Every child has strengths, interests and untapped potential.

At Rydal Penrhos, our Additional Learning Needs (ALN) provision is designed to remove barriers to learning so pupils can thrive — academically, socially and emotionally — within our ambitious, caring community.

We are not a selective school; we are an improving school — one that welcomes pupils across a range of abilities, and helps them to flourish. For some, that means a string of A*s. For others, it means building confidence, discovering talents, and becoming the very best version of themselves.

We provide specialist support within a mainstream setting.

Rydal Penrhos is registered with the Welsh Government to support pupils with less complex needs. Provision is delivered in line with the ALNET (Wales) Act 2018 and the ALN Code for Wales, using Personal Development Plans (PDPs) where appropriate.

We currently support pupils with Autistic Spectrum Condition (ASC), Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia and Dyscalculia. We are not registered as a specialist setting for severe or complex learning difficulties or for needs requiring highly specialist therapeutic provision. Where a pupil’s needs exceed our registration, we work with families and the local authority to identify the right specialist pathway.

Every pupil deserves a personalised journey, guided by a strong team.

At Rydal Penrhos, we identify needs early through classroom screening, teacher observations and standardised assessments, sometimes in collaboration with external professionals. Our support follows a graduated model: high-quality teaching, targeted interventions and, where required, personalised strategies within a Personal Development Plan (PDP).

Families are partners in this process, with regular review meetings to agree goals and next steps. Every teacher is a teacher of ALN, supported by ongoing training in evidence-based strategies, while our Additional Learning Needs Coordinator (ALNCo) leads provision, coordinates assessments and oversees PDPs. Class teachers, form tutors and pastoral leads monitor progress day to day, and specialist teachers or assistants may provide one-to-one or small-group programmes where appropriate.

Inclusion, pastoral care and sensible adjustments are woven throughout school life to ensure pupils can learn and grow with confidence.

Tailored support helps pupils overcome barriers and achieve.

Within the classroom, pupils benefit from clear learning intentions, structured instructions, visual scaffolds, assistive technology and small class sizes in calm, controlled environments.

Targeted provision may involve small groups focusing on literacy, numeracy or social communication, as well as coaching in study skills and organisation. Where required, personalised support is available through specialist teaching, sensory regulation plans, or collaboration with external professionals such as Educational Psychologists, Speech and Language Therapists or CAMHS.

Exam access arrangements can also be put in place where evidence supports the need. These may include extra time, readers, scribes, rest breaks or the use of technology. Some specialist provision and assessments may carry an additional charge, always discussed openly with families.

Different needs require different strategies.

Pupils with Autistic Spectrum Condition may benefit from predictable routines, visual timetables, structured social learning and access to quiet spaces. Those with ADHD are supported through short, structured tasks, clear routines, coaching in organisation, and regular feedback.

For pupils with Dyslexia, teaching emphasises structured, cumulative, multisensory literacy development, supported by access to technology and scaffolded writing. Pupils with Dyscalculia receive carefully sequenced teaching with visual models, step-by-step strategies and personalised interventions to build mathematical confidence.

Partnerships strengthen outcomes for every child.

We collaborate with families, local services and external specialists for advice, training and transition planning. Where a more specialist setting is in the best interests of the pupil, we are open, honest and proactive in supporting next steps.

On admission, we review reports and meet with families to understand needs and reasonable adjustments. Where a PDP is required, this is created and reviewed regularly, with progress formally evaluated each term. Pupils and families are encouraged to complete a taster week to ensure Rydal Penrhos is the right fit.