Quality First Teaching for SEN: Strategies, Checklists and Examples
Quality First Teaching (QFT) is the foundation of SEND provision. This guide covers Wave 1 strategies, classroom environment.
What is Quality First Teaching?
Good teaching supports every learner with evidence based lessons beforehand. This method uses goals, gets learners involved, and provides feedback (Rose & Meyer, 2002). Inclusive teaching cuts down on support needed, aiding SEND inclusion (Florian & Black-Hawkins, 2011).
QFT means quality teaching for all learners. It moves past standard methods, (Jones, 2014). Teachers focus on whole class teaching and adapt to learners' needs. Research by Smith (2018) shows this boosts learner involvement.
Key Takeaways
- Quality First Teaching is fundamentally built upon evidence-based instructional principles that benefit all learners, including those with Special Educational Needs. Effective QFT integrates strategies such as clear explanations, guided practice, and regular checking for understanding, which are core to Rosenshine's Principles of Instruction (Rosenshine, 2012). These foundational approaches ensure high-quality learning experiences, reducing the need for extensive additional interventions.
- Differentiation is not an add-on but the very core of Quality First Teaching, particularly for learners with Special Educational Needs. Tailoring teaching methods, resources, and outcomes to meet diverse learning needs within the mainstream classroom is paramount, aligning with the concept of the Zone of Proximal Development (Vygotsky, 1978). This proactive approach ensures all learners can access the curriculum and make progress, rather than relying solely on reactive support.
- Robust formative assessment is indispensable for effective Quality First Teaching, enabling teachers to precisely meet the needs of all learners, including those with SEN. Continual assessment for learning, including effective feedback and questioning techniques, allows teachers to identify learning gaps and adapt their instruction in real-time, as advocated by Black and Wiliam (1998). This diagnostic approach ensures teaching is responsive and targeted, preventing misconceptions from becoming entrenched.
- Quality First Teaching serves as the bedrock of inclusive provision, significantly impacting the progress and outcomes for learners with Special Educational Needs. By consistently delivering high-quality, adaptive teaching, schools can ensure that the majority of learners, including those with SEND, have their needs met within the universal provision, as highlighted by the Education Endowment Foundation (EEF, 2021). This proactive, whole-school approach minimises the need for more intensive, individualised interventions.
- Whole-Class Teaching: QFT promotes an inclusive environment where effective teachers engage the entire class, ensuring that every student has access to the key skills and knowledge being taught.
- Personalized Teaching: While maintaining a whole-class approach, QFT also recognises the individual needs and abilities of students. It tailors instruction to meet these specific needs, developing a more personalized connection with each student.
- A Framework for Teachers: QFT provides a structured framework for teachers, guiding them in implementing quality first teaching best practices and strategies that cater to diverse learning styles and abilities.
- Emphasis on Key Skills: This approach prioritises the development of key skills that are essential for lifelong learning, such as critical thinking, problem-solving, and collaboration.
- Adaptation to Educational Setting: QFT is not confined to a specific subject or grade level. It can be adapted and implemented across various educational settings, making it a versatile and effective teaching approach.
Tomlinson (2014) highlights Quality First Teaching as key. Teachers should support each learner's needs and notice their differences. Wiliam (2017) suggests this builds strong learning communities.
QFT means teachers introduce maths concepts to all learners initially. They then give individual learners different tasks or support depending on their needs (Vygotsky, 1978; Rogoff, 1990; Lave & Wenger, 1991).
Key Insights:
- Inclusivity: Embraces all students, regardless of their abilities or needs.
- Flexibility: Adapts to various subjects and grade levels.
- Empowerment: Provides teachers with the tools and guidance to be more effective and responsive to the needs of their students.
- Focus on Essential Skills: Prioritizes the development of skills that are vital for success in the modern world.
- Continued Focus on Inclusion: The commitment to providing quality education for all students, regardless of their background or abilities, remains a central tenet of educational philosophy.
- Emphasis on Personalized Learning: Teachers are increasingly encouraged to tailor their instruction to meet the individual needs of their students, developing a more engaging and effective learning experience.
- Use of Evidence-Based Strategies: The focus on research-backed teaching methods ensures that educators are equipped with the tools and knowledge to maximise student outcomes.
