What the ALN Code for Wales 2021 Really Means for Families

⚖️ What the ALN Code for Wales 2021 Really Means for Families

💬 A New Chapter for Welsh Education

In 2021, Wales introduced the Additional Learning Needs (ALN) Code — a major reform that replaced the old Statements and IEP systems.
Its goal is simple: to create one, fair, consistent process for identifying and meeting children’s additional learning needs.

But what does that actually mean for parents?

1️⃣ It’s About Every Learner

The ALN Code isn’t limited to children with the most complex needs.
It applies to any child or young person who needs extra help to learn — whether that’s because of autism, anxiety, ADHD, or literacy difficulties.
Support can happen in school, college, EOTAS, or even home education.

2️⃣ You Now Have One Plan — the IDP

The old system (Statements, IEPs, and LDA Plans) caused confusion and long waits.
Now every learner with ALN should have one Individual Development Plan (IDP).
An IDP brings together professionals, parents, and the learner in one shared document.

“An IDP isn’t paperwork — it’s a roadmap for your child’s support.”

3️⃣ Wellbeing Must Be Considered

The Code explicitly says that wellbeing and participation are part of learning.
That means emotional health, anxiety, and social connection matter just as much as grades.
If a child can’t access learning because of anxiety or burnout, that’s an ALN issue — not a behaviour problem.

4️⃣ Parents and Young People Have a Real Voice

The law now recognises that families are equal partners.
You have the right to:

Receive information in plain language.
Be involved in every decision.
Request a review if support isn’t working.

If you disagree with decisions, you can appeal through the Education Tribunal for Wales — but many issues can be resolved earlier through open communication.

5️⃣ Local Authorities Still Carry the Duty

Even if your child isn’t on a school roll (for example, home educated), your local authority must identify and meet their needs.
That’s written into the ALN Act 2018 and supported by the ALN Code itself.

Where to Start

If you’re new to the system, download the ALN Code or our free printable IDP Review Letter from the Learn Without Limits App.

🔗 ALN Code for Wales 2021 (official Welsh Government PDF)
📲 learnwithoutlimitscic.org

🌟 The Bottom Line

The ALN Code is meant to simplify support — but it only works if families know their rights and feel confident to use them.
Learn Without Limits CIC is here to help you turn those rights into real outcomes.

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Empowering parents and young people across Wales.

5 Myths About ALN Support in Wales — and What Parents Really Need to Know

🌿 5 Myths About ALN Support in Wales — and What Parents Really Need to Know

💬 Myth 1: “The new ALN system is only for children with severe needs.”

Not true.
The ALN Code for Wales 2021 covers all learners who need extra help to learn — whether that’s due to anxiety, ADHD, sensory needs, literacy difficulties, or health challenges.
If your child needs something different or additional to what others receive, they may qualify for ALN support.

🔗 Read the full ALN Code on the Welsh Government website.

💬 Myth 2: “You can’t get support if your child is home educated.”

You can.
Under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, local authorities still have a duty to identify and meet ALN — even if your child isn’t on a school roll.
Families educating at home should be treated with the same fairness and respect as those in school.

💬 Myth 3: “An IDP is only for children in school.”

Individual Development Plans (IDPs) are for learners, not just pupils.
That means children in school, EOTAS, or home education can all have IDPs if they meet the criteria.
An IDP should be reviewed regularly, reflect real needs, and include everyone’s voice — including the parent’s.

👉 See our guide: A Parent’s Guide to Requesting an IDP Review in Wales (link internally once live).

💬 Myth 4: “Once an IDP is written, that’s it.”

Support should never stand still.
If your child’s needs change, or their current plan isn’t working, you have the right to request a review.
Learn Without Limits provides free printable templates to help you do this clearly and confidently.

📄 Download the template in our app at learnwithoutlimitscic.org.

💬 Myth 5: “Parents have no power in the process.”

You do — and you always will.
The ALN Code places parents and young people at the centre of decision-making.
Your lived knowledge of your child matters. When you use clear written communication and record what’s been agreed, you’re building a secure foundation for your child’s support journey.

🌟 The Truth

ALN isn’t just a system — it’s a promise.
Every child in Wales has the right to learn in a way that fits who they are.
And every parent deserves tools that make navigating that system calmer and clearer.

Start exploring our free resources today at learnwithoutlimitscic.org.

