Q19

Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Download Q19 guidance (PDF)

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Teachers recognise the range of influences that affect the development, progress and well-being of children and young people. Understanding how children and young people develop and the factors that influence development helps teachers to improve learning and teaching. It is important for teachers to have a full and accurate understanding of the needs of each learner so that they can deploy a range of skills to tailor provision in ways that challenge, promote achievement and secure progress. Those who might be at risk depend on teachers and a range of other colleagues with specific responsibilities to monitor and manage their learning and well-being, and provide them with the support that they need. These include children and young people with special educational needs and/or disabilities, learners from minority ethnic groups including those for whom English is an additional language, those from particular socio-economic backgrounds such as those eligible for free school meals (FMS), those from a particular family background (eg single parent families, same sex parents, foster parents), and those children and young people who experience any form of bullying including racist, homophobic bullying, sexual bullying or cyberbullying.