Standards and Learning Effectiveness
Service
Quality First Teaching for the Lowest
Attaining Pupils Self-Review Tool
(QFT SRT )
November 2013
Using Quality First Teaching (QFT) To Improve Progress, Attainment And Achievement For The Lowest Attaining Pupils
Self-Review Tool
Introduction
It is recognised that the most effective schools are those that rigorously self-review and self-evaluate. A view of our strengths and weaknesses and how
we compare both locally and nationally is important in judging the effect our work has on pupils’ learning and progress and identify the areas we need to
improve.
This QFTself-review tool has been designed to aid school reflection and self-evaluation and form the basis for targeted action planning and future school
development and improvement. It can form part of a professional development programme for those who lead on QFT in schools and can provide support
and focus for those who are new to the role of middle manager.
Ofsted recognises the importance of school self-evaluation as a continuous process influencing the development of outstanding practice that is
complemented from time to time by external inspection.
Self-evaluation makes an important contribution to inspections as it helps inspectors to evaluate the quality of management in the school and the capacity
of the school to improve. The inspectorate recognises as best practice schools those that have dispersed leadership and where departments and
individuals regularly assess and review their strengths and weaknesses;
‘At the heart of this school’s consistently outstanding performance is astute, evidence-based self-evaluation, rooted in systematic monitoring and insightful
analysis of data’.’
Good practice resource - A Systematic Approach to Effective School Self-Evaluation: Eliot Bank Primary School Ofsted April 2011
http://www.ofsted.gov.uk/resources/good-practice-resource-systematic-approach-effective-school-self-evaluation-eliot-bank-primary-school
This document has been produced at a time of SEN reforms where existing legislation and the SEN Code of Practice is being
replaced by the Children and Families Bill and a new SEN Code of Practice. This self-review tool aims to support schools at this time
of transition by identifying good practice that reflects the new SEN reform programme.
How should the QFT self-review tool be used in schools?
The self-review tool has five sections:How effective is the use of assessment and data in informing planning?
How effectively is the curriculum planned?
How is the classroom environment used effectively?
How are learning strategies being used effectively with the lowest attaining pupils?
How effective is the leadership and management in ensuring improved outcomes for the lowest attaining pupils?
The columns throughout the document correspond to: Good practice statements, success criteria underpinning the good practice, exemplar evidence of good
practice and a school evidence and comments column. The table below illustrates the structure of this self-review tool
Good practice
Success criteria
The classroom environment is
inclusive and supports good
access to the curriculum.
(Including meeting the
statutory responsibilities under
the Equalities Act 2010 with
regard to reasonable
adjustments and access
arrangements.)1
Pupils’ seating positions are
carefully planned to maximise
inclusion and participation for the
lowest attainers.

Exemplar evidence
There is an inclusive classroom
checklist that all teachers are aware
of.

School evidence and
comments
Copies of the completed inclusive
classroom checklists are kept by
each class teacher and reviewed
annually.
Each of the five sections should be completed by the appropriate personnel. This will generally be the middle manager responsible for learning but may also
include senior leaders, class teachers and governors. The school may also decide to establish a focus group of stakeholders, including parents and pupils to
contribute to the review of QFT in the school. There is a space at the end of the self-review tool to record who has completed the section and their role in the
school.
For each good practice area schools should consider the success criteria and tick those that are securely met in the school. For the same good practice area
the exemplar evidence should then be considered and ticks placed against the evidence that is available. The exemplar evidence is not a definitive list but is
intended to indicate the types of evidence the school might have available. In the final column information can be added about where the evidence can be
found as well as details of other evidence and other comments.
At the end of the self-review tool there is a simple action plan proforma where schools can indentify key priorities for action. This could form part of the school
improvement plan or be the basis of a QFT action plan.
1
Draft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years 6.3
How effective is the use of assessment and data informing planning?
 Exemplar evidence
Good practice
Success criteria
Assessment and data are
used effectively to inform
planning and support good
progress.
