Wirral Ordinarily Available Provision: a guide for classroom practitioners

Wirral Local Authority Ordinarily Available Provision: A guide for classroom practitioners

Foreword from the Chief Executive

As a parent and Chair of the Wirral Local Area SEND Partnership Board, I am delighted to introduce this guide for classroom practitioners and partners.

I have witnessed, first-hand, the collaboration of stakeholders and

passion of colleagues who are determined to make a difference for

our children and young people.

Our commitment to inclusion and excellence for every child and young

person is at the heart of this guidance. “Ordinarily Available Provision”

sets out a clear, ambitious framework for what all schools and settings

should provide as part of their universal offer. It reflects our shared values:

equity, respect, and high expectations for every learner, regardless of

need or circumstance.

This document is not just a set of strategies - it is a statement of intent

to ensure that every child feels valued, supported, and can achieve their

potential. By embedding these principles into everyday practice, we

create environments where diversity is celebrated, barriers are removed,

and success is possible for all.

Thank you for your commitment to making this vision a reality.

Matthew Bennett

Chief Executive Officer

Introduction

This document supports everyday teaching by outlining one-hundred universal strategies to help children and young people.

Ordinarily Available Provision (OAP) is based on inclusive support being part of everyday teaching and school culture, including:

Quality first teaching Universal accessibility

Differentiated instruction, scaffolding and multi-sensory approaches.

Environmental adaptations, assistive technology and visual supports.

Social and emotional support Communication strategies

Safe spaces, mentoring and restorative practices.

Simplified language, structured discussion and symbol systems.

Cognition and learning support

Pre-teaching vocabulary, repetition and concrete resources.

This provision is a statutory expectation under the SEND Code of Practice, ensuring that mainstream schools meet diverse needs.

The Graduated Approach

In Wirral we follow a 4 Tier Model

The Graduated Approach expects settings and schools to make full use of all their resources and expertise before accessing increasingly personalised support. By continually monitoring all children and young people, settings and schools can decide on the most appropriate level of support for all children and young people including those with SEND.

Tier 1

*Tier 1 Universal Support, is also known as ordinarily available provision.

Universal Support All pupils

Tier 2

+ Universal

Targeted support

Targeted Support Support Some pupils

Tier 3

+ Targeted

+ Universal

Targeted Plus Support

Support Support A few pupils

Tier 4

+ Targeted

+ Universal

Specialist Targeted Plus Support Support Support Support Very few pupils

The four-step cycle - known as the Graduated Approach

By continually monitoring all children and young people, schools can decide on the most appropriate level of support for all children and young people including those with SEND.

We follow a four-step cycle designed to make full use of all resources and expertise before accessing increasingly personalised support. By continually monitoring all children and young people, schools can decide on the most appropriate level of support for all children and young people including those with SEND.

Assess Identify needs through observation, data and collaboration with families.

Review Plan Evaluate impact, adjust provision Agree on outcomes, strategies and decide whether targeted or and responsibilities with clear specialist input is required.

timelines.

Do Implement interventions within the classroom or through targeted support.

Embedding the Graduated Approach into OAP

The provision evolves as the child’s needs change. This approach ensures accountability and prevents premature escalation to specialist services by maximising ordinarily available support first.

To embed the Graduated Approach into OAP, schools must:

Integrate cycles into everyday practice: Teachers continually assess and adapt lessons, informed by OAP guidance. 01 Use provision maps: Align interventions within the four areas of need (cognition & learning, communication & interaction, social/emotional, sensory/physical).

Strengthen co-production: Families, children and young people must be active partners in planning and reviewing support.

Monitor impact: Data-driven reviews ensure provision is effective and equitable.

OAP and the Graduated Approach work in parallel to create an inclusive, accountable and adaptive system that ensures every child receives the support they need. OAP sets the expectations of universal support, while the Graduated Approach provides the structure to personalise and refine that support.

An inclusive culture in every school

The following nine principles underpin an inclusive culture across all Wirral schools:

High expectations,

Positive relationships and behaviour

Inclusive

values and

learning environments

attitudes

Speech, language

Assessment, planning and

Pedagogy, memory

and com munication

and metacognition

teaching

Adaptations,

Motivation, recognition and

Literacy and mathematics

support and

scaffolds

feedback

The following pages explore these nine principles and provide explanations for the strategies identified.

01. High expectations, values and attitudes

Clear, consistent expectations and shared values create a safe, predictable environment where every learner feels respected and included. They set the tone for equity and belonging in the classroom.

Responsibility for every child and young person Curriculum equity Teachers are responsible for the education of all children and young people, including those with SEND, disadvantage, or vulnerability.

Every child or young person has access to a rich, broad, and balanced curriculum.

