Howtoresponsestothisconsultationshouldbee-Mailed/Postedtothe

Number:WG21275

WelshGovernment

WhitePaper

Legislativeproposalsforadditionallearningneeds

Dateofissue:22May2014

Actionrequired:Responsesby25July2014

Legislativeproposalsforadditionallearningneeds

OverviewThisconsultationdocumentseeksviewsonproposalstointroduceanewlegislativeframeworkforsupportingchildrenandyoungpeoplewithadditionallearningneeds.Thiswillreplaceexistinglegislationsurroundingspecialeducationalneedsandtheassessmentofchildrenandyoungpeoplewithlearningdifficultiesand/ordisabilitiesin

post-16educationandtraining.

HowtoResponsestothisconsultationshouldbee-mailed/postedtothe

respondaddressbelowtoarriveby25July2014atthelatest.Pleaseinsert yourprincipalinterestinthisconsultationinthesubjectlineofyoure-mail(e.g.parent/carer,childoryoungpersonwithSEN,teacher,speechandlanguagetherapist,etc.)whenyourespond.

FurtherLargeprint,Brailleandalternatelanguageversionsofthis

informationdocumentareavailableonrequest.

andrelated

documentsTheconsultationdocumentscanbeaccessedfromtheWelshGovernment’swebsiteat

Forwardinpartnershipforchildrenandyoungpeoplewithadditionalneeds(2012)

AsummaryofdiscussionsfromaseriesofworkshopsheldwithstakeholdersinSeptemberandOctober2013canbeaccessedfromtheWelshGovernmentwebsiteat

ReportsontheAdditionalLearningNeedsPilotcanbeaccessedfromourwebsiteat

SpecialEducationalNeedsCodeofPracticefor Wales(2004)

ContactForfurtherinformation:

detailsAdditional LearningNeedsReformBranchDepartmentforEducationandSkillsWelshGovernment

CathaysParkCardiff

CF103NQ

e-mail:

Tel:02920826044

Fax:02920801044

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protection

AnyresponseyousenduswillbeseeninfullbyWelshGovernmentstaffdealingwiththeissueswhichthisconsultationisabout.ItmayalsobeseenbyotherWelshGovernmentstafftohelpthemplanfuture consultations.

TheWelshGovernmentintendstopublishasummaryoftheresponsestothisdocument.Wemayalsopublishresponsesinfull.Normally,thenameandaddress(orpartoftheaddress)ofthepersonororganisationwhosenttheresponsearepublishedwiththeresponse.Thishelpstoshowthattheconsultationwascarriedoutproperly.Ifyoudonotwantyournameoraddresspublished,pleasetellusthisinwritingwhenyousendyourresponse.Wewillthenblankthemout.

Namesoraddressesweblankoutmightstillgetpublishedlater,thoughwedonotthinkthiswouldhappenveryoften.TheFreedomofInformationAct2000andtheEnvironmentalInformationRegulations2004allowthepublictoasktoseeinformationheldbymanypublicbodies,includingtheWelshGovernment.Thisincludesinformationwhichhasnotbeenpublished.However,thelawalsoallowsustowithholdinformationinsomecircumstances.Ifanyoneaskstoseeinformationwehavewithheld,wewillhavetodecidewhethertoreleaseitornot.Ifsomeonehasaskedfortheirname andaddressnottobepublished,thatisanimportantfactwewouldtakeintoaccount.However,theremightsometimesbeimportantreasonswhywewouldhavetorevealsomeone’snameandaddress,eventhoughtheyhaveaskedforthemnottobepublished.Wewouldgetintouchwiththepersonandasktheirviewsbeforewefinallydecidedtorevealtheinformation.

Ministerial foreword 2

Introduction 3

Principles 3

Aims 4

Summary of proposals 4

Scope 6

UnitedNations Conventionon theRights of the Child(UNCRC) 8

Background and context 9

Ourwiderimprovement agenda 10

1.Aunifiedlegislative framework to supportchildrenandyoungpeople

aged0 to 25 withadditional learningneeds 14

1.1Whatisthe currentposition? 14

1.2Why are we proposing change? 14

1.3What changesare we proposing tomake through aBill? 19

2.Anintegrated, collaborative processof assessment, planning and monitoringwhichfacilitates early, timelyand effective interventions 25

2.1Whatisthe currentposition? 25

2.2Why are we proposing change? 25

2.3What changesare we proposing tomake through aBill? 27

3.Afairand transparent systemforprovidinginformationandadvice, and resolving concerns and appeals 32

