Quality First Teaching: Strategies, Checklist and SEND
Quality First Teaching (QFT) is the foundation of SEND provision. This guide covers Wave 1 strategies, classroom environment.
What is Quality First Teaching?
Quality First Teaching (QFT) is a dynamic and multifaceted style of teaching that emphasises the importance of delivering high-quality instruction to all students within an educational setting. It's a teaching approach that goes beyond traditional methods, focusing on whole-class teaching while also incorporating elements of personalized teaching to meet the unique demands of pupil involvement.
Key Takeaways
- Beyond Differentiation: Discover how QFT transforms whole-class teaching while meeting individual needs, without creating thirty different lesson plans
- The Three-Wave Framework: Master the National Strategies model that catches struggling learners before they fall through the gaps
- Neurodiversity Without Labels: Learn responsive teaching techniques that support dyslexic and dysgraphic pupils within mainstream lessons, not separate from them
- 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.
According to an expert in educational pedagogy, "Quality First Teaching is not just a method; it's a philosophy that helps teachers to reach every student, recognising their individuality while developing a cohesive learning community."
For example, in a mathematics class, a teacher employing QFT might introduce a concept to the whole class, then provide differentiated tasks or support to individual students based on their understanding and needs.
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, M., & César, M. (2006). Inclusive education as a way of thinking about the purpose of education: implications for policy and practice. *International Journal of Inclusive Education, 10*(1), 3-15.
Florian, L. (2014). What counts as evidence of inclusive education? *European Journal of Special Needs Education, 29*(3), 286-294.
Mortimore, P. (1999). Understanding pedagogy and its impact on learning. *Paul Chapman Publishing*.
Westwood, P. (2017). *Inclusive and Adaptive Teaching: Meeting the Challenge of Diversity in the Classroom*. Routledge.
What is Quality First Teaching and how does it create high standards?
Quality First Teaching (QFT) is a whole-class teaching approach that delivers high-quality instruction while meeting individual student needs without creating separate lesson plans. It creates high standards by using the Three-Wave Framework from National Strategies, which provides targeted support at increasing levels of intensity to prevent students from falling behind. This approach emphasises consistent implementation of inclusive teaching practices.
Quality First Teaching (QFT) is an approach that underscores inclusive and high-quality teaching for all students, with particular attention to vulnerable pupils such as those with neurodiversity, including conditions like Dyslexia or Dysgraphia. A key principle of QFT is responsive teaching, which involves adapting teaching methods to meet the diverse learning needs of all pupils.
In a classroom, this might manifest as a teacher using retrieval practice methods to help dyslexic students remember key curricular learning points or providing additional tools like speech-to-text software for students with dysgraphia to creates independent learning. According to the National Strategies Intervention, such responsive teaching strategies have resulted in a 20% improvement in academic performance for vulnerable learners.
Quality First Teaching is not about labelling students, but about embracing the diversity of learning needs and tailoring instruction accordingly. This includes using effective questioning techniques to ensure all students are engaged and providing meaningful feedback to support their progress. This ethos of QFT which strives to create a supportive learning environment for all students, irrespective of their learning challenges.
Thus, QFT serves as a beacon guiding the way towards truly inclusive education. By focusing on the individual learning needs of each student and adapting teaching strategies accordingly, educators can ensure that every pupil, regardless of their abilities or challenges, has access to high-quality education. This includes incorporating modelling techniques and using graphic organisers to support different learning styles. This not only promotes academic achievement but also instills confidence and resilience in students, paving the way for their long-term success.
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?
The strategies emphasised whole-class teaching followed by differentiated group work, establishing a template that would later influence Quality First Teaching approaches. Teachers were provided with specific guidance on adapting lessons for pupils with varying abilities, including extension activities for higher achievers and scaffolded support for those requiring additional help. This systematic approach to differentiation marked an early recognition that inclusive classroom practice required structured, evidence-based methods rather than ad-hoc adaptations.
Whilst the prescriptive nature of these interventions attracted criticism for limiting teacher autonomy, they succeeded in establishing consistent expectations across schools and introduced many educators to structured approaches for meeting all pupils' needs. The strategies' emphasis on regular assessment, targeted intervention, and adapting teaching methods based on pupil response created a foundation for the more flexible, personalised approaches that characterise modern Quality First Teaching. Many classroom strategies introduced during this period, such as interactive whiteboards usage, phonics-based reading instruction, and mathematical reasoning discussions, continue to form essential components of effective inclusive practice today.
