Greater Manchester Ordinarily Available Inclusive Provision (GM OAIP) 2026-2027

Greater Manchester Ordinarily Available Inclusive Provision (Gm Oaip)

2026 - 2027

Contents

Greater Manchester 1

Ordinarily Available Inclusive Provision 1

Introduction 3

Section One 4

• Expectations of all settings 4
• Partnerships 5
• Ethos and Culture 6
• Physical and Sensory Environment 10
• Assessment 12
• Curriculum, Teaching and Learning 14
• Communication with all Learners 18
• Resources 21
• Staff and Staff Training 23
• Transitions and Transfer 24

Section Two 26

• Support beyond Ordinarily Available Inclusive Provision 26
• Role of the SENCO (special educational needs coordinator) 27
• Communication and Interaction 28
• Cognition and Learning 30
• Social Emotional and Mental Health 32
• Sensory and/or Physical Needs 34

Resources 35

Glossary 36

Gm Oaip Case Studies 38

Introduction

This document is underpinned by the principles of inclusion and the shared understanding that clear expectations help provide families, schools and providers with clarity, consistency and confidence about the support that should be ordinarily available in mainstream settings (DfE, 2023).

The purpose of these expectations is to describe the support that Local Authorities across Greater Manchester (GM) expect to be available in all mainstream schools, including primary, secondary and post-16 settings. This is intended to support all learners to receive consistently high-quality, inclusive provision based on their needs, rather than their locality or the school they attend.

This Ordinarily Available Inclusive Provision document brings together a range of activities, opportunities and strategies considered to represent good inclusive practice in meeting a range of additional needs. These approaches should not depend on a formal diagnosis, specialist support or identification at SEN Support.

The document is based on the belief that most children and young people can have their needs met through universal and mainstream provision, supported by high- quality teaching, an inclusive ethos and reasonable adjustments (Equality Act, 2010; Teachers’ Standards, 2012, Section 5; Early Career Framework, 2019, Section 5).

This document has been produced by local authorities across Greater Manchester and complements Greater Manchester’s Ordinarily Available Inclusive Provision for the Early Years. It has been developed in collaboration with schools and settings, parents and carers, children and young people (CYP), Neurodiversity in Education (formerly Autism in Schools), Local Authority professionals, GMCA, health professionals and other specialists. It should be read alongside the SEND Code of Practice (2015), the Equality Act (2010), and each Local Authority’s Local Offer and graduated approach to meeting need.

While not exhaustive, this document provides a shared framework for ordinarily available inclusive provision across Greater Manchester, alongside examples of effective practice and signposts to further information and support.

Section One

Expectations of all settings

The information below is set out into sections that outline the expectations on all educational settings to meet the needs of children and young people. It outlines some of the practices and adaptations that are part and parcel of quality first teaching. Some of the provision and strategies outlined may be especially supportive for children and young people with SEN and/or disabilities but will undoubtedly be of benefit to many of the learners in a setting.

1) Partnerships

2) Ethos and Culture

2.2) The setting

There is a calm and purposeful climate for learning and breaks or play times, where learners feel they belong, and their contributions are valued. Learners can identify an agreed safe and inclusive space.

Language used in the classroom and all areas of school demonstrates unconditional positive regard for learners (e.g. restorative and relational approaches).

Settings are emotionally friendly with the use of strategies to consistently promote good self-esteem and boost confidence in supporting behaviour and well-being. Home | Emotionally Friendly Settings

recognises, and responds to, the need for pastoral support for all learners and consider a learner’s social and emotional needs and other Social, Emotional and Mental Health relevant contextual Emotionally Friendly Schools in Wigan: circumstances.

https://youtu.be/VRqRK8ghDZQ?si=njX5JcMfgz9GNVOJ

Personal, social, health and economic (PSHE) is used to develop wellbeing and resilience. Peer awareness and sensitivity towards difference (including additional needs) are raised at a whole school level to develop an inclusive and accessible culture. Work is done with classes and groups regarding specific needs or conditions as appropriate. Personal, social, health and economic (PSHE) education -

Gov.UK

There should be an awareness that some learners may be potentially more vulnerable to bullying and an appropriate level of support and monitoring is in place. Awareness that those who bully may also vulnerable and require additional support.