3.1Whatisthe currentposition? 32

3.2Why are we proposing change? 32

3.3What changesare we proposing tomake through aBill? 33

Conclusion 37

What willtheimpact be? 37

Timetable andnext steps 39

Ministerial foreword

Every childand young person deservestobeprovidedwiththe very bestopportunity tosucceed.Childrenand young peoplewho havespecialeducational needs(SEN) face particularbarriers to accessing opportunitiesand fulfillingtheirpotential. However, if appropriatesupportis provided fromchildhood,many of these barriers can be overcome andshould notprevent children and youngpeoplefromleadinga fulfillingadolescence andadulthood.Supportingchildrenand young people with specialeducationalneeds willalso beimportant to ourtackling povertyagenda. Pupils eligibleforFreeSchoolMealsareoverrepresented amongst learners with SEN.OurTackling Poverty Action Plan recognisestheimportance of supporting pupilsfrompoorerbackgrounds toachieve better outcomes, thereby reducing the likelihood of childrenlivinginpoverty becoming adultslivinginpoverty.

Today’s systemforsupporting children withSEN is basedon amodelintroduced more than30 yearsagothatis nolongerfit forpurpose. Enquiriesandreviews of SEN provisioninWales byEstyn, theWalesAudit Office andthe National Assembly’sformerEducation, Lifelong Learning and Skills Committee haveidentified that the current systemis complex, bewildering and adversarial. Theevidence points toanassessmentprocess whichisinefficient, bureaucratic and costly, as well as insufficiently child-centred or user-friendly.Needsaresometimesidentifiedlate andinterventionsare not plannedorimplementedin atimely oreffective way. Families tellusthat they feelthey have to battle at each stage ofthe systemto get the right support fortheirchild, andtheydon’tknowwhere to turn foradvice and information.

ThisWhite Paperforms an important stepinmeetingourcommitmentto reforming theprocess forchildrenand young peoplewith additionallearning needs(ALN)in eitheraschoolorFurtherEducation setting.It outlines the changes to policyand primary legislation that we believe are necessary to reformeffectivelythe current framework forSEN and deliverimprovementsin the support providedtolearners.In some instances, proposedlegislative provisions would constitutearadicalbreak with the current statutoryframework. Elsewhere, they willsimply build upon existing strengths.Ourapproachis based onthe principle that what works should be retainedand strengthened;that whichdoesn’t work shouldbe adaptedorreplaced.

Our proposals supportourstrongfocus on collaboration. Allservicesinvolvedin working withchildren, young people and theirfamilies,includingeducation, health and socialservices, haveacrucial role to playindeliveringefficient,effective, child- centred support. The overallimpact of these reformswillbetosupport childrenand young peopleinWales withALN to reach their fullpotential.

Wewelcome yourviews.

Huw Lewis AM

MinisterforEducation and Skills

Introduction

OurProgramme forGovernment1in 2011includedacommitment to reformthe process forchildren andyoungpeoplewith additionallearningneedsin schools and FurtherEducation (FE).

The useof theterm‘additionallearning needs’ (ALN) represented aconscious shift away fromthe out of datesystemof ‘special educationalneeds’ (SEN) and towards a more inclusive approachwhich betterreflects the diversityoflearning needs.The Programme forGovernmentcommitment alsoindicated that a newALN system would encompass bothschoolsandFEinstitutions. Currently, separatelegislation exists inrelation toFEwhich refers tolearners with’learningdifficulties and/or disabilities’(LDD)ratherthanSEN.

Throughoutthis document, when we referto the existinglegislation, we use the term ‘SEN’(or‘LDD’ inrelation to the current post-16 systemand legislation).Weuse ‘ALN’when describingourproposals forchange across the birthto 25 age spectrum. More detailonourproposalsforchangestothestatutory definitionsis set outin Chapter1.

We are aware of various definitions of the terms‘children’, ‘young people’ and‘young adults’ in useacross theeducation, health and social services sectors.In accordance withtheir useintheRightsof Children and Young Persons (Wales) Measure 2011, theterms ‘children and youngpeople’ or‘child and youngperson’are used throughout this document tomean anyoneup tothe age of 25.

