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IDP Series: How to Request an IDP in Wales

How to Request an IDP in Wales

Part of the Learn Without Limits CIC IDP Series

Under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, every child or young person with Additional Learning Needs (ALN) is entitled to an Individual Development Plan (IDP).

But parents often tell us they feel confused about when to request an IDP, how to do it, and which support level they should be asking for. Schools sometimes talk about “universal provision”, “IEPs” or “IHPs”, and it isn’t always obvious how these fit into the ALN system.

This guide sets out the legal position clearly — including the critical point that support must be based on educational needs, NOT diagnosis — and includes a legally correct IDP request letter for both schools and local authorities.

1. Support Is Based on Needs, Not Diagnosis (The Law Is Unambiguous)

Schools sometimes tell parents:

“We can’t give support without a diagnosis.”
“We are waiting for CAMHS/paediatrics before we can open an IDP.”
“We don’t have evidence until you get a report.”

This is unlawful.

Exact Legal Quotation:

The ALN Code for Wales 2021 states:

“A person has ALN if he or she has a learning difficulty or disability arising from a barrier to learning or participation, regardless of whether a diagnosis has been made.”
— ALN Code for Wales 2021, Paragraph 2.4

This is one of the most important legal protections parents have.

What this means in practice

A diagnosis is not required for support.
Waiting lists cannot be used as a reason to delay an IDP.
Schools must base decisions on needs observed in the classroom, transitions, regulation, communication, sensory access, or learning progress.
Parents’ evidence carries full legal weight.

ALN is triggered by educational need — not paperwork.

2. Universal Provision, IEPs, IHPs — What’s What?

Universal Provision

Support that every school must provide from their own resources, including:

Differentiated teaching
Reasonable adjustments (Equality Act 2010)
Sensory/communication strategies
EBSA support
Behaviour/regulation approaches
Short-term intervention groups

Universal Provision is not ALN. If needs persist despite it — or if the needs are significant at the outset — the child is likely to require an IDP.

IEP – Individual Education Plan

Not a statutory document under the ALN Act.
Schools may use them internally, but they cannot replace an IDP.

IHP – Individual Healthcare Plan

For medical needs only.
Not educational.
An IHP cannot substitute for an IDP when the child also has learning, sensory, communication, or regulation difficulties.

3. Home–School Communication Book: A Critical Piece of Evidence

A daily or weekly communication book is one of the most effective ways to gather evidence for ALN decision-making. It is particularly important when:

Behaviour differs between home and school
A child masks at school
Regulation challenges emerge after school
Fatigue, meltdowns, or shutdowns occur later in the day
Homework, sleep, eating, or anxiety deteriorate after school

A communication book helps identify patterns, triggers, and unseen needs.

Use the book to record:

Dysregulation after school
Emotional crashes
Behaviour linked to transitions
Sleep and eating patterns
Recovery time needed
Episodes pointing to sensory overload or masking

Schools must consider all evidence, including that provided by parents. The ALN Code explicitly states that a child's needs must be understood across environments, not just in the classroom.

⬇ Below is the link to our article on masking.

https://learnwithoutlimitscic.blogspot.com/2025/11/why-so-many-disabled-children-mask-at.html

4. Who Can Request an IDP?

Under Section 21 of the ALN Act, an IDP request can be made by:

A parent
A young person (over 16)
A school
A local authority
A health body (e.g., speech therapy, CAMHS, paediatrics)

The request must be considered within statutory timeframes.

5. When to Apply to the School vs the Local Authority

A. If the child is ON ROLL at a school

➡️ Your request must go to the school first.

The school ALNCo decides whether the child has ALN and whether an IDP is required.

If the school refuses or delays, parents then apply to the local authority.

B. You can apply DIRECTLY to the Local Authority when:

1. The child is Electively Home Educated (EHE)

LA is responsible for ALN decisions.

2. The child is not currently on roll

For example:

Placement breakdown
Deregistered
Permanently excluded
Transition between settings

3. The learner is in FE college

LAs handle IDPs for post-16 learners.

4. The school has refused, delayed, or stated they cannot meet need

Parents may go directly to the LA for a statutory decision.

6. What to Include in an IDP Request

You do not need a diagnosis.
You do not need professional reports.
You do not need proof beyond doubt.

Under the Act, you only need to demonstrate that your child may have ALN.

