Role and Responsibilities of all Teachers

The Council recognises has an expectation of participation, fulfilment and success for all our children.

Planning for progression and differentiation are fundamental to successful teaching and learning. High expectations of progress must apply to all children working above, at, or below age-related expectations, including those who have SEND.

Good teaching and learning is characterised by ambitious objectives, challenging personal targets, rapid intervention to keep children on trajectory and rigorous assessment to check and maintain progress. There should also be clear plans to support those who are struggling.

This is consistent with the Quality First Teaching approach, the key characteristics of which are:

  • Highly focused lesson design with sharp objectives
  • High demands of pupil involvement and engagement with their learning.
  • High levels of interaction for all pupils
  • Appropriate use of teacher questioning, modelling and explaining.
  • An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
  • An expectation that pupils will accept responsibility for their own learning and work independently
  • Regular use of encouragement and authentic praise to engage and motivate pupils.


‘All teachers are teachers of children with SEN’

SEN Code of Practice

'Good progress for pupils with special education needs is the same as good progress for all pupils.'

Philippa Stobbs, Assistant Director (Education), Council for Disabled Children

The Pedagogy of Personalised Learning

The features of Quality First Teaching are also consistent with the 'Waves of Intervention' model developed by the National Strategies.

See more detailed information on how all Islington teachers should, as a matter of course and for all pupils, practice.

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