yr ysgol yn ceisio…”
🚩 Dim ffrâm amser ar gyfer canlyniadau
🚩 Llais y plentyn = un frawddeg
🚩 Dim manylion darpariaeth
🚩 Dim mewnbwn iechyd
🚩 Wedi’i gopïo o’r flwyddyn flaenorol
🚩 Disgrifiadau anghyflawn o anghenion

5. Ffyrdd Pwerus o Ofyn am Ddiwygio’r CTP

  • “Allwn ni alinio hyn â pharagraff 23.__ o’r Cod ADY?”

  • “A allem wneud hyn yn feintiol fel ei fod yn cael ei fonitro’n glir?”

  • “A allwn ni ychwanegu ffrâm amser i wneud y canlyniad yn fesuradwy?”

  • “Mae’n ymddangos bod angen mewnbwn iechyd yma — a allwn ni ofyn am hynny?”

  • “Mae’r ddarpariaeth hon yn rhy amwys — a allwn ni nodi pwy, pryd a faint?”

Os na ellir diwygio lefel ysgol, gall rhiant ofyn i’r ALl gynnal y CTP.


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This article provides general information about the ALN Act and ALN Code in Wales.
It is not legal advice. For individual cases, families may wish to seek independent specialist advice if needed.

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IDP Series: School vs LA IDPs | Cyfres CTP: CTP Ysgol vs ALl

 


School IDPs, LA IDPs, EHE and EOTAS — What Every Parent in Wales Needs to Know

1. What Is the Difference Between a School-Maintained and an LA-Maintained IDP?

Under the Additional Learning Needs and Education Tribunal (Wales) Act 2018 (“ALNET Act”), only one body at a time can legally maintain a child’s Individual Development Plan (IDP):

• School – when needs can reasonably be met within school resources
• Local Authority (LA) – when needs go beyond school capacity, or when EOTAS is being considered

Legal basis:
ALNET Act 2018, sections 10–14
ALN Code 2021, Chapters 11–13

2. Why Schools Often Do Not Escalate to the LA (Without Criticising Staff)

Parents frequently ask:

“Why won’t the school pass this to the LA when they clearly can’t meet needs anymore?”

Here are the real-world reasons, framed respectfully.

Reason 1 – Fear that escalation appears as “failure”

Many ALNCos feel responsible for solving everything, even when needs exceed their remit. But escalation is not failure – it is required in law.

ALN Code 12.9: schools must refer to the LA if needs may exceed reasonable school capacity.

Reason 2 – Enormous workload pressures

Most ALNCos are balancing safeguarding, pastoral crises, behaviour support, external agencies, and daily classroom demands.

Delays often reflect limited capacity, not unwillingness.

Reason 3 – Misunderstanding of LA thresholds

Some schools incorrectly believe that:

• the LA will reject referrals
• a child must “fail” multiple interventions
• significant evidence must be gathered first

Legally, none of this is required.

Parents may request LA involvement directly at any time (ALNET Act 2018, s.14).

Reason 4 – System pressure, not staff fault

Delegated ALN funding can unintentionally discourage escalation. Schools are not penalised for referring to the LA, but pressures can make them cautious.

Reason 5 – Fear of straining LA relationships

In smaller authorities, schools may worry about being seen as “over-referring”.

Again, this is a system issue.

3. EOTAS and the School Roll: Why the LA Must Maintain the IDP

Many parents ask:

“My child is EOTAS but still on the school roll. Why can’t the school maintain the IDP?”

Because:

A school has no legal power to arrange EOTAS.

Legal basis:
ALNET Act 2018, s.14(6) – only the LA can determine education “otherwise than at school”
ALN Code 13.14 – EOTAS always requires an LA-maintained IDP

Even if a child:

• stays on roll
• attends part-time
• receives blended or hybrid provision
• receives peripatetic teaching

…the LA must maintain the IDP.

Practical reasons:

EOTAS requires commissioning of tutors, transport, risk assessments, therapeutic support, and specialist placements – all of which fall outside school powers.

4. What if a Child Has Always Been Electively Home Educated (EHE)?

A child who has always been EHE can still receive an IDP.

The ALN system applies to all children in Wales, including those never enrolled in school.

Legal basis:
ALNET Act 2018, s.14(1)(b) – parents may request LA assessment directly
ALN Code 12.59–12.69 – duties for EHE children
ALN Code 13.21 – LAs maintain IDPs for EHE children with ALN

Key points for parents:

• EHE does not remove a child’s rights under the ALN system
• The LA cannot refuse because the child is home educated
• The LA must consider whether home education can meet the child’s needs
• If not, the LA must consider whether EOTAS is appropriate

5. Should Parents Ask for an LA-Maintained IDP?

Often yes.

This protects the child, the plan, and the school.