Include:

Examples of difficulties
Universal Provision attempted
Home evidence (communication book, dysregulation patterns, masking)
Any reports you have (optional)

7. IDP Request Templates

📄 TEMPLATE 1 — Request to SCHOOL

Subject: Request for ALN Consideration and IDP (Section 21, ALN Act 2018)

Dear [Headteacher/ALNCo],

I am making a formal request under Section 21 of the Additional Learning Needs and Education Tribunal (Wales) Act 2018 for my child, [Name, DOB, Year], to be considered for an Individual Development Plan (IDP).

Under the ALN Code, identification of ALN is based on educational needs, not diagnosis. The Code states:

“A person has ALN… regardless of whether a diagnosis has been made.”
— ALN Code for Wales 2021, para 2.4

My reasons for believing my child has ALN include:

[Insert needs/difficulties]
[Impact on learning, well-being, regulation, sensory access, behaviour]
[Universal Provision already attempted]
[Patterns recorded via home–school communication book]

Please confirm:

When the ALN consideration process will begin
The statutory decision date
The date of the next meeting

Kind regards,
[Your Name]

📄 TEMPLATE 2 — Request to LOCAL AUTHORITY

Subject: Request for ALN Consideration and IDP (Section 21, ALN Act 2018)

Dear [LA ALN Team],

I am requesting that the LA consider whether my child, [Name, DOB], has Additional Learning Needs and requires an IDP.

I am applying directly to the LA because:

☐ My child is Electively Home Educated (EHE)
☐ My child is not on roll
☐ My child is in FE
☐ The school has refused or is unable to meet need
☐ Other reason: _________

As the ALN Code states:

“A person has ALN… regardless of whether a diagnosis has been made.”
— ALN Code for Wales 2021, para 2.4

My request is based on observed educational needs, including:

[Insert details]
[Home evidence / communication book patterns]
[Impact on learning, regulation, participation]

Please confirm the initiation date and statutory timeframe.

Kind regards,
[Your Name]

___________________________________________________________________________________

When to Request an IDP (Including Statutory Timescales)

Situation	Request To	Legal Basis	Statutory Timescale
Child on roll at a mainstream or special school	School	ALN Act s.21	35 school days for the school to decide whether the child has ALN and whether an IDP is required.
Electively Home Educated (EHE)	Local Authority	ALN Code Ch.10	12 weeks (LA must reach a decision on ALN and produce an IDP if needed).
Child has no school place (excluded, deregistered, between settings)	Local Authority	ALN Act	12 weeks for an ALN decision and IDP completion.
Learner in Further Education (16–25)	Local Authority	ALN Act & Code	12 weeks for ALN decision and IDP production.
School refuses or delays and parent escalates	Local Authority	ALN Code Ch.12	LA must respond “without delay” and complete the ALN decision and IDP within 12 weeks.
Needs clearly beyond school resources (e.g., specialist placement needed)	Local Authority	ALN Code	12 weeks, unless an exception under the Code applies (rare).

Notes for Accuracy

35 school days applies only to school-led IDP consideration.
12 weeks applies to all LA-led cases (EHE, FE, no placement, escalations, complex needs).
Holidays pause the 35-day school clock but do not pause the 12-week LA clock unless a statutory exception is met.
The LA must act “without delay” when taking over from a school (Code 12.25).

IDP Series: Private Diagnoses and the IDP Process in Wales

Private Diagnoses and the IDP Process in Wales:

What the ALN Code REALLY Says (and How to Use Private Reports Effectively)**

Families across Wales often turn to private assessments because NHS waiting lists are long, inconsistent or inaccessible. Yet many parents are told:

“We don’t accept private reports.”
“Only NHS diagnoses count.”
“CAMHS must confirm it.”
“Private EP reports aren’t valid.”

None of these statements are correct under the ALN Act or the Additional Learning Needs Code (Wales) 2021.

This article explains — calmly, clearly, and legally — how private reports should be used in the IDP process.

1. Are Private Diagnoses Valid for IDPs?

Yes. 100% yes. They are legally valid and must be considered.

The ALN Code states:

“Identifying whether a child… has ALN requires evidence…
This evidence might come from… other services…
It might also come from the child, their parents or the young person themselves.”
(Cod ADY 20.2)
“This evidence may also include specialist services.”
(Cod ADY 20.3)

This includes private:

✔ Schools/LAs must consider private evidence.

✔ There is no legal distinction between private and NHS evidence.

2. Schools Cannot Reject Private Reports

Schools must base decisions on all evidence presented.

