The Inclusion Department
Inclusion is central to the activities of all departments across the school.

Our aim is to reduce learning and social barriers to ensure that every learner is given the opportunity to gain access to a purposeful education and to our community’s activities. We aim to achieve this through a flexible approach to meeting the needs of all learners. Ysgol Gyfun Gymraeg Glantaf wholeheartedly welcomes learners of all abilities and with all manner of additional need or disability.

Our learners’ needs will often be fully met in mainstream classes under the leadership and guidance of subject teachers. All our learners benefit from the pastoral guidance systems within the school.

Some learners will also benefit from additional support from the Inclusion Department at some time over their time at school. This support could include a focus on literacy, numeracy, speech and language, organisational skills or social skills, or on well-being and emotional support. The school closely follows the guidance of the County and the SEN Code of Practice for Wales in ensuring a graduated response to identifying and providing for learners’ Additional Learning Needs.

At Ysgol Gyfun Gymraeg Glantaf, we are privileged to have a Specialist Resource Base (SRB) for learners with severe and complex needs. This is funded by Cardiff County Council and is the only Welsh-medium SRB in the whole of South East Wales. Learners who benefit from access to the SRB also have full access to our wider school facilities and are fully included in our school’s activities.

Click on each box in the diagram below to find out more information about that specific area of the Inclusion Department.



There is a close working relationship between the Inclusion Department and the ALN (Additional Learning Needs) Coordinators of our feeder primary schools.

Prior to the arrival of learners with an ALN at Ysgol Gyfun Gymraeg Glantaf, a thorough and detailed process of transition will take place. Detailed information will be collected on individual learners to ensure that our learners are able to settle in to Glantaf as quickly as possible after transition.
In usual circumstances, Glantaf’s staff will already have:

• Identified learners with additional learning needs;
• Collected information and discussed the learners with staff from Primary schools;
• Met with the learners themselves;
• Offered individual parental visits to Glantaf and / or telephone contact for all parents of learners with an ALN.

A Pupil Profile will have already been created for each learner before they arrive at Glantaf.

For some learners, additional transition arrangements will also be arranged.

For learners with a Statement of SEN, relevant staff from Glantaf will attend Annual Reviews during years 5 and 6.

If you are a parent of a child with an ALN and would like further information, or would like to visit us in the department, you are very welcome to contact the Inclusion Department at any time.



Many, but not all, learners with an ALN will benefit from access to a targeted programme of intervention at some point during their school career. A wide range of targeted interventions are offered in order to promote basic skills such as literacy, numeracy and social skills. Where possible, these interventions will be specific and short term.

The following intervention programmes are currently offered:

Cynllun Darllen Bore (Morning Reading Scheme) - Improve Welsh reading skills for learners in Yrs 7-9 during morning registration. Individual support with reading mentors. (25 mins, 3 x week)
anelu@ - Group intervention to improve oral, reading and written Welsh for learners in years 7 and 8 (1 hour, 2 x week 10 weeks)
@gyfnerthu - Individual support to boost literacy and numeracy skills for learners who benefit from individual support (1 hour, 2 x week 4 weeks)
Upskil - Group intervention to raise oral, reading and written Welsh levels for less skilled learners in years 7-8 (1 hour, 2 x week 39 weeks)
Llywio Darllen - Individual support to revise and boost Welsh phonics (1 hour, 2 x week 9+ sessions)
Home Reading Scheme  - Increase reading levels for learners in Yrs 7-9 through individual support at home with parents/guardians (15 minutes, 6 x weeks 12 weeks)
Rainbow Readers - Targeted English reading skills support using audio CDs (25 minutes, 3 weeks 12 weeks)
T@rgedu Rhifedd - Group intervention to promote numeracy skills in Yrs 7-9, with support from 6th form mentors. (1 hour x week 12 weeks)
Talkabout for Teenagers - Small Group intervention to promote social skills and well being for Yr 7 and 8 learners (1 hour per week 39 weeks)
ELSA  - Individual or small group support targeting emotional literacy with trained ELSA staff. (1 hour per week 4-6 weeks)
SpLD (Dyslexia) Specialist Support  - Individual or small group support for learners with Specific Learning Difficulties (Dyslexia), delivered by a specialist SpLD teacher. Specific targets are set for individual learners. (1 or 2 hours per week 39 weeks)
Individual Speech and Language Support  - Individual support targeting Speech, Language and Communication skills based on external professional advice or internal assessments. (Tailored to meet individual learners’ needs)


Graduated Response
In line with the current SEN Code of Practice for Wales (2002), the school employs a graduated response through interventions at

• School Action (SA)
• School Action Plus (SA+)
• Statement of SEN

The graduated response to meet with needs of individual learners begins once it is identified that there is a possibility that the learner has an Additional Learning Need (ALN).
School Action
The learner receives additional provision or support within the school. This may take the form of additional assessment, additional or different curriculum materials or adapted teaching methods. It may sometimes, but not always, lead to additional adult support or intervention.
School Action Plus
The school will seek advice or support from external support services in order to address the needs of learners, usually because the learner is not making the progress expected. The school’s provision will be adapted in response to the advice received.