High ambition for all Non-labelling approach Teachers set high expectations for every child and young person, regardless of starting point or challenges.

Focus on early identification and intervention without negative labels.

Full participation Respectful, hopeful language Encourage all children and young people to take part in school life, including clubs, trips, and activities by planning for inclusion.

Use language that promotes ambition and engagement, avoiding limiting terms such as “low ability” or “bottom set.”

Equal time with qualified staff Child and young person voice All children and young people should learn from qualified teachers. Support staff should supplement teaching, not replace it.

Ensure children and young people feel heard, can share views, and take part in decisions about their learning and future.

Education about diversity Preparation for life beyond school Teach children and young people about diversity in a positive, sensitive way. Challenge negative attitudes.

Provide learning experiences that help children and young people understand and engage with the wider world.

Best use of teaching assistants Plan TA roles carefully to maximise impact on learning for all children and young people, especially those with SEND or disadvantage.

Positive relationships and behaviour

02.

Strong relationships underpin effective behaviour management and inclusion. When children and young people feel understood and valued, they are more likely to engage and thrive.

Consistent boundaries Language of positive regard Teachers set clear, fair, and consistent rules so children and young people know what is expected and feel safe.

Teachers use language that shows respect and care for every child and young person, no matter what.

Time to listen and know well Curiosity and empathy Teachers take time to know children and young people as individuals and listen to their thoughts and feelings.

Teachers see behaviour as communication, responding with curiosity and kindness rather than blame.

Positive relationships with families Teachers model resilience Teachers build respectful, understanding relationships with families and make school welcoming for all.

Teachers show how to cope with challenges and model a growth mindset.

Recognition and value Routes for self-referral Teachers celebrate every child and young person’s effort, strengths, and contributions to the class community.

Children and young people, and teaching staff, have clear, easy ways to ask for help, and teachers know how to signpost support.

Connection and belonging Self-regulation and co-regulation Teachers help children and young people feel part of the group and support friendships and positive relationships.

Teachers teach children and young people how to manage emotions and behaviour by modelling calm and supportive strategies.

Best use of teaching assistants Plans for transition Plan TA roles carefully to maximise impact on learning for all children and young people, especially those with SEND or disadvantage.

Teachers plan extra support for children and young people who find changes difficult, such as moving classes or schools.

Best use of teaching assistants Support for vulnerable children & young people Plan TA roles carefully to maximise impact on learning for all children and young people, especially those with SEND or disadvantage.

Teachers notice and respond to the emotional needs of children and young people who may be vulnerable, such as young carers or those at risk of exclusion.

Inclusive learning environments

03.

An inclusive learning environment is physically and emotionally accessible, reducing barriers and promoting participation for all learners. It signals that diversity is welcomed and supported.

Calm, collaborative climate Sensory preferences Create a calm, welcoming classroom where children and young people feel they belong and their contributions matter. Minimise distractions and ensure comfort for focused learning.

Work with children and young people to understand sensory needs (e.g., sound, temperature, movement breaks). Review acoustics and comfort regularly.

Inclusive displays Seating and grouping Use posters and displays that reflect diversity so children and young people see themselves represented positively.

Plan seating to meet individual needs and encourage positive role models, mixed-ability groups, and cooperative work.

Safe, inclusive environment Visual timetables Ensure the space is safe and accessible for all. Address bullying risks and provide information in different languages.

Show children and young people what will happen and when. Use visual timetables for lessons and daily activities, updating if changes are needed.

Well-organised space Spaces for regulation Keep the classroom tidy and accessible. Label resources clearly with text and images. Arrange furniture for different learning activities.

Provide areas for children and young people to calm down or regulate emotions, either in the classroom or in spaces near to the classroom.

Speech, language and communication

04.

Effective communication strategies ensure all children and young people can access learning and express themselves. This is vital for those with language needs or communication differences.

Rich language in the classroom Equal opportunity to talk and contribute Every moment is an opportunity for language development. Teachers model rich vocabulary and listen carefully to children and young people.

Make sure all children and young people get chances to speak—in pairs, groups, and whole-class discussions.

Modelling to aid understanding Time for speaking and listening Show examples such as demonstrations, worked problems, and visual aids to help children and young people to understand.

Increase opportunities for children and young people to talk & listen throughout the day. Build oracy into lessons & helps children and young people express ideas confidently.

Non-verbal Communication Awareness of quantity and pace of talking: Model positive body language and label feelings when appropriate.

Teachers use pauses, modelling, and visual cues to support understanding and avoid overwhelming children and young people.

Clear view of speaker Pre-teaching vocabulary Ensure children and young people can see the speaker for gestures and facial expressions. Move around the room to keep everyone engaged.

