Ordinarily Available Inclusive Provision

Staff knowledge, skills, training and use of expertise

Contents

Expectation

Schools and settings have a clearly planned CPD programme for all staff, which includes a focus on SEND and inclusion, and is informed by the current needs of their cohort. 

 

  • Accordion

    • Why? Evidence base

      • A well-informed CPD programme can support staff to build knowledge, develop their teaching techniques and feel motivated.
      • Research tells us that with good CPD, quality teaching narrows the disadvantage gap and improves pupil outcomes.

    • How? Whole setting

      • Induction processes ensure all staff understand core approaches to ordinarily available inclusive provision and the expectation of inclusion.
      • Leadership teams consider how they can support, model and enable staff to develop their knowledge, skills and expertise.
      • Staff can access training to support them to meet the needs of all children.
      • There is a rolling programme of CPD around OAIP (little and often), and SEND CPD is woven into all CPD areas, rather than being stand alone.
      • There are opportunities for staff to learn from each other and to share good practice. Opportunities are provided to visit other settings to observe good practice and/or offer support.
      • There are whole-school or setting systems to bridge the gap between the ‘what’ and ‘how’ via coaching, mentoring and supervision. Following CPD, staff are supported to implement new knowledge and skills via mentoring and reflection.
      • Leaders ensure a robust and targeted CPD programme which supports staff to develop their skills and confidence in meeting the needs of all learners. This includes regular auditing of staff knowledge and creating a culture whereby staff feel safe to acknowledge areas they need to develop.
      • Leaders engage in regular reflection and evaluation to enable them to be clear of practitioners’ and children’s needs. This knowledge is used to plan for development to ensure continuous improvement.

    • How? Early years

      • Practitioners can access training to support them to meet the needs of all children.
      • Leaders ensure that practitioners are clear on their role as key person and supporting children with SEND. They are supported to clearly communicate with families and the wider community to support the needs of children.
      • Leaders ensure all practitioners are aware of the statutory requirements of the EYFS, SEND Code of Practice and the Equalities Act 2010 through regular CPD opportunities.
      • Practitioners are supported to reflect on what works well for their current cohort and how to develop their practice across the year, based on the needs of the children.

    • How? Classroom

      • Teachers and support staff are supported to reflect on what works well for their current cohort and how to develop their practice across the year, based on the needs of students.
      • Following CPD, staff are supported to implement new knowledge and skills via mentoring and reflection.
    Staff knowledge, skills, training and use of expertise resources

Expectation

Staff are intentionally curious and use a holistic approach to understanding a child’s needs. They have knowledge of child development and consider the impact of broader social and environmental factors.

  • Accordion

    • Why? Evidence base

      • Having a better insight into why a pupil might be presenting with certain needs and barriers to learning can help improve relationships and inform effective strategies.
      • Professional curiosity forms the basis for collaborative, solution focused planning, therefore, improving the wellbeing of all involved.

    • How? Whole setting

      • Schools and settings create opportunities for staff to discuss children who they are concerned about and find a solution focussed approach to meeting needs within the setting.
      • Systems are in place to ensure communication between different staff so there is a shared understanding of children and young people’s needs and an awareness of flexible and different strategies for individuals.
      • Updates are shared with staff (where appropriate) so that parents ‘tell it once’.

    • How? Early years

      • All practitioners have thorough knowledge of child development, which supports them to identify and support children who are not meeting expected milestones.
      • Regular opportunities are planned in for practitioners  to discuss the progress of children, including children who they are concerned about.

    • How? Classroom?

      • If a child is not thriving or making progress, staff are curious and ask questions about what might be going on.
      • Behaviour is understood as a communication of unmet need.

Resources

Useful resources for school leaders, teachers, SENCOs and early years practitioners.