Statements of SEN
The Local Authority, following a Statutory Assessment of the learner’s needs, may issue a Statement of SEN in order to meet the needs of individual learners. The Statement will note which provision the school should offer and what is offered by the Local Authority. Statements are reviewed annually.
Pupil Profile
Every learner who is identified as having has an ALN at Ysgol Gyfun Gymraeg Glantaf will have a ‘Pupil Profile’. This is shared with all staff members within the school so that everyone is aware of the learner’s needs, and the strategies to support them. The Profile includes information on the learner’s:

• Strengths and interests
• Barriers to learning
• Successful teaching strategies
• Additional arrangements for assessments and examinations
Monitoring Progress
The progress of all learners is regularly monitored by Subject Leaders, Progress Leaders and staff from the Inclusion Department. Regular scheduled meetings are held between staff from the Inclusion Department and the Progress Leaders. Where concerns are raised regarding progress, actions will be jointly agreed between the relevant Progress Leader and the Inclusion Leader and adaptations made to the learner’s provision. Should this not lead to adequate progress or change, the support of external agencies will be considered. This will always be with the full consent of the learner and his/her parents.



Examination Access Arrangements
To ensure that no learners are disadvantaged in assessments and examinations, the JCQ guidelines are followed closely. In KS3, learners have access to the arrangements which are their ‘normal way of working’ in assessment and internal examinations. This also applies to National Test arrangements. For example, it is usual for learners with lower literacy levels to have access to additional time and a reader in assessments at KS3.

Prior to KS4 external examinations, learners with an ALN, and any further learners for whom the provision of access arrangements is a ‘normal way of working’, are individually assessed for entitlement to Access Arrangements, in line with JCQ requirements. Access arrangements are allocated and administered according to those assessed needs and could take the form of additional time, access to a reader, prompting, use of a word processor or scribe.


Homework Club
The homework club is available every lunchtime in one of the school’s computer suites. Members of support staff are present and available to support learners with their homework, if needed.
Additional Learning Needs Policy
Information Coming Soon



Emotional and Social Support
All learners at Ysgol Gyfun Gymraeg Glantaf benefit from the whole-school pastoral systems available, including the mentoring support offered to all learners. Some learners will benefit from the enhanced pastoral support offered by pastoral staff or the Inclusion Department. The pastoral and well-being needs of all learners are met through continuous communication and cooperation between the Inclusion Department and Progress Leaders.
Lunchtime clubs
Lunchtime clubs are run daily by the Inclusion Department for learners who benefit from support during these unstructured times. Learners choose the activities at the beginning of term to create a timetable. Some of the activities often chosen by learners include Art club, Board games, Film club and Dodgeball.
Several members of the Inclusion department have received ELSA training. They can offer individual or group support to promote the development of emotional literacy skills. This is arranged over a short period (usually 4-6 weeks) to target particular skills for particular learners.

Seren is a Peer Support Group, SEREN that is run by a group of trained Year 12 and 13 students. Their role is to assist other pupils to sort out problems, disputes and arguments. Peer Supporters may, for example, assist the pupils in dispute to listen to each other’s point of view, focus on the problem and create their own solutions. Members of Seren offer their support during lunchtimes in the Seren Room. Any student can ask for help from any of the Seren members, who wear an orange star on their school uniform.
Counselling at school provides an opportunity for students to talk about things that are of concern to them, in confidence. The school counsellor is a professionally qualified therapist who has extensive experience of working with young people. The counsellor is trained to listen without judging and to help students to sort out their thoughts and feelings. Students are able to refer themselves by talking to a member of staff, to the Head of Year or directly to Mrs Burnhill who liaises closely with the school counsellor. Parents may contact any of the above if they wish to refer their child.
The 'Hafan'
The Hafan is a quiet setting where some learners can work. Permission is required for learners to be able to access the Hafan. Some learners will have specific lessons in the Hafan. Others come to the Hafan when they need support. Members of staff are always present in the Hafan. A high standard of behaviour and respect is expected from those who are in the Hafan and all learners should complete their work quietly whilst there. Work will be set and agreed with members of staff in the Hafan at the beginning of each lesson.


My child has received support in Primary school. How will Glantaf know if he/she needs help?
There is a close cooperation between staff from Ysgol Glantaf and its feeder primary schools. Usually your child’s ALN status will remain the same when he/she transfers to Glantaf. A Pupil Profile will be created before your child transfers so that staff in Glantaf will understand your child’s needs from their first day at secondary school. This will include any successful strategies used in the primary school.

How does the school decide which learners need interventions?
The school’s tests and assessments will highlight which learners will benefit from additional help. Learners will not receive help automatically because they have a specific diagnosis but rather on the basis of an identified skill need.

How will I know if my child is receiving additional support?
You will receive a letter from the Inclusion Department if your child is taken out of lessons for a specific intervention.

How will teaching staff know about my child’s needs?
A Pupil Profile will be created which will be shared with all staff members. This will provide details of your child’s strengths and interest as well as any educational needs or barriers to learning they may have, and advice for staff on how to reduce these barriers in the classroom.

Is my child dyslexic?
It is not possible to assess dyslexia in a single assessment. Continuous assessments over a period of time will be conducted within the school to further investigate if your child is dyslexic. If you have any concerns about this please contact the Inclusion Department or Progress Leader to discuss this further.

My child is having difficulties at school – what should I do?
You should contact your child’s Progress Leader or the Inclusion Department. We work closely with parents and are keen to hear from you if you have any concerns. We would like to work with you to resolve any issues.

My child needs additional time to complete his/her work. What should I do?
Contact the Inclusion Department or your child’s Progress Leader. In order to arrange additional time for your child we need to conduct detailed specialised assessments and collect the necessary evidence from staff.


Contact Us
For further information on the Inclusion Department’s activities please contact the school or your child’s Progress Leader. Alternatively, you are always welcome to contact:

Mrs Marjorie Thomas (Inclusion Leader)
029 2083 8824

Mrs Claire Wilson (Teacher in Charge of the Specialist Resource Base)
029 2083 8828