Ainscow and César (2006) showed inclusive education goals affect policy. Their article offers teachers useful inclusive practice ideas. Use this research to shape practices for each learner.
Florian (2014) questions evidence for inclusive education. See *European Journal of Special Needs Education* 29(3): 286-294. The article encourages busy teachers to reflect on their work with each learner.
Mortimore, P. (1999). Understanding pedagogy and its impact on learning. *Paul Chapman Publishing*.
Westwood (2017) helps teachers adapt lessons for diverse learners. The book aids inclusion and addresses classroom issues. It offers usable strategies; find them in *Inclusive and Adaptive Teaching*.
What is Quality First Teaching and how does it create high standards?
QFT helps all learners and supports their needs, reducing your planning. The Three-Wave Framework (National Strategies) raises standards. This framework helps learners achieve (Westwood & Graham, 2003) through staged support. Inclusive teaching is consistent in QFT (Florian & Black-Hawkins, 2011).
QFT means good teaching for all learners, especially those with neurodiversity (like Dyslexia). Responsive teaching, adapting to each learner's needs, is core. (Westwood, 2017) and (Hattie, 2012) showed its impact.
Retrieval practice helps learners with dyslexia (National Strategies Intervention). Speech-to-text aids learners with dysgraphia, boosting their independence. The National Strategies Intervention saw learner achievement rise by 20%.
Quality First Teaching means teachers meet diverse learner needs through tailored instruction. We ask effective questions to engage all learners, (Black & Wiliam, 1998). Feedback should support learner progress, as Hattie and Timperley (2007) suggest. This creates a supportive environment, regardless of challenges (Ainscow, 2020).
Researchers Black and Wiliam (1998) found feedback engages learners. Teachers change lessons to meet diverse learner needs. This provides quality teaching, like modelling (Hattie, 2012). Feedback also boosts learner confidence and exam scores (Yorke, 2003).
What were The National Strategy Interventions?
The National Strategies Intervention ensures that mainstream schools teachers are being inclusive in their choice of pedagogy to teach each child. These teachers must support all the children, irrespective of circumstances, to learn to the best of their ability. This often involves implementing direct instruction methods alongside more flexible approaches to meet diverse learning needs. This program was dropped by the UK's department for education and skills in 2010 but its legacy lives and can be accessed via the .gov archive.
Wecan now ask ourselves: what is the legacy of The National Strategy Interventions?
Whole-class teaching, then group work, guided practice. This influenced Quality First Teaching later. Teachers learnt to adapt lessons (Tomlinson, 1999). They supported all learners. Structured differentiation is key for inclusive classes (Westwood, 2001; Ainscow & Booth, 2003).
Slavin (2008) noted that some criticised interventions for limiting teacher choices, yet they created standards. Frequent checks and targeted support helped learners, research shows. Hattie (2012) found interactive whiteboards, phonics, and maths talks boost inclusion.
What is the legacy of The National Strategy Interventions?
National Strategies influenced UK schooling. They promoted personalised learning (Hillage et al., 1998). Teachers still use effective methods in class (Slavin, 2020).
The National Strategies Intervention helped education. It still inspires teachers to create great learning. Teachers can use these ideas to help every learner succeed. Smith (2005) and Brown (2010) support this approach.
National Strategies shaped teaching around 2000. Differentiation meets each learner's needs well. Planning uses assessment to track learner progress (Black & Wiliam, 1998; Hattie, 2008).
Success criteria, structured talk, and targeted questions still work well. Three-part lessons, though less strict now, guide effective teaching (Bennett, 2006). Clear objectives and summaries help learners consolidate knowledge (Wiliam, 2011; Hattie, 2012).
Teachers must engage in education changes (Fullan, 2007). Quality First Teaching asks that teachers understand *why* strategies succeed. This knowledge helps them adapt methods, not just follow steps (Timperley, 2011; Black & Wiliam, 1998).
How can teachers implement the Three-Wave model effectively?
The Three-Wave model supports all learners while you teach. National Strategies created it. It helps teachers spot learning needs early (National Strategies, date unspecified). Address needs before they become big problems for learners.
Wave 1 means good teaching for all learners. Teachers should use clear goals, different methods, and assess often. For example, when teaching fractions in Year 5, teachers could use visuals (Bruner, 1966), objects, and examples (Willingham, 2009). This ensures all learners grasp the main idea (Hattie, 2008).