Ensure a range of adapted opportunities for social and emotional development e.g. buddy systems, friendship strategies, circle time.

Monitor learners at breaks and play times and introduce strategies to support peer interactions and consideration of adapted break activities e.g. access to the library.

Awareness that all behaviour is a form of communication which may have triggers that can be identified and that this may have been triggered prior to school to a lesson earlier e.g. something at home/on the way to school.

Avoidance of interrogation, lecturing or promoting shame as these are likely to reinforce the behaviour rather than reduce its likelihood. This may cause camouflaging/masking or learners internalising their needs and if done publicly may invite scapegoating by peers.

Ensure a focus on what the learner should be doing not what they should not; helping the learner to substitute more acceptable, behaviours.

Model alternative strategies for expressing feelings and having needs met e.g. emotion coaching or zones of regulation, social interaction support and self-belief.

Consider the right intervention at the right time such as, the use of therapeutic stories, puppets and role play, relaxation techniques, growth mindset approaches, focusing on learning

Expectations

Strategies

of all settings

rather than outcomes, journalling, worry box, physical activity, team games and green/outdoor spaces to support.

Follow up any absence immediately, before it becomes entrenched, to communicate that the young person is held-in- mind and will be welcomed back.

Regular home school contact when/if learner is not in school to maintain ‘sense of belonging’ with peers and school community, e.g. hospital stays.

Awareness of physical symptoms that are medically unexplained e.g. soiling, stomach pains. Keep a log and analyse patterns or trends to identify triggers. Liaison with school nurse, if appropriate. Some symptoms may be a sign of anxiety or distress.

Ensure opportunities for cooling off (if the learner is dysregulated) before any requests/commands are communicated. e.g. the use of a script, such as - You’re obviously upset/angry. Do you need time to sit quietly?

Focus on reducing anxiety/stress and thereby behaviours.

Giving the learner positive attention proactively and regularly before dysregulation begins with distractions rather than consequences. 🚧🚧 Improving Behaviour in Schools | EEF

Expectations for the whole school community, prompts for pupils, staff and parents/carers being clearly visible throughout school e.g. with visual prompts.

Forward planning for off-site visits, which may include risk assessments, preliminary visits, transportation, key staff identification in line with the Equality Act.

3) Physical and Sensory Environment

4) Assessment

5) Curriculum, Teaching and Learning

Expectations of

Strategies

all settings

5.1) Settings should have a broad and balanced curriculum which promotes belonging, identity, confidence, and inclusion for learners, including school trips. The curriculum has successfully adapted to meet the needs of all learners. It is ambitious and supports the development of skills and knowledge to ensure children and young people are ready for the next phase of their education.

The curriculum builds from previous years and prepares for the next phase of learning.

Assessment data is used to inform next steps.

Planning includes adaptions and reasonable adjustments to support the needs of learners.

Adjustment, modifications, and adaptions of the curriculum, to enable all learners to fully access the curriculum and make progress.

Whole school policies around curriculum areas e.g.

Reading/Literacy Strategy considers how the curriculum delivery will be adapted to meet the needs of all learners.

EEF blog: The Five-a-day approach: How the EEF can support | EEF

5.2) Practitioners are aware of the additional needs of their learners, understand the nature and impact of these and how to respond to them. The delivery of curriculum is adapted and ensures access for all learners.

Aspects of adaptive teaching are used according to learner needs e.g. visual timetables, clear concise instructions with written or visual prompts (e.g. now and next cards, photos and symbols), particularly during transitions.

