High quality teaching: ‘Quality First Teaching’
QFT originates in the then DCSF’s guide to personalised learning published in 2008 which summarises its key characteristics as:
- Highly focused lesson design with sharp objectives.
- High demands of pupil involvement and engagement with their learning.
- High levels of interaction for all pupils.
- Appropriate use of teacher questioning, modelling and explaining.
- An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups.
- An expectation that pupils will accept responsibility for their own learning and work independently.
- Regular use of encouragement and authentic praise to engage and motivate pupils.
(DCSF, 2008) Personalised learning – a practical guide 00844-2008DOM-EN
Quality first teaching is also described as the Wave 1 of the National Strategies’ three Waves of Intervention
- The SEND Code of Practice 2015 defines the Graduated approach as: A model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child or young person may be experiencing.
- Slough’s Graduated Approach will set out the differing ways by which all children and young people’s Special Educational Needs and disabilities and aspirations may have their needs met, not just those children with statements of special educational need or Education, Health and Care Plans.
- It aims to ensure all children and young people receive an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential.
Who will this Graduated approach be for?
- Parents and carers.
- Children and young people.
- Educational, health and social care professionals.
- All education settings
Monitoring & Evaluation
How the service is monitored/evaluated:
- In schools via the SENCO.
- In the local authority, via
- Annual review processes.
- Evidence checking within the SEND panel by all members of it.
- Cross reference from EHCP content and Assess/plan/do/review documents provided by the settings