An LA-maintained IDP is appropriate when needs involve:

• specialist teaching
• SALT, OT, CAMHS, paediatrics or multi-agency input
• reduced timetables or EBSA
• inability to attend school
• complex behavioural, sensory or trauma profiles
• EOTAS
• hybrid or off-site provision
• significant health or social care involvement

ALN Code 12.9: schools must refer where needs exceed reasonable capacity.
ALNET Act 2018, s.14(1)(b): parents may ask the LA directly.

Requesting LA involvement helps school staff by reducing pressure and ensuring decisions are made at the correct statutory level.

6. How Parents Request an LA-Maintained IDP (Template Letter)

A parent does not need permission from the school.

A simple written request to the LA is enough.

Template Email

Subject: Request for LA Determination of ALN and LA Maintenance of the IDP (ALNET Act 2018, s.14)

Dear [Local Authority ALN Team],

I am writing to request that the Local Authority determines whether my child, [Child’s Name, DOB], has Additional Learning Needs and that the LA takes over responsibility for maintaining their IDP, in accordance with section 14(1)(b) of the Additional Learning Needs and Education Tribunal (Wales) Act 2018.

I am making this request because:
[brief summary: needs beyond school capacity, multi-agency involvement, EBSA, EOTAS consideration, complexity of profile]

Please confirm receipt of this request and provide information about next steps.

Kind regards,
[Parent Name]
[Contact Details]

7. Summary Table – Who Maintains the IDP?

Situation | Maintained by | Legal Basis
Needs met by school resources | School | ALN Code 11.4
Needs exceed school capacity | LA | ALN Code 12.9
Any EOTAS arrangement | LA | ALNET Act 14(6)
Child on roll but in EOTAS | LA | ALN Code 13.14
Parent requests LA involvement | LA | ALNET Act 14(1)(b)
Child educated at home (EHE) | LA | ALN Code 12.59–12.69
Home cannot meet needs | LA (consider EOTAS) | ALN Code 13.21

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CTPau Ysgol, CTPau ALl, Addysg Gartref ac Addysg y Tu Allan i’r Ysgol (EOTAS) — Beth Mae Rhieni Cymru Angen Ei Wybod

1. Beth yw’r gwahaniaeth rhwng CTP ysgol a CTP a gynhelir gan yr Awdurdod Lleol?

O dan Ddeddf Anghenion Dysgu Ychwanegol a’r Tribiwnlys Addysg (Cymru) 2018, gall UN corff ar y tro gynnal CTP plentyn:

• Ysgol – pan ellir diwallu anghenion o fewn adnoddau’r ysgol
• Awdurdod Lleol – pan fo anghenion y tu hwnt i gapasiti’r ysgol neu pan fo EOTAS yn berthnasol

Sail gyfreithiol:
Deddf ADY 2018, adrannau 10–14
Cod ADY 2021, Penodau 11–13

2. Pam nad yw ysgolion yn cyfeirio ymlaen at yr ALl? (Heb feio staff)

Yn aml mae rhieni’n gofyn:

“Pam nad yw’r ysgol yn gofyn i’r ALl gymryd drosodd pan nad oes modd iddynt ddiwallu’r anghenion mwyach?”

Dyma’r rhesymau, wedi’u cyflwyno’n deg ac yn gytbwys.

Rheswm 1 – Pryder y bydd cyfeirio ymlaen yn edrych fel “methiant”

Mae’r ALNCo yn aml yn teimlo pwysau i allu datrys popeth. Ond mae’r Cod yn glir – nid methiant yw cyfeirio ymlaen.

Cod ADY 12.9: rhaid cyfeirio at yr ALl pan fo anghenion yn efallai’n fwy nag all yr ysgol eu diwallu.

Rheswm 2 – Llwyth gwaith trwm iawn

Mae ALNCos yn ymdopi â diogelu, ymddygiad, cyfarfodydd ag asiantaethau, a phwysau dyddiol.

Mae oedi yn aml oherwydd diffyg capasiti, nid diffyg ewyllys.

Rheswm 3 – Camddealltwriaeth o drothwyon yr ALl

Weithiau mae ysgolion yn credu’n anghywir fod:

• yn rhaid profi “methiannau”
• angen tystiolaeth eang
• yr ALl yn annhebygol o gytuno

Mewn gwirionedd, gall rhieni ofyn i’r ALl yn uniongyrchol (Deddf ADY, adran 14).

Rheswm 4 – Pwysau systemig

Mae cyllid ADY wedi’i ddirprwyo’n creu pwysau i ddarparu’n fewnol. Nid bai staff yw hyn.

Rheswm 5 – Pryder o straenio’r berthynas â’r ALl

Gall ysgolion, yn enwedig mewn ardaloedd bach, fod yn ofalus iawn am gyfeirio ymlaen.