Introduce key topic words before lessons. Model correct use and repeat often to reinforce understanding.

Chunked instructions Establish attention before instructions Break tasks into small steps and provide visual or written reminders.

Gain everyone’s attention before speaking— use names or cues that work for them.

Visual strategies to support the spoken word Clear instructions Use gestures, pictures, symbols, or objects to reinforce spoken instructions.

Give simple, clear instructions that children and young people can follow easily.

Conversational rules reinforced Listening behaviours Teach and reinforce turn-taking and other social rules for conversation.

Praise good listening and model it yourself. Avoid side conversations during teacher input.

Avoid direct correction of speech Time to process information Instead of correcting speech, repeat back the correct version and extend language naturally.

Allow thinking time before asking for answers. Use strategies like talk partners and the “10-second rule.”

Communication cards Provide cards for children and young people to communicate needs visually (e.g., help, toilet, exit).

05. Pedagogy, memory and metacognition

Effective communication strategies ensure all children and young people can access learning and express themselves. This is vital for those with language needs or communication differences.

Teaching builds on what children and young people already know

Metacognition Teach children and young people to plan, monitor, and evaluate their learning. Model thinking aloud and gradually reduce scaffolds so children and young people become independent.

Start new learning by linking it to what children and young people already know. Teach new skills directly and clearly.

Teach the most useful first Self-regulation Plan the order of skills carefully. Teach one new skill at a time, separate easily confused skills, and start with the most useful.

Teach goal setting, self-instruction, self-monitoring, and self-reward. Use visual steps and positive reinforcement.

Model, lead, test Backward chaining Use the “I do, we do, you do” approach: model the skill, practise together, then let children and young people try independently.

Start by letting children and young people complete the last step of a task, then gradually increase their responsibility.

Spaced practice – little and often Use of technology Revisit learning in short, frequent sessions rather than long blocks for better retention.

Use apps and tools to support learning but ensure they have a clear purpose and teachers know how to use them effectively.

Explicit instruction Memory - Support memory by: Teach in small steps, use clear language, examples and non-examples and plan for misconceptions. Highlight key content & remove distractions.

• Gaining attention
• Reducing working memory load (chunk instructions)
• Linking new learning to prior knowledge visually
• Using retrieval practice (quizzes, think-pair-share)
• Giving immediate feedback
• Teaching children and young people how memory works and strategies to improve it

Thinking about attention Understand factors that affect attention (e.g., memory, emotions, sleep). Teach children and young people strategies to manage these.

High fluency - Move children and young people through stages:

• Acquisition - learn the skill with clear teaching
• Fluency/Mastery - practise until fluent
• Maintenance - maintain through regular review
• Generalisation/Adaptation - apply in different contexts to generalise learning

06. Assessment, planning and teaching

Effective communication strategies ensure all children and young people can access learning and express themselves. This is vital for those with language needs or communication differences.

Assessment for all children and young people Considered starting points Regularly check progress for every child and young person and use this to plan teaching. Use standardised assessments when needed.

Start lessons with activities linked to children and young peoples’ interests and strengths to motivate them.

Varied pace and order Movement breaks Change the pace and order of activities to keep children and young people engaged. Include short tasks, breaks, visuals, and praise.

Include short movement breaks to help children and young people stay focused.

Daily review Plans for transitions Start lessons with a quick review of previous learning to strengthen recall.

Plan for smooth transitions between activities, lessons, and different parts of the day.

Independence, not dependence New learning in manageable steps Encourage children and young to work independently. Gradually reduce support and avoid creating reliance on adults or seating arrangements.

Introduce new content in small steps with practice after each step.

Real-life examples Flexible groupings Use examples from children and young peoples’ real- life experiences to make learning meaningful.

Group children and young people based on current needs for specific skills or concepts. Groups should be temporary and purposeful.

Systematic checking and correction Check understanding regularly, address misconceptions, and give clear feedback.

07. Literacy and mathematics

Strong foundations in literacy and numeracy are gateways to the wider curriculum. Inclusive practice ensures these essentials are taught in ways that meet diverse learning profiles.

Literacy for all Evidence-based interventions, use approaches like:

• Paired Reading (accuracy, fluency, comprehension).
• Reciprocal Teaching (comprehension). Paired Writing (fluency, composition).
• Self-Regulated Strategy Development (writing and metacognition)

Use EEF guidance to plan high-quality literacy teaching across all key stages.

Early literacy skills, focus on:

• Language-rich environments with books, songs, rhymes, and stories.
• Wide vocabulary and print awareness.
• Phonics (systematic programme), blending and segmenting.
• Balanced teaching of decoding and comprehension.
• Fluent reading, spelling, and handwriting.
• Motivation to read and write.