Principles

Our approachtothereformof the SEN framework is underpinned by anumber of key principles.Theseareas follows:

thebestinterestsoflearners must be a primary consideration2;

learners’opinions should always be considered, along withthose of their parents3;

learnersshould expect tohave their needsidentified and met;

1TheProgramme forGovernmentisavailable at: 3 oftheUnitedNationsConvention onthe Rightsofthe Child provides: 'In all actions concerning children,whetherundertaken bypublicorprivate socialwelfareinstitutions,courtsof law, administrative authoritiesorlegislativebodies,thebestinterestsofthe child shall be a primary consideration.’Thefullconvention can befound at:

3Whereitisused in ourproposals,theterm‘parent’includespersonswho,although nota child’s naturalparent, haveparental responsibilityforthatchild,orcareforhim/her.

agreeingassessment and provision forlearners should be simpler andless adversarial;

disagreements should be resolved as quicklyand easily aspossible;and allthoseinvolvedin providing supporttolearners should work togetherto provide aseamless service.

Aims

Inthelightofourkeyprinciples,we have developed proposals forlegislative changes which,takenas awhole,aimto create:

1.aunifiedlegislative framework tosupportchildrenandyoungpeople aged0 to 25 withadditional learningneeds;

2.anintegrated,collaborative processofassessment, planningand monitoringwhichfacilitates early, timelyandeffectiveinterventions; and

3.a fairand transparent system forprovidinginformationand advice, and forresolving concerns and appeals.

Summaryofproposals

ThisWhite Papertakes the above aims as itschapterheadingsand withineach we outline thecurrent position, why we are proposing change,and the specific changes we are proposingto make througha Bill.These changes willcreateanew legislativeframework forchildren and young people withALN andreplace the existingstatutory SEN frameworkand provisions forthe assessment for post-16 education and training ofchildrenand youngpeople with LDD.

Insummary, ourkey proposals to achievethese aims are to:

1.Introduce theterms ‘additionallearning needs’ and ‘additionallearning provision’ toreplacetheexistingterms ‘specialeducationalneeds’and‘specialeducational provision’.

2.IntroduceIndividual Development Plans(IDPs)toreplacestatements of SEN, post 16 assessments (undersection 140of the Learning andSkills Act 2000)and non-statutory IndividualEducation Plans (IEPs)and post-16 plans.

3.Require theWelsh Ministers to consult on andissueaCodeof Practiceon ALN which may include:

mandatory requirements inaccordance withwhichrelevant bodies(likely to be localauthorities, maintained schools, FEinstitutions,pupilreferralunits (PRUs), localhealthboards and the SpecialEducationalNeeds Tribunalfor Wales(‘theTribunal’))must act; and

guidance towhich those bodiesand otherproviders of educationand training must have due regard.

4.Set out the minimumrequirements forinformationthat must be includedinan IDP, and require the Code to set out detailedmandatory requirements to underpinthis.

5.Requirelocalauthorities toprepare anIDPand ensurethatanyagreedadditional learning provision set outinthe IDPAction Planisputinplaceforallchildren and young people aged 0-25who have been determined as havingALN andwho are receiving orwish toreceive educationortraining.

6.Require maintainedschools,FEinstitutions,andPRUs to use their best endeavours to secure that the additionallearningprovisionset outin a child or young person’s IDPis provided.

7.Requirelocalauthorities tosecure specialist education provision for post-16 learners wherethe IDPindicates that thisis necessary to meet achild oryoung person’s needs.

8.Prohibitthe placement of any child oryoung personintoanindependent school that has not been registeredto provide the type of additionallearning provision identifiedin theirIDP.

9.Requirelocalauthorities toensurethat children, youngpeopleand their parents areinvolved, consulted with, and havetheirviews taken intoaccountfromthe outset ofand throughout the IDPassessment and planning process.

10.Require, asa minimum, IDPs to be reviewed on an annualbasisbut permit reviews tobeconducted earlierormore oftenwhere thisis appropriate.

11.Require the Code of Practice to provide guidance to professionalson theearly identification of children withALNincludingthose agedbelowcompulsory school age.

12.Requirelocalauthorities,localhealth boardsandFEinstitutions to co-operate and shareinformation in assessing, planningand delivering provisionto meet the additionallearningneeds of children and young people up to the ageof 25.

13.Require the Code of Practice to provide guidance to support effective multi- agency working practices.

14.Require mainstreamschools to designateanALN Co-ordinator (ALNCO).

15.EnableIDPs to replace orserve the functionof PersonalEducation Plans (PEPs) forchildren andyoungpeople who arelookedafter byalocalauthority.