3. EOTAS a’r gofrestr ysgol: pam mae’n rhaid i’r ALl gynnal y CTP?

Mae rhieni’n aml yn holi:

“Mae fy mhlentyn ar gofrestr ond yn EOTAS – pam nad yw’r ysgol yn cynnal y CTP?”

Yr ateb:

Nid oes gan ysgolion unrhyw bŵer cyfreithiol i drefnu EOTAS.

Sail gyfreithiol:
Deddf ADY 2018, s.14(6) – dim ond yr ALl sy’n penderfynu ar EOTAS
Cod ADY 13.14 – rhaid i bob CTP sy’n enwi EOTAS gael ei gynnal gan yr ALl

Mae hyn yn wir hyd yn oed os yw’r plentyn yn:

• aros ar gofrestr
• mynychu’n rhan-amser
• cael darpariaeth gymysg
• derbyn tiwtora neu ddarpariaeth arbenigol

Mae’r ALl bob amser yn gyfrifol.

Rhesymau ymarferol: mae EOTAS yn gofyn am gomisiynu tiwtoriaid, cludiant, asesiadau risg, cefnogaeth therapiwtig ac ati, nad yw’n rhan o bwerau’r ysgol.

4. Beth os yw plentyn wedi derbyn Addysg Gartref erioed?

Gall plentyn sydd wedi bod yn EHE erioed gael CTP.

Mae’r system ADY yn berthnasol i bob plentyn yng Nghymru.

Sail gyfreithiol:
Deddf ADY 14(1)(b) – gall rhieni ofyn i’r ALl asesu
Cod ADY 12.59–12.69 – dyletswyddau ar gyfer plant EHE
Cod ADY 13.21 – yr ALl sy’n cynnal CTP ar gyfer plant EHE ag ADY

Pwyntiau allweddol:

• Nid yw EHE yn dileu hawliau
• Ni all yr ALl wrthod oherwydd addysg gartref
• Rhaid i’r ALl benderfynu a yw addysg gartref yn gallu diwallu anghenion
• Os na, rhaid ystyried EOTAS

5. A ddylai rhieni ofyn am CTP a gynhelir gan yr ALl?

Yn aml iawn, dylent.

Mae hyn yn:

• diogelu’r plentyn
• diogelu staff yr ysgol
• sicrhau bod anghenion cymhleth yn cael eu rheoli’n statudol

Mae’n briodol gofyn i’r ALl gymryd drosodd pan fo anghenion yn cynnwys:

• cefnogaeth arbenigol
• therapi
• cymorth amlasiantaeth
• EBSA neu anallu i fynychu
• EOTAS
• cymhlethdodau synhwyraidd / ymddygiadol
• iechyd neu ofal cymdeithasol

Cod ADY 12.9: rhaid cyfeirio pan fo anghenion y tu hwnt i gapasiti’r ysgol.
Deddf ADY s.14(1)(b): gall rhieni ofyn i’r ALl yn uniongyrchol.

6. Sut mae rhiant yn gwneud y cais?

Nid oes angen ffurflenni na chaniatâd gan yr ysgol.

Dim ond un neges ysgrifenedig i’r ALl.

Templed E-bost

Pwnc: Cais i’r ALl Benderfynu ar ADY a Chynnal CTP (Deddf ADY 2018, adran 14)

Annwyl Dîm ADY yr Awdurdod Lleol,

Rwy’n gofyn i’r Awdurdod Lleol benderfynu a oes gan fy mhlentyn, [Enw, D.O.B], Anghenion Dysgu Ychwanegol a bod yr ALl yn cymryd cyfrifoldeb dros gynnal ei Gynllun Datblygu Unigol, yn unol ag adran 14(1)(b) o Ddeddf ADY 2018.

Rwy’n gwneud y cais hwn oherwydd:
[angen mwy na’r ysgol, EBSA, EOTAS, cymhlethdod proffil ac ati]

A gaf gadarnhad o dderbyn y cais?

Yn gywir,
[Enw Rhiant]
[Manylion]

7. Tabl Crynodeb – Pwy sy’n Cynnal y CTP?

Sefyllfa | Pwy sy’n Cynnal | Sail Gyfreithiol
Anghenion o fewn capasiti’r ysgol | Ysgol | Cod ADY 11.4
Anghenion y tu hwnt i gapasiti’r ysgol | ALl | Cod ADY 12.9
Unrhyw EOTAS | ALl | Deddf ADY 14(6)
Ar gofrestr ond yn EOTAS | ALl | Cod ADY 13.14
Rhiant yn gwneud cais | ALl | Deddf ADY 14(1)(b)
Plentyn EHE ag ADY | ALl | Cod ADY 12.59–12.69
Addysg gartref ddim yn diwallu anghenion | ALl (ystyried EOTAS) | Cod ADY 13.21

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