Person-centred planning hub.

ALNCo Value: Use this tool to structure PCP / ALN decision meetings so every voice is heard, priorities are agreed fairly, and the final outcomes and ALP are evidence-based and ready to lift into an IDP.

Example: The child wants "calmer mornings" and family say "getting into class is a battle." The team mark this as could be better, vote it as a priority, then agree an outcome ("I will be able to come into class calmly…") with linked ALP (graded transitions, visual schedule, key adult check-in).

ALNCo Value: Use this tool to check whether the learner has had enough, early enough, at each stage of the graduated response. Quickly spot gaps in Inclusive Practice, evidence the need for Outside Support or an ALN decision, and leave the meeting with a clear, defensible plan for next steps.

Example: A Year 5 learner is behind in literacy, phonological awareness and emotional regulation. The planner shows "Emerging needs" in these subdomains with HQFT and class strategies in place, but no PCP or intervention. The team agree to start a person-centred plan, add a literacy intervention generally available to all learners, and consider TaPPaS if progress remains limited.

ALNCo Value: Gives staff an instant understanding of the learner without trawling through reports. Ideal as the front page for IDPs, transition packs and review meetings, and a simple way to keep "pupil voice" live and updated.

Example: Use a one-page profile as the cover sheet for a Year 6 learner moving to secondary, so every new teacher knows what matters to them and the key strategies that help them settle and learn from day one.

ALNCo Value: Perfect for reframing deficit-heavy files. It boosts self-esteem, supports restorative conversations, and gives you concrete "like and admire" wording for person-centred meetings, IDPs and reports.

Example: Before an IDP review, gather three appreciations from staff and three from home, and use them to open the meeting with a strengths-based discussion about the learner.

ALNCo Value: Makes tricky conversations easier by showing clearly where adult concerns clash with what the learner values. It's ideal for ALN decision-making, risk management and agreeing realistic adjustments or ALP.

Example: Use this tool when a learner is refusing certain lessons. Capture what is important to them about feeling safe and in control, alongside what is important for maintaining attendance and progress, then agree next steps together.

ALNCo Value: Ideal for behaviour or anxiety-related concerns. It gives you concrete environmental changes and support strategies to log as Inclusive Practice or ALP, rather than vague "be more positive" actions.

Example: Use good day/bad day with a learner at risk of exclusion to identify specific triggers at break or lunch, then agree small changes (e.g. quieter spaces, key adults) to build more "good days".

ALNCo Value: Great for IDP outcomes and transition planning. It anchors targets to genuine aspirations, making it easier to write meaningful "I will be able to… so that I can…" outcomes that motivate the learner.

Example: Use the Aspirations tool in Year 6 or Year 9 review meetings to map what the learner enjoys and is good at, then agree short-term goals linked to post-16 ideas or future employment.

ALNCo Value: Perfect for ALN decisions and reviews. It provides balanced evidence for whether needs can be met through Inclusive Practice or require ALP, and naturally leads into SMART actions.

Example: At an IDP review, use this tool on "current maths support". Record each view in working/not working columns, then agree which elements to keep, stop or adapt over the next term.

ALNCo Value: Reduces misunderstandings and behaviour incidents by giving staff a shared "translation guide". It's strong evidence for reasonable adjustments, behaviour plans and support for non-verbal learners.

Example: Create a communication chart for a learner who bolts from class. Record what happens just before, what it usually means (e.g. overwhelmed), and the agreed response (e.g. offer time-out space, avoid chasing).

ALNCo Value: Supports independence and capacity building. Useful for risk assessments, transition to college, and for clarifying roles between learner, parents and school around key decisions.

Example: Use this tool when agreeing how a learner will choose GCSE options – what information they need, who helps them weigh it up, and what decisions they will make themselves.

ALNCo Value: Helps with planning key adults, circle of friends approaches, and who to involve in reviews or support plans. Also useful evidence when considering social isolation or the need for mentoring.

Example: Before a transition review, build a relationship circle with the learner to identify who helps them most now and which of those people can stay involved when they move to a new school.

ALNCo Value: Ideal when trialling new support or working with learners who don't use words to communicate. It turns staff observations into evidence you can use for IDPs, referrals and provision mapping.

Example: Use a learning log for the first six weeks of a new nurture group placement to see which activities calm or dysregulate the learner, then adjust the timetable accordingly.

ALNCo Value: Brilliant for reviewing interventions, behaviour plans or complex cases. It keeps meetings focused, surfaces different perspectives safely, and generates clear, SMART actions linked to evidence rather than opinion.

Example: After a term of TA support, use 4 Plus 1 with staff, parents and the learner to review progress, capture learning about what helped, and decide whether to continue, adapt or step down the provision.