What is the legacy of The National Strategy Interventions?
The legacy of the National Strategies Interventions is a profound and enduring one, shaping the landscape of education in the UK and beyond. While the formal program may have been discontinued, its core principles and practices continue to influence teaching methodologies and educational policies. The emphasis on inclusive teaching, personalized learning, and evidence-based strategies remains highly relevant . The legacy can be seen in:
The National Strategies Intervention served as a catalyst for positive change in education, leaving an indelible mark on teaching practices and policies. Its legacy continues to inspire educators to strive for excellence and to create learning environments where every student can thrive. By embracing its core principles, teachers can continue to make a difference in the lives of their students, helping them to reach their full potential.
The enduring influence of the National Strategies can be seen in many contemporary Quality First Teaching principles. The emphasis on adaptive teaching - adjusting methods in real-time to meet all pupils' needs - directly stems from the strategies' focus on in-class differentiation. Similarly, the current practice of using assessment for learning to inform daily planning reflects the National Strategies' systematic approach to monitoring pupil progress and responding accordingly.
Practical elements that have stood the test of time include the use of success criteria shared with pupils, structured talk opportunities, and targeted questioning techniques. The strategies' three-part lesson structure, whilst less rigidly applied today, still underpins many effective lessons with its clear learning objectives and plenaries for consolidation.
However, the legacy also includes important lessons about implementation. The top-down delivery model highlighted the need for meaningful teacher engagement in educational reform. Today's Quality First Teaching approaches recognise that sustainable improvement requires teachers to understand the 'why' behind strategies, not just the 'how', enabling them to adapt evidence-based approaches to their unique classroom contexts.
How can teachers implement the Three-Wave model effectively?
The Three-Wave model provides a systematic approach to supporting all learners whilst maintaining high-quality whole-class teaching. This framework, originally developed through the National Strategies, helps teachers identify and address learning needs before they become significant barriers.
Wave 1 represents quality first teaching for all pupils. This includes clear learning objectives, varied teaching methods, and regular formative assessment. For instance, when teaching fractions in Year 5, a teacher might use visual re presentations, manipulatives, and real-world examples to ensure all pupils access the core concept.
Wave 2 involves targeted small-group interventions for pupils who need additional support. These might include pre-teaching sessions before introducing new topics, or same-day interventions to address misconceptions. A teaching assistant could work with four pupils on place value concepts whilst the main class continues with independent practice.
Wave 3 addresses individual needs through specific, intensive support. This doesn't mean removing pupils from quality first teaching, but rather providing additional scaffolding within the classroom context. For example, providing a dyslexic pupil with coloured overlays, larger fonts, or voice recording options for extended writing tasks.
Practical strategies for Wave implementation
Successful implementation requires careful planning and consistent monitoring. Teachers should maintain a provision map documenting which pupils receive Wave 2 and 3 support, tracking their progress regularly. Weekly team meetings can help coordinate support across year groups, ensuring interventions complement rather than replace quality classroom teaching.
What assessment strategies support Quality First Teaching?
Effective assessment underpins successful QFT by providing teachers with real-time insights into pupil understanding. Moving beyond traditional end-of-unit tests, QFT embraces continuous assessment that informs teaching decisions moment by moment.
Mini-whiteboards offer immediate whole-class feedback, allowing teachers to gauge understanding across the room within seconds. When teaching column addition, pupils can show their working on whiteboards, enabling the teacher to identify common errors and address them immediately.
Exit tickets provide valuable end-of-lesson data. A simple question like "What was challenging about today's lesson?" or "Show me how you would solve 45 x 3" gives teachers crucial information for planning the next lesson. Digital tools like Microsoft Forms or Google Forms can streamline this process, providing instant analysis of responses.
Building assessment into daily practice
Effective teachers weave assessment throughout their lessons rather than treating it as a separate activity. During group work, circulating with a clipboard to note observations helps track individual progress. Simple coding systems, such as using initials with symbols to indicate understanding levels, make this manageable even in large classes.
Self-assessment tools helps pupils to take ownership of their learning. Traffic light systems, where pupils indicate their confidence with green, amber, or red, provide immediate visual feedback. More sophisticated approaches might include learning ladders or success criteria checklists that pupils complete independently.
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 pupil is left behind whilst maintaining appropriate challenge for all.