16.Requirelocalauthorities toputin place arrangementsto giveinformation and adviceandrequiretheWelsh Government toset out guidance(toauthorities), including mandatory requirements where necessary.

17.Requirelocalauthorities toputin place disagreement resolution arrangements and require the useoflocalcomplaints processes priorto appealtothe Tribunal.

18.Requirelocalauthorities toappointanindependent person to facilitatethe resolutionof disagreements.

19.Enablea right of appealtotheTribunalagainst: a decision not to put an IDPin place;

a refusalof a requestto reviewan IDP;

the content of an IDP, including thedescription of the child oryoung person’s needs orthe educational provisionrequired tomeet those needs;

a failure to make available the provisionidentifiedthrough the IDP; and a decisionto cease tocontinue an IDP

20.Providearight of appealtoany childoryoungpersonof schoolage or belowwho has an IDP(ortheir parent)or believes they should haveone.

21.Extend the right ofappealto post-16learnerswithALN, up to the ageof 25, who are receiving orwish to receive educationortraining.

22.Restatetheexisting provisionsinrelationtoindependent advocacy servicesand case friends, butrequire theWelsh Government toset out guidance onthis, including mandatory requirements where necessary.

Scope

In accordance withourProgramme forGovernmentcommitment, ourproposalsare focussed onmaintained schools (thatis community, voluntary, foundation,

communityspecialand maintained nurseryschools) and FEinstitutions4.We are suggesting various mandatoryrequirements in relationtotheseproviders of education,andinclude PRUs alongsidethem.

Otherprovidersof education and training,includingindependent schools, independent specialist colleges, privateand voluntary providers of early years education,and work basedlearning providers,alsohave aparttoplayin delivering education and training forchildren andyoungpeople withALN.We willlookto developclear guidancein the Codeof Practice about the ways in which theirroles might be developedand may require thesebodiestohaveregard toguidanceit contains.

TheWhitePaper does propose anewregistrationrequirement in relation to independent schoolsat which children and young people withALN are placed,and weare consideringextending this toindependent specialist colleges.

We have notincluded HigherEducation (HE)in ourproposalsforreformbecause of theinfrastructure alreadyinplacein the HEsectorto supportlearners withALN. Funding mechanisms are in place through theHigherEducation Funding Council for Wales(HEFCW)to supportHEinstitutionsinWales to widen access andimprove provisionfordisabled students andunder-represented groups5. Thishas been

commended inrecentindependentreviewby the HigherEducation Academywhich welcomed the strong commitment towideningaccess demonstrated by the HE sectorinWalesand citedmany examples of excellentandinnovativepractice6.

In addition,Disabled Students’ Allowances (DSAs)are availableasnon-repayable grants toassist disabled students tobenefit fully fromacourse of HE. Althoughthe Education (Student Support)(Wales)Regulations 2013which underpin DSAsdo not define disability,Welsh Government guidancesets out that allcases should be consideredwhere additional costs areincurred instudyingan HEcourse because of adisability, mentalhealth condition orspecificlearningdifficulty7. The

WelshGovernment is currently considering measures to modernise DSAs and will be consultingon anyproposed changesindue course.Wewillensure that proposals take account ofthe reforms outlined inthisWhitePaper.

4The term‘furthereducation institution’includesfurthereducation corporationsand designated institutionsunder theFurtherand HigherEducation Act 1992, aswellaswhollyowned subsidiariesof HigherEducation Institutionsin receiptofDfESfundingto deliverfurthereducation.

5Moreinformation onWidening Accessto HEisavailablefrom the HEFCWwebsite at

6MichaelHill and Sue Hatt(2012),ReviewofWidening Accessand ReachingWiderStrategiesin Wales.

_Reaching_Wider_Strategies_in_Wales_English.pdf

7Moreinformation on DSAsisavailableat

UnitedNationsConventionontheRightsoftheChild(UNCRC)

These proposalsforlegislative reformhave been developedin accordance withthe Welsh Ministers’ dutytogive balanced consideration to the rights setoutin the UNCRCwhichincludeswhenthey areformulating orreviewing policyand legislation8.

8RightsofChildren and Young Persons(Wales)Measure 2011.

Background andcontext

In 2007,theWelsh Governmentconducted apreliminary consultation9onpossible reformof thelegislativeframeworkforsupporting childrenand young people with SEN. This followed acomprehensivereviewof SEN by the formerEducation, LifelongLearningand Skills Committeeof theNationalAssembly forWales10. Subsequently,anumber of pilotprojects were set up todevelopand trialnew systems and approaches.