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🌟 Explore more guides and printables at LearnWithoutLimitsCIC.org
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When It’s Not Truancy: Understanding School Refusal and How to Protect Your Family in Wales

The Attendance Letter and the Panic That Follows

“I opened the letter and my stomach dropped. It said my child’s attendance was being reviewed and that I could be fined if things didn’t improve. But she hadn’t slept properly in weeks and sobbed every morning at the thought of walking through those school gates.”

Many parents across Wales know that feeling. What’s often labelled truancy is, in reality, distress, not defiance.

Since lockdowns lifted, more children have developed intense anxiety about school. Professionals now call this Emotionally-Based School Avoidance (EBSA) — and it deserves compassion, not punishment.

What School Refusal Really Means

Under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, schools and local authorities must identify and meet a child’s Additional Learning Needs (ALN). When anxiety, sensory overload, or burnout prevent attendance, that is an ALN issue, not a behavioural one.

The ALN Code for Wales 2021 reminds schools to consider wellbeing and to adapt support so that education remains accessible in every setting.

The Welsh Government’s own guidance on EBSA calls school refusal an emotional-wellbeing issue, not a conduct problem. Recognising that difference changes everything.

Leah’s Story

Leah was 12 and had recently moved to secondary school. Noise, crowds, and timetable changes quickly became overwhelming. Each morning she tried — and froze.

The school recorded unauthorised absences, and an attendance officer warned her mum about possible fines.

Then her mum downloaded the Learn Without Limits App.
Using the Tier 2 Journal, she logged each morning’s anxiety and sensory triggers. She sent a Printable Request for IDP Review Letter to the school.

The ALNCo called a meeting. Together they agreed on a phased timetable, quiet-room access, and a trusted adult check-in. Leah now attends part-time, safely.

“Once I had everything written down, they stopped treating us like we were doing something wrong.”

You Are Not Breaking the Law by Protecting Your Child

The Education Act 1996 says parents must secure attendance unless there is a reasonable justification.
When a child’s absence stems from medical or ALN-related anxiety, that can be a reasonable justification — especially when parents have sought help and evidence from professionals.

Local authorities have discretion under the Education (Penalty Notices) (Wales) Regulations 2013. They should not issue fines when families are actively addressing underlying needs.

And under the Equality Act 2010, schools must make reasonable adjustments for disabled pupils — including those with autism, ADHD, or anxiety disorders. Penalising attendance before adjustments are made may be discriminatory.

“Under the ALN Act 2018, schools and councils must look for the reason behind a child’s difficulty attending — not just the absence itself.”

Practical Steps to Protect Your Family

Keep evidence.
Record triggers, meltdowns, GP notes and correspondence using the Tier 2 Journal in the app.
Request an IDP review.
Use the free printable template inside the app to ask formally for a review of your child’s plan and support.
Clarify attendance codes.
Ask the school to record ALN-related or medical absences correctly, not as unauthorised.
Seek advocacy early.
The app’s Knowledge Base lists local advocacy and parent-partnership contacts across Wales.

Tools You Can Use Today (Already Live in the App)

📄 Printable Request for IDP Review Letter
💬 Chatbot Pathway: School Refusal or Anxiety
🧾 Tier 2 Journal Templates
⚖️ Knowledge Base Entry: ALN and Attendance Law in Wales

All available free at learnwithoutlimitscic.org.

Coming This December (App Release 5.0)

Families who start using the app now will soon gain access to expanded early-intervention tools designed for attendance challenges:

🧩 Crisis Prevention Toolkit – calm, step-by-step guidance when attendance becomes stressful.
🏫 Early IDP Review Planner – prepare for meetings and gather evidence with confidence.

“Our aim is to make prevention practical — so parents don’t have to wait for crisis before getting clarity and support.”

A Final Word of Reassurance

You are not alone, and you are not a bad parent.
When a child can’t face school, the answer isn’t punishment — it’s understanding.

“When a child can’t go to school, the solution isn’t prosecution — it’s compassion.”

🌟 Explore More

Visit learnwithoutlimitscic.org for free printable letters, journals, and guidance.
Join our supportive community at facebook.com/groups/learnwithoutlimitscic.
💌 Contact us: support@learnwithoutlimitscic.org

Prevention is Power

Prevention is Power: Avoiding ALN Crises Before They Escalate in Wales

The Crisis That Should Never Have Happened

By the time Ceri stopped attending school, her mum had been waiting six months for an IDP review.
She’d raised concerns about anxiety, sensory overload, and constant exhaustion, but no one acted.
Only when attendance collapsed did professionals finally step in.