Staff ensure a clear structure to the day and plan for times of the day that may be more difficult.

Tasks are broken down into small manageable steps. These steps are modelled explicitly.

Backward chaining – chain parts of the task together (e.g. build the sequence at the last part of the task and working back so the child experiences success and then gradually work back to increase more elements until they can do the entire task).

The pace, order and variety of activities are planned to maintain interest and attention of all learners.

Staff put in systems to support organisational difficulties e.g. with colour coded books or graphic organisers.

Provide additional time to complete tasks, assignments, and

communications, if required.

• Use of manipulatives e.g. CPA (Concrete, Pictorial, Abstract)

models and images.

What Is The Concrete Pictorial Abstract Approach?

• Feedback is clearly identified as being key to learning.
• Consult with learners so they share their perspective.
• Appropriate support to fully access learning given to learners

with English as an additional language.

Awareness non-verbal communication (facial expressions/body language).

Awareness of an appropriate tone of voice (calm, not too loud).

Strategies to support memory and reduce cognitive load are deployed e.g. task planners; success criteria with visuals; repetition and learner repeating instructions back; practise of recall opportunities; practising retrieval/overlearning; stop and share progress at intervals; mind-mapping; repeated learning to promote fluency and other adaptive teaching methods which consider cognitive load.

Consider the use of adaptive teaching techniques – scaffolding, oral and hands-on activities and limiting copying from the board.

Identify and celebrate strengths, small steps of success, effort, and participation, including celebrating success in other areas of their life.

Emphasis on self-actualisation – activities designed to develop skills which will support independent learner behaviours.

Establish learners’ interests.

Monitor and track to build understanding of any gaps or misconceptions.

Have clear expectations regarding behaviours and a clear and consistent response to behaviours.

6) Communication with all Learners

Expectations of

Strategies

all settings

6.1) Teaching is delivered with the use of language in either a verbal or written form, so it is essential that teaching staff are aware of the speech and language skills of their pupils. It is estimated that in parts of Greater Manchester up to 34% have some degree of speech and language needs which will impact on their ability to learn but often these children remain unidentified and unsupported.

Staff have an awareness of each learner’s communication abilities to enable the effective delivery of support and/or scaffold where required.

Understand that the profile for every child or young person is different and their needs may change over time.

Create a communication friendly environment which might include clear spoken modelling of the type of language they would want to hear; supporting learners to ask key questions to facilitate thinking and learning; extending and expanding on what learners say and introducing and explaining new words for learning and specific subject areas.

6.2) Learners are supported to understand what is said (comprehension) within the school environment.

Staff ensure the language used is at an appropriate developmental level.

All staff to be aware of the expected language milestones for learners and how to use this to inform practice.

Use a learner’s name first to engage their attention before talking to and giving an instruction.

Provide clear and simple instructions, repeated, simplified and accompanied with visual cues.

Instructions are broken down into manageable chunks and shared in linear order.

Allow time for the learner to process and respond and allow additional take-up time to process information, if required (10 second rule)

Emphasise key words.

Approaches and tools provide an additional method of communicating e.g. use of ICT, symbols, pictures, alternatives to written recording, e.g. verbal descriptions/drama.

Use photographs and/or symbols to promote and support routines, for example: washing hands, getting ready for PE. (stage appropriate).

Displays are used to support learning. Key messages and vocabulary are displayed with visuals - pre-taught and post- taught for new topics e.g. working walls, word walls or vocab mats and labels.

Promote a speak-out culture, where learners are encouraged to say when they don’t understand or to indicate in some discrete way that they need help (use of cards on desk to indicate they would like support).

Expectations of

Strategies

all settings

Provide clear strategies and expectations around listening/being prepared to learn; these are displayed, taught, modelled and regularly reinforced.

Adapt delivery to include all learners in the learning process.

Give detailed explanations and examples of jargon and technical language to aid learning. Using literal language (avoiding idioms, sarcasm, and figures of speech unless being taught within curriculum content).

