Ordinarily Available Inclusive Provision (OAIP) describes the inclusive provision and practice that all Devon schools, early years, and post 16 settings should be able to provide for all children and young people, including those with SEND, from within their own resources. This will support all children and young people to attend, engage and thrive in their educational setting.
Devon’s ambitions for OAIP
All children and young people should be supported to thrive in their school or setting. The Ordinarily Available Inclusive Education Framework is intended to support schools and settings to reflect on and develop their inclusive provision to benefit all children and young people, including those with SEND. The framework also aims to promote consistency between schools and settings across Devon, and will support schools to communicate their inclusive provision to children, young people, parents and carers.
“We want all young people in Devon, including those who may have special educational needs or disabilities, to have the right support at the right time and in the right place to help them achieve, aspire and develop well, physically, mentally and academically alongside their friends and peers.”
– Councillor Lois Samuel, the Council’s Cabinet Member for SEND Improvement
Other words that might be used interchangeably with OAIP include universal provision, inclusive practice, quality teaching. In Devon, we will be promoting consistent use of the terminology Ordinarily Available Inclusive Provision to avoid confusion and enable a shared understanding.
The Ordinarily Available Inclusive Education Framework
The Ordinarily Available Inclusive Education Framework sets out the expectations that children and young people can have of their education setting to provide adaptive teaching, inclusive practice and what this looks like for them. It describes approaches, provision and practice that is helpful to all, harmful to none and crucial for some (Snow and Juel, 2005).
The framework also recommends strategies that anticipate and therefore prevent common barriers to learning and supports the equity of access to education. It also describes simple adjustments and additions teachers can make to their practice, to enable positive learning environments for all students. These strategies will enable teachers to adapt their teaching to respond to the strengths and needs of all pupils.
The wheel graphic above illustrates the 10 areas make up Devon’s Ordinarily Available and Inclusive Education Framework. These include:
A: An image of a person next to a building to represent leadership and culture.
B: An image of an open book with two heads to represent Relational Practice.
C: A mortarboard hat to represent teaching and learning.
D: A board on an easel to represent learning environment.
E: An image of a person wearing a graduation gown and mortarboard hat to represent staff knowledge, skills, training and use of expertise.
F: A pile of books to represent assessment and planning.
G: An image of two people, one smaller and one larger and a tick to represent attendance and belonging.
H: A signpost to represent transitions.
I: Two hands shaking to represent working in partnership with parents.
J: A megaphone to represent working in partnership with children and young people.
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