Peterborough City Council's (PCC) Ordinarily Available Inclusive Provision (OAIP) document can be found here.
Our Peterborough City Council Ordinarily Available Inclusive Provision (OAIP) has been co-produced and outlines examples of the provision and approaches that the local area has agreed should be available for children/ young people with Special Educational Needs and / or Disabilities (SEND) in all educational settings. This is inclusive of schools including Reception through to colleges. Other education provisions may wish to reference this document, including alternative provision and Early Years settings. This document will be a key SEND reference document; implementing strategies and practices outlined in the document will be seen as the first step for any setting providing an effective graduated response to supporting a child or young person’s SEND needs. The term ‘Ordinarily Available Practice’ features in the SEND Code of Practice (2015).
All the ordinarily available inclusive provision described in this document reflect the SEND Code of Practice (2015) under the four categories; however, it should be used as ‘needs led’ and is not dependent upon any formal diagnosis. It is recognised that each child/ young person is an individual, with their own strengths and areas for development therefore not every intervention or strategy detailed within the guide will be necessary, or appropriate, for every child/ young person. The child/ young person’s age and maturity must also be considered, with strategies and approaches reviewed. It is anticipated that high quality teaching methods will effectively support the teaching and learning of most children/ young people. Although the provision listed here should be available, this guide is not exhaustive, and it is not a checklist. It describes some examples of inclusive practice, reasonable adjustments and high-quality teaching strategies and provision expected across the whole setting community.
Research indicates that small changes at the early stages of the graduated approach (Assess, Plan, Do and Review), when a child/young person’s needs are first identified, will support in removing barriers to learning and enable the child/young person to be successful in their education setting. It is our hope that this guide will support more inclusive learning environments and experiences for all children/ young people across the city.
This OAIP can be used in many ways, for example:
• As a reference for Special Educational Needs Coordinators (SENCOs) and teachers to ensure the right support is available at the right time
• To support discussions with children/young people and families in working together to identify the most helpful approaches
• In meetings with other professionals such as outside agencies to discuss current approaches
• For governors to understand what can be seen as ordinarily available and ‘above and beyond’ for children/young people
• For support staff and other setting colleagues