Use a structured approach for tasks and activities with a clear beginning middle and end.

Use targeted questioning to confirm, consolidate, and deepen understanding.

Pre-teach new vocabulary.

Use visuals and multisensory approaches to maximise learners’ understanding of new ideas and concepts.

For learners, teach and encourage self-support strategies to help them to remember and follow instructions (e.g. chunking, visualisation, silent repetition, use of a written checklist).

6.3) Learners are supported to express thoughts and ideas (expressive language).

Respond and indicate that you value all attempts at communication. Learners who are reluctant to contribute to discussions are supported to do so.

• When learners use single words, repeat and expand the

sentence to model more sophisticated language.

Provide opportunities for communication throughout the school day in a range of lessons, including opportunities for discussion around books and narratives.

Teach how to use formal and informal language in a variety of social situations and offer opportunities to practise their use.

Teach and model the use of standard English.

Model language positively through reflecting back correct speech rather than correcting it.

Language is scaffolded and modelled to help learners develop the skills needed to articulate their views.

Create lessons where learners do most of the talking to develop their ability to communicate.

Choose texts to support the development of language and vocabulary.

Non-verbal communication is taught and encouraged as a way for learners to express their thoughts, views, and feelings.

Teach how to structure and transfer imaginative and creative ideas onto the page or to articulate them verbally.

Use phonological awareness activities (letter and sounds phase

• to secure understanding of listening skills, oral blending,

rhyme and alliteration. Phonological awareness | EEF

Expectations of

Strategies

all settings

6.4) Learners are supported to build social communication skills.

Teach how to interact and respond in a variety of social situations. Social stories and comic strip conversations

Use group work flexibly to encourage and promote social interaction and independence by providing opportunities to develop social skills (the ability to listen, speak, negotiate, take turns), for example: paired work, small groups, large groups.

Create a safe space where relationships can develop, and communication skills built.

7) Resources

8) Staff and Staff Training

9) Transitions and Transfer

Section Two

Support beyond Ordinarily Available Inclusive Provision

According to Section 20 of the Children and Families Act (CAFA) 2014, a child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.

Special educational provision is defined as “educational provision that is additional to or different from that which is normally on offer to their peers of the same age” CAFA (Section 20:2014).

As such, if the expected level of ordinarily, inclusive provision is effectively in place within your setting and learners continue to have unmet needs and/or are making inadequate progress, despite high quality teaching targeted at their areas of need, the SENCO (or other professionals supporting them) will be able to work alongside professionals to provide information, advice and guidance on further additional support beyond what is ordinarily available for all learners. This may include a discussion about whether SEN support is required, as outlined in the Code of Practice (DfE/Department of Health - DoH, 2015).

A learner’s difficulties or disabilities may be related to a wide range of needs but will sit within the following four broad areas of need, as set out in the SEND Code of Practice (2015): - Cognition and Learning - Communication and Interaction - Social Emotional and Mental Health - Sensory and/or Physical needs.

Please note that these areas of need may be subject to change as part of the 2026 SEND reforms and will be reviewed and amended once national arrangements are confirmed.

If it is agreed that Special Educational Provision is required, this will be designed through the process of assessing the needs of a learner and then providing appropriate support to meet these needs. This system should follow four stages, often referred to as Assess, Plan, Do and Review (APDR) - the graduated approach – which covers all ages and stages of education from early years to post-

• Graduated Approach

Communication with your setting’s SENCO (and/or other professionals who support them), will be able to guide you how to support children and young people’s needs beyond ordinarily available inclusive provision.

Role of the SENCO (special educational needs coordinator)

All mainstream schools (including Academies and Free Schools) must have a qualified teacher designated as the SENCO. The SENCO will work closely with professionals including Educational Psychologists, Speech and Language Therapists, Teachers from the Specialist Teaching Services (EMTAS,SSET and TESS), parents/carers and other appropriate professionals, to lead SEN provision across the school, including ensuring teachers and school staff deliver high quality provision to improve outcomes for learners with special educational needs (SEN).

