Quality First Teaching (QFT) means high quality inclusive teaching together with our continuous whole school processes for assessing, planning, implementing, tracking, monitoring and reviewing your child’s progress.
- The teacher has the highest possible expectations for your child and all pupils in their class
- All teaching builds on what your child already knows, can do and understand
- Lessons are appropriately differentiated, which means different ways of teaching are in place so that your child can access the lesson and is fully involved in their learning. Some examples of differentiation are: additional resources to support their learning, opportunities for paired work or small group work, different ways of presenting their work
- Specific strategies (suggested by the SENCo) to support your child to learn
- On-going assessment within the day-to-day framework of the classroom of your child’s progress to identify any gap or gaps in their understanding/learning
The Graduated Approach means that provision for a child with a SEND is a continuum between whole class QFT at the one end and highly personalised 1:1 teaching at the other.
All children have access to quality first teaching, but where a potential SEND has been identified, the approach to your child’s teaching and learning becomes increasingly personalised as our understanding of your child and his/her need grows. Thus, support becomes more targeted as outlined in the flow diagram below:
Quality First Teaching
Continued QFT + additional teaching strategies
Specific intervention programmes and/or targeted group work
(These may be ‘one-off’ or more long-term)
Specified individual support
(1:1 work with the class teacher, member of the Support Staff, specialist teacher or the SENCO)
Within each section of this continuum, a cycle of assessing, planning, doing and reviewing is ongoing. This cycle can become more individualised if your child’s needs become more complex. The cycle is driven by your child’s needs.
A few children with complex SEND will move through the graduated approach towards more specified individual support. In reality, many children will have a mixture of support and, depending on the lesson, can be placed at any point on this continuum. Similarly, a child who has received a great deal of 1:1 support can move the other way on the continuum as they begin to need less 1:1 support and can manage their learning more independently in the classroom.
We do not assume that a child who receives 1:1 support will always need 1:1 support. All provision is subject to regular review and parents/carers are invited and expected to contribute to this review process by attending meetings, talking to your child’s class teacher and SENCo and ensuring school are kept informed of any changes to your child’s needs.