The ALN Code requires:

“…using the evidence available…”
(ALN Code 20.19)

and

“…seeking advice from appropriate specialist services when needed.”
(ALN Code 20.20)

This creates a legal obligation to:

✔ Consider private EP assessments
✔ Consider private ASD/ADHD reports
✔ Consider private sensory/OT/SALT reports
✔ Consider independent medical evidence

A school cannot lawfully say:

❌ “We don’t accept private reports.”
❌ “Only CAMHS can diagnose ASD.”
❌ “This doesn’t count unless NHS confirms it.”

They may disagree with parts of a report — but they must:

record the evidence, and
provide justification if they take a different view.

They cannot ignore it.

3. Local Authorities Cannot Ignore Private Reports Either

Local Authorities must consider:

all relevant evidence (20.2, 20.3)
all parental evidence (20.2)
all specialist evidence (20.3, 20.20)

If the LA feels more assessment is required, they must seek it, not dismiss what exists.

This may include:

But private evidence still forms part of the legal evidence base.

4. What If a Private Diagnosis Conflicts with NHS Opinion?

Contradictions happen.
Private ASD: NHS says “not ASD”.
NHS says “anxiety”: private EP identifies ASD/ADHD traits.
One SALT says “no need”: private SALT says “significant delay”.

The ALN Code expects:

consideration of all evidence (20.19)
seeking clarification from appropriate specialists (20.20)
decisions based on functional need, not labels

✔ The IDP is based on need, not diagnosis.

Even if professionals disagree, functional needs remain:

communication
dysregulation
sensory profile
executive functioning
social communication
learning barriers

The IDP must reflect what the child needs, regardless of diagnostic debate.

5. How Private Reports Influence the IDP

Private assessments are often more detailed than school or NHS reports.

They improve:

A. Needs Section

B. Outcomes

Private reports help create SMART outcomes:

Specific
Measurable
Achievable
Realistic
Timely

C. ALP (Additional Learning Provision)

Often provides concrete, quantifiable recommendations:

✔ “3× weekly 40-minute specialist literacy sessions”
✔ “Daily sensory diet delivered 3× day”
✔ “Visual timetable used consistently”
✔ “AAC device used for all transitions”
✔ “Seating and postural plan to be followed”

D. Placement Decisions

Private reports can show:

sensory overload
inability to regulate in mainstream
severe attendance barriers
medical needs
trauma impact

This evidence supports decisions about:

LA-maintained IDPs
specialist placement
EOTAS
adjustments in school

6. How to Submit a Private Report (Parent Script)

ENGLISH:
“I would like this private assessment to be recorded as evidence under ALN Code 20.2 and 20.3.
Please confirm in writing that it will be considered in the IDP review.”

CYMRAEG:
“Hoffwn i’r asesiad preifat hwn gael ei gofnodi fel tystiolaeth o dan God ADY 20.2 a 20.3.
A allech gadarnhau yn ysgrifenedig y bydd yn cael ei ystyried yn yr adolygiad CTP?”

If they resist:

“The ALN Code requires decisions to consider all relevant evidence (20.19).
Can you put your position in writing?”

Very few will do so — because they know they can’t legally refuse it.

7. Myths vs Truths

❌ “We only accept NHS diagnoses.”

✔ The Code requires all relevant evidence (20.2, 20.3, 20.19).

❌ “Private EP reports aren’t valid.”

✔ EP advice is specialist advice (20.20) → must be considered.

❌ “We need CAMHS to agree first.”

✔ CAMHS is not the decision-maker for IDPs (schools/LAs are).

❌ “We’ll wait for NHS assessment first.”

✔ The IDP must reflect current needs, not planned future assessments.

8. When Private Reports Trigger an LA-Maintained IDP

Sometimes private assessments reveal needs that schools cannot reasonably meet.

Examples:

complex sensory needs
EBSA linked to severe distress
trauma
physical disability requiring equipment
significant dyslexia requiring specialist ALP
multi-agency involvement
chronic illness impacting stamina
substantial mental health needs

The relevant Code section is:

✔ ALN Code 23.67

If the ALP required cannot be delivered in full at any maintained school, the LA must take over responsibility.

This is the legally correct citation.

9. When a Private Report Justifies an Early Review

Parents may request a review at any time.

The correct citation is:

✔ ALN Code 25.21

Parents can request a review, and the school/LA must conduct it unless unnecessary.

Parent script:
“I request an early review of the IDP under ALN Code 25.21 due to new evidence.”