Essential Quality First Teaching Strategies for the Classroom
Effective Quality First Teaching begins with clear learning objectives and success criteria that are shared with all pupils at the start of each lesson. This transparency allows students to understand what they are learning and why it matters and how they will demonstrate success. John Sweller's cognitive load theory demonstrates that when pupils understand the purpose and structure of their learning, they can better focus their mental resources on processing new information rather than trying to decode unclear expectations.
Strategic questioning forms the backbone of inclusive classroom practice, moving beyond simple recall to develop higher-order thinking skills. Use a combination of targeted questioning for individual pupils and open questions that allow multiple entry points for participation. Wait time is crucial here; research by Mary Budd Rowe shows that extending wait time to 3-5 seconds significantly increases the quality and length of pupil responses, particularly benefiting those who need additional processing time.
Implement flexible grouping strategies that change based on learning objectives rather than fixed ability assumptions. Mix collaborative learning opportunities with independent practice, ensuring that group compositions vary across subjects and activities. This approach prevents the formation of static ability groups whilst providing targeted support through peer learning and differentiated tasks that challenge all pupils appropriately.
Differentiation: The Heart of Quality First Teaching
Differentiation forms the cornerstone of Quality First Teaching, ensuring that every pupil can access learning regardless of their starting point, learning style, or additional needs. Rather than a one-size-fits-all approach, effective differentiation involves strategically varying teaching methods, resources, and expectations to match the diverse needs within your classroom. This doesn't mean creating thirty different lessons, but rather building flexibility into your planning that allows all pupils to engage meaningfully with the same learning objectives.
Carol Dweck's research on growth mindset emphasises how differentiated approaches can creates resilience and motivation in lea rners. By offering multiple pathways to success, you create an inclusive environment where pupils understand that intelligence isn't fixed and that effort leads to improvement. Practical differentiation strategies include varying the complexity of tasks, providing choice in how pupils demonstrate their understanding, and adjusting the level of support or challenge accordingly.
In practice, this might involve offering writing frames for some pupils while providing extension questions for others, or using visual, auditory, and kinaesthetic approaches within the same lesson. The key is maintaining high expectations for all whilst recognising that pupils may need different routes to reach those expectations. Regular assessment and observation will help you fine-tune your differentiation strategies to ensure genuine inclusivity.
Building a Quality First Teaching Environment
Creating an effective learning environment forms the foundation of Quality First Teaching, encompassing both the physical classroom setup and the emotional climate that supports every pupil's learning journey. The environment itself becomes a teaching tool when thoughtfully organised to reduce cognitive load and promote inclusive classroom practice. Research by John Sweller demonstrates that cluttered or poorly organised spaces can overwhelm pupils' working memory, whilst calm, well-structured environments enable students to focus on learning rather than navigating distractions.
The emotional environment proves equally critical, requiring teachers to establish clear routines and expectations that create psychological safety for all learners. Evidence-based approaches show that pupils take greater risks with their learning when they feel secure and valued. This means developing a classroom culture where mistakes are viewed as learning opportunities, where diverse contributions are celebrated, and where every pupil feels their voice matters. Consistent, positive interactions between teacher and pupils, and amongst peers themselves, create the trust necessary for effective differentiation to flourish.
Practically, this translates to strategic seating arrangements that support collaboration and independent work, clearly labelled resources that promote autonomy, and visual supports that reinforce learning objectives and behavioural expectations. Regular reflection on your classroom environment, asking pupils for their input, ensures your space continues to meet all pupils' needs and evolves with your developing Quality First Teaching practice.
Overcoming Quality First Teaching Challenges
One of the most frequent challenges teachers face when implementing Quality First Teaching is managing the complexity of differentiation without overwhelming their planning time. John Sweller's cognitive load theory demonstrates that both teachers and pupils can become overloaded when too many variables are introduced simultaneously. The solution lies in starting small and building systematically: focus on one core differentiation strategy per week, such as varied questioning techniques or flexible groupings, rather than attempting to transform your entire practice overnight.
Another common barrier is the misconception that Quality First Teaching requires completely individualised learning for every pupil. In reality, inclusive classroom practice means creating an environment where multiple access points naturally exist within each lesson. Dylan Wiliam's research on formative assessment shows that strategic use of questioning, peer discussion, and mini-plenaries can address diverse needs without requiring separate worksheets for each child.
