From September 1st, 2014, the new SEND code of practice came into effect.

 

The aim of the reforms is to join provision across education, health, and care, which now spans birth to 25. Intervention should be made at the earliest possible point in a young person's life and they and their parents should be fully involved in decisions regarding their support and outcomes.

 

Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff.

 

Everyone at Hooton Pagnell Primary School is committed to, and passionate about, providing the conditions and opportunities to enable any child, including those with additional needs, to be included fully in all aspects of school life and achieve their potential as a person and as a learner. We believe in the earliest possible intervention to support the children. This can, of course, take a number of forms.

 

In Quality First Teaching, all class teachers must be aware of the needs and requirements of their pupils and plan and differentiate accordingly.

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The staged approach is at the heart of whole school practice as we are continually assessing, planning, implementing and reviewing our approach to teaching all children where a potential special educational need has been identified, this process becomes increasingly personalised and responds over time to growing understanding of the child's barriers to gaps in learning and an increasingly individualised assessment of need cyclical process enables schools to continually reflect on its approaches to meeting a child's needs.

 

If your child's teacher feels that intervention would support your child's progress they will contact you as we believe in working partnership gives each child the greatest chance of success.

 

If you feel your child is struggling in any way, please talk to us as soon as possible.

You can download our SEND policies below.