10. Summary: What Private Reports Mean for the IDP

✔ They are legally valid
✔ They must be considered
✔ Schools cannot reject them
✔ LAs cannot ignore them
✔ They influence needs, outcomes, ALP and placement
✔ They help clarify complex profiles
✔ They often support LA-maintained IDPs
✔ They strengthen requests for EOTAS when appropriate
✔ They help ensure the child’s real needs are captured

Private assessments do not replace NHS involvement — they complement it and give a fuller picture of the child.

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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.

IDP Series: When an IDP Should Move From the School to the Local Authority

When an IDP Should Move From the School to the Local Authority

A Clear Explanation of the ALN Code for Families in Wales

One of the most misunderstood areas of Wales’ ALN system is who should maintain the IDP — the school or the Local Authority (LA).

Families are often left unsure when escalation should happen, why it matters, and how the Code expects decisions to be made.

This article explains, in clear terms:

what the ALN Act and ALN Code say
the three legal triggers for LA involvement
how this applies to EOTAS and Electively Home Educated (EHE) children
why schools sometimes hesitate
what families can do when needs exceed school capacity

This is general information about the ALN system, not legal advice.

1. What the ALN Code Says About When the LA Must Take Over

The key guidance is in ALN Code 23.63–23.67.

ALN Code 23.63

If a school is not able to secure the ALP, it must notify the LA.

ALN Code 23.64

The school must set out the reasons why an LA-maintained IDP may be needed.

ALN Code 23.65

The LA then considers whether it will take over maintenance of the IDP.

ALN Code 23.67

The LA must maintain the IDP where:

the child’s needs are more complex,
provision required goes beyond what a school can reasonably secure, or
the child is EOTAS (educated otherwise than at school).

These sections form the legal basis for escalation.

2. The Three Clear Triggers for LA-Maintained IDPs

Families often find it helpful to think about three broad triggers the Code describes.

⭐ Trigger 1: Needs the School Cannot Reasonably Secure

Some needs go beyond what mainstream settings can provide.
Examples include:

specialist therapeutic programmes (SALT, OT, Physio)
multi-agency ALP requiring coordinated oversight
complex medical or sensory needs
specialist literacy/numeracy programmes
support requiring regular review by external professionals
ALP requiring costs or staffing beyond delegated budgets
needs requiring outreach tutors or alternative provision

Where needs exceed the school’s capacity, the Code is clear that the LA becomes responsible for the IDP.

⭐ Trigger 2: The Child Is Unable to Attend School Because of ALN

This includes children who are:

too anxious or dysregulated to attend
out of school due to unmet needs
on reduced hours
excluded
recovering from medical issues
awaiting a new placement
in a managed move that is breaking down

In these situations, the LA is responsible for securing suitable ALP and education.
This usually means the IDP becomes LA-maintained.

⭐ Trigger 3: The Child Is EOTAS (Educated Other Than at School)

For EOTAS learners:

the IDP is always LA-maintained
schools cannot legally maintain IDPs for EOTAS pupils
the LA is responsible for the ALP and educational package

This is automatic and does not depend on school opinion.

3. Electively Home Educated (EHE) Children and IDPs

Where a child is EHE and has ALN, parents may request an assessment.
If an IDP is created:

it must always be LA-maintained
the parent delivers the educational element (as required by EHE law)
specialist ALP (therapy, assessments, sensory plans, equipment, home adaptations) remains the responsibility of NHS or Social Care

Parents may carry out day-to-day therapy activities at home,
but programmes must still be professionally designed, reviewed and overseen.

The LA should not shift specialist NHS or Social Care responsibilities onto parents.

4. Why Escalation Can Be Difficult for Schools (Without Blaming Staff)

Families often see hesitation from schools, and this is usually due to system pressures, such as:

uncertainty about the Code
heavy workloads
worry about appearing to “fail” the child
fear of damaging LA relationships
wanting to try all internal strategies first
unclear internal processes
staffing or budget constraints

These pressures are real.
But they do not change the requirements of the ALN Act or ALN Code.

5. Families Can Request That the LA Consider Taking Over

The Code allows families to ask the LA to consider whether it should maintain the IDP.

Many families find wording like this helpful:

“We would be grateful if the Local Authority could consider maintaining the IDP under ALN Code 23.63–23.67, as aspects of the ALP appear to exceed what the school can reasonably secure.”

This is polite, factual and firmly grounded in the Code.

It avoids conflict while clearly signalling that escalation should be considered.

