Ordinarily Available Provision (OAP)
Ordinarily available provision describes what pupils can typically expect to access in mainstream schools to support their special educational needs/disabilities (SEND).
This includes pupils presenting with indicators of SEND and/or with assessed and evidenced SEND.
Ordinarily available provision consists of three key parts:
High quality teaching →
Reasonable adjustments →
Targeted interventions →
High quality teaching
High-quality teaching, led by teachers across the curriculum, is essential to achieving the best outcomes for all pupils. This includes adapted class teaching and support strategies for pupils with SEND and indicators of SEND in their daily lessons.
Common approaches
- flexible grouping (combined with changing classroom layouts to fit with different activities/lessons, where possible)
- visual cues/prompts, including use of familiar symbols and visual reinforcements
- modelling
- using the pupil’s name first to draw their attention, followed by key word instructions
- breaking down longer instructions into smaller chunks (followed by checking that the pupil knows what to do)
- scaffolding (e.g. writing frames, partially completed examples, etc.)
- activities organised into small components (e.g. can include use of timers)
- highlighting essential content and removing distracting information
- allowing additional time to respond during class discussions
- multi-sensory strategies
- differentiated worksheets (e.g. use of graphic organisers)
- metacognition approaches (pupils planning, monitoring and evaluating their own learning)
- different recording and feedback methods
- concrete materials and props in activities and as part of instruction
- using technology
- backward chaining
- explicitly prompting, modelling and reinforcing positive behaviours
- non-verbal answers to questions (e.g. thumbs up or thumbs down)
- advance notice of changes of activity or routine
- incorporating pupil interests into learning activities
- trauma-informed and attachment aware approaches
- energizers and stress-reducing mini-activities to break up and diversify tasks
- repeating/rephrasing pertinent comments made by other pupils in the class
- distraction/diversion strategies
- avoiding/explaining idioms, sarcasm and figures of speech
- verbal rehearsal in advance of responding to tasks
- avoiding moving around the room too much whilst talking to the class
- restorative approaches to repair relationships, if/when needed
- use of limited choices to allow the pupil some control with the same ‘end result’
- celebration of strengths and reinforcement of success
Reasonable adjustments
Reasonable adjustments are reasonable steps taken by the school to remove barriers to learning and other possible disadvantages for pupils with SEND and indicators of SEND. These adjustments can be applied in both classrooms and in the wider school.
This is a statutory duty for schools under the Equality Act 2010: “Where a school’s provision, criterion or practice might put a disabled pupil at a substantial disadvantage compared with other pupils who are not disabled, schools must take reasonable steps to avoid that disadvantage. This is usually referred to as the reasonable adjustments duty.” (Disabled Children and the Equality Act 2010: What teachers need to know and what schools need to do – Council for Disabled Children).
Common approaches
- specific seating plan arrangements (e.g. position in the room, work partners, work station, etc.)
- personalised visual supports (e.g. self-help/self-regulation prompts, now and next boards, visual timetables, etc.)
- adapted work materials (e.g. enlarged text, etc.) and large print books
- assistive technologies (e.g. laptops, I-pads, switch-operated equipment, talking devices, apps, electronic dictionaries, text-to-speech systems, etc.)
- other equipment to enable alternative recording methods
- lesson materials provided in advance (e.g. print-outs or whiteboard presentations, pre-written learning objectives in workbooks, etc.)
- colour overlays, paper, dyslexia-friendly texts, etc.
- adapted equipment to access specific aspects of the curriculum, e.g. sloping writing desk, scissors, pens, etc.
- access arrangements (including but not limited to controlled assessments and exams), e.g. extra time, rest breaks, reader, scribe, etc.
- allowances to use self-regulation items (e.g. fidget items, pop-up concentration desk barriers, scribble pads, etc.)
- allowances to take movement breaks
- modified expectations/arrangements with homework and deadlines to submit coursework
- passes (e.g. toilet, leave to access safe haven, etc.)
- pupil ‘buddies’ to accompany pupils while they move between lessons, into the playground, etc.
- personalised timetable (e.g. may include slightly modified start/end/transition times, short-term blended/hybrid timetables)
- flexibility with uniform and items for personal use (e.g. ear defenders)
- special arrangements for trips
Targeted interventions
Targeted interventions are put in place for some pupils to help them to develop their abilities in identified specific areas. These interventions are different from and additional to high quality teaching and (if required) reasonable adjustments. They can be provided by staff (for example teachers and teaching assistants) and external visiting professionals (for example Speech and Language Therapists) in class, out of class, in small groups and on a one-to-one basis.
Targeted interventions are generally considered to be ‘ordinarily available’ if they form a small or moderate part of a pupil’s scheduled school provision, complementing high quality teaching – and any required reasonable adjustments – as their main provision.
Common approaches
- communication and interaction, including for example: social communication skills and play skills (e.g. Talkabout, Lego Therapy); speech/oracy and language (e.g. Talk Boost, active listening, programs set by Speech and Language Therapists); autism-specific social skills (e.g. Comic Strip Conversations); autism post-diagnosis psychoeducation, etc.
- cognition and learning, including for example: handwriting and other motor skills (e.g. Funky Fingers, programs set by Occupational Therapists); study skills; literacy (reading, spelling, writing); numeracy; pre-teaching; precision teaching; memory boosters; touch-typing, etc.
- social, emotional and mental health, including for example: transition support; therapy (e.g. play therapy, counselling); nurture group; mentoring/listening ear/coaching; drawing and talking; structured social and emotional learning programs (e.g. anxiety, anger management, anti-bullying, self-esteem, mindfulness); ADHD post-diagnosis psychoeducation, etc.
- sensory and physical, including for example: scheduled and structured sensory activities (e.g. sensory circuit, sensory room); specialist teaching and programs provided by specialist teachers (i.e. Teachers of the Deaf, Qualified Teachers of Vision Impairment), etc.
If there is a problem
If your school or college is not following its legal duties, there are a number of ways in which you can challenge this.
IPSEA have produced guidance and a useful template which can be used to make a complaint.
IPSEA Template Letter: Complaining when the nursery/school/college is not using its best endeavours to secure special educational provision for a child with SEN →
IPSEA advice: Making a complaint about a nursery, school or college →
IPSEA advice: Complaining to the Department for Education about a school or college →
IPSEA advice: Complaining to Ofsted →
Further help and support
You may also find the following websites useful:
Bromley Council – Ordinarily Available Provision (OAP): Guidance Document for Mainstream Schools →
Bromley Council – Ordinarily Available Provision and the SEND Graduated Approach →