Quality First Teaching (QFT)

Class teachers and support staff should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information.  This should include checking the level of vision loss, checking if the pupil has been prescribed equipment and that they are using it. Monitoring behaviours and reporting any changes that may indicate a change in vision levels.

Teachers and support staff should check:

• If the pupil has glasses.
• If the pupil has significant difficulty in the use of standard text and pictorial materials.
• If the pupil has difficulties with: tracking, scanning, speed of work difficulties, depth perception spatial awareness.
• Frustrations related to accepting visual loss.

Key to successful planning and outcomes is listening to the voice of the child or young person and ensuring pupils are involved in the development and evaluation of support strategies used in the classroom.  Talking to parent carers is also vital to gain a full understanding of what works for a pupil, as well as seeking advice from the SENCo.   It is important to know the child or young person’s interests, strengths and any barriers to their learning in the classroom, as well as strategies that work both in school and at home currently.

All this information enables classroom staff to plan appropriate teaching adaptations, reasonable adjustments and targeted interventions that can be delivered within class through the curriculum.    

Systems will also need to be in place to support young people to consider and share their states of emotional wellbeing. 

Teachers are likely to need to access additional CPD to support them in adapting their teaching and implementing reasonable adjustments.  This may include accessing training from a specialist teacher so that they:

• Have knowledge about the vision conditions of young people in their classes and the implications on their learning.
• Are familiar with the vision assessment reports of the young people.
• Know how to adapt the classroom to remove barriers to learning and build on a pupil’s strengths.
• Can give young people alternative strategies to record when required.
• Work as part of a team with any teaching assistants they have in their classroom and are able to discuss concerns with the SENCo and / or the senior leadership team when required.