Teachers set appropriate learning
objectives and success criteria for all
pupils, including the lowest attainers,
based on the pupils’ prior skills,
knowledge and understanding.
Teachers’ planning and records
of classroom observations
provide evidence that teachers
do set appropriate learning
objectives and success criteria
for the lowest attainers.
Teachers use pupils’ school-based
plans including small steps targets,
to inform their planning.
Teachers’ planning/annotation
on planning makes reference to
individual pupils’ school based
plans and small steps targets.
Teachers use expert advice and
support (e.g. Educational
Psychologist, Speech and Language
Therapist, Inclusion Development
Programme materials) to inform
planning for the lowest attainers.
Teachers’ planning/annotation
on planning shows that expert
advice is used to inform
planning.
Teachers involve pupils in a
meaningful way in setting individual
small step targets.
Pupil voice questionnaires show
they are meaningfully involved in
setting targets, to enable them
to catch up and maximise their
potential.
Teachers use a number of indicators
of achievement to measure small
steps progress for a whole range of
skills including social skills and
independence.
Personalised learning plans
show that a range of indicators
are used to monitor progress.
.
 School evidence and comments
Parents/carers are involved in the
setting and reviewing of targets.
School records show that
parents have worked with the
school to help meet the targets.
Teachers are recording, monitoring
and analysing pupil data.
Teacher assessment and P
Level assessment records show
that low attainers are making
accelerated progress and gaps
in outcomes are closing.
The lowest attaining pupils at all key
stages are making at least two levels
progress by the end of the next key
stage.
All staff have high expectations of all
children including the lowest
attainers.
Records of Classroom
observations and scrutiny of
pupils’ work.
Teachers give pupils clear, effective
feedback (marking and verbal
feedback) that recognises what the
pupil has achieved as well as
identifying next steps.
Teachers’ individual CPD
records provide evidence that
they access support and training
to support their work with the
lowest attainers.
Teachers provide opportunities in
lessons for pupils to discuss and act
on feedback. Teachers and support
staff follow up pupil responses to
feedback.
Teachers plan peer and selfassessment effectively to help pupils
to understand how to improve their
work.
Pupils’ work demonstrates
effective written feedback.
Classroom observations and
pupil interviews show effective
oral feedback.
Teachers’ planning and records
of classroom observations
provide evidence that teachers
plan peer- and self-assessment.
Teachers monitor the progress of
pupils who receive time-limited
interventions to ensure the
interventions are effective.
Pre and post intervention
assessments show evidence of
good or better progress which is
monitored in pupil progress
meetings.
Teachers have a secure knowledge
of levels including those of the lowest
attainers, enabling them to make
accurate assessments.
The school calendar records
termly moderation meetings with
colleagues to moderate a range
of pupils work including that of
the lowest attainers.
How effectively is the curriculum planned?
The curriculum meets the
needs, aptitudes and
interests of all pupils,
including the lowest
attainers.
The school and teachers take
account of pupils’ views when
planning the curriculum to ensure
that it engages and interests all
pupils including the lowest attainers.
Records of pupil voice, pupil
questionnaires and consultation
with the school council show
that pupils’ views about the
curriculum have been gathered
and used to inform curriculum
planning.
The curriculum provides
opportunities to support pupils’ social
and emotional development and has
a positive impact on all pupils’
behaviour and safety.
Curriculum plans confirm that
social and emotional aspects of
learning are taught across the
curriculum.
The curriculum includes off-site visits
and enrichment activities that are
appropriate and accessible for all
pupils.
Curriculum plans include details
of off-site visits and enrichment
activities and how they support
learning for vulnerable learners.
The school offers a range of extracurricular activities that are
appropriate and accessible to all
Records of involvement in extracurricular activities are analysed
to evaluate the uptake by the
pupils.
lowest attainers and show that
they are well represented.
The teaching of reading, writing and
mathematics for the lowest attainers
is effective and supports good
progress.
The school calendar shows that
literacy and numeracy leaders
are involved in regular reviews
of the curriculum.
