About us

The fundamental aim of the inclusion service is to promote achievement and wellbeing for all. In essence, it means making sure that all children and young people have access to the same opportunities and services as everybody else and that their views are listened to and taken account of. The overall goal in doing so is to achieve a more prosperous, fair and tolerant society. Click on the links below to read about the Pembrokeshire vision and direction of the Inclusion Service. This is assisted by the Behaviour and Attendance strategies .

• To contribute to the identification, assessment and review of the additional needs of children and young people from 0-19 years of age.
• To support schools in managing the process of inclusion.
• To support schools in the early identification and intervention for children with additional needs.
• To provide advice, guidance, support and professional development for head teachers, Additional Learning Needs Co-ordinators, as well as school governors who have a responsibility for overseeing additional needs provision and to help them understand their responsibilities and duties for pupils in their care.
• To make special provision for children and young people with additional needs.
• To liaise with other statutory and non-statutory agencies to ensure effective, efficient and equitable planning and delivery of provision for children and young people with Additional Learning Needs.
• To provide parental advice, guidance and support to ensure that partnership working with parents in the identification, assessment and intervention of their child’s additional needs is at the heart of the process.
• To ensure that the views of pupils are central when considering special support and provision.
• To represent the Authority on regional and national bodies and contribute to wider research in the development of support and provision.

The Inclusion Service is based in County Hall and consists of educational psychologists, advisory and specialist teachers, specialist learning support assistants, therapists, counsellors and social workers who have expertise in supporting a wide range of additional learning needs. Inclusion Service staff are grouped into areas across Pembrokeshire and work as the Team Around the Pupil, Parent And Setting (TAPPAS). 

• One multi-purpose special school, which caters for pupils with Communication Disorders, Profound Learning Difficulties and Severe Learning Difficulties.
• Special School outreach service for pupils with complex learning needs based in mainstream school.
• A designated link Educational Psychologist for all schools in the County.
• Assessment of children and young people with Additional Learning Needs by the Educational Psychology Service, the Specialist Advisory Service and the Behaviour Support Service.
• Learning Resource Centres and Outreach Support for nursery and Foundation Phase, Key Stage 2 and 3 pupils with complex learning needs and Autistic Spectrum Condition.
• Specialist advisory support for pupils with Hearing Impairments, Visual Impairments, Physical and Medical Difficulties.
• Specialist advisory support for pupils with Communication Difficulties including speech and language difficulties and Autistic Spectrum Condition.
• Specialist advisory support for children with Specific Learning Difficulties.
• Specialist advisory support for schools for pupils with English as an Additional Language and for Gypsy Traveller children.
• Specialist Outreach Support for pupils with Behavioural, Emotional and Social Difficulties.
• A Pupil Referral Unit at Key Stages 1,2 and 3 providing short-term intervention for pupils with more complex Behavioural, Emotional and Social Difficulties.
• Specialist Provision for pupils with complex mental health issues and complex behavioural difficulties.
• An annual programme of in-service professional development for teachers and other professional staff and a contribution to other professional development programmes including those for school governors.

• Wellbeing (including the school counselling team)
• More able and talented pupils
• Elective home education
• Children with disabilities
• Early childcare and play sufficiency

The governing body and head teacher are responsible for ensuring:

• There is due regard for the SEN Code of Practice in the school.
• The appointment of an Additional Learning Needs Coordinator (ALNCo) to oversee the special provision being made for children with Additional Learning Needs.
• A clear policy for ALN is in place.
• A summary of the effectiveness of the ALN policy is included in the governor’s annual report to parents.