If support had arrived when those first signs appeared, the outcome could have been completely different.
Across Wales, families are proving that prevention works, & and that acting early saves children, parents, and schools enormous stress.

What Prevention Looks Like in Practice

Case Study 1: The Parent Who Acted Early

A 9-year-old boy in mainstream school began masking exhaustion and lashing out.
His mother used the Learn Without Limits printable “Request for IDP Review” letter and began recording incidents in the Tier 2 Journal within the app.

“The letter gave me confidence — they finally listened because it was written in the right language.”

Result: an early review, new sensory breaks, improved behavior, and no exclusion.

Case Study 2: The School That Listened

An ALNCo in North Wales noticed repeated patterns of school refusal after transitions.
Using the Learn Without Limits Chatbot Pathway “Anxiety or Refusal?”, she shared short guidance links with staff and parents.

Within a term, three pupils re-engaged successfully, & none required EOTAS support.

“We started seeing behaviour as communication, not defiance.”

Tools You Can Use Right Now (Already Live in the App)

You don’t have to wait for the next release — these tools are available today inside the live app at learnwithoutlimitscic.org:

🧭 Printable IDP Review Letter Templates - legally referenced and parent-friendly.
💬 Chatbot Guidance - clear help on anxiety, exclusion, EOTAS, and communication breakdown.
📚 Knowledge Base - plain-English summaries of the ALN Code 2021.
✍️ Journal Prompts - record triggers and progress to use in IDP meetings.

“These tools aren’t theory, they’re live, free and already changing outcomes for families.”

Coming in December 2025 (App Release 5.0)

Families who start using the app now will soon gain access to expanded prevention tools designed to stop problems before they escalate:

🧩 Crisis Prevention Toolkit - a parent action map with step-by-step templates for when concerns aren’t acted on quickly.
🧠 Understanding Dysregulation Guide -helps families explain sensory overload, masking, and shutdowns calmly and clearly.
🏫 Early IDP Review Planner - prompts parents to prepare for reviews with evidence and realistic goals.

“Our aim is to make prevention practical, so parents don’t have to wait for crisis before getting clarity and support.”

Why Prevention Matters

Every avoided exclusion saves months of missed learning.
Each early IDP review reduces the risk of tribunal.
Children who feel understood don’t need to shut down to stay safe.

“Prevention isn’t soft, it’s smart. It protects children, saves schools time and gives families back hope.”

Start Using the Learn Without Limits App Today

Your prevention tools are already live, and more support is coming this December.

📲 App: learnwithoutlimitscic.org
💌 Email: support@learnwithoutlimitscic.org
💬 Join our community: facebook.com/groups/learnwithoutlimitscic

Navigating the Post-16 Pathway in Wales

🎓 Navigating the Post-16 Pathway in Wales: What Every Parent and Carer Needs to Know (and How the New LWL Toolkit Can Help)

Introduction: The Post-16 Cliff Edge

For many families across Wales, the transition from school to post-16 education can feel like taking a leap of faith. Support carefully built through the Additional Learning Needs (ALN) system can suddenly change or disappear once a young person turns 16.

From delays in college assessments to uncertainty about Individual Development Plans (IDPs), parents and carers often find themselves lost between education, health, and social-care responsibilities.

Learn Without Limits CIC understands this struggle — and our December App Release (v5.0) will include a brand-new Post-16 Parent/Carer Toolkit designed to make this journey clearer, calmer, and fairer.

The Changing Landscape: ALN Code 2021 and Post-16 Responsibilities

The ALN Code for Wales 2021 reshaped how post-16 learners are supported, replacing Statements and Learning and Skills Plans with a single, unified Individual Development Plan (IDP) that continues from school into further education.

Under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, local authorities now retain a duty to ensure continuity of support. However, implementation has varied across Wales, leaving many families unsure who is responsible once their child leaves school.

Key facts for parents:

Colleges must identify ALN and collaborate with the local authority where necessary.
Local authorities must not cease an IDP simply because a young person moves to further education.
Every learner is entitled to an appropriate education — whether in college, through EOTAS (Education Otherwise Than at School), or specialist provision.
Decisions should always be person-centered and evidence-based.

(Keywords: ALN support in Wales, SEND reforms Wales, ALN Code 2021, inclusive education Wales)

Common Barriers Families Face

Even with new legislation, the path can be difficult. Our research and community feedback highlight several recurring challenges:

Late or missing transition planning between school and college.
Confusion over IDP transfer - families told support “ends” at 16 (it doesn’t).
Inconsistent communication between school ALNCOs, local authorities, and FE colleges.
Gaps in wellbeing and transport provision once college begins.
Limited awareness of post-16 entitlements within health and social-care teams.

