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Graduated Approach: Universal Level
High Quality Teaching (HQT) is the essential element of the Universal Level of the graduated approach and in the education of all children and young people. The SEND Code of Practice (2015) defines High Quality Teaching as teaching that is “differentiated and personalised and will meet the individual needs of the majority of children and young people” and the SEND Code of Practice makes it clear that “additional intervention and support cannot compensate for a lack of good quality teaching”.
On this page, you can find:
What does High Quality Teaching look like?
High Quality Teaching for all learners with recognition that some learners may require very time-limited support in addition to inclusive High Quality Teaching in order to secure effective learning and increase their rate of progress.
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High expectations and aspirations for all learners
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Secure subject knowledge
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Clear presentation of subject matter, promoting discussion
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Systematic checking of learners understanding, identifying and addressing misconceptions through clear, direct feedback
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Adaptation of teaching as necessary
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Building upon previous learning to enable learners to remember long term content
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Designing learning environments to support learning
Universal Level: Assess, Plan, Do, Review
Assess
- Review attainment and progress data.
- Identify strengths and needs
- Collate evidence (e.g. observation records, assessment analysis, learning in books, learning behaviours, teacher records, learner voice, etc. ).
- Identify strengths and needs
- Collate evidence (e.g. observation records, assessment analysis, learning in books, learning behaviours, teacher records, learner voice, etc. ).
Plan
- Use assessment data to inform planning of teaching and learning across all subjects.
- Individualised, personalised approach to teaching and learning in broadest sense. e.g., adaptive teaching, mastery, use of resources, use of adults, collaborative learning, etc.
- Gaps in learning identified, are catered for during lessons.
- Plan and provide exam access arrangements if needed (based on the children and young people’s normal way of working and reasonable adjustments used to enable the child or young person to access their learning).
- Individualised, personalised approach to teaching and learning in broadest sense. e.g., adaptive teaching, mastery, use of resources, use of adults, collaborative learning, etc.
- Gaps in learning identified, are catered for during lessons.
- Plan and provide exam access arrangements if needed (based on the children and young people’s normal way of working and reasonable adjustments used to enable the child or young person to access their learning).
Do
- High Quality Teaching and learning informed by the assessment and planning undertaken.
- Formative assessment to inform planning on a day-to-day basis.
- Formative assessment to inform planning on a day-to-day basis.
Review
- Evaluation of teaching and learning to inform adaptations and next steps, where needed.
- Outcomes should be updated to reflect this evaluation.
- Decision could include:
- Review setting processes for creating an inclusive setting culture supported by encouraging positive interactions.
- Review whole setting Inclusion Policy on a regular basis.
- Outcomes should be updated to reflect this evaluation.
- Decision could include:
- Continuation of support at Universal Level
- Escalation to Universal + Level where additional provision may be required
- Review setting processes for creating an inclusive setting culture supported by encouraging positive interactions.
- Review whole setting Inclusion Policy on a regular basis.
Resources
- Doncaster Inclusive High Quality Teaching Checklist May 2024
- Download (690KB - DOCX)
- Graduated Approach Process in Doncaster Universal 02.05.24
- Download (196KB - PDF)
- Differentiation Quick Guide FINAL
- Download (183KB - PDF)
- Adaptive Teaching Quick Guide FINAL
- Download (203KB - PDF)
High quality teaching: The 'five-a- day' principle (youtube.com)
Learning Environment Checklists
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