Early mathematics, follow EEF guidance:

• Build secure foundations gradually.
• Use maths throughout the day (stories, songs, games).
• Support self-regulation and metacognition

Manipulatives and representations Literacy across the curriculum, teach: Use objects and visuals to teach concepts. Ensure children and young people understand the link to the maths idea. Remove scaffolds when independence is achieved.

• Vocabulary for each subject.
• Word reading and spelling to fluency.
• Reading comprehension strategies.
• Writing composition for different purposes.
• Motivation to read and write.

Primary to Secondary transition Share understanding of curriculum and teaching methods across phases.

Varied teaching activities Plan practical, interactive, and written tasks.

Ability setting Reduce dependence on the written word Be cautious as setting can widen attainment gaps.

Allow children and young people to record learning in different ways (mind maps, diagrams, posters, audio/ video). Make reasonable adjustments for reading and writing.

Maths across the curriculum, teach problem-solving and reasoning:

• Show how to use existing knowledge.
• Provide tasks without ready-made solutions.
• Compare strategies and use worked examples.
• Encourage reflection and communication.
• Build mathematical knowledge: Connect facts, procedures, and concepts. Practice and apply fluently.
• Use real-life examples and challenges

Access to quality books Provide excellent books across subjects and encourage reading for pleasure.

08. Adaptations, support and scaffolds

Providing tailored scaffolds and supports removes barriers without lowering expectations, enabling all children and young people to access challenging content and succeed.

Planned differentiation Planned regulation Differentiate classwork and homework to match children and young peoples’ learning and language levels.

Provide purposeful opportunities for children and young people to regulate emotions, such as calming activities, quiet spaces, or movement breaks.

Plan activities over time for all stages of learning: Physical equipment

• Acquisition
• Fluency
• Maintenance
• Generalisation
• Application

Allow children and young people to use tools like fidget toys or alternative seating to aid concentration.

Visual organisation Scaffolding Use visuals to help children and young people organise tasks and understand expectations (e.g., numbered steps, writing frames).

Provide visual, verbal, or written support so children and young people can succeed. Gradually remove scaffolds as children and young people become independent.

Timers for transitions Use timers (sand timers, traffic lights, electronic) to help children and young people manage time and transitions.

Awareness of individual needs Use school systems to understand individuals’ needs and ensure medical support follows legal and safety requirements.

Referrals for support Know when and how to refer children and young people for specialist advice (e.g., visual, hearing, physical needs).

Reasonable adjustments Identify barriers to learning and make creative adjustments so children and young people can progress.

Assistive technology Know when and how technology and AI can/should be used to support a child’s learning.

09. Motivation, recognition and feedback

Celebrating effort and giving constructive feedback motivates learners and builds confidence. Inclusive recognition ensures every child and young person feels their progress matters.

Growth mindset Value strengths and understand barriers Celebrate effort and perseverance. Mistakes are part of learning. Encourage children and young people to take risks and try new approaches.

Help children and young people recognise their strengths and achievements and understand any barriers to learning. Support resilience and confidence.

Regular, meaningful feedback Visual evidence of success Give clear, specific feedback that explains why something is good and how to improve. Support children and young people to act on feedback. Keep it positive and focused on future effort.

Use visual tools like word walls, checklists, and progress charts to show achievement and motivate children and young people.

Tangible rewards Learning goals Some children and young people need physical rewards. Use tools like “I am working for…” charts, token cards, motivator puzzles, or “first/then” boards to structure motivation.

Help children and young people to understand their goals and how to reach them. Teach planning, timetables, and self-rewards. Discuss short- and long- term goals and how choices affect success.

Self-evaluation Give children and young people regular chances to review their progress and identify next steps.

Ordinarily Available Provision Tier 1 - The Universal Offer

This part of document focuses on Tier 1 strategies within the OAP framework. These strategies represent the universal, classroom-based approaches that every teacher can implement to support children and young people with a diverse range of needs, without requiring specialist intervention. They are practical, evidence- informed techniques that remove barriers to learning and promote inclusion for all children and young people.

This section is organised around the four key areas of need identified in the SEND Code of Practice:

• Cognition & Learning – strategies that strengthen understanding, memory, and independence through differentiation, scaffolding, and retrieval practice. • Communication & Interaction – approaches that build language skills, social confidence, and structured routines for effective communication. • Social, Emotional & Mental Health (SEMH) – practices that create safe spaces, nurture wellbeing, and foster resilience and positive relationships. • Sensory & Physical – adaptations and resources that ensure accessibility, comfort, and engagement for children and young people with physical or sensory needs.

On the following pages 100 strategies are listed to support inclusion in Wirral schools.

