High-Quality Teaching

In Norfolk, we know that high-quality teaching that is evidence-based and adapted will meet the individual needs of most children and young people (CYP) including those with SEND.  Additional intervention and support cannot compensate for a lack of good quality teaching (SEND Code of Practice, 2015, p. 99).  This is reflected in professional standards for all phases of education:

• The Early Years Teachers' standards, particularly Standard 5, which states that practitioners must "adapt education and care to respond to the strengths and needs of all children."
• The Teachers' Standards, particularly Standard 5, which states that teachers must 'adapt teaching to respond to the strengths and needs of all pupils.'
• The ETF Professional Standards in all three areas, and particularly Professional Skills, which state that teachers and trainers must 'plan and deliver learning programmes that are safe, inclusive, stretching and relevant to learners' needs.'

Teaching and learning should be adapted and modified to remove barriers to learning as part of settings' inclusive practice.  All settings are expected to monitor the quality of teaching and the progress of CYP, including those with SEND, and these outcomes should inform their professional development programme to ensure that staff are confident in meeting the needs of CYP in their setting.