Family Pathway

16/03/2026

16/03/2026

𝐖𝐚𝐥𝐞𝐬 𝐔𝐩𝐝𝐚𝐭𝐞: 𝐋𝐞𝐚𝐫𝐧𝐞𝐫 𝐈𝐧𝐟𝐨𝐫𝐦𝐚𝐭𝐢𝐨𝐧 𝐑𝐞𝐠𝐮𝐥𝐚𝐭𝐢𝐨𝐧𝐬 (𝐟𝐫𝐨𝐦 𝟐𝟒 𝐌𝐚𝐫𝐜𝐡 𝟐𝟎𝟐𝟔)
The Education (Information About Individual Pupils and Children in Alternative Provision) (Wales) Regulations 2026 expand the types of information that can be requested about learners.

𝐈𝐦𝐩𝐨𝐫𝐭𝐚𝐧𝐭:
This regulation is about information and data, not entitlement.
𝐈𝐭 𝐝𝐨𝐞𝐬 𝐍𝐎𝐓 𝐜𝐡𝐚𝐧𝐠𝐞:
• who qualifies for Additional Learning Needs (ALN)
• how Individual Development Plans (IDPs) are created
• who is entitled to EOTAS or alternative provision
• age limits for education.

What information authorities may request
𝐒𝐜𝐡𝐨𝐨𝐥𝐬 𝐚𝐧𝐝 𝐩𝐫𝐨𝐯𝐢𝐝𝐞𝐫𝐬 𝐦𝐚𝐲 𝐛𝐞 𝐚𝐬𝐤𝐞𝐝 𝐭𝐨 𝐜𝐨𝐧𝐟𝐢𝐫𝐦:
• whether a learner has ALN
• decisions made about ALN
• whether a learner has an IDP
• who maintains the IDP (school or local authority)
• the date of the last IDP review
𝐓𝐡𝐞𝐬𝐞 𝐫𝐮𝐥𝐞𝐬 𝐚𝐥𝐬𝐨 𝐚𝐩𝐩𝐥𝐲 𝐭𝐨 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬 𝐞𝐝𝐮𝐜𝐚𝐭𝐞𝐝 𝐭𝐡𝐫𝐨𝐮𝐠𝐡:
• EOTAS
• Pupil Referral Units (PRUs)
• local authority-funded independent placements

𝐖𝐡𝐚𝐭 𝐝𝐨𝐞𝐬 𝐭𝐡𝐞 𝐰𝐨𝐫𝐝 “𝐦𝐚𝐲” 𝐦𝐞𝐚𝐧?
The regulations say authorities “may request” this information.
This means:
✔ authorities have the legal power to request it
✔ they don’t have to request it in every case
However, if information is requested, schools or providers must supply it.

𝐖𝐡𝐲 𝐭𝐡𝐢𝐬 𝐢𝐬 𝐚 𝐩𝐨𝐬𝐢𝐭𝐢𝐯𝐞 𝐬𝐭𝐞𝐩
Learners educated outside mainstream schools have historically been less visible in national education data.
By enabling authorities to request clearer information about:
• ALN decisions
• IDP reviews
• learners educated through alternative provision
this regulation strengthens the information trail around how learners’ needs are identified and supported.
Better visibility helps ensure learners educated outside mainstream settings are not overlooked.

𝐊𝐞𝐲 𝐭𝐚𝐤𝐞𝐚𝐰𝐚𝐲: This is a data transparency change - not a change to education entitlement.

12/03/2026

Neurodiversity Celebration Week is running throughout week beginning the 16–22 March.
If your school is looking for something to support tutor time, PSHE or wellbeing sessions during the week, we’ve created a free set of ready-to-use classroom activities exploring:
ADHD
Autism
Hidden differences
Inclusion and belonging
The Belonging Matters Toolkit includes 7 short sessions (15–25 mins), each with:
✔ Slide deck
✔ Short film
✔ Guided activity
✔ Discussion prompts
✔ Optional end-of-week reflection
Schools can choose to deliver one session or run a sequence across the week — no prior training is required to use the materials.

Access the free toolkit here:

👉 https://padlet.com/elsa195/belonging-matters-neurodiversity-celebration-week-toolkit-tu-x8xeinr8wsew2trm

Please feel free to share with colleagues who may find this helpful.