Tier 1

Cognition and Learning Strategies

01. Differentiated lesson planning

03. Pre-teaching vocabulary

02. Scaffolded steps for tasks

04. Concrete manipulatives

05. Visual timelines

Adapt tasks and resources to meet varied ability levels, ensuring all learners can access the curriculum.

Introduce key words before lessons to support comprehension and reduce cognitive load.

Use physical objects to make abstract concepts tangible, aiding understanding in subjects like maths.

Display chronological sequences to help learners grasp order and time-related concepts.

Break complex tasks into smaller, structured stages to build confidence and independence.

07. Clear success criteria

09. Multi-sensory teaching

08. Graphic organisers

10. Peer tutoring

06. Chunking instructions

Pair students to explain concepts, reinforcing understanding for both tutor and learner.

Define what good work looks like so learners understand expectations and can self-assess.

Combine visual, auditory, & tactile methods to engage different learning styles.

Present directions in short segments to avoid overload and improve focus.

Visual tools like mind maps help structure ideas and improve recall.

13. Explicit modelling

15. Working walls

12. Sentence starters

14. Personalised checklists

11. Retrieval practice quizzes

Use short recall activities to strengthen memory and long-term retention.

Demonstrate processes step-by- step so learners see exactly how to complete.

Display key learning points and examples for ongoing reference during lessons.

Provide prompts to support writing and reduce anxiety about starting tasks.

Give tailored lists to help students organise work and track progress.

16. Scaffolded homework

17. Exemplar model answers

19. Linking new to prior knowledge

18. Metacognitive reflection

20. Colour coding for memory

Encourage students to think about how they learn to develop self- regulation skills.

Offer structured support that gradually reduces to build independence.

Show high-quality examples to clarify expectations and guide improvement.

Connect new ideas to familiar concepts to deepen understanding.

Use colours to highlight key information and aid recall.

21. Repetition and overlearning

22. Sequencing charts

24. Feedback loops

23. Structured reflection journals

25. Collaborative learning groups

Offer regular, constructive feedback to guide improvement and motivation.

Reinforce skills through repeated practice to secure mastery.

Visual step-by-step guides help learners follow processes accurately.

Provide prompts for students to review and evaluate their learning.

Encourage teamwork to share ideas and build social learning skills.

Tier 1

Communication and Interaction Strategies

26. Simplified language

28. Communication boards

27. Visual timetables

29. Structured routines

30. Role-play opportunities

Practice real- life scenarios to develop social and communication skills.

Use short, clear sentences to aid understanding for all learners.

Show daily routines visually to reduce anxiety and support predictability.

Keep consistent patterns to help students feel secure and focused.

Provide symbols or words for non-verbal communication.

32. Peer buddy systems

34. Turn-taking games

33. Sentence frames

35. Conversational rules teaching

31. Social stories

Use short narratives to teach appropriate behaviours in specific situations.

Offer structured sentence starters to build confidence in speaking and writing.

Pair students for support and inclusion in social and academic tasks.

Teach conversational skills through interactive play.

Explicitly explain norms for respectful dialogue.

40. Quiet zones

36. Gesture signing

37. Visual prompts

39. Rehearsal scripts

38. “Now and next” boards

Use simple signs to reinforce spoken language and aid understanding.

Provide cues to remind students of expectations or next steps.

Prepare students for conversations or presentations through practice.

Show immediate and upcoming activities to reduce uncertainty.

Designate calm spaces for students needing sensory breaks.

41. AAC devices (basic use)

42. Structured questioning

44. Circle time

43. Visual cue cards

45. Inference teaching

Use planned questions to encourage participation

Facilitate group discussions to build social and emotional skills.

Provide cards with reminders or instructions for quick reference.

Help students interpret meaning beyond literal language.

Introduce technology to support communication for

non-verbal learners.

and thinking.

46. Consistent reinforcement

47. Parent workshops

49. Key vocabulary consistency

48. Structured talk practice

50. CYP voice reviews

Apply regular positive feedback to encourage desired behaviours.

Equip families with strategies to support communication at home.

Use the same terms across contexts to reinforce understanding.

Guide students through planned speaking activities to build confidence.

Gather student feedback to improve communication strategies.

Tier 1

Social, Emotional and Mental Health

51. Safe spaces

53. Restorative approaches

52. Zones of regulation

54. Nurture groups

55. Wellbeing assemblies

Teach students to identify and manage emotions using colour-coded zones.

Promote mental health awareness and coping strategies school wide.

Provide calm areas for emotional regulation and stress relief.

Focus on repairing relationships after conflict rather than punishment.

Offer small, supportive groups to build confidence and social skills.

57. Consistent behaviour policies

59. Mindfulness activities

58. Daily check-ins

60. Peer mediation

56. Mentoring programmes

Pair students with trusted adults for guidance and support.

