Section 1: ‘Quality First Teaching’ expectations

The quality first teaching expectations and related good practice examples outlined in this section will benefit all children and young people. This includes those with special educational needs and disabilities (SEND), additional needs or those from disadvantaged groups. For children and young people requiring additional or different support, you, as a teacher, learning support assistant or equivalent, will have a fundamental role in implementing each child’s ‘Assess, Plan, Do, Review‘ support cycle.

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Reflective practice is a vital element of quality first teaching and to facilitate discussion and planning, we haev organise Section 1 into nine key areas:

Leadership and management

The school / settings provision for SEND, those with additional needs and disadvantaged groups is well-led and managed. Leaders are ambitious for CYP with additional needs and this ambition is shared by staff.

Curriculum, teaching and learning

The curriculum is successfully adapted, designed or developed to be ambitious to meet needs. Staff adapt learning approaches.

Assessment and individual planning

A regular cycle of ‘Assess, Plan, Do, Review, formative assessment and managing access arrangements.

Partnership and co-production with children, young people and parents carers

Co-production, participation and realistic expectations.

Supporting social and emotional development / pastoral care

Supporting the social and emotional development for children and young people with additional needs.

The physical and sensory environment

Sensory and physical environment considerations.

Equipment and resources

Use to resources to overcome potential barriers to learning.

Staff skills, training and use of expertise

Effective use and development of expertise.

Transition and transfer

Effective transitions between schools and within the school day.

What is Tools for Schools? How can the Inclusion Framework and OAIP support my setting?

Section 1: ‘Quality First Teaching’ expectations