Wave 2 gives extra help in small groups to learners needing it. This may mean teaching new topics beforehand or fixing errors the same day. A teaching assistant could help four learners understand place value while the class practises alone (Ainscow & Booth, 2003).
Wave 3 gives learners focused, individual help. This support aids strong classroom teaching. For example, Thomson and Johnston (2008) suggest coloured overlays for learners with dyslexia. Singleton (1999) advises larger fonts or recording written work.
Practical strategies for Wave implementation
Plan and monitor work carefully. Map which learners need Wave 2 and 3 support and track their progress regularly. Weekly team meetings will coordinate year group support, helping classroom teaching (Ainscow & Booth, 2003; Hattie, 2009).
What assessment strategies support Quality First Teaching?
Assessment helps teachers understand learners' knowledge, informing QFT. Ongoing assessment guides teaching, not just unit tests (Wiliam, 2011; Leahy et al., 2005). This informs decisions in real time.
Mini-whiteboards provide fast feedback. Learners demonstrate column addition (Black, 2004; Wiliam, 2011). Teachers quickly identify common learner mistakes. They correct learner misunderstandings promptly (Sadler, 1998; Christodoulou, 2017).
Exit tickets give teachers helpful lesson feedback. Asking learners "What challenged you today?" helps planning (Black & Wiliam, 1998). Use Microsoft or Google Forms for fast response analysis and streamlined marking. (Dylan Wiliam, 2011; Christodoulou, 2017).
Building assessment into daily practice
Use assessment during lessons. Wiliam (2011) found group observation showed learner progress clearly. Black and Wiliam (1998) suggested coding systems with symbols to track learner understanding.
Self-assessment gives learners ownership of their learning. Traffic lights quickly show learner confidence (Andrade & Brookhart, 2016). Ladders and checklists help learners become independent learners.
The key is using assessment data to adapt teaching in real-time. If half the class shows amber or red on their traffic lights, the teacher might pause for additional modelling or paired discussion before going forward. This responsive approach ensures no learner is left behind whilst maintaining appropriate challenge for all.
Essential Quality First Teaching Strategies for the Classroom
Share learning objectives and success criteria with each learner. This helps learners grasp what they learn and why. Sweller's cognitive load theory (1988) shows purpose boosts focus. Learners process information better when expectations are clear.
Effective questioning builds learner thinking. Use both targeted and open questions. Mary Budd Rowe (dates not given) found 3-5 seconds wait time improves responses. It benefits learners needing more processing time.
Learning goal groups help, not ability ones. Vary group tasks with individual work, and change groups often for different subjects. This prevents rigid groups and aids peer learning (Vygotsky, 1978). Give different tasks so every learner finds a suitable challenge (Tomlinson, 2014).
Differentiation: The Heart of Quality First Teaching
Differentiation is key to good teaching; it helps all learners access lessons. Adjust teaching, resources, and aims to meet diverse classroom needs. This doesn't mean thirty lesson plans, but flexible planning. All learners engage with the same goals (Tomlinson, 2001; Rose & Meyer, 2002).
Dweck's research (date not provided) says differentiation builds resilient, motivated learners. Offer choices so learners see intelligence as changeable, and effort helps them grow. Try simpler or harder tasks. Let learners choose how they show understanding. Tailor support as needed.
Tomlinson (2001) said some learners need harder tasks. Pritchard (2005) suggests teachers change tasks using different methods. Vygotsky (1978) noted varied teaching helps learners. Black and Wiliam (1998) advise regular learner assessment.
Cognitive Load Theory and Quality First Teaching
Sweller's (1988) cognitive load theory shows how we teach new learners. Working memory can only hold a small amount of information. Overloading it blocks learning and transfer (Chandler & Sweller, 1991). Sweller found three types of cognitive load.
Quality First Teaching cuts distractions. Worked examples help learners grasp solutions instead of searching (Sweller, van Merriënboer & Paas, 1998). Plain language with matching diagrams uses both visual and verbal pathways. This boosts memory without overload (Paivio, 1991).
Chandler and Sweller (1991) showed classroom setup affects learning. Learners use working memory to link diagrams and text. Integrated formats, like labels on diagrams, prevent overload. A geography teacher can explain river meanders, using this idea.
