Quality First Teaching refers to the style of teaching adopted to promote inclusion.

It includes differentiated learning and strategies that are expected to be implemented by class and subject teachers, to meet the needs of children and young people with Special Educational Needs and Disabilities (SEND).

Quality first teaching and a graduated response are embedded in the SEND Code of Practice.

Environment Strategies

Make sure the classroom is well organised and labelled, with good acoustics. Keep background noise to a minimum. Reduce clutter such as bags/coats on the floor if the cloakroom is in the classroom.

Make sure the seating position enhances visual access to:

  • interactive whiteboard
  • flipchart
  • screens
  • smartboards
  • any demonstrations

Checked lighting levels to make sure there’s appropriate and comfortable light for the pupil, including use of blinds. Be aware of changing lighting conditions such as dark corridors into a bright classroom or coming from outside on a sunny day into a darker classroom.

Where possible:

  • with their back to the windows
  • so shadows are not cast over them and their work

Carry out an environmental audit in liaison with a Qualified Teacher for the Visually Impaired (QTVI) and/or Habilitation/Mobility Officer if deemed appropriate.

Interacting with the child or young person

Make sure the child or young person:

  • is included in the classroom
  • gets opportunities to work with a variety of peers at different times

Praise should be specific and clear.

The child or young person should be clear on:

  • what is expected
  • the volume of work they should complete in the time available

Help the pupil access good examples of peers' work.

Give the pupil opportunities to have real first-hand experience, for example, use real objects.

Maintain high expectations for the child with a vision impairment. They may take longer to complete a piece of work, but the expectations should not fall.

Strategies for teachers and staff

Delivering lessons

Presentations should have clearly numbered slides, so that students using personal copies of the presentation can easily follow in the lesson.

Give clear verbal explanations when giving a demonstration. Verbalise what you write on a board. Imagine you are on a radio show, explain what is happening.

Say the pupil’s name before talking to them so they know who you’re directing the request or instruction to. Remember that children and young people with a VI are unlikely to follow non-verbal communication.

Do not stand against a window, as your face becomes difficult to see.

Supporting Vision

Encourage pupils to (if applicable):

  • use aids, for example, writing slopes, glass or hand magnifiers
  • keep glasses clean

Provide rest periods to reduce visual fatigue.

Colour contrast

Make sure there’s good contrast between print and background colours, when making either paper copies or electronic presentations.

Adults should use pens that provide good contrast when writing on a board or pupil’s books, for example when giving feedback.

Resources

Provide a range of resources that support visual access, so the pupil can choose the most appropriate resource for an activity.

For example:

  • different types of pens and pencils
  • high visibility rulers
  • soft pencils (2B and 4B)
  • wet ink handwriting pens
  • thick lined or wide spaced writing books

Use resources that facilitate visual access across the curriculum, for example:

  • coloured balls in PE
  • accessible science equipment

Learning materials

Use matt surfaces, including laminated materials, to reduce glare. 

Provide materials with font style and size appropriate to the pupil, as advised by QTVI.

Give pupils their own copy of materials. Avoid sharing books or monitors so the pupil can position themselves in the best angle or distance, unless sharing is needed for social reasons.

Where enlargement is needed use A4 paper. Print landscape if the level of enlargement makes it more manageable. Number pages in the same place on the sheets.

Photocopies should be good quality, strong contrast, and colour where possible.

Activities

Consider:

  • arrangements for break and lunchtime activities
  • the child's participation and inclusion in these
  • finding and access peers before these activities take place

Consider using an iPad to take photos and enlarge images to help with access.