A set of ready-to-use tutor time and classroom activities to support Neurodiversity Celebration Week (16–22 March).The Belonging Matters toolkit includes 7 short sessions exploring ADHD, autism and hidden differences, helping learners to better understand how people may think, learn and experience...

10/03/2026

A really important discussion. The link between neurodivergence, school experience and mental health is something we see repeatedly in practice.
Too often the focus sits solely on the young person rather than examining the environments they are navigating every day. When schools understand how expectations, interactions and systems affect emotional regulation, they are far better placed to support resilience and belonging.

Great to see research like RE-STAR bringing together academic insight and lived experience.

The aim of this event is to share insights and outputs from Regulating Emotions – Strengthening Adolescent Resilience (RE-STAR), a UKRI-funded research programme which is trying understand why young…

10/03/2026

New ALN Regulations in Wales – What’s Changing?

From 24 March 2026, new Welsh regulations will increase transparency around how learners’ needs are identified and supported.

Three key shifts:

1️⃣ ALN decisions are now traceable
Schools and local authorities may need to show when concerns were raised, who made the decision, and when it happened.

2️⃣ IDP reviews become visible
Authorities can request confirmation of whether a learner has an IDP, who maintains it, and the date of the last review.

3️⃣ Alternative provision is included
Learners in EOTAS, PRUs and independent placements must now be part of the same reporting system.

👉 In short: better oversight, clearer accountability, and improved safeguards to reduce learners falling through the cracks.

02/03/2026

It’s National Careers Week 🎉

And this week, our MasteringME learners aren’t just talking about work — they’re out there doing it.

A huge thank you to The Entertainer in for partnering with Family Pathway to make this happen. Alex is absolutely over the moon with his placement — this is life-enhancing.

Recent cohort data continues to show that young people facing overlapping challenges (like disrupted schooling, caring responsibilities, low qualifications, mental health needs or personalised learning needs) are significantly more likely to become NEET between 18–25.

This is exactly what MasteringME is designed to prevent.

By building confidence, strengthening decision-making, and creating supported pathways into real workplaces, we’re not waiting until young people fall out of education or employment — we’re building capacity early so they can progress, participate and thrive.

Work experience isn’t an “add-on”.
It’s protective.
It’s preventative.
And it works.

26/02/2026

Yr 6 ➡️ Yr 7 Transition: Supporting Learners with Additional Needs

The move to secondary school increases the demands placed on learners — particularly those who rely on adapted routines, scaffolded support or adult mediation to access learning.

This masterclass supports ALNCOs, Heads of Year and Inclusion Leads to:
✔️ Recognise how need may present differently in KS3
✔️ Plan for continuity of support across transition
✔️ Distinguish between adjustment and persistent learning need
✔️ Strengthen partnerships with families

Reduce support drop-off.
Support engagement.
Plan proactively for access to learning in secondary.

Plan effective transition support for learners with additional needs as they move from Yr 6 to Yr 7 across primary and secondary settings.

24/02/2026

Many IDPs are challenged not because provision is missing — but because learner need has not been clearly understood within Section 2A.

As schools develop Ordinarily Available Provision (OAP), there is growing pressure to evidence responsiveness to support before recognising Additional Learning Needs. However, where progress depends on sustained adaptation — such as adult mediation, scaffolded routines or environmental adjustment — this may indicate a persistent requirement for provision in order to make progress independently.

Join Elsa Torres (ALN Consultant) and Cath Evans (ALNCo) for a practical masterclass on developing a person-centred Section 2A that:

✔️ supports meaningful planning for ALP
✔️ strengthens professional judgement in IDP decisions
✔️ improves consistency across learners
✔️ reduces challenge or disagreement around provision

Designed for ALNCOs, SENCOs and school leaders.

When progress depends on support, need may call for ALP. Learn how to apply the s.2 ALNET threshold in practice.

24/02/2026

ADHD doesn’t just affect learning — it shapes friendships, work, emotions and identity too.
This honest conversation explores how ADHD shows up in women and girls, and why it’s so often misunderstood or missed entirely.
Definitely worth a watch 👇

Sonya Barlow sits with sister TMILKY to discuss ADHD, neurodiversity, friendships and work in this unfiltered and fun conversation. Why is T emo? How does AD...