How the December Toolkit Helps

The upcoming Parent/Carer Post-16 Toolkit, launching inside the Learn Without Limits App this December, has been built specifically to fill these gaps.

What’s inside the Toolkit:

🧭 Step-by-step checklists for Year 10–11 transition reviews and college planning.
📝 Printable templates and model emails — for requesting post-16 IDP reviews, transport assessments, and reasonable adjustments.
💬 Case studies showing how families successfully navigated post-16 transitions across Wales.
⚖️ Legal references from the ALN Code 2021 and Education Tribunal decisions.
🤝 Directory of Welsh agencies supporting disabled young adults into education or work — including Careers Wales, ITEC, Communities for Work+, and local authority transition teams.

(Internal link prompts: “Download the Parent/Carer Post-16 Toolkit” | “Explore our App features” | “Join the LWL Facebook community”)

Why This Matters

The transition to adulthood should be a time of growth — not anxiety.
Our goal is simple: to empower parents with the information and templates they need before problems arise, ensuring that every young person in Wales continues to receive the support they deserve.

“Every young person deserves a plan that grows with them — not one that ends at 16.”

By combining lived experience with deep knowledge of Welsh ALN law, Learn Without Limits CIC is helping families replace uncertainty with confidence.

Call to Action

✨ Be the first to access the new Parent/Carer Post-16 Toolkit
The toolkit will be available for free in our December App Release (v5.0).

📲 Visit learnwithoutlimitscic.org
💌 Email: support@learnwithoutlimitscic.org
📣 Join our community: Facebook – Learn Without Limits CIC (Wales)

We’d love to hear your experiences navigating post-16 education — share your story or subscribe for updates on ALN and SEND developments in Wales.

Soft Launch: The Learn Without Limits Parent Guide App Goes Live!

🌟 Soft Launch: The Learn Without Limits Parent Guide App Goes Live!

Published: November 1, 2025
Author: Steph Shobiye

Helping parents navigate Wales’ Additional Learning Needs system — together

After months of collaboration, testing and refining, we’re delighted to announce the soft launch of the Learn Without Limits CIC website and our brand-new ALN Parent Guide App.

This early version is now live for user testing, giving parents across Wales a first look at the practical tools we’ve been creating — built by parents, for parents.

👉 Explore the website: https://learnwithoutlimitscic.org/index.en.html
👉 Try the app: Accessible directly via the website under Parent Guide App

🧭 What’s inside the Parent Guide App

The static chatbot already includes clear, easy-to-follow FAQs covering:

Requesting or reviewing an Individual Development Plan (IDP)
Understanding your child’s rights under the ALN Act (Wales)
Navigating EOTAS (Education Otherwise Than at School)
Managing school breakdowns and transitions
Support for home-educated learners and post-16 options

Each answer is concise, parent-friendly and bilingual-ready, designed to guide families toward solutions — not red tape.

Coming next week: the downloadable Parent Pack printables — ready-to-use letter templates, checklists and guides to help families take action quickly and confidently.

💬 Why a soft launch?

This stage allows us to gather real-world feedback before the full public launch later this month.

We’re especially keen to hear from:

Parents and carers navigating the ALN process
Professionals supporting families (ALNCOs, advocates, educators)
Community partners across Wales who want to share trusted resources

Your input helps us make sure every feature is clear, accessible and genuinely useful.

❤️ Built in Wales, for Wales

Learn Without Limits CIC is a community interest company based in Swansea, created to make life easier for families facing the ALN maze.

Our goal is to build a preventative, empowering support system — stopping crises before they escalate, whether that’s a school exclusion, tribunal or parental burnout.

Every parent deserves access to knowledge, templates and hope — 24 hours a day, without needing to fight for it.

🚀 Just the Beginning

This soft launch is only the first chapter of the Learn Without Limits journey.

We’re using an iterative development approach, which means the Parent Guide App will evolve month by month — adding new features, FAQs and printable tools based directly on parent feedback.

Every release builds on what families tell us they need most — whether that’s clearer guidance on EOTAS, more letter templates, or additional wellbeing resources.

Our vision is a living, growing resource that reflects real experiences, adapts as policy changes, and stays one step ahead of families’ needs.

