- Focus on outcomes for the child – be clear about the outcome wanted from any SEND support.
- Be responsible for meeting special educational needs – use the SENCO strategically to support the quality of teaching and evaluate the quality of support.
- Have high aspirations for every pupil – set clear progress targets for pupils and be clear about how the resources are going to help achieve this.
- Involve parents and pupils in planning and reviewing progress – seek their views and provide regular updates on progress towards outcomes.
- Remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main classroom or subject teacher; the teacher should still retain responsibility for the pupil. They should work closely with teaching assistants and/or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. (Code of Practice, 2014).