Key responsibilities of the SENCO are outlined in Section 6.90 of the Code of Practice (2015).

On 22 April 2024, the Department for Education amended the Special Educational Needs and Disability (SEND) regulations, and a new National Professional Qualification (NPQ) was introduced as the new mandatory qualification for SENCOs.

A three-year window to complete the mandatory qualification upon taking up a SENCO post remains in place.

The following information is to support in understanding the four

broad areas of need, as set out in the SEND Code of Practice

(2015).

Communication and Interaction

This provision should be in addition to the expectations in section one.

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some, or all of the different aspects of speech, language or social communication at different times of their lives.

Targeted Education Support Service (TESS) Schools’ Outreach Team Schools' Outreach Service | Be Wigan | Services for Schools Professional consultation with CAMHS Single Point of Access (Spa) CAMHS Services in Wigan | Greater Manchester Mental Health NHS Ft

Cognition and Learning

This provision should be in addition to the expectations in section one.

Cognition refers to the thinking skills and thought processes that a child and young person has acquired through their prior experience. Learning needs are on a continuum and can vary across subjects and situations. CYP with learning needs may learn at a slower pace than their peers despite appropriate adaptions. Learning difficulties can be general or specific and related to one or more areas of the curriculum. Difficulties may be short-term in one or more areas or severe and long

term.

Wigan – Dyslexia Speech and Language Padlet link: https://padlet.com/Thrive_in_Wigan/speech- language-and-communication- q8rojw1w1bcwvkoi Speech and Language Therapy Service WWL Teaching Hospitals NHS Foundation Trust | Children's Speech and Language Therapy Schools' Outreach Service | Be Wigan | Services for Schools Ensure hearing and sight tests are up to date Use of Early Help Assessment

Social Emotional and Mental Health

This provision should be in addition to the expectations in section one.

All behaviours should be considered as a child or young person communicating some unmet need. The 2015 Code of Practice of Special Educational Needs (SEN) helps to promote a shift towards viewing behaviour as a communication of an unmet emotional need (whether conscious or unconscious) and responding accordingly.

Many learners who struggle to learn or who experience stress and anxiety are likely to be having some difficulty managing the demands of school.

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying behaviour perceived to be challenging, disruptive, or distressing. These behaviours may reflect underlying neurodevelopment difficulties or experiences of frustration or trauma. They can come across through anxiety or depression, self-harming, substance misuse, eating disorders, lying and stealing or physical symptoms. They may both contribute to and arise from difficulties in other areas of the Code of Practice.

A relational policy underpinned by a clear ethos and values.

Use of Early Help Assessment Information for professionals working with children and Use of Restorative Approaches to build, maintain and repair relationships.

young people Anti-bullying work.

Consultation with the MASH (Multi Agency Safeguarding Identification of key adult to build positive Hub) Services guide Home - Wigan Safeguarding and trusting relationship. Use of social Children's Partnership stories.

Education Psychology Team Educational Psychology - Small group or 1 to 1 work with ELSA / Information for Professionals Learning Mentor or equivalent.

Social, Emotional and Mental Health Support available for staff working with EBSA-best-practice-guidance-tool.docx learners with SEMH via group or Ethnic Minority and Traveller Achievement Service individual supervision or debrief sessions.

(EMTAS) Emphasis on choice rather than control Specialist Sensory Education Team (SSET) and “take up time” to respond to choose Targeted Education Support Service (TESS) whenever possible.

Schools’ Outreach Team Use of distraction techniques and giving Schools' Outreach Service | Be Wigan | Services for responsibility.

Schools Explicitly teaching de-escalation and self- management strategies.

