The intention of introducing this document is to support Bexley mainstream settings with ensuring a consistent
approach when identifying pupils’ barriers to learning and/or special educational needs.
Download a copy of the toolkit from the panel on the right.
What is Quality First Teaching (QFT) and SEN support?
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. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND.
Additional intervention and support cannot compensate for a lack of good quality teaching. Some pupils may be just behind the average level of their peer group, but would be making some progress.
These pupils should make good progress with quality first teaching and effective classroom practice and may need teacher directed class-based interventions.
The emphasis of the Bexley Toolkit is to provide a consistent approach to ensure that:
• High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may not have SEND.
• All school members are routinely providing support and guidance as set out in the SEND Code of Practice 2015.
• Pupils’ barriers to learning are identified early, quickly and correct support or intervention are provided.
• Schools monitor the impact and effectiveness of support and interventions through the graduated approach.
• Parents will know what support they can reasonably expect to be provided.
• Children and young people, their parents or carers, will be fully involved in decisions about their support and what they want to achieve.
• Support given should be in line with the pupil’s needs and not dependent on diagnosis.