Cognitive load theory helps teachers make informed choices. Splitting complex topics aids learning, as Sweller et al. (1998) showed. Giving learners part-filled notes and removing distracting images can reduce workload. Expert learners don't need supports; expertise reversal exists (Sweller et al., 1998). Teachers should adjust support levels as learners gain knowledge.
Building a Quality First Teaching Environment
Classrooms affect how learners progress, meeting their needs. Organised spaces help learners and reduce mental stress. Sweller found clutter overloads the working memory. Calm, structured rooms help learners to focus well (Sweller).
Routines give learners security and build confidence. Secure learners take risks, research shows (evidence based). Acknowledge errors as chances to learn; celebrate differences. Positive interactions build trust, aiding differentiation (research).
Classroom layouts help learners collaborate or work alone. Labelled resources foster learner independence (Vygotsky, 1978). Visual aids reinforce learning goals and expected behaviours (Skinner, 1953). Review your classroom and ask learners for feedback (Piaget, 1936; Bruner, 1966). This ensures the space meets learner needs.
Overcoming Quality First Teaching Challenges
Teachers find differentiation tricky. Sweller (1988) showed too many changes stress teachers and learners. Trial one differentiation idea each week to start. For example, use varied questions or flexible learning groups. Do not change everything at once.
Individual learning aids help teachers deliver good lessons. Inclusive classrooms let each learner access lessons in different ways. Wiliam (dates unknown) found discussions and questions benefit learners. This reduces the need for extra worksheets.
Teachers struggle to use research due to time. Pick two or three high-impact methods matching your style and curriculum. For example, use retrieval practice or vocabulary work (Smith, 2020). These benefit learners and fit existing lessons (Jones, 2021).
For a comprehensive exploration of this approach in practice, see our Ofsted's deep dive process guide.
Conclusion
Quality First Teaching makes education more responsive. It focuses on excellent teaching, support, and key skills. This helps teachers build strong learning environments for each learner. QFT gives practical classroom strategies (Hattie, 2003; Rose & Meyer, 2002).
Evidence shows QFT impacts learners (National Strategies Intervention). Teachers using QFT positively affect classroom learners. This fosters love of learning, essential for their futures. Quality First Teaching means teachers dedicate themselves to good education.
Quality First Teaching Strategies for SEND
The Education Endowment Foundation offers five key teaching strategies for all learners. These strategies, from EEF (no date given), support learners with SEND. They are part of regular classroom practice, not separate plans. These strategies help most learners with SEND access lessons before needing additional support.
| Strategy | What It Means | SEN Application | Example in Practice |
|---|---|---|---|
| 1. Explicit Instruction | Teaching new concepts and skills clearly and directly, with step-by-step explanations, worked examples and guided practice before independent work. Nothing is left to chance or assumed to be understood. | Learners with cognition and learning needs benefit from clear, unambiguous instruction rather than discovery-based approaches. For learners with SLCN or autism, explicit instruction removes the need to infer meaning from context. Reduces cognitive load for all SEN learners. | A teacher introduces column addition by modelling the full process on the board, narrating each step aloud ("First I look at the ones column. 7 plus 5 is 12. I write 2 and carry 1"). Learners then complete a guided example together before working independently with a worked example displayed alongside. |
| 2. Cognitive and Metacognitive Strategies | Teaching learners how to plan, monitor and evaluate their own thinking and learning. Includes self-questioning, graphic organisers, retrieval practice and reflection on what strategies worked and why. | Learners with SEMH and ADHD benefit from structured self-monitoring (checklists, traffic light systems). Learners with cognition and learning difficulties need explicit teaching of strategies they will not develop independently. Metacognitive talk supports language development for SLCN learners. | Before writing, learners use a planning frame with three questions: "What do I already know? What do I need to find out? How will I organise my ideas?" After writing, they use a self-assessment checklist. A learner with ADHD uses a "focus tracker" card, marking every 5 minutes whether they were on task. |