If you’d like to help shape future releases, share your thoughts after exploring the app — your ideas today become tomorrow’s updates.

📣 Get Involved

Try the app and explore the chatbot.
Share your feedback — what worked, what could improve.
Spread the word by sharing our links with other parents, educators and networks across Wales.
Tell us what you’d love to see next.
We can’t guarantee your suggestion will appear in the very next monthly release — but every idea will be reviewed and considered for inclusion as soon as time, funding and technology allow.

Together, we can create a Wales where no parent ever feels alone navigating the ALN system.

🔜 Coming Next

Over the next few weeks, we’ll be adding the first Printable Parent Pack — including letter templates and checklists for requesting IDP reviews and EOTAS support.

Future updates will introduce:

New chatbot topics covering post-16 transitions, health access and family wellbeing
Additional printable tools for parents navigating school breakdowns or early help processes
Improved accessibility features and layout refinements based on your feedback

Every update will be announced here on the blog first — so you can see how the app grows month by month.

🙏 Thank You

This project has been made possible through the time, insight, and lived experience of parents and carers across Wales who have shared their journeys and helped shape the app from day one.

A special thank you also goes to our early testers, volunteer contributors, and local partners who continue to support Learn Without Limits CIC in building accessible, parent-led tools that make a difference.

📬 Stay Connected

Want to collaborate, volunteer, or partner with us?
Contact the Learn Without Limits CIC team via our website’s Contact page or email support@learnwithoutlimitscic.org.

Together, we can keep building a Wales where information, inclusion, and opportunity have no limits.

#LearnWithoutLimits #ALNParentGuideApp #ALNWales #EOTAS #IDP #HomeEducation #ParentPower #Wales

Soft Launch

Learning Without Limits CIC:

A New Chapter for Families in Wales

A group of parents sitting around a table, smiling and chatting while holding cups of coffee during a community support meeting.

It’s been a while since our last post, but that doesn’t mean we’ve been quiet. Over on our Facebook group, founded in 2013, parents across Wales have been sharing, venting, laughing and problem-solving together. That space, rich with lived experience, has always been the heart of everything we do. This Blog is the official publication arm of Learn without Limits CIC & you can find our main organisational hub, including our Governance and policies here - https://learnwithoutlimitscic.org/

Now, we’re taking that spirit forward through Learn without Limits CIC — a parent-led social enterprise built by families, for families. Our mission is simple: to make sure no child with Additional Learning Needs falls through the cracks because a parent couldn’t find the right information or support in time.

We are currently developing an app designed by parents, for parents — a practical companion that answers the questions which so often get lost between services, policies and paperwork. Whether you’re navigating an IDP, exploring EOTAS or balancing learning with life, the app aims to offer clear, compassionate and actionable guidance.

At Learn without Limits CIC, we favour collaboration over competition. We work with a wide range of organisations locally and nationally — including Autism’s Hidden Voices, Autistic UK CIC and Mental Health Action Wales — and we engage with whoever we need to in order to get the job done, including government where change is needed.

Our community includes families of children with a wide range of needs: rare genetic conditions, visible disabilities such as Cerebral Palsy and Down Syndrome, and conditions like Dyspraxia, Haemophilia and Autism Spectrum Conditions. We also support families whose children are currently out of school or college for reasons such as EBSA (Emotionally Based School Avoidance), mental health challenges or long-term medical treatment, including cancer.

If your child isn’t in school or college right now because their needs aren’t being met, we are your team.

Over the years, we’ve hosted many online peer-support sessions — cups of tea in hand, cameras off or on — and we’ll continue to do so. We also plan to introduce face-to-face drop-in clinics across Wales to make support even more accessible.

This blog will be our space to share reflections, insights and updates — the lived experiences that fuel everything we do. For resources, printables and learning tools, please visit our main website, which acts as the hub connecting our projects and partnerships.

Stay connected

Posted by Steph Shobiye on behalf of the Learn without Limits CIC team

Wales ALN Bill

w/c 2nd & 10th November 2014

This week M had difficulty with his Briteschool maths assignment on fractions, which for M is very unusual and so this took up more of our time than anticipated. M is behind in maths, not because he lacks aptitude for the subject but because his previous school career was so disjointed and he spent several years unsupported and unable to access the curriculum.

We also went for our first appointment at the new GP to get the persistent verrucca on his foot looked at. I was so pleased that he allowed his foot to be examined and asked sensible questions about the wait and procedure to have it removed. The OT's advice at our last appointment was superb and really made the difference as prior to her prescribed desensitisation programme M would not have consented to the examination. This represents a major success in coping with his sensory issues for M!

