High Quality Teaching (HQT)

Norfolk County Council expects all settings to provide high quality teaching as part of their Core Offer. High-quality teaching incorporates:

An ethos and learning environment that

  • enables the voice of the child to influence decisions;
  • works with parents/carers through regular contact/liaison regarding their child’s needs, triggers, anxieties;
  • works with parents to identify appropriate strategies to support the needs of their child;
  • does not discriminate (directly or indirectly) against children with SEND, including those with protected characteristics;
  • makes reasonable adjustments and/or adaptations to ensure access to the physical environment, curriculum and information e.g. timetabling considerations, seating arrangements, visual timetables, one-page profiles, ramps, handrails, signage, a good acoustic environment, appropriate lighting, multi-sensory approach, repetition of instructions, uncluttered environments;
  • promotes positive communication and interactions;
  • enables a flexible approach to learning e.g. teach to topics of interests, use ICT to engage;
  • enables learners to be supported through appropriate equipment;
  • maximises the use of a range of differentiated learning resources, techniques, strategies and equipment e.g. visual supports, ICT, sensory circuits;
  • promotes inclusion through planning and risk assessing to enable full participation across the curriculum of all children;
  • encourages independence and promotes social inclusion;
  • prioritises personal care, self-help, independence and dignity;
  • complies with the accessibility audit and plan.

Curriculum, teaching and learning that

  • follows the graduated approach of assess-plan-do-review, involving the child and parents/carers;
  • identifies when there is barrier to learning;
  • uses assessments to inform planning, including summative and formative assessments;
  • provides regular precise feedback to the child and appropriate target setting, including the use of small steps;
  • regularly monitors and tracks progress, including in the moment monitoring and interventions;
  • regularly reports to parent/carers on the progress of their child;
  • plans for additional support;
  • incorporates strategies for addressing and developing, communication, attention and listening skills, vocabulary, language comprehension and language production, auditory processing skills, positive behaviours and sensory processing needs;
  • incorporates adapted resources e.g. large print, writing materials, gross motor equipment, cutlery, coloured overlays, assistive technology;
  • offers broad and balanced learning experiences/opportunities, that are differentiated to accommodate the needs of different children;
  • provides a range of communication contexts;
  • uses a range of questioning appropriately, giving the child time to respond;
  • makes effective use of IT resources e.g. adjustments to computer settings, mouse, background contrast/colour;
  • transitions are comprehensive, with information shared between settings to ensure that the child progresses through education, with their needs well- understood and met.

Staff development that

• provides appropriate continued professional development (CPD) for early years providers, on SEND, to include regular updates about developments and latest research in SEND e.g. Education Endowment Foundation, Sutton Trust, DfE publications.