Quality first teaching for 5 to 25 year olds

Expectation 1: 

It is expected that:

• provision is well-led and managed
• an inclusive ethos is reflected in all policies and procedures
• senior leaders ensure a supportive, proactive ethos of inclusion on a day-to-day basis and they actively problem solve to overcome barriers, enabling all children and young people to achieve the best possible outcomes
• senior leaders are knowledgeable about inclusion of all children and young people - this is reflected in the vision, values and everyday practice across the setting
• leaders value and proactively seek the views of parent carers and parent carer views contribute to and influence strategic decision-making, policy, and procedure
• there is a nominated special educational needs coordinator (SENCO), who is either part of the senior leadership team or regularly part of strategic discussions about inclusive practice
• the SENCO has either achieved or is working towards statutory qualifications necessary to the post
• senior leaders have a clear understanding of the pressures of the SENCO and senior mental health lead roles and they proactively support staff wellbeing considering this
• within the private, voluntary, and independent (PVI) early years sector, the early years and childhood advisers (EYCAs) act as the area SENCO - the EYCA provides advice, support, and challenge to settings to enable the inclusion of all children
• governors or trustees and the leadership team ensure that all staff are supported through effective professional development - governors or trustees hold leaders to account, ensuring that staff are supported by relevant training
• effective monitoring is in place to ensure that the governors or trustees are up to date and well-informed about the impact of provision in place for all pupils - this includes insight to specific groups such as those with SEND, additional needs and children categorised as disadvantaged
• governors or trustees fulfil their responsibility to monitor attendance, suspensions, and exclusions to ensure equality of access to education and staff contribute to this process by providing accurate information in a timely manner
• staff know that governing bodies or trustees must ensure that legislation is appropriately adhered to and hold leaders to account for the provision and outcomes of those with additional needs
• all discussions concerning regulation, statutory provision and its impact are documented in governing body minutes

Expectation 2: 

It is expected that:

• leaders are ambitious for all children and young people, ensuring that this ambition is shared by all staff - all leaders are leaders of special education needs and disability (SEND)
• leaders are champions for inclusion of all children and young people - neurodiversity is valued 
• all staff agree that they work in an inclusive setting, where diversity is valued and welcomed - they can provide examples of how they ensure an inclusive environment within day-to-day practice
• leaders regularly review provision and the experiences offered to ensure that no child or young person is disadvantaged by not being able to access the full range of experiences - this includes considering the parent carer’s ability to pay for additional activities
• leaders have accurate and timely information to evaluate the provision and participation in after school and extracurricular activities, ensuring that all children and young people can, and do, access and benefit from these experiences
• senior and curriculum leaders ensure that the curriculum is well planned - they monitor the impact of the curriculum for all children and young people

Expectation 1: 

It is expected that:

• the curriculum is designed effectively, with clear intent
• the curriculum is well planned, and designed with contextual relevance to give all children and young people the knowledge and skills they need to be independent, achieve their goals and contribute to their community
• the curriculum reflects the lived experiences of all children and young people
• the curriculum is planned to meet the needs of all children and young people - there is clear intent, and oversight of how plans will be implemented and reviewed to determine impact
• curriculum design and implementation consistently reflect leaders’ high aspirations for all children and young people
• there is clear curriculum progression, detailing how skills, knowledge and abilities are developed so that pupils can apply what they know and do so with increasing fluency and independence
• repetition, revisit and retrieval are core components of curriculum design - staff know that repetition, revisit, and retrieval are key in building long-term memory
• key technical vocabulary is clearly identified in planning - staff plan opportunities to explicitly teach new vocabulary and make links to prior knowledge
• preparation for adulthood is built into the curriculum from the earliest opportunity - over time children and young people develop the skills, knowledge and experience they need to be independent and ready for their adult life
• reading and communication are at the heart of the curriculum - staff understand the paramount importance of these skills for future learning and independence

Expectation 2: 

It is expected that:

• the curriculum is successfully implemented and adapted to meet the needs of all children and young people
• every practitioner is a teacher of special educational needs and disability (SEND)
• all children and young people have equal opportunities to experience the full curriculum
• all children and young people have identified next steps for learning 
• consistent approaches and routines are in place - time is used effectively, with little or no evidence of low-level disruption
• staff scaffold learning appropriately and frequently provide formative feedback to drive further progress and inform their planning
• staff know the importance of understanding how children and young people arrive at their solutions, rather than solely focusing on obtaining answers to closed questioning - staff understand the significance of asking questions to ensure misconceptions are identified and addressed
• there is a focus on clear explanations, modelling, and frequent checks for understanding in teacher-led approaches - this is followed with guided practice, then independent practice
• learning experiences are made accessible and are engaging - experiences are broken down into small, manageable, and logical steps – sometimes called ‘chunking’ and these steps are demonstrated explicitly through modelling
• modelling is used to support understanding - examples include:
• visual or audio demonstration
• modelled use of key vocabulary
• shared writing practice
• modelling how to use concrete apparatus
• staff dynamically assess understanding, strengths, and interests, and identify misconceptions or gaps in knowledge - they skilfully adapt teaching and learning accordingly
• strategies are carefully selected for a specific purpose, linked to assessed needs and work towards agreed next steps 
• staff have clear and methods of communication, ensuring that all children and young people have understood - information is adapted, repeated, or reframed where necessary
• children and young people are given time to process information before being invited to respond using a communication style that is accessible to them
• staff review to reinforce prior learning and they don't expect children and young people to recall everything immediately - review and repetition are potent methods for enhancing fluency and confidence, particularly crucial when introducing new learning and they activate pertinent prior knowledge in working memory
• staff use success criteria, ‘steps-to success’ or similar, to promote independence, scaffold, and support - learning intentions and expectations are clear
• the pace and order of activities is stimulating to maintain the interest and attention of all children and young people - staff are skilled in adjusting the pace and order of activities to maintain interest and attention
• teaching considers children and young people’s previously acquired knowledge, skills, and experiences - flexible and personalised approaches to learning are used effectively
• staff adapt learning approaches to provide suitable challenge and support and staff cater for different learning needs and styles, with individualised or small group interventions where appropriate
• adults carefully observe and take the lead to identify where repetition is appropriate and where children and young people need to be supported to move on in their learning
• during engagement in a written task, supportive tools or resources like a writing frame or a partially completed example are available - reliance on such aids is reviewed and reduced as the lesson, week, or term progresses
• adapted materials and scaffolds are readily available and used flexibly to promote learning independence and choice - resources are within easy reach of all to promote learning, independence, respect and to reduce stigma and use of these is modelled and encouraged
• learning is carefully broken down and visually supported, so that new knowledge and skills build on what has been taught and experienced, using the child’s interests as a starting point
• staff ensure that cognitive load is managed effectively to facilitate the transfer of new content into a child or young person’s long-term memory - they offer opportunities for children and young people to plan, monitor, and evaluate their own learning
• multi-sensory teaching approaches are used - children and young people have opportunities to move as they engage in play and learning activities
• visual and audio demonstrations, dual coding, cues and commentary are used when appropriate
• Key vocabulary is displayed with visuals and pre-taught or retaught where appropriate
• children and young people have alternative ways of recording to writing where appropriate - alternative recording is normalised in routine practice 
• developmentally appropriate study skills are explicitly taught 
• homework and home learning is adapted appropriately for children and young people and they have access to homework clubs, or additional support with homework, where relevant
• staff handwriting is clear and legible, modelling the school’s handwriting style where appropriate
• where applicable, interactive whiteboards are used to promote engagement and scaffold learning - where children and young people are not able to access information on the whiteboard, alternatives are routinely provided

Expectation 3: 

It is expected that:

• children and young people have opportunities to learn in different ways for example independently, in a variety of small groups or in pairs
• strategies and flexible groupings are used to actively promote independent learning - this may be through pre-teaching, re-teaching, overlearning or adapted resources
• staff temporarily assign groups according to the current level of mastery - for instance, form a group for additional spelling instruction based on children and young people’s current needs before they re-join the main class
• use of additional adults is planned to maximise their impact on learning, bearing in mind the need to promote and develop independence where possible
• staff are clear about their role and how they are contributing to the child or young person’s learning - they prompt and clue children and young people to think independently
• seating plans and groupings of children and young people take account of individual needs - they routinely provide opportunities for:
• access to role models
• mixed ability groups
• structured opportunities for conversation
• sharing of ideas
• access to additional adults when appropriate 

Expectation 1: 

It is expected that:

• a regular cycle of Assess, Plan, Do, Review is used to ensure that all children and young people are achieving the best possible outcomes
• staff are aware of children and young people’s starting points, next steps and targets so that progress towards outcomes can be measured
• staff evaluate engagement with learning experiences, the environment and progress made - they use this information skilfully to plan next steps in learning
• children and young people’s strengths, interests, barriers to learning and behaviours are observed and monitored in different settings and contexts for a short period of time to inform planning during:
• assembly
• lunch
• lessons
• breaktime
• home time
• extracurricular clubs
• if a child attends more than one setting, information and planning is shared to support a consistent experience for the child or young person and their family  
• targets are SMART (specific, measurable, achievable, relevant, time-bound)
• assessment is used to inform planning and interventions - regular reviews inform next steps and case studies are used to demonstrate holistic progress
• the impact on outcomes of changes, strategies and adaptation is regularly reviewed
• consideration is given for individual children and young people’s developmental trends - specialist screening and assessment is used where appropriate for example:
• The Boxall Profile
• Thrive
• The Coventry Grid
• appropriate tools which capture the ‘views of the child or young person’ are used to ensure that effective support is put into place for example person centred planning and one page profiles  
• children and young people are supported to recognise and value their achievements - children and young people are encouraged to identify and use support strategies to overcome their barriers
• children and young people understand and contribute to the next steps and targets they are working towards
• plans show a clear progression towards increased independence and acquiring skills for independent living
• the views of parent carers are regularly explored to inform assessment and co-produce target setting 
• the graduated response is documented robustly to record the impact of intervention over time and clear procedures are in place, for example, use of the West Sussex Individual Support Plan (ISP)

Expectation 2: 

It is expected that:

• formative assessment and feedback are features of daily practice - this is evident marking and assessment policy
• planning considers the needs of the cohort - cohort assessment data is reviewed to identify any gaps in provision for example differences in attainment by characteristics (gender, ethnicity, area of disadvantage) or learning area - if gaps are identified, the environment, curriculum or teaching strategies are modified to improve outcomes
• a wide range of assessment strategies and tools, including observational assessments, are used to ensure a thorough understanding of children and young people and their starting points 
• children and young people have regular opportunities to reflect upon their own achievements and learning 
• children and young people’s records for example learning journals, electronic systems, demonstrate the next steps in their learning journey
• within marking and feedback, there is clear communication about what the children and young people need to do next to improve - marking and feedback is provided in an accessible format
• the impact of interventions is evaluated - alternative approaches are explored to establish whether they may result in better outcomes for children and young people

Expectation 3: 

It is expected that:

• children and young people have appropriate access to national testing and qualifications and access arrangements are made effectively
• expertise is in place to manage access arrangements for tests, national tests, and public examinations (where relevant) - necessary evidence is obtained and kept securely 
• adaptations and access arrangements are part of everyday practice - staff identify children and young people who may need access arrangements and refer to the appropriate member of staff
• procedures are in place for informing parent carers about access arrangements - these are shared with parent carers at the earliest opportunity
• where children and young people meet the criteria for access arrangements, these should be in place for all forms of assessment throughout the year - adapted resources or equipment that are used under formal assessment conditions are the child or young person’s normal mode of accessing learning
• access arrangements are set using the relevant examination board guidance (where applicable) - guidance is applied consistently to day-to-day practice and support of children and young people
• arrangements might include:
• rest breaks
• use of a reader
• scribe or laptop
• additional time
• a quiet space

Expectation 1: 

It is expected that:

• resources are available in every classroom or learning environment, for all children and young people to access when appropriate - the quality and impact of equipment and resourcing is evaluated
• resources are purposefully considered, in line with the needs of all children and young people in the cohort
• equipment and resources are explicitly modelled by adults to promote independence and reduce stigma
• children and young people have consistent access to appropriate equipment that they require - examples are:
• writing slopes
• pencil grips
• wobble cushions
• fidget toys
• ear defenders or Loops
• weighted resources
•  children and young people have regular access to a variety of age and stage appropriate sensory activities or breaks, for example dried pasta and cornflour or a sensory circuit
• resources are clear and uncluttered, labelled using text and images
• the print size and font are appropriate and materials are designed to reduced cognitive load - coloured backgrounds and paper are used to reduce visual stress
• printed versions are available at desks where information is displayed on a board
• the use of adaptive equipment and resources is normalised, so that there is a culture of each person having what they need to succeed
• physical resources such as PE and maths equipment are adapted to promote independence for example concrete apparatus or different sized balls
• technology is used to demonstrate worked examples and empower children and young people to learn, practice and document their learning - for instance, a visualiser may be used to showcase work or collaboratively correct an inaccurate model
• assistive technology is used to promote access where necessary, for example switches, talk buttons or eye-movement tracking software - this may involve use of text-to-speech or speech-to-text software, or aids such as reading pens
• where appropriate, technology is used as an alternative method for written recording and to promote independent learning -  use of technology is planned and used effectively to support learning
• Artificial Intelligence (AI) is used to improve access to learning - for example, ChatGPT may be used to reduce the reading age of texts for independent access
• personal, hygiene and sanitary care is provided, where this is required to meet a child or young person’s stage of development