6. Information Families Often Provide to Support Escalation

Families sometimes choose to share:

professional reports
evidence of unmet ALP
attendance or anxiety patterns
sensory/medical information
dysregulation logs
details of reduced timetables
exclusion or managed-move correspondence
child voice statements
written examples of what is not working

This gives the LA a clearer picture when deciding who should maintain the IDP.

7. What Happens If the LA Takes Over?

When the LA maintains the IDP, it generally:

assigns an LA ALN Officer
gathers updated information
consults health and social care
reviews outcomes and ALP
considers EOTAS or alternative provision where relevant
coordinates multi-agency planning
rewrites or updates the IDP
sets the schedule for formal reviews

If the child is still on roll, the ALNCo remains involved as the school link professional.

8. If the LA Decides Not to Maintain the IDP

If the LA decides the IDP can remain school-based, families may choose to:

request another review
submit additional information
ask for multi-agency involvement
use the LA’s complaints procedure
use disagreement resolution

The best next step varies depending on the child’s situation.

9. Summary

An IDP may need to move to the LA when:

✔ the school cannot reasonably secure the ALP
✔ the child is out of school due to ALN
✔ the child is EOTAS
✔ the child is EHE and requires ALP

The ALN Code provides a clear framework for these decisions.
Families and schools both play important parts in identifying when escalation should be considered.

Endnote

This article provides general information about the ALN system and the ALN Code in Wales.
It is not legal advice. Families may wish to seek independent specialist advice for individual cases.

IDP Series: What Makes a Good IDP Review?

What Makes a Good IDP Review?

A Parent Guide to Your Rights, the Process, and What Must Happen in Wales

IDP reviews are the engine of the Welsh ALN system.
Done well, they help children progress, ensure needs are understood, and support parents and professionals to work together openly and honestly.

Done poorly, reviews become rushed, tokenistic, and leave children without the support they are legally entitled to.

This article explains:

what the ALN Code and ALN Act require
what must happen in a review
the role of the ALNCo, NHS therapists, school nurses and the LA
how children’s voices must be gathered
the importance of collaborative, creative problem-solving
red flags to look out for
what to do when things break down

1. Legal Duties Under the ALN Act and Code

A) Parents can request a review at ANY time

ALN Code 25.21 gives parents an unrestricted right to request an IDP review.
The school or LA must carry out the review unless it is “unnecessary”.

B) Reviews must be person-centred

The process must adapt to the child, & not the other way around.

C) Reviews must check whether ALP is being delivered

Additional Learning Provision (ALP) means:

The extra support a child needs to learn, which is additional to or different from what is normally available to all pupils.

This includes:

educational provision
health-related provision
social-care-related provision that affects learning

The review must examine whether ALP is:

being delivered
effective
still needed
needing to be changed or increased
beyond the school’s capacity (which triggers LA takeover: ALN Code 23.67)

D) Reviews must be multi-agency when needed

Health and social care must contribute when their input affects learning.

2. What MUST Happen in an IDP Review (Checklist)

✔ full discussion of needs (educational, medical, sensory, social care)
✔ updated child voice
✔ parent views
✔ full review of all ALP
✔ review and rewriting of outcomes
✔ SMART outcomes
✔ review of new evidence
✔ assessment of whether the school can still maintain the plan
✔ written record including disagreements

3. The Roles of the ALNCo, NHS Therapists and School Nurses

This is often where the quality of an IDP review is won or lost.

⭐ A) The ALNCo – Coordinator and Quality Safeguard

The ALNCo:

coordinates the IDP process
gathers evidence
ensures person-centred practice
checks delivery of ALP
writes and updates outcomes
liaises with therapists and social care
escalates to the LA when needed (ALN Code 23.67)

A strong ALNCo is open, honest and collaborative.
An overstretched ALNCo may struggle, usually due to system pressures, not unwillingness.

⭐ B) NHS Therapists (SALT, OT, Physio, CAMHS etc.)

Under ALN Act s.20 and ALN Code 21.6, NHS therapists must provide advice when schools or LAs request it.

They must provide:

assessment findings
therapy programmes
sensory plans
positioning/feeding/handling plans
communication advice
risk assessments
medical or mental health guidance

They do not have to offer direct therapy unless the LA formally delegates health ALP under s.18–19 ALN Act.
But they must offer written advice.

⭐ C) School Nurses – The Most Underrated IDP Contributors

School nurses bring essential expertise that is often overlooked:

epilepsy
diabetes
asthma
continence
feeding/choking
chronic illness and fatigue
mental health
trauma-informed care
emergency plans
equipment and risk advice

As part of “health bodies,” they fall under the same duty to provide advice (ALN Act s.20; ALN Code 21.6).

