How to Identify QDTP vs Supplementary

What this guide covers

This guide explains how QDTP and Supplementary differ in plain English, what questions to ask before choosing a level, classroom examples that make the difference easier to see, what evidence usually supports each level, and common mistakes that push schools into the wrong call. For a broader overview of all four levels, see the guide on NCCD adjustment levels explained.

A simple way to decide

Use this sequence before you lock the level. It keeps the conversation grounded in the support that is actually happening, not in assumptions.

1. 1.Start with the baseline. Ask what happens in the classroom before any extra support is added. If the strategies sit inside ordinary differentiated teaching, you are likely still in QDTP.
2. 2.Look for support added on top. If the student needs targeted help beyond the class-wide baseline — even if it is only for certain tasks or times — you may be moving into Supplementary.
3. 3.Check frequency and intensity. QDTP is usually low-intensity and infrequent. Supplementary is more targeted and more deliberate, but not yet constant or school-day wide.
4. 4.Check whether the support singles the student out. QDTP strategies often benefit the whole class or can be delivered quietly within normal teaching. Supplementary more often includes support clearly aimed at one student or a small group.
5. 5.Match the evidence to the level. The recorded evidence should show not just that support happened, but why it was needed, how it was delivered, and whether it was reviewed over time. See our guide on [what makes strong NCCD evidence](/nccd/evidence-guide/strong-vs-weak-evidence) for examples.

QDTP vs Supplementary at a glance

If you need a fast moderation tool, this is the section to skim first.

What QDTP usually looks like

QDTP means minor adjustments delivered as part of good teaching practice in the ordinary classroom program. They are routine, low-intensity, and usually embedded in the way the teacher already teaches.

Signals to look for: the student is accessing the same classroom program with light adjustments; the strategies fit inside normal differentiated teaching; the teacher can usually deliver the support without added staff, specialist tools, or separate intervention blocks; the adjustment helps the student but does not substantially change the level of support around them.

• Providing clear step-by-step instructions and checking understanding during the lesson.
• Using a visual schedule, chunked tasks, or guided choice in how work is completed.
• Giving simplified reading supports, extra modelling, or flexible seating within the normal class routine.
• Pre-teaching vocabulary or offering scaffolded sentence starters as part of planned differentiation.

What Supplementary usually looks like

Supplementary means the student still receives QDTP, but also needs targeted adjustments in addition to that baseline. These are moderate adjustments aimed at specific needs, tasks, or curriculum areas.

Signals to look for: there is support beyond ordinary classroom differentiation; the support is targeted to the student or a small group with similar needs; the student may need occasional individual or small-group help for particular learning tasks or access needs; the adjustment may involve specific assistive technology, targeted intervention, or extra resourcing for planned parts of the program.

• A targeted reading intervention group running alongside normal classroom teaching.
• A teacher's aide previewing content or supporting a student during a defined part of the day.
• Specific assistive technology used to access learning tasks.
• A graphic organiser, simplified notes, or targeted support provided to one student while others use the usual class materials.

One practical classroom example

Imagine a student who benefits from chunked instructions, visual prompts, and regular teacher check-ins. If those supports sit inside the ordinary class routine, that is likely QDTP. Now imagine the same student also attends a targeted reading intervention three times a week and uses a specific assistive tool for writing. That added layer points towards Supplementary.

Questions to ask in moderation

These questions help teams slow down and make a cleaner call.

• Would I still describe this as normal differentiated teaching if the student were not being considered for NCCD?
• Does the student need extra support added on top of the baseline class program?
• Is the adjustment targeted to a specific student need rather than offered as a general classroom support?
• Can I show a clear pattern of targeted support over time, not just a one-off strategy?
• Does the evidence justify a move beyond ordinary good teaching practice?

Common mistakes when schools make the wrong call

These are the mistakes schools most often make when deciding between QDTP and Supplementary.

Why this matters

This distinction matters because the NCCD level should reflect the frequency and intensity of the support actually being provided. The NCCD Portal provides national guidance on how levels are defined. If you overcall the level, your evidence may not hold up in moderation or review. If you undercall it, the record may miss the real support the student needs. A clean distinction also helps teachers, coordinators, and school leaders talk about the same student in the same way.

What to do next

Use the baseline-plus-targeted-support test first. Then check the evidence. If the record only shows routine differentiated teaching, QDTP may be the better fit. If it shows targeted support added in addition to that baseline, you may be in Supplementary.

Frequently Asked Questions