Why do we need a new framework?
The SEND Review: Right Support Right Place Right Time Green paper (Department of Education, March 2023) references on page 28 the need for clarity and consistency in ordinarily available provision across schools and settings: ‘This will include setting out when needs can and should be met effectively in mainstream provision, and the support that should be made ordinarily available in mainstream settings to facilitate this.’
The concept of Ordinarily Available Inclusive Provision (OAIP) is grounded in the SEND Code of Practice where in section 6.15 it is stated: ‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole-class provision tend to be more cost effective and sustainable.’
The European Agency for SEN and Inclusive Education state that it’s: ‘a shift away from a narrow focus on learners’ special educational needs and special needs education as specific provision, towards extending and improving the quality of support for learning that is generally available to all learners.’
All mainstream schools and settings are expected to provide ordinarily available inclusive provision and targeted support (additional provision for children with SEND) using their available resources from within element 1 (AWPU) and element 2 funding (notional SEN funding).
Work so far
Over 250 parents, children and young people, school staff and Devon County Council staff took part in appreciative inquiry sessions into Ordinarily Available Inclusive Provision (OAIP) earlier this academic year. In these sessions we were told what good OAIP looks like, the impact this had on them and what some of the barriers were.
The appreciative inquiry also supported us to identify key principles for an inclusive education that came directly from children, parents and school staff. We were told that strong and trusting relationships must be the underpinning of all-inclusive practice and that inclusive schools should be predictable yet flexible, curious and responsive. We were also told that inclusive schools communicate well, are child centred and collaborate with parents.
These principles form the foundations of Devon’s online Ordinarily Available Inclusive Education Framework.
We would like to thank everyone who has been involved so far for giving up your time and for your input. Your ideas and experiences have informed the content of this important resource for schools.
Summary of Appreciative Inquiry: Ordinarily Available Inclusive Provision
Ordinary things, big difference
- Relationships; belonging,flexibility, understanding, consistency, adaptability, friendships.
- Preventative strategies; unstructured time, neuroinclusion, sensory breaks, outdoor opportunities, using technology.
- Trusted adults; knowing children well, good communication, whole school approach, working well in partnership, strong transition, parent support.
Good OAIP: look and feel
- Happier, calmer, warmer, welcoming and safe, greater sense of belonging.
- Parents and staff feel more confident, home life improves, positive impact on whole family.
- More success, increased attendance, improved wellbeing better relationships, more consistency, more engagement.
Barriers
- Lack of joined-up working, lack of confidence, lack of early support.
- Recruitment and retention.
- Inflexibility.
- Ofsted pressure.
- Funding.
- Staff training.
- So everyone needs to work together.
Key themes
- Child centred
- Communication
- Relationships
- Listening
- Flexibility
- Everyone
- Collaboration
- Shared
- Consistency
- Adaptability
- Leadership
- Environment
- Responsibility
- Curiosity
- Curriculum
- Whole School