The teaching of reading, writing and
mathematics, (including phonics
where appropriate) is cohesively
planned and implemented across the
curriculum.
Curriculum plans show that
mathematics, reading and
writing are taught and reenforced across the curriculum.
The curriculum provides regular
opportunities to apply and practice
key skills (reading, writing and
mathematics).
Curriculum plans, teachers’
lesson planning and
observations evidence the
teaching of positive learning
behaviours, learning skills and
thinking skills.
The curriculum includes the teaching
of positive learning behaviours,
learning skills and thinking skills
(meta-cognitive approaches).
The school sets homework and
home learning activities that are
appropriate and accessible to all
pupils.
Homework records are analysed
to evaluate the engagement of
the lowest attainers and show
that they are accessing
homework and home learning
activities.
Teachers match teaching styles to
pupils’ learning styles
Curriculum plans show that
there are opportunities for
teachers to meet the needs of
pupils with a variety of learning
styles.
How is the classroom environment used effectively?
The classroom environment
is inclusive and supports
good access to the
curriculum. (Including
meeting the statutory
responsibilities under the
Equalities Act 2010 with
regard to reasonable
adjustments and access
arrangements.)2
Pupils’ seating positions are carefully
planned to maximise inclusion and
participation for the lowest attainers.
There is an inclusive classroom
checklist that all teachers are
aware of.
Learning objectives can be accessed
by all pupils (e.g. have picture cues,
are in Communicate in Print).
The school calendar includes
regular learning walks to monitor
the classroom environment.
Success criteria are accessible to all
pupils (as above) and are
appropriately differentiated to support
the learning of the lowest attaining
pupils.
Observations/learning walks
show that the classroom
environment is inclusive and
supports good access to the
curriculum.
Displays can be accessed by all
pupils. (e.g. large font size, use of
Communicate in Print).
There are word mats/ displays with
clear visual cues for topic-related
vocabulary.
There is a visual timetable.
Table top resources are available
and accessible for all e.g. word mats,
spelling mats, numicon, number lines
etc.
There are visual prompts to support
children with what to do if they get
stuck.
2
Draft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years 6.3
The interactive whiteboard has an
appropriate background colour and
the light in the room is at the right
setting so that the screen can be
clearly seen.
Handouts and other resources are on
buff/coloured paper.
Resources (equipment, books,
displays) are colour coded for each
curriculum area.
Pupils are offered alternatives to
written recording.
ICT is used effectively to support
accessibility and inclusion for all.
There is a range of devices
available on which pupils may
record their learning.
How are learning strategies being used effectively with the lowest attaining pupils?
Teaching strategies ensure
that all pupils, including the
lowest attainers are able to
participate fully in lessons
and are fully engaged with
their learning.3
3
Teachers regularly match teaching
styles to pupils’ learning styles.
Observations/learning walks
provide evidence of the
matching of teaching styles to
learning styles. Teachers use
their interactive whiteboards to
include sound, images and
video in their lessons.
Teachers use questioning techniques
that include and support the
participation of all pupils (e.g. using
‘no hands up’ approaches and
Teachers’ planning includes
details of the teaching strategies
(e.g. questioning techniques,
grouping of pupils,
Indicative SEN Code of Practice 5.2
directing differentiated questions at
particular pupils).
metacognitive approaches, talk
partners, peer-peer teaching)
that will be employed to
maximise participation and
engagement.
The teacher uses strategies that
maximise the participation of all
pupils (e.g. talk partners, use of mini
white boards and/or ‘voting’ cards).
Records of observations show
that the quality of feedback is
monitored.
Effective feedback, both oral and
written, is given to all pupils. The
feedback focuses not only on the
individual and task completion but
also on learning and thinking skills.
Teachers’ planning includes
time for self and peerassessment and details of how
the lowest attainers will be
supported to do this effectively.
Pupils act on the feedback given and
pupils’ responses are monitored.
Pupils have access to online learning
activities outside of school.
Login data shows that low
attainers regularly access online
learning outside of school.