Professional consultation with CAMHS Single Point of Use of PSHE, Circle time and curriculum Access (SPA) approaches to explicitly teach rules and CAMHS Services in Wigan | Greater Manchester Mental routines, build self-esteem, and develop Health NHS Ft social and emotional skills to all learners.

Schools Nursing Service

WWL Teaching Hospitals NHS Foundation Trust |

Use of Nurture Groups.

School Nursing

Developing attachment aware strategies.

Emotionally Based School Avoidance Speech and Language Therapy Service strategies considered and used as WWL Teaching Hospitals NHS Foundation Trust | appropriate to support consistent full-time Children's Speech and Language Therapy attendance.

Sensory and/or Physical Needs

This provision should be in addition to the expectations in section one Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or rehabilitation support.

Rainbow Trust

Resources

Further Resources and References

EEF Projects ‘What Works’ Projects | EEF (educationendowmentfoundation.org.uk) 5 Recommendations for SEND in Mainstream Schools: Special Educational Needs in Mainstream Schools | EEF (educationendowmentfoundation.org.uk) Department for Education and Department of Health and Social Care (2015) Special educational needs and disability code of practice: 0 to 25 years. SEND code of practice: 0 to 25 years - Gov.UK (www.gov.uk) Department for Education (2011) Teachers' standards - Gov.UK (www.gov.uk) Department for Education (2019) Early Career Framework. Early career framework - Gov.UK (www.gov.uk) Department for Education (2023) Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan (publishing.service.gov.uk) Equality Act (2010) Equality Act 2010 (legislation.gov.uk) Children and Families Act (2014) Children and Families Act 2014 (legislation.gov.uk) National Development Team for Inclusion Preparing for Adulthood: All Tools & Resources - NDTi This series of guides to the disability duties in the Equality Act, commissioned by the DfE

Glossary

Read about the Further Education Guides Read about the Early Years Guides and Training Read about the Schools Guides

Gm Oaip Case Studies

The three schools below are based in Wigan and have implemented the Gm Oaip and demonstrate considerable impacts.

Marsh Green Primary School - Marsh Green Primary School

Then: 39% SEND and high level of deprivation.

Now: The same THEN: Isolated HLN SEND.

Now: Majority 100% within mainstream class. Those who are not 100% in class have clear plans with staggered stages to increase time in class or a move to a specialist setting.

THEN: Declining data results on both attainment and progress. Unclear tracking and monitoring.

Now: The cohorts which started their school journey under this new approach have 100% SEND children making progress with 90-95% making accelerated progress.

Upper school cohorts that have experience of the old system and new have increased progress measures to reach 91-96% good progress.

THEN: Firefighting mode. Increasing red zone behaviour with 57 children needing rapid response from SLT.

Now: Reduced to 10.

THEN: Budget delving deeper into deficit.

Now: Healthier budget and happier Business Manager!

Key Take Aways

• Inclusive Education based on the Social Inclusive Model

• The How = Environment + Expectations

All mainstream schools physically equipped with low stimulus alternative spaces for SEND pupils to access in timely portions of the day

All SEND children access a school within their local community. To have a breadth of parental choice on their doorstep, in turn, increasing proportionate balance of children with SEND and those that access the Universal offer within all schools.

Progress rather than attainment scores as the Focus of quality assurance and impact measures

Mabs Cross Primary school - Mab's Cross Primary School - Home Mab's Cross Primary School is a large primary in the heart of Wigan with 480 pupils and are experiencing significant changes in the profile of SEND;

• Main area of need is now autism.

We are seeing a huge increase in the number of children presenting with more severe needs.

Other contextual information:

• High number of EAL (22 languages)
• Mixed socioeconomic backgrounds.

Previous Experience

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Measurable Impact

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Leadership Embedding

Consistent Approach

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SEND as Top Priority

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Collaborative Approach: Impacts cluster

13-School Cluster

Shared Action Plan

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Coordinated CPD

SEND Reviews

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