Apply clear, fair rules to create a predictable environment.

Teach breathing and relaxation techniques to reduce stress.

Monitor emotional wellbeing and provide early support.

Train students to help resolve conflicts among peers.

65. De-escalation training

63. Visual behaviour expectations

62. Clear routines

64. Positive handling plans

61. Trauma-informed practice

Prepare safe strategies for managing challenging behaviour.

Maintain predictable schedules to educe anxiety.

Respond sensitively to students affected by trauma.

Display rules to reinforce positive behaviour.

Equip staff to calm situations before they escalate.

66. Parent support groups

67. Collaborative goal setting

69. Wellbeing surveys

68. Children and young person voice inclusion

70. Branch/CAMHS collaboration

Ensure students contribute to decisions affecting them.

Gather data to inform mental health support.

Work with mental health services for specialist input.

Provide families with emotional and

Involve students in setting achievable

practical help.

targets.

71. Emotion coaching

72. Recognition boards

74. Peer support groups

73. Flexible timetables

75. Staff wellbeing initiatives

Teach students to recognise and manage feelings constructively.

Celebrate achievements to boost self-esteem.

Encourage students to help each other emotionally.

Adjust schedules for students needing emotional support.

Promote mental health among educators.

Tier 1

Sensory and Physical Strategies

76. Environmental adaptations

78. Movement breaks

77. Flexible seating

79. Sensory circuits

80. Assistive technology

Modify classroom layout to reduce sensory overload and improve access.

Schedule short physical activities to improve focus and reduce restlessness.

Offer varied seating options to meet comfort and sensory needs.

Provide structured activities for sensory regulation and readiness to learn.

Use devices to support physical or sensory needs.

82. Visual contrast

84. Risk assessments

83. Enlarged print

85. Accessible layouts

81. Specialist equipment

Provide tools like adapted keyboards or writing aids for accessibility.

Use colour contrasts to improve visibility for students with visual impairments.

Ensure safety for students with physical needs during activities.

Offer bigger text for students with low vision.

Arrange spaces for easy movement and wheelchair access.

87. Fidget tools

89. PT collaboration

88. OT collaboration

90. Manual handling training

86. Noise-reducing headphones

Work with occupational therapists for tailored sensory strategies.

Minimise auditory distractions for sensory-sensitive students.

Partner with physiotherapists for physical support plans.

Provide tactile items to aid concentration and reduce anxiety.

Train staff to move students safely.

91. Parent consultation

92. Sensory diets

94. Tactile resources

93. Quiet zones

95. Accessibility reviews

Regularly check compliance with accessibility standards.

Involve families in planning physical and sensory support.

Use textured materials to support sensory learning. Create calm spaces for sensory breaks.

Offer planned sensory activities

throughout the day.

96. Adaptive PE

97. Break cards

99. Weighted blankets

98. Accessibility signage

100. Evacuation plans

Prepare safe emergency procedures for students with physical needs.

Modify physical education for students with physical needs.

Allow students to request breaks when overwhelmed.

Provide calming pressure for sensory regulation.

Use clear signs for navigation and safety.

Support Tiers 2 - 4

Tiers 2 - 4 provide targeted or specialist support beyond the universal offer for children or young people with more complex or persistent needs.

Key points:

• Schools are Not expected to have All these strategies in place. • These strategies go beyond OAP and are used when universal approaches are not enough. • They often involve small-group or individual interventions, specialist staff, or multi-agency input (e.g., speech and language therapy, occupational therapy, CAMHS).

Examples include:

• Tier 2: Targeted small-group literacy or numeracy interventions, social communication groups, nurture groups, sensory circuits. • Tier 3: Targeted plus programmes for dyslexia, speech and language therapy input, targeted SEMH therapeutic support. • Tier 4: EHCP-funded provision such as bespoke curriculum pathways, specialist therapies, and multi-agency reviews.

This chapter is designed as a reference guide, not a checklist. It helps schools understand what additional support might look like if a child or young person’s needs cannot be met through universal strategies alone.