Metacognitive approaches are used
which raise pupils’ awareness of
thinking skills and help develop
pupils’ self-regulation skills (e.g.
resilience).
Teachers’ planning includes
time for pupils to respond to
feedback in marking and details
of how the lowest attainers will
be supported to do this
effectively.
Pupils are grouped in ways that
support inclusion and good progress
and offer them the opportunity to
work within different groups for
different activities.
Pupils’ work shows that they do
respond to feedback.
Teachers use effective strategies to
facilitate group work and pupil
discussion.
There are opportunities for peer-peer
support and teaching.
The lowest attaining pupils are
supported to effectively assess their
own work and that of their peers.
The teacher has created a safe
classroom environment that supports
risk taking.
All staff use regular encouragement,
rewards and praise that is specific
and detailed to engage and motivate
the lowest attaining pupils.
Evidence e.g. charts and house
points show all staff effectively
use encouragement and praise
to engage and motivate the
lowest attaining pupils, which is
reflected in the ethos of the
school.
How effective is the leadership and management in ensuring improved outcomes for the lowest attaining pupils?
Leadership and
management is effective in
ensuring improved outcomes
for the lowest attaining
pupils.
Teachers direct and guide the
Teaching Assistant (TA) to maximise
impact.
Teachers and TAs work as a team
and have consistent approaches.
TAs model positive learning
behaviours. (e.g. good listening,
contributing to discussions,
answering questions and risk taking).
Teachers’ plans clearly indicate
how the TA is to work during the
lesson including question
prompts.
Teachers’ plans detail how
learning from interventions is to
be reinforced and embedded in
class.
Records of observations and
learning walks show good
TAs use strategies to maximise the
participation and engagement of the
lowest attaining pupils. (e.g.
questioning techniques, effective
feedback, metacognitive approaches,
support for self- and peerassessment, as detailed above).
practice by TAs.
TAs’ feedback sheets to
teachers make reference to the
learning objectives and success
criteria.
TAs use strategies that help build
pupils’ independence skills.
TAs use effective strategies to
facilitate group work and pupil
discussion.
Both teachers and TAs use
strategies to ensure that learning in
interventions is reinforced and
embedded in class.
TAs’ feedback to teachers focuses
on the learning objectives and
success criteria.
Transition from one year to the next
is effectively managed to ensure that
transition is smooth and good
progress is maintained.
Transition plans, pupil and
parent voice, classroom
observations and progress data.
Teachers take responsibility for the
progress made in each lesson by the
lowest attainers.
Teachers’ plans and progress
data make reference to the
lowest attainers.
A lowest attainer audit is carried out
annually with an appropriately
resourced action plan with clear
targets and actions produced.
The action plan evidences
collaborative work across the
school on a strategic plan for the
lowest attainers and ensures
that progress is monitored,
evaluated and reviewed.
Teachers use information from pupil
tracking to deduce patterns and
make judgments about the impact of
provision.
Records show teachers
comparing the attainment and
value-added progress made by
the lowest attaining pupils with
local and national data.
The SMT is involved in regular
classroom observations which
provide information about Quality
First Teaching.
Lesson observation forms show
systematic, regular monitoring of
the quality of teaching for the
lowest attaining pupils.
Information from observations is
structured and is used systematically
to provide feedback to staff.
Observations and performance
management records show that
information is used to help staff
choose performance
management targets, and to
help shape CPD and school
development.
The induction process for staff
includes a specific focus on Quality
First Teaching for the lowest
attainers.
Staff skills audits show the
school has a clear overview of
staff expertise and skills in
Quality First Teaching.
Support and CPD for NQTs has a
particular focus on the development
of Quality First Teaching for the
lowest attainers.
Good practice in Quality First
Teaching is shared throughout
the organisation as part of the
school’s CPD programme
including peer observations,
coaching, modelling and
mentoring.
Support and CDP for all staff
includes development of Quality First
Teaching for the lowest attainers.
Action
By
whom
By
when
Success criteria