1. Monitoring Practice Quality First Teaching High Quality Interventions

2. Quality First Teaching A clear in-depth understanding of next learning steps for an individual or group of pupils. A focus on pupils’ starting points so that teaching can be as effective as possible and measures of ‘expected’ and ‘better than expected’ progress can be used to identify this.

3. Quality First Teaching Teaching is structured and managed according to the needs of the pupils and the learning objectives Teaching is focused on learning rather than engagement or just being ‘busy’. Teaching is challenging and motivating Teaching new concepts is carried out well – for some pupils with SEN this may involve carefully focused teaching at key times during a sequence of lessons.

4. Quality First Teaching The pace of lessons is adjusted by teachers to reflect how pupils are learning Teachers know their pupils and understand the implications of SEN for the learning of some pupils Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they need to intervene and doing so with notable impact on the quality of learning.

5. Quality First Teaching Teachers take responsibility for managing and evaluating the contribution of additional support towards improving learning and increasing independence. Teachers provide constructive feedback on their learning that pupils with SEN can understand and use.

6. Quality First Teaching Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff SEN Code of Practice for 0-25 years

7. Monitoring Quality First Teaching Included within school’s monitoring of the quality of teaching and learning. Specific observations undertaken to collect evidence relating to the quality of teaching and learning for pupils with SEND.

8. Monitoring the quality of interventions Key Questions Who is leading the intervention? Teacher – included in whole school lesson observations? TA – additional observation schedule – linked to performance management.

9. Features of effective interventions The teaching is focused and structured so that pupils know what is to be learned, how it fits with what they know and can do already, and what they are learning/have learned. The teaching concentrates on the misconceptions, gaps or weaknesses that pupils have experienced in their learning to date, and builds in additional consolidation. Sessions are designed around a structure that emphasises the stages of learning from which pupils will benefit most.

10. Features of effective interventions Pupils are motivated with pace, dialogue, feedback and stimulating activities. Pupils’ progress is assessed regularly. Teachers and Teaching Assistants have high expectations of the effort pupils will need to make and the progress that can and should be achieved. Teachers and Teaching Assistants create a settled and purposeful atmosphere for learning

11. Features of effective practice Preparedness Confidence Focus on learning not task completion Encouraging independence Instructional talk Fidelity to the programme