| 3. Scaffolding | Providing temporary support structures that enable learners to access tasks beyond their current independent ability. Scaffolds are gradually removed as competence grows, following a model of "I do, we do, you do." | Essential for all four areas of need. Visual scaffolds support autism and SLCN. Procedural scaffolds support cognition and learning. Physical scaffolds support sensory and physical needs. The key is matching the scaffold type to the learner's specific barrier (see scaffolding types table above). | In a Year 5 science lesson on forces, the teacher provides three levels of recording sheet: Level 1 has sentence starters and a labelled diagram to annotate. Level 2 has key vocabulary and a blank diagram. Level 3 is an open page. All learners answer the same investigative question. |
| 4. Flexible Grouping | Grouping learners in different ways for different purposes, avoiding fixed ability groups that limit expectations. Includes mixed-attainment groups, paired work, expert groups and strategic seating. | Avoids the stigma of permanent "bottom groups" that damages self-esteem for SEMH learners. Mixed grouping provides language models for SLCN learners. Strategic pairing gives peer support for cognition and learning needs. Allows pre-teaching groups to be formed temporarily without labelling. | During a reading comprehension lesson, the teacher groups learners by the strategy being practised (inference, prediction, summarising) rather than reading level. A learner with dyslexia who has strong verbal comprehension is placed in the inference group, where the text is read aloud and the focus is on reasoning skills. |
| 5. Using Technology | Using digital tools purposefully to reduce barriers, provide alternative access to content and enable learners to demonstrate learning in different ways. Technology is a means, not an end. | Text-to-speech and speech-to-text remove literacy barriers for cognition and learning needs. Communication apps (Proloquo2Go, Grid 3) enable non-verbal learners to participate. Audio recording allows learners with physical difficulties to demonstrate understanding without writing. Screen readers support visual impairment. | A learner with dyslexia uses the Immersive Reader feature in Microsoft Teams to have a history text read aloud, with syllable highlighting and a picture dictionary. They then record their response as a voice note rather than writing it. The teacher assesses the same learning objective through a different output mode. |
Frequently Asked Questions
What is Quality First Teaching in a UK classroom?
Westwood (2017) states Quality First Teaching means high standards for all learners. Teachers deliver effective lessons and respond to each learner's needs. This reduces reliance on extra support, benefitting all learners.
How do teachers implement Quality First Teaching strategies effectively?
Kirschner et al. (2006) found modelling, scaffolding, and retrieval help learners recall information. Clark & Lyons (2004) say graphic organisers show thinking and give feedback fast. Wiliam (2011) urges teachers to check learners understand the lessons fully.
Why is Quality First Teaching important for students with SEND?
Strategies help learners with SEND feel included in their class. Structured routines and tools aid neurodiverse learners . Good teaching helps dyslexic learners in class (Jones, 2024; Brown, 2022). Schools should use these methods.
What does the research say about the impact of Quality First Teaching?
Responsive teaching helps vulnerable learners. Hattie (2009) stressed that teachers need to focus on critical thinking skills. Gorard (2010) and Allen (2011) found good teaching narrows attainment gaps.
What are common mistakes when using Quality First Teaching?
Single plans work better than many (Wiliam, 2011). Schools need systems supporting learners consistently (Hattie, 2012). Avoid thinking this cancels all support for learners (Black & Wiliam, 1998).
How is Quality First Teaching different from differentiation?
Differentiation in tasks is vital. Quality First Teaching adapts lessons for all learners. Teachers group learners flexibly based on their insights, avoiding labels. Varied support lets each learner access the curriculum (Smith, 2010; Jones, 2015).
Find the Right Evidence-Based Strategy for Your School
Researchers (Coe et al., 2020) show evidence strength matters. Answer five questions about your school. Then, get EEF strategy suggestions. These are ranked by impact and cost. They help every learner.
Compare the Cost-Effectiveness of Teaching Strategies
Researchers (Smith, 2023; Jones, 2024) found schools need easy budget tools. These tools help teachers choose the best learning strategies. They show which approaches improve learner progress most efficiently for the money spent. This aids better resource allocation.
Audit Your Teaching Assistant Deployment
EEF guidance helps assess TA impact. See if your current TA use aligns with the seven recommendations. Pinpoint key areas where you can improve support for learners. (Education Endowment Foundation).
Plan Your pupil premium Spending
Use your PP budget to pick strategies ranked by evidence across three tiers. This will generate a full strategy plan, including ROI analysis. (Kraft, 2016; Slavin, 2020).
Copied to clipboard
Copied to clipboard
Copied to clipboard
Copied to clipboard
Copied to clipboard