InJune 2012, theWelsh Government consulted onitsintention to bringforward legislationin this area.Theconsultation document,Forward in Partnership for Childrenand Young People withAdditional Needs11, set outa broad vision of a reformed system.Asummary of responses tothe consultation was publishedin 201312.Whilethe majority ofrespondents welcomed the proposalsin principle, many felt that greater detailwas neededin orderto properly understand the implications ofproposalsin practice.

Consequently,thethen MinisterforEducationand Skills,Leighton Andrews AM, announced thatlegislative reformwould be delayedin orderto work with ourkey partnerstodevelop and reconsiderthescope,impact and deliverability of the proposals13. To thatend, we heldaseries ofworkshopsinautumn 201314andhave continued toexchangeideaswitharangeof externalstakeholders andprofessional

groups,inordertoidentify practicableandrealistic ways in which effectiveand lastingreformcan be taken forward.

Since thelast consultationin2012,the environment in which reformof the SEN framework would take placehasalsobeeninfluenced and to some extentreshaped by a number ofotherfactors.These haveincluded:

9Welsh Government(2007), StatementsorSomethingBetter?

10NationalAssemblyforWalesEducation and Lifelong Learning Committee,PolicyReviewofSpecial Educational Needs(2004),Part1:EarlyIdentification and Intervention;(2006)Part2:Statutory

AssessmentFramework(Statementing); (2007)Part 3:Transition.

11Welsh Government(2012), Forward in partnership forchildren andyoung people with additional needs:Proposals forreformofthelegislative framework forspecial educational needs(WG14863). 12Welsh Government(2013), Consultation– summaryofresponses:Forwardin partnership for

children and young people with additional needs:Proposals forreformofthe legislative frameworkfor special educational needs.

13Leighton AndrewsAM(26 September2012), Written Statement: Update on ‘Forward inPartnership forChildren and Young People with Additional Needs’

14Asummaryofdiscussionsfromworkshopswith stakeholdersin autumn 2013isavailable onour website at:

Thecompletionof ALNpilot projects, which had beenrunning acrosseightlocal authoritiesinWalessince 2009, andthepublication ofanumber ofevaluation reportsrelating tothese projects15.

The newSocialServices andWell-being(Wales)Act162014and the opportunitiesit offerstoimprove the connection betweenALN and socialcare planning.

Reforms to the SEN framework in England undertheChildrenandFamilies

Act2014.Thishasraisedissuesand provided lessons forconsiderationas well as having some cross-borderimpacts.

Theintroduction of the Education(Wales)Bill17totheNationalAssembly for Walesin July 2013, whichcontained provisions relatingtotheregistration and approvalofindependent schools, theassessment oftheeducationaland training needsfor post-16learners with LDD,and specialistFE placements. These provisions were removed fromthe Bill duringStage 2 proceedingsin

January2014, when the MinisterforEducation and Skillsannounced that they wouldbeincorporatedinto aseparateBillonadditionallearningneeds18.

The publication,in January 2014,of areport bythe Commission on Public ServiceGovernance and Delivery19,which setsouta radicalvision ofhowpublic services might be deliveredinthe future.Meanwhile,theimpact on the budgets of localauthorities and others of constrained public sectorfinances continues to

be realised, while thedemand for public services continuestoincrease.

We have reflected carefully on thesedevelopments and the responses received to the 2012consultation. As aconsequence, we have refined andin some respects reformulatedourproposals forlegislative reformsothat, whilestillbold andradical, they provide workable solutions to the deficienciesinthe currentsystem.

Ourwiderimprovementagenda

ThisWhite Papersets out theproposals forlegislativechangewhich willplayan importantrolein creating animproved systemforsupportingchildrenand young

15ALN pilotevaluation reportsare available at:

16Information onthe SocialServicesandWell-being (Wales)Act 2014 isavailableat:

onthe Education (Wales)Bill isavailable at:

18HuwLewisAM(06 January2014),WrittenStatement:Education (Wales)Bill– SEN provisions

19Commission on PublicServicesGovernance and Delivery(2014),Full Report

people withALN.However,legislation aloneis not the whole answer and should not be seeninisolation fromtheWelsh Government’s widereducationimprovement agenda.Therefore these proposals should beseen as supporting asuiteof improvements and reforms to supportlearners to achieve theirfullpotential, including:

TheNational Model forRegional Working20-theWelsh Government’s framework for regionalschoolimprovement,based on avision ofregional consortia working on behalfoflocalauthorities to lead, orchestrateand

co-ordinatetheimprovement in theperformance of schoolsand educationof young people.Whilelocal authorities retain the statutory responsibility forthe delivery of SEN provision,localauthoritiesandconsortiashouldensure that their services forpupils withSEN are closelyaligned.