Tier 2

Targeted Support Strategies Cognition & Learning

Small-group Small-group Targeted Structured handwriting programmes Guided reading literacy interventions numeracy intervention phonics catch-up sessions Scaffolded Vocabulary pre-teaching Maths mastery booster sessions Peer-assisted Personalised homework learning programmes spelling lists packs groups Structured study skills workshops Memory and organisation Use of learning mentors Targeted comprehension Writing frames for extended coaching groups tasks Sentence construction Structured problem-solving Homework club with support Targeted Personalised revision sessions progress workshops clubs staff trackers Parent workshops on Use of adapted textbooks Structured note-taking Targeted ICT Booster classes before support sessions supporting practice assessments learning

Tier 2

Targeted Support Strategies Communication & Interaction

Social communication

Structured Turn-taking Conversation Peer buddy role-play practice rehearsal mentoring groups sessions games scripts Targeted vocabulary Sentence- Structured questioning Use of visual Parent-child communication building workshops cue cards in groups practice groups workshops Structured Targeted Structured storytelling Drama-based communication circle time with focus Peer modelling listening skills groups sessions practice workshops themes Structured Targeted inference Structured comprehension Parent workshops on Use of puppets debate for role-play clubs practice groups social stories Targeted expressive Structured Structured AAC practice Peer-led communication Structured receptive language group discussions language sessions games groups groups

Tier 2

Targeted Support Strategies Social, Emotional and Mental Health

Structured Peer mediation Targeted resilience workshops Nurture Mentoring programmes wellbeing Groups groups schemes Structured Emotion coaching Structured Peer support Parent support workshops anger management friendship sessions groups circles groups Structured Structured self-esteem Targeted anxiety support Peer-led wellbeing initiatives Structured behaviour relaxation reflection groups sessions groups groups Targeted motivation Structured coping skills Structured restorative Parent-child Targeted social skills wellbeing workshops group circles sessions groups Structured Structured Structured Peer mentoring Targeted regulation workshops conflict resolution wellbeing monitoring empathy workshops clubs groups sessions

Tier 2

Targeted Support Strategies Sensory and Physical

Targeted fine Targeted gross Structured handwriting Structured movement Adaptive PE sessions motor skills motor skills groups groups support breaks Structured balance and coordination Structured Parent workshop on sensory diets Targeted visual auditory processing Targeted sensory circuits perception groups groups groups Structured Structured Use of adapted Parent-child tactile exploration sensory regulation Targeted motor planning groups equipment sensory workshops groups sessions groups Structured accessibility Targeted adaptive sports clubs Targeted occupational therapy groups Structured movement therapy groups Targeted physiotherapy practice groups sessions Structured handwriting Targeted adaptive art sessions Structured adaptive drama Structured adaptive music Structured adaptive dance clubs sessions sessions sessions

Tier 3

Targeted Plus Support Strategies Cognition and Learning

Educational psychologist assessments

Targeted Dyslexia- Targeted numeracy interventions Dyscalculia literacy interventions friendly programmes support programmes Targeted Targeted organisation Targeted exam Targeted study skills programmes Targeted ICT support programmes memory preparation training coaching support Targeted Targeted handwriting programmes Targeted vocabulary programmes Targeted Targeted comprehension assistive technology spelling programmes programmes training Targeted Targeted problem-solving Targeted Targeted Targeted writing programmes progress monitoring revision programmes parent workshops programmes Targeted Targeted SENCO support Targeted leadership Targeted Targeted LA wide training teacher training governor programmes training training

Tier 3

Targeted Plus Support Strategies Communication & Interaction

Speech and Targeted social communication Targeted communication Targeted vocabulary programmes Targeted AAC device training language therapist input programmes groups Targeted sentence- Targeted expressive Targeted questioning programmes Targeted inference programmes Targeted comprehension building programmes language programmes programmes Targeted receptive language programmes Targeted Targeted Targeted Targeted parent workshops SENCO support teacher training governor training Targeted Targeted leadership Targeted music Targeted art Targeted LA wide training drama therapy programmes therapy programmes therapy programmes training Targeted parent-child communication Targeted multi-agency communication Targeted Targeted play Targeted peer communication LA wide communication therapy programmes programmes programmes programmes programmes

Tier 3

Targeted Plus Support Strategies Social, Emotional and Mental Health

Targeted counselling programmes

Targeted resilience programmes

Targeted therapeutic programmes

Targeted Branch or CAMHS input anxiety programmes Targeted anger Targeted self-esteem programmes Targeted coping skills programmes Targeted motivation programmes Targeted regulation programmes management programmes Targeted wellbeing programmes Targeted Targeted SENCO support Targeted Targeted parent workshops teacher training governor programmes training Targeted leadership Targeted Targeted music therapy Targeted drama therapy Targeted art therapy programmes LA wide training training programmes programmes Targeted parent-child Targeted multi-agency Targeted play therapy programmes Targeted peer Targeted LA- wide wellbeing wellbeing programmes wellbeing programmes wellbeing programmes programmes

