Special Education Needs Information
At Houghton Conquest every child is valued as an individual and is encouraged to develop at their own pace to meet their potential. The school, in line with the (DfE) Code of Practice, will identify the needs of each child and will provide an education plan by which to meet these. We aim to ensure that all groups and individuals have their needs fully met in order to achieve good progress or better. We offer a broad and balanced curriculum with high quality teaching. Additional needs are identified early, and we offer a range of provision to meet these needs. We work with a range of professionals to ensure that all children receive the support they need. Please click on the links below to find out more.
Values are principles, fundamental convictions, ideals, standards or life stances that act as general guides to behaviour or as reference points in decision making. With the cooperation and support of parents, teachers, support staff and governors we aim to cultivate our children as calm, happy, focused individuals who respect their world and are empowered to develop and nurture their inherent creativity.
Values education gives us a common vocabulary that we all understand, helping us to deal with behavioural and emotional situations in a positive and supportive manner. Our calm and reflective approach means issues are discussed in a logical manner and solutions are reached with mutual agreement and understanding.
We aim for strong social relationships and highly developed self-esteem resulting in the respect for others and the environment. Children are expected to display good manners, courtesy and thoughtfulness towards others at all times.
We have a positive Behaviour Policy which includes school values, discussed and agreed by staff and children, and endorsed by the governing body.
School SEND Information Report
We cater for children with a range of special educational needs, such as those children who may be on the Autistic spectrum, children who are visually impaired, hearing impaired, children with mobility issues, children who have ADHD and children with global delay. However, regardless of whether a child has a diagnosis we will do our utmost to ensure that they receive the provision they require to be able to achieve their best, become confident individuals living fulfilling lives and make successful transition into adulthood, whether into employment, further or higher education or training.
SEND Provision Map
National and Local SEND Reforms
In September 2014 changes to the law for children and young people with SEND have taken place. This is all supported by the new SEND Code of Practice 2014 and the Children and Families Act 2014 and all this should mean improved coordination between local authorities, health, care and education providers: greater rights and protection for young people in further education and more control for families.
This will result in the way parents/carers and children and young people will receive support from the local council, health and social care services, nurseries, schools and colleges.
The changes focus on personal goals, increased family involvement and improved rights and protections for young people in further education and training. The changes should create a better system that puts parents and children/young people first. The changes will be introduced gradually over the next 3 ½ years and will involve:
Useful SEND Websites and Contact Numbers
Here are some useful websites related to Special Educational Needs and Disabilities:
Here are some useful agencies and phone numbers:
The following policies can be under the ‘Our School’ tab of our website or by clicking on the link below