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Individual Teacher Prepared: In the end, the success of any PACT scheme is bound to be dependent largely on the effort and enthusiasm the individual teacher is prepared to put into it. A teacher who takes the trouble to enter into a sensitive dialogue with parents will be well rewarded by the sense of partnership and the sharing of responsibility that results. In the next chapter, we explore practical aspects of this partnership in greater depth.
The foregoing, we hasten to add, applies only where the whole school has decided to become involved. We certainly would not want to discourage an individual teacher prepared to run his or her own PACT class scheme, which we have seen done very successfully where the school as a whole was not yet ready to run a full scheme.
Before finalising planning the teacher may need to make further informal assessments of an individual child in order to confirm a specific area of achievement. This may be necessary if the parents' view of the child's ability in a specific area differ from the findings of the Baseline Assessment. Alternatively the teacher may feel that the child's ability in a specific area is not reflected by the baseline score. This decision would normally be based on the teacher's prior informal assessments, and their general 'feel' for the child. Once any additional assessments have been made the teacher plans an appropriate programme of study.
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