What Schools Must Do When They Suspect ALN in Wales (2026 Update)

Published 28 March 2026

What Schools Must Do When They Suspect ALN in Wales

A step-by-step guide based on the 2026 guidance update

Last updated: 28 March 2026 following Welsh Government guidance update

This article explains the current position in Wales only. The SEND system in England operates under a different legal framework.

If a school thinks your child may have additional learning needs, there is now much clearer guidance on what they are expected to do.

In March 2026, Welsh Government published new guidance on ALN decision-making and communication. This does not change the law, but it sets out a more clearly defined process that schools and local authorities are expected to follow.

This article explains that process step by step, what it should look like in practice, and what parents can reasonably expect at each stage.

Step 1 — The school becomes aware your child may have ALN

This is the trigger point.

The process starts when:

  • the school identifies a concern
  • you raise concerns as a parent
  • another professional raises concerns
  • or it otherwise becomes apparent that your child may have ALN

The guidance says the school must record the date this happens.

This date is important because it is used to determine when the decision-making process should begin.

What parents can expect

  • The concern should be taken seriously
  • The school should record it
  • The date should be clear

🚩 Red flags

  • Concerns dismissed without being recorded
  • “Wait and see” with no next steps
  • No clear acknowledgement that ALN is being considered

Step 2 — A named person is assigned

The school should:

  • designate a person to coordinate the process

What parents can expect

  • A named contact
  • Clear responsibility

🚩 Red flags

  • No named person
  • Being passed between staff
  • No ownership of the process

Step 3 — You should be formally notified

The school should:

  • notify you that it is deciding whether ALN is present

What parents can expect

  • Clear confirmation that a decision-making process has started

🚩 Red flags

  • Everything remains informal
  • No clear confirmation of process

Step 4 — You should be offered a meeting

The school should:

  • offer an initial meeting

What parents can expect

  • Opportunity to share your views
  • Discussion of needs
  • Explanation of next steps

🚩 Red flags

  • No meeting offered
  • Decisions made without your input

Step 5 — You should be given information and support routes

The school should:

  • provide information about support and advice services

Step 6 — You should be given a timescale

The school should:

  • provide an indicative timescale

👉 See:
ALN Decision-Making Timescales in Wales (2026 Update)

🚩 Red flags

  • No timescale
  • Vague answers

Step 7 — The school gathers information and makes a decision

The school considers:

  • your views
  • your child’s views
  • evidence from staff
  • any professional input

The key question is whether the learner has:

a learning difficulty or disability which calls for additional learning provision

This is a needs-based assessment, not a diagnosis-based one.

🚩 Red flags

  • Decisions based only on attainment
  • Over-reliance on lack of diagnosis
  • Statements such as “they are coping” without explanation

Step 8 — A decision is made and communicated

If ALN is identified:

  • an Individual Development Plan (IDP) should be prepared

👉 See:
What Exactly Should Be Included in an IDP?

If ALN is not identified:

  • you should receive a clear decision
  • reasons should be provided
  • this should be in writing

The guidance places greater emphasis on clear written communication of decisions and reasons.

How to make a request that cannot be overlooked

If the process has not started properly, or you want to ensure it does, it is important to make a clear, written request.

Who to send it to

  • the school ALNCo
  • the Headteacher

You may also wish to copy:

  • the school office
  • the local authority ALN team (if concerns are ongoing)

Why email matters

A written request:

  • creates a date-stamped record
  • helps establish a clear timeline
  • reduces the risk of delay or misunderstanding

While the school will ultimately determine when it considers that it appears ALN may be present, a clear written request makes it much harder for concerns to be overlooked or delayed.

The key wording

You should include:

“I am formally requesting that the school considers whether my child may have Additional Learning Needs.”

This clearly links your request to the decision-making process set out in the guidance.

Example email

Subject: Request for ALN Consideration – [Child’s Name]

Dear [ALNCo / Headteacher],

I am writing to formally request that the school considers whether my child, [Child’s Name], may have Additional Learning Needs.

I have concerns about [brief description].

I understand that where it appears a child may have ALN, the school should take steps to decide whether ALN is present, and that this process should be carried out promptly.

Please could you confirm:

  • the date this concern is formally recorded
  • who will coordinate the process
  • the expected timescale

I would also welcome a meeting to discuss this further.

Please confirm receipt of this request and the next steps in writing.

Kind regards,
[Your Name]

What counts as proper acknowledgement

A brief reply such as:

  • “Thanks, we will look into it”
  • “We will monitor the situation”

may not amount to confirmation that the formal decision-making process has started.

A meaningful acknowledgement should include:

  • confirmation the concern has been recorded
  • confirmation that ALN is being considered
  • identification of the person coordinating the process
  • an indication of the expected timescale

If this is missing

You can follow up with:

“Please confirm whether this request has been recorded as the point at which it appears my child may have ALN, and how the decision-making process will now proceed.”

What parents can do if the process is not followed

  • ask for written confirmation
  • refer to guidance
  • request reconsideration
  • consider escalation if needed

What this means in real life

The process should be:

  • structured
  • time-bound
  • explained

In most cases, you should expect not to be left:

  • without a named contact
  • without a process
  • without a timescale

You do not have to navigate this alone

Understanding the ALN process can feel overwhelming, especially if things are unclear or not moving as expected.

Many parents find it helpful to connect with others who are going through similar experiences.

You are welcome to join our parent community here:
👉 https://www.facebook.com/groups/learnwithoutlimitscic

We also offer:

  • Monthly online peer support sessions for parents across Wales
  • Relaxed, face-to-face parent brunch sessions in Swansea

You can find upcoming sessions here:
👉 https://learnwithoutlimitscic.org/events.en.html

You do not have to work through this process on your own.

Suggested further reading

References

[1] Welsh Government, Additional learning needs guidance collection, 2026
[2] Welsh Government, ALN decision-making and communication guidance, 2026
[3] Welsh Government, ALN decision-making timescales, 2026
[4] Welsh Government, Additional Learning Needs Code for Wales 2021
[5] Additional Learning Needs and Education Tribunal (Wales) Act 2018