Wednesday was Bonfire night and M's recent forays into reading the newspaper have made him curious as to how the government actually works. To begin we used the excellent free resources and lesson plans available here on the topical gunpowder plot:-

http://www.parliament.uk/education/teaching-resources-lesson-plans/gunpowder-plot-part-1/

Guy Fawkes and Bonfire Night lesson plan

Guy Fawkes and Bonfire Night lesson plan

M finds the bangs of fireworks problematic, so this helped to keep him distracted. (He does enjoy the visual displays so we watched the fireworks over the Swansea valleys from the upstairs windows of our home armed with ear defenders & his sympathetic whippet). He did manage to attend some of the neighbours celebrations

http://www.tomorrowsengineers.org.uk/Careers_resources/Engineering_activities/ A useful free link we uncovered.

We've discovered the funding for the Children's University does not cover passports for Welsh home ed children and so are cheering on those who are off to a meeting with the National Head Office. Hopefully they'll come away with a result that will mean home educated children will be able to record credits on this scheme, in the way that Welsh school children can.

M is now halfway through the 12 audio book series entitled "Flat Stanleys adventures around the world". This puts him on target to join the postal scheme with his own Flat Stanley after Xmas which is great, as I think he'll derive a great deal out of it.

Our weekend was disrupted by the D&V bug that has been doing the rounds. This meant that most of the week commencing 10th November once M started to feel better was spent playing catch up with Briteschool homework. He will probably need to listen to a couple of the lesson recordings before he can tackle the homeworks set due to feeling under the weather. One of the huge advantage of online school is you can still participate from bed if need be!

w/c 27th October 2014 Highlights

This was the week I felt like social activities for M in our new home and locale are finally falling into place. Our regular activities are now as follows:-

Monday Evening - Social club at Families for the Disabled. (Council activity for SN kids with any diagnosis).
Wednesday Evening - Puppy Training class
Friday Evening - Youth Club at the Trehafod Gospel Hall
Sundays - Sunday School at the Trehafod Gospel Hall.

Monthly - Porthcawl Home Ed Group (date will vary as some activities are more suitable than others).

In addition we have learning related Home Education Trips planned with other home educators at various points during the year. I'm particularly looking forward to the Tudor House trip to Tenby. Unfortunately M's current diagnosis means that he is ineligible for Trehafod organised autism outreach activities and I have to admit this has confirmed to me that a mainstream school in Swansea would have been wholly unsuitable for his needs. Previous bitter experience has taught us both that behavioral support must be given through an autism lens or it is always doomed to failure. It is a shame we are cut off from that form of support but not a surprise, given our experiences to date. Thank goodness our informal network is proving to be a great form of support for both of us.

I now feel that M has several regular outlets for socialization that can meet his need to make friends and that will help him settle into our new community; both with schooled children and those who may live a little further afield but share the home education experience. The routine social meets meet his need for regularity and structure but are not so onerous that we can't find time for impromptu playdates and outings.

Academically I am still chuckling at M's reading attempts. He is quietly reading an article from the newspaper daily alone with his mid-morning snack. He is gaining confidence about asking questions about what he has read. He now asks the neighbours as well as myself so is gaining ground. He is however still liable to shut down when asked to read out loud directly. I feel like we are at a delicate stage now, where gentle encouragement and provision of regular access to titles on the High Interest/low ability book list provided by Swansea LA is important.

I do worry that he will be put off once more if any outsiders question him too deeply, as he is still very anxious about reading. It is lovely to see his fledgling research skills emerge ably encouraged by his Briteschool teachers and he is gaining confidence in looking up text articles for himself on various topics. Our Monday morning global breakfast encourages this activity as he is keen to find out more about the nation whose cuisine he has just sampled each week.

The new exercises that the OT recommended at our last appointment are becoming entrenched into our routine and I am seeing M reaping the benefits, and improving his own ability to recognise when he is becoming over stimulated & take appropriate mitigating action. This is incredibly useful as his sensory issues do seem to flaring up at present.

On a practical level M is still adjusting to his mattress being moved to the floor. He was breaking his bed slats on a regular basis. The adjustment means that he is having trouble sleeping and being awake from midnight till 4 am is affecting him a little during day time hours. This is something we are just going to have to work through as he needs to be safe at night. Last week's inadvertent school reminder has also had an impact and is still troubling him at night a little.