Also known as Inclusive Quality First Teaching, Wave 1 or Inclusive Practice, Quality First Teaching builds on the Department for Education (DfE) Teachers' Standards and is the foundation of the SEND Code of Practice 2015. High Quality Teaching is the foundation of inclusive education and the first step in meeting the needs of all learners, including those with Special Educational Needs and Disabilities (SEND). It is important that all school or setting staff understand their duties for all CYP as outlined in the SEND Code of Practice 2015 and the Teachers’ Standards.

High Quality Teaching and related good practice examples will benefit all CYP's, including those with SEND.

Key Principles:

• Inclusive Practice: Lessons are planned and delivered with the needs of all learners in mind, using adaptive teaching strategies to remove barriers to learning.
• High Expectations for All: Teachers maintain high aspirations for every pupil, including those with SEND, and provide the necessary support to help them achieve their potential.
• Personalisation and Differentiation: Teaching is responsive to individual needs, with tasks, resources, and support tailored to ensure accessibility and engagement.
• Skilled Use of Assessment: Ongoing formative assessment is used to identify gaps, inform planning, and adapt teaching in real time to support progress.
• Positive Relationships: Strong, respectful relationships between staff and pupils foster a safe and supportive learning environment.
• Collaboration with Support Staff: Effective deployment of teaching assistants and other adults enhances learning and promotes independence.

What This May Looks Like in Practice:

• Clear learning objectives and success criteria shared with all pupils.
• Use of visual aids, scaffolding, and modelling to support understanding.
• Flexible grouping and peer support to encourage collaboration and inclusion.
• Regular feedback that is specific, actionable, and supportive of progress.
• Classroom environments that are calm, structured, and sensory-aware.
• Opportunities for overlearning, repetition, and retrieval practice to embed knowledge.