Time constraints often prevent teachers from embedding evidence-based approaches consistently. Combat this by identifying just two or three high-impact strategies that align with your teaching style and curriculum demands. For example, incorporating regular retrieval practice or explicit vocabulary instruction can significantly benefit all pupils whilst re maining manageable within existing lesson structures.
Conclusion
Quality First Teaching represents a fundamental change in education, moving away from a one-size-fits-all approach to a more responsive and inclusive model. By prioritising high-quality instruction, personalized support, and a focus on essential skills, QFT helps teachers to create learning environments where every student can thrive. The principles of QFT are not just theoretical concepts; they are practical strategies that can be implemented in any classroom, regardless of subject or grade level.
The legacy of initiatives like the National Strategies Intervention serves as a reminder of the importance of continuous improvement and evidence-based practices in education. By embracing the principles of QFT and adapting them to their unique context, teachers can make a profound impact on the lives of their students, developing a love of learning and preparing them for success in the modern world. Quality First Teaching is not simply a method; it is a commitment to excellence, equity, and empowerment in education.
Quality First Teaching Strategies for SEND
The Education Endowment Foundation's "five-a-day" framework identifies five evidence-informed strategies that form the foundation of quality first teaching for all pupils, including those with SEND. These are not interventions delivered outside the classroom but embedded practices within everyday teaching. When applied consistently, they ensure that the majority of pupils with special educational needs can access learning through high-quality, inclusive classroom teaching before any additional support is considered.
| 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. | Pupils with cognition and learning needs benefit from clear, unambiguous instruction rather than discovery-based approaches. For pupils 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"). Pupils then complete a guided example together before working independently with a worked example displayed alongside. |
| 2. Cognitive and Metacognitive Strategies | Teaching pupils 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. | Pupils with SEMH and ADHD benefit from structured self-monitoring (checklists, traffic light systems). Pupils with cognition and learning difficulties need explicit teaching of strategies they will not develop independently. Metacognitive talk supports language development for SLCN pupils. | Before writing, pupils 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 pupil with ADHD uses a "focus tracker" card, marking every 5 minutes whether they were on task. |
| 3. Scaffolding | Providing temporary support structures that enable pupils 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 pupil'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 pupils answer the same investigative question. |
| 4. Flexible Grouping | Grouping pupils 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 pupils. Mixed grouping provides language models for SLCN pupils. 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 pupils by the strategy being practised (inference, prediction, summarising) rather than reading level. A pupil 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 pupils 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 pupils to participate. Audio recording allows pupils with physical difficulties to demonstrate understanding without writing. Screen readers support visual impairment. | A pupil 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
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What is Quality First Teaching in a UK classroom?
Quality First Teaching is a style of instruction that focuses on high standards for all learners in a mainstream setting. It prioritises effective whole class teaching while using responsive methods to meet individual needs. This approach aims to reduce the need for separate interventions by getting the initial instruction right for everyone.
How do teachers implement Quality First Teaching strategies effectively?
Teachers implement this approach by using clear modelling, scaffolding, and retrieval practice to support memory. They use graphic organisers to make thinking visible and provide immediate feedback during the lesson. This involves checking for understanding frequently to ensure all pupils can access the curriculum content.
Why is Quality First Teaching important for students with SEND?
This approach is vital for pupils with special educational needs and disabilities because it ensures they remain part of the core learning community. It uses inclusive techniques like structured routines and specific tools to help learners with neurodiversity succeed. By making high quality teaching the default, schools can better support dyslexic pupils within the main classroom.
What does the research say about the impact of Quality First Teaching?
Evidence from previous national programs suggests that responsive teaching methods lead to significant improvements in academic performance for vulnerable learners. Research indicates that when teachers focus on essential skills like critical thinking, student outcomes improve across all ability levels. High quality instruction is widely recognised as an effective tool for closing the attainment gap.
What are common mistakes when using Quality First Teaching?
One common error is assuming that this approach replaces the need for any targeted interventions at all. Teachers also struggle when they try to create dozens of different lesson plans instead of one flexible plan that adapts to pupil responses. Effective implementation requires consistent school wide systems rather than isolated efforts in individual classrooms.
How is Quality First Teaching different from differentiation?
Differentiation often involves creating separate tasks for different groups, while Quality First Teaching focuses on adapting a single high quality lesson for everyone. It moves away from labelling students and instead uses flexible grouping based on current understanding. This ensures that all pupils have access to the same ambitious curriculum through varying levels of support.
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