ALNCo Value: Ideal when an IDP review or panel paper needs a coherent long-term plan rather than a list of separate actions. PATH gives you a single visual that captures vision, outcomes and who's doing what – perfect evidence for ALN decisions, transition planning and multi-agency meetings.

Example: Use PATH for a Year 6 learner with ASC and school-refusal where school, family, health and LA all need to agree a realistic 3-year plan covering KS3 placement, part-time re-integration and eventual GCSE pathways.

ALNCo Value: Perfect when a learner has a long or complicated back-story (exclusions, medical needs, multiple schools). MAPS helps the team see patterns, stop repeating past mistakes and agree a small number of focused priorities that feed straight into IDP outcomes.

Example: Run a MAP for a KS4 learner with a history of multiple fixed-term exclusions, using the "nightmare / dream / strengths" stages to understand what hasn't worked, what must change, and which two or three outcomes should drive the next IDP cycle.

ALNCo Value: A robust method of gathering views for learners who struggle with standard "pupil voice" forms. The mats create clear, visual evidence you can photograph and attach to IDPs, panel requests or review notes – particularly useful for learners with SLCN, ASD or high anxiety.

Example: Use Talking Mats with a Year 5 pupil with developmental language disorder to explore how they feel about reading groups, playground, homework and support adults before updating their "What's working / could be better" and IDP outcomes.

ALNCo Value: A practical, evidence-based alternative to 1:1 adult support for social inclusion. Circles can reduce bullying, improve attendance and build resilience, while also developing empathy and problem-solving skills in the wider peer group – great for behaviour, SEMH and transition work.

Example: Set up a Circle of Friends around a Year 7 learner with ASD who is eating alone and being teased at break. Use weekly meetings to agree small peer-led actions (sitting together, inviting to clubs, checking in after lessons) and track impact over the term.

ALNCo Value: Brilliant for busy ALNCos who are fielding constant "Have you got a minute?" conversations. A Solution Circle turns informal worries into a recorded plan with clear actions, owners and review dates – strong evidence for provision maps and graduated response records.

Example: Run a Solution Circle with TAs and class teachers when a new Year 3 learner is struggling at lunchtime. In 30 minutes you capture the concern, gather ideas, agree three trial actions (e.g. visual choice board, structured game, key adult), and set a review date in three weeks.

ALNCo Value: Helps you spot where a learner is becoming over-dependent on one-to-one support and where you can safely step back. It provides concrete evidence for IDP reviews, TA deployment, and "Inclusive Practice → ALP" decisions, and generates practical actions for fading support rather than defaulting to more TA hours.

Example: Use the audit for a Year 8 learner with high TA input. Pupil and staff complete their scales separately, then meet to compare ratings. Together they identify two subjects where support can be reduced using prompts and check-ins instead of constant proximity, and agree a review in four weeks to see how independence has improved.

ALNCo Value: Helps avoid confusion and conflict around tricky issues like attendance, homework, risk and technology use. It provides clear evidence of how the learner's views are considered, and a framework for gradually increasing responsibility as skills and confidence grow.

Example: Use a decision making agreement with a Year 9 learner who struggles with anxiety and control. Agree who decides about uniform, transport and revision routines, what information they need, and how adults will support – then revisit each term to see where responsibility can safely shift.

ALNCo Value: Ideal when there are several TAs or key workers involved and you want to move away from "who's free" to "who's the best match". It supports smarter TA deployment, reduces dependency on one adult, and gives a clear rationale for timetabling and ALP decisions.

Example: Use the matching support guide when allocating TA support for a new Year 7 learner with high anxiety. Compare what the learner says they need with staff strengths and working styles, then agree which TA will be key adult in which lessons and how they will step back over time.

ALNCo Value: Keeps reviews from focusing only on attendance or behaviour. It gives you a structured way to evidence inclusive practice, identify where the learner is still on the margins, and plan actions that build skills, confidence and real roles rather than just "keeping them in class".

Example: Use Presence to Contribution for a learner who now attends more regularly but sits silently in lessons. Map where they are simply present, where they participate, and where they actively contribute, then plan small changes (roles, group tasks, responsibilities) to shift the balance.

ALNCo Value: A great review tool for checking whether plans and timetables are working from the learner's perspective. It highlights quick wins (small timetable tweaks or reasonable adjustments) as well as bigger changes that may need to be reflected in the IDP or provision map.

Example: At a termly review, ask a Year 6 learner to design their perfect week, including when they see their key adult and when they get quiet time. Compare this with the current timetable and agree two or three concrete changes to trial over the next half term.