Improving schools21-the nationalimplementationplan forschooleducation inWales,whichincludesthe reformofSEN legislation as part ofits commitment tosupporting and safeguarding vulnerable childrenorthose with particularlearning needs.

Tacklingtheimpactofdeprivationoneducational attainment-Children fromlowincome householdsareofteneducationallydisadvantagedon their firstday ofschool. Children fromdeprived backgroundscan, atthe age of 5, already be ayear behind their more affluent classmateswiththeirvocabulary. Without support toovercome the barriers theyface, the cumulative effectof thisdisadvantage means that their chanceofachieving5good GCSEs including English orWelsh andmathematics is less than half of that of pupils

frombetter off families22. Tohelp poorer pupilsto overcome the barriers that

livinginpovertyputsin theirway,we willpublish a programme of initiatives to improve the educationalprogress oflearners fromdeprivedbackgrounds.We have alsointroduced the£32.4million PupilDeprivation Grant,fully delegated toschools, toinvestin effective approaches fortackling theimpact of deprivationon educationalattainment.In addition,schoolsin Communities First areas willbenefit from£3million of Communities First funding, matched against thePupilDeprivation Grant tosupportcloserworking betweenschools and theircommunities. Theseinitiatives forman important element in meeting

20Welsh Government(2014), National Model forRegional Working

21Welsh Government(2012), Improving Schools

22In 2013-14 25.8% ofpupilseligibleforfree school meals(e-FSM)achievedthe Level2inclusive

(5 GCSEsatA*-Cincluding English orWelshfirstlanguage and mathematics),whilst58.5% oftheir non-eligiblecounterpartsachieved thethreshold-a gap of32.7%.OurTackling PovertyAction Plan includesa targettoimprovethe overall attainmentlevels ofstudentseligibleforfree school meals, measured asthe proportion of learnerseligibleforfree school mealsatage 15 who achieveLevel 2 inclusiveatKeyStage 4-to 37 percentby2017.

the commitmentswemade in our 2011 ChildPoverty Strategy. Ourrefreshed 2013 Tackling Poverty Action Planincludesaspecifictarget toimprove the educationaloutcomes of children and young peoplelivinginlowincome households,and break thelink betweenpoverty and educationalattainment23.

Review ofthe National Curriculumandassessment arrangements in Wales24-We want aninclusiveeducationsystemthat supportsallour learnersto achieve theirpotential. ProfessorGrahamDonaldson’s comprehensive, widerangingreviewwillidentify ways ofdeliveringa curriculumflexible enough to meet the needsof all learners and supportedby

assessments that willensure well-judged teachingand meaningfullearning for allchildren andyoung people.

SpecificLearningDifficulties Framework forWales-supported bya Task Group ofexperts, we are developingaframework toprovidea consistent approach to supportearlyidentificationand earlyinterventions for learners withspecificlearningdifficulties.

The AutisticSpectrumDisorder(ASD) Strategic ActionPlanforWales25sets the direction forimprovements in the commissioning and deliveryof services sothatindividuals with ASD are supported toreach theirfullpotential in allaspects oftheirlives. Sinceitslaunchin2008, much has been achieved to establish anational infrastructureforASD services. Arefreshed Strategic Action Planis due tobepublishedforconsultationlaterthis yeartoreflectthe priorities for actionidentified by stakeholders,the advice of an ASD Advisory Groupand thefindings of anindependent evaluation.

TheFramework forActionon IndependentLiving26setsout action to promotethe rights of disabledpeopleinWales to liveindependentlyand exercise thesame choices asothercitizens.By tacklingbarriers fordisabled peopleit willnotonly advance their rights,it willhave widerbenefitsin terms of access andinclusion,and willpromotemore sustainableandresponsive services for all.The Framework thereforeincludes the message that the Welsh Government andlocalservice providersmust alldoourbest toensure that we develop person-centred policies and programmes, and adopt an outcomes-focused approach to servicedelivery.

Workforce planning anddevelopment-TheWelshGovernment is committed toraising the capacity of the workforcetobettermeet the learning