Tier 3

Targeted Plus Support Strategies Sensory and Physical

Targeted motor skills programmes

Targeted handwriting programmes

Occupational therapist input

Physiotherapist Targeted sensory diets input Targeted Targeted Targeted coordination programmes Targeted visual Targeted tactile auditory processing programmes balance programmes perception programmes exploration programmes Targeted Targeted motor planning Targeted Targeted Targeted SENCO support sensory regulation programmes teacher training patent workshops programmes programmes Targeted Targeted leadership Targeted adaptive sports Targeted Targeted adaptive art programmes governor LA-wide training training programmes training Targeted adaptive music Targeted adaptive drama Targeted multi- agency sensory Targeted adaptive dance Targeted LA- wide sensory programmes programmes programmes programmes programmes

Tier 4

Specialist Support Strategies Cognition and Learning

Specialist dyslexia and or dyscalculia

Individualised Specialist Bespoke literacy and/or numeracy curriculum teaching assistant support with defined hours Tuition for core subjects pathways written into EHCP outcomes programmes commissioned via EHCP funding interventions funded through EHCP Personalised exam access arrangements Access to alternative provision or specialist school Specialist ICT/assistive Multi-agency review meetings EHCP-funded small group teaching with specialist staff technology written into (readers, (EP, SENCO, parents, CYP) scribes, extra-time) placements EHCP Curriculum modification Personalised EHCP-funded Regular statutory reviews (annual progress monitoring against EHCP Specialist teacher input homework (life skills, vocational pathways) support programmes review process) outcomes Bespoke transition Specialist resource packs EHCP-funded Specialist exam EHCP-funded planning (primary to secondary to (dyslexia- friendly texts, mentoring programmes preparation therapeutic support input overlays) post 16) Specialist Leadership accountability Parent partnership LA-wide moderation of Legacy documentation of EHCP impact governor oversight of EHCP provision for EHCP outcomes forums for EHCP families EHCP targets

Tier 4

Specialist Support Strategies Communication and Interaction

EHCP-funded Specialist AAC device provision speech and Bespoke social communication EHCP-funded Communication language social skills written into support staff therapy sessions programmes groups EHCP Specialist Multi-agency communication Specialist SALT input embedded in Parent training in AAC communication ECHP-funded drama therapy for communication peer communication reviews (Salt, SENCO, parents, curriculum strategies mentoring development CYP) Specialist expressive or receptive Specialist EHCP-funded comprehension Specialist parent-child communication EHCP-funded play therapy for governor oversight of communication or inference language programmes communication groups programmes EHCPs Leadership accountability Parent partnership LA-wide moderation of communication EHCP-funded Specialist AAC sensory communication for communication training for forums for communication staff EHCP targets programmes outcomes EHCP families Specialist multi-agency communication EHCP-funded EHCP-funded Specialist peer communication Legacy documentation transition communication home-school communication programmes EHCP impact planning support packs

Tier 4

Specialist Support Strategies Social, Emotional and Mental Health

Bespoke EHCP-funded Specialist CAMHS input nurture provision funded via Specialist therapeutic SEMH support staff resilience programmes counselling written into sessions EHCP EHCP EHCP-funded Specialist anger Specialist motivation programmes EHCP-funded EHCP-funded anxiety management management self-esteem programmes coping skills programmes programmes programmes Multi-agency SEMH reviews Specialist parent-child Specialist Specialist regulation programmes EHCP-funded governor oversight of SEMH EHCPs wellbeing programmes (CAMHS, SENCO, parents, wellbeing programmes CYP) Parent partnership Leadership accountability LA-wide moderation of SEMH EHCP Specialist EHCP-funded trauma- informed programmes restorative forums for SEMH EHCP for SEMH outcomes practice programmes targets families Specialist therapeutic Legacy documentation Specialist peer wellbeing EHCP-funded transition SEMH EHCP-funded home-school wellbeing pack play programmes of SEMH EHCP programmes support impact

Tier 4

Specialist Support Strategies Sensory and Physical

EHCP-funded Specialist sensory diets EHCP-funded physiotherapy Specialist motor skills programmes EHCP-funded occupational handwriting programmes therapy sessions written into sessions EHCP Specialist balance or coordination programmes EHCP- funded visual EHCP-funded Specialist Specialist motor planning tactile exploration programmes auditory processing programmes perception programmes programmes EHCP-funded Specialist adaptive sports Specialist adaptive music EHCP-funded adaptive arts EHCP-funded adaptive drama sensory regulation programmes programmes programmes programmes programmes Multi-agency sensory reviews Leadership accountability Specialist LA-wide moderation of Specialist adaptive dance governor oversight of sensory EHCPs (Ot, Pt, SENCO, for sensory sensory EHCP programmes parents, CYP) outcomes targets Parent partnership Specialist accessibility audits for CYP Legacy documentation of sensory EHCP Specialist home-school sensory packs EHCP-funded forums for sensory EHCP transition sensory support with an EHCP impact families