They can, and should, contribute to IDPs far more often.

4. The Role of the Local Authority (LA) ALN Officer — Who Leads When?

This is where parents are often confused, because responsibility shifts depending on the situation.

Below is the simple, legally accurate explanation.

⭐ A) When the IDP is school-maintained

The ALNCo leads.
The LA ALN Officer is available for advice but is not the plan owner.

⭐ B) When the IDP becomes LA-maintained

This happens when:

the child has complex needs, or
ALP cannot be delivered by the school (ALN Code 23.67), or
the child is EOTAS, or
the child is EHE, or
the child is out of school for any reason

In an LA-maintained IDP:

✔ The LA becomes the responsible body

✔ The LA ALN Officer becomes the lead professional

✔ The ALNCo becomes the school link professional, if the child is still on roll

The ALNCo does not disappear unless the child leaves the school roll.

The LA:

writes and updates the IDP
gathers evidence
coordinates multi-agency input
ensures ALP is secured
leads all reviews

The ALNCo:

provides school observations and evidence
supports day-to-day delivery of ALP (if still on roll)
attends meetings
ensures school provision aligns with the IDP

⭐ C) EOTAS Children

If still on roll → ALNCo contributes
If off roll → ALNCo has no role
LA ALN Officer is the lead in both cases

⭐ D) EHE Children

The IDP must always be LA-maintained
The ALNCo has no role
The parent becomes the education representative
The LA ALN Officer leads and coordinates all ALP

⭐ E) Quick Summary Table

Situation	Maintains IDP	ALNCo Role	LA Officer Role
School-based IDP	School	Lead	Advisory
LA IDP (complex needs)	LA	School link	Lead
EOTAS (on roll)	LA	Contribute	Lead
EOTAS (off roll)	LA	None	Lead
EHE	LA	None	Lead
Awaiting placement	LA	Contribute	Lead

5. The Best IDP Reviews Are Collaborative, Creative, and Transparent

A high-quality review is not a tick-box exercise.
It should feel like a team problem-solving meeting, centred on the child.

The best reviews are:

honest about what is and isn’t working
transparent about limitations
open to new strategies
creative in problem-solving
collaborative
child-centred
flexible
solution-focused
guided by the question:
“What can we try next to help this child progress?”

This is where the ALNCo, the LA ALN Officer, nurses, therapists, teachers, parents and the child should all contribute equally.

6. Supporting Your Child’s Voice — Legally and Practically

Child voice must be gathered in whatever format suits them, not the adults.

This may include:

drawings
videos
audio recordings
AAC
BSL
written notes
parent scribing
a trusted adult gathering views privately
pre-meeting activities for anxious or PDA-profile children

Attendance is optional.
Participation is required, creatively and accessibly.

7. Red Flags of a Poor or Unlawful Review

🚩 “We only do annual reviews.”
🚩 “Health hasn’t replied, so it can’t go in the IDP.”
🚩 Review under 20 minutes.
🚩 No discussion of ALP delivery.
🚩 Outcomes never change.
🚩 No child voice captured.
🚩 School refuses escalation.
🚩 Parent disagreement not recorded.

Any of these = not legally compliant.

8. What To Do If the Review Is Flawed

✔ Email corrections immediately
✔ Request a new review (ALN Code 25.21)
✔ Ask for escalation to the LA
✔ Request missing specialist input
✔ Submit your own written statement
✔ Document unmet ALP
✔ Ask for suitable methods for child voice
✔ Use dispute resolution if needed

9. Parent Scripts

Refusing a review:
“I am requesting a review under ALN Code 25.21. Please confirm the date.”

Child voice missing:
“Could we gather my child’s views using drawings/video/AAC before the next meeting?”

ALP not delivered:
“Can we record what ALP isn’t happening so the IDP can be updated?”

Medical needs dismissed:
“ALN Code 23.55–23.63 requires health-related needs to be included. Can we add this?”

10. Summary

A good IDP review is:

✔ person-centred
✔ creative
✔ collaborative
✔ honest
✔ multi-agency
✔ SMART-focused
✔ transparent
✔ flexible
✔ solution-oriented

A poor review is:

✘ rushed
✘ vague
✘ adult-led
✘ tick-box
✘ defensive
✘ non-transparent

Strong reviews help children progress.
Weak reviews leave them stuck.

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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.