Quality First Teaching (QFT) is a term that resonates deeply within the educational landscape, embodying an approach that places the highest standards of teaching at the forefront of educational practice.
This pedagogical philosophy is grounded in the belief that every student deserves access to excellent teaching, which is both inclusive and effectively tailored to meet the diverse needs of all learners within a mainstream classroom setting.
In this article, we will delve into the core principles of Quality First Teaching, exploring its significance in facilitating student success and narrowing the achievement gap. We will examine the strategies that underpin QFT, such as differentiated instruction, continuous assessment, and the use of evidence-based methods.
Whether you are a seasoned educator, a policy maker, or simply an individual with a vested interest in the educational well-being of students, this article aims to provide a comprehensive overview of what Quality First Teaching entails and why it is a crucial component of effective education.
Related: For more, check out our article on Teaching V Educating.

Quality First Teaching (QFT)
Quality First Teaching is a practical approach focusing on instruction quality over quantity. It encourages educators to plan meaningful and engaging lessons for their students, ensuring all learners have the same learning opportunity.
Quality First Teaching also emphasises teaching techniques such as data-driven instruction, using data to inform instructional decisions, problem-solving and collaboration among staff, and incorporating various differentiated instruction methods.
Furthermore, Quality First Teaching acknowledges and values students’ unique experiences and cultural backgrounds to ensure equity in learning opportunities.
Ultimately, this approach encourages teachers to develop meaningful relationships with students while still achieving academic goals.
Where Did Quality First Teaching Come From?
Experienced professionals or those trained in the early 2010s may remember when the term ‘quality first teaching’ was coined and featured in various publications from the Department for Children, Schools and Families.
One of these documents – Personalised Learning: A Practical Guide – formed part of an effort to reduce educational disparities mentioned within The Children’s Plan.
As outlined in the plan, the Labour government’s vision of ‘world-class schools’ aims to offer outstanding teaching and learning that would lead to educational and personal growth for all students.
The Undersecretary of State for Schools and Learners wrote this document intending to aid schools in assessing their ability to individualise learning while pointing them towards what they can accomplish.
It should be highlighted that when this text speaks of ‘personalised learning’, it doesn’t refer to the educational philosophy championed by John Dewey, where learners are free to pursue only those topics they find engaging.
Instead, it implies that educators should adjust their teaching approach so that if students fail to grasp a concept the first time, they can receive additional assistance or be taught alternately.
By ‘personalising’ instruction based on what each student needs, we can find more accessible methods for those who didn’t understand initially.
The National Strategies Intervention
There is solid evidence to back this interpretation because quality first teaching was featured in the National Strategies Intervention program before its termination when the new national curriculum was initiated. Moreover, this information can still be accessed via the National Archives website.
Here it serves as a reminder that teachers should employ inclusive pedagogy for students with special education needs. Hence, they can attain their highest potential despite any challenges.
Three Waves of Intervention
Understanding the three ‘waves’ of strategic intervention within schools is pivotal to maximise the potential of National Strategy’s quality first teaching. These waves are structured to minimise underperformance among all learners.
The initial wave of our education system centred around ‘Quality First Teaching.’ This was based on the idea that excellent lesson planning, sequencing and class work paired with impactful pedagogical choices, along with reliable assessment for learning – which could be used to modify instruction so all students could succeed – would be the primary step in lessening underachievement.

Wave 2 was intended to work in conjunction with Wave 1, not as a complete substitution. This concept allowed for struggling students to be pinpointed and receive the necessary guidance to quickly bring them back up to speed and reach age-appropriate expectations.
During class, we don’t have to focus on whole-class mathematics lessons solely; instead, we can offer guided work within the study.
Interestingly enough, the National Strategies made a strong case that these interventions should be structured in such a way as to produce an evidentiary basis of progress and growth.
If appropriately implemented, this intervention could make all the difference for students struggling with math!
During Wave 3, the personalised interventions programme focused on providing additional support to those learners who were falling behind and narrowing the attainment gap.
This was not done by taking away from Wave 1’s Quality First Teaching; instead, it provided even more personalised assistance than what was offered in Wave 2.
The difference between Waves 2 and 3 is that this wave sought to maximise learning progress through specialist teachers or teaching assistants equipped with specialised skills and knowledge to hit specific targets.
How Effective is Quality First Teaching?
Quality First Teaching (QFT) is a teaching method that has been generating a lot of attention lately, mainly due to its impressive results.
Recent studies have found that students who participate in QFT outperform their traditional teaching counterparts regarding student achievement.
This should be no surprise, as QFT emphasises critical thinking skills and encourages students to participate actively in the learning process.
In addition, QFT allows teachers to customise instruction so that students can engage with material at the most comfortable level.
By combining individualised instruction and an enhanced focus on critical thinking skills, Quality First Teaching builds a strong foundation for student success.
How Do You Differentiate from Quality First Teaching?
QFT involves tailoring instruction for students with different learning styles, aptitudes, interests, and abilities. For example, suppose a teacher has a student who excels at reading but is struggling with writing and another student whose strengths are more on the creative side of written expression.
In that case, the teacher can differentiate instruction to engage both learners appropriately.
By adapting activities to meet the needs of each student best, Quality First Teaching allows teachers to nurture a safe and inclusive learning environment while still challenging all students on their journey towards personal growth.
Quality First Teaching & Formative Assessment
QFT promotes differentiated teaching and supports using formative assessments to track learners’ progress over time. With formative assessment, instructors can identify current strengths and achievements within a student’s lesson plan and any areas where more support or guidance may be required.
By implementing appropriate adjustments, QFT empowers instructors to tailor their lesson content and objectives to ensure each learner receives the personalised education they deserve.
Professional Development For Teachers
Quality First Teaching is a method for equipping teachers with the resources needed to ensure the best educational environment for students. To make this happen, teachers need ongoing professional development opportunities.
This need not be an expensive endeavour; simple activities such as researching best practices and networking with colleagues in the same field can help maintain quality instruction in the classroom.
Additionally, providing mentorship opportunities for veteran teachers creates an effective feedback loop which promotes learning on both ends.
Ultimately, Quality First Teaching relies on creating a culture of collaboration and continuous improvement within America’s schools and classrooms to create successful learning environments where all children can excel.
In Personalized Learning: A Practical Guide, the Department for Children, Schools and Families outlines what constitutes quality first teaching. On page 10, the document says that QFT:
‘… demands 100% participation from the pupils and sets high and realistic challenges. It does not ‘spoon feed’; it is challenging and demanding; it expects pupils to be able to articulate their ideas, understanding and thinking by actively promoting pupil talk.’
On page 12, the guide concisely outlines the main components of QFT:
- Intricate and precise lesson plan with clear learning goals
- Requiring pupils to be fully involved in their education
- Inclusion of interactive activities for all students
- Instructor employing questioning, presenting and explaining skillfully.
Quality First Teaching is an essential and influential teaching methodology that emphasises the importance of personalising instruction to meet the needs of individual students.
By combining individualised instruction with formative assessment and a culture of collaboration, teachers are empowered to create successful learning environments where all children can excel.
Ultimately, QFT encourages teachers to use their creativity and expertise to ensure that each student receives the personalised education they deserve.
Check out our article about Retrieval Practice and how it should be used in primary school.
FAQs
Q: What are the main components of Quality First Teaching?
A: The main components of QFT include a detailed and precise lesson plan with clear learning goals, requiring students to be fully involved in their education, including interactive activities for all students, and instructors employing questioning, presenting and explaining skillfully.
Q: How can Quality First Teaching help create successful learning environments?
A: Quality First Teaching emphasises the importance of personalising instruction to meet the needs of individual students, promotes differentiated teaching, and supports using formative assessments to track progress over time.
By providing teachers with ongoing professional development opportunities, creating a culture of collaboration, and utilising creativity and expertise, QFT can help create successful learning environments where all children can excel.
Q: What does the Department for Children, Schools and Families say about Quality First Teaching?
A: According to the Department for Children, Schools and Families’ document Personalised Learning: A Practical Guide, QFT’… demands 100% participation from the pupils and sets high and realistic challenges. It does not ‘spoon feed’; it is challenging and demanding; it expects pupils to be able to articulate their ideas, understanding and thinking by actively promoting pupil talk.’
Q: What professional development opportunities are associated with Quality First Teaching?
A: Quality First Teaching relies on creating a culture of collaboration and continuous improvement within America’s schools and classrooms. To this end, providing mentorship opportunities for veteran teachers to share their expertise with novice teachers is one way to help maintain quality instruction in the school.
Additionally, ongoing professional development courses and workshops can help teachers stay up to date on the latest teaching strategies associated with QFT.