Introduction
This guidance explains what support should be available in all settings for children and young people with Special Educational Needs and Disabilities (SEND), so that everyone can thrive.
The main audience for this guidance is professionals working within education (e.g. SENCo's and teachers). However, it can also be used to assist parents, carers, and young people to better understand the support available for those with SEND. The pages with suggested strategies, for different areas of need, have an Easy Read Version.
What is 'Ordinarily Available Inclusive Provision'?
'Ordinarily Available Inclusive Provision' is the support that every mainstream school should provide for all children, including those with special educational needs or disabilities (SEND).
It includes teachers adapting lessons so every child can take part and make progress ('Adaptive Teaching') and providing extra help or resources from within the school, when needed ('SEN Support').
This guidance is a practical tool to help schools develop and improve their support for children and young people with SEND.
It encourages consistency by promoting common practices observed across most settings. It also aims to facilitate the sharing of ideas and good practice, and to evolve as a central resource for support and signposting.
This guidance supports schools to use the graduated approach (Assess, Plan, Do, Review) to meet needs. Regular reviews help decide when specialist support may be needed.
The guidance has been co-produced with SENCOs, professionals, and parents, and has involved consultation with a range of services and organisations.
Recognising Individuality in Schools and Learners
Every school is different, and every child is unique. This guidance is designed to help schools support all children and young people, whatever their needs.
This guidance is not intended to serve as a checklist or a rigid set of instructions. Not every idea in this document will be right for every child or every school. Staff should use their judgement to choose what works best for their pupils and setting.
Support should be based on what each child needs, not just their age or any diagnosis. It’s important to work together – school staff, parents, carers, and the child or young person – to find the best ways to help.
This guidance should be used alongside your school’s SEND policy and other information you share with families.
A needs-led approach, prioritising early intervention, is vital in securing positive outcomes for children and young people with SEND.
Our Vision
(From Harrow SEND and AP Strategy 2024-29)
Our vision is to ensure that every child and young person with Special Educational Needs and Disabilities (SEND) in Harrow is included, receives the support they need to thrive and is able to make decisions for their future.
We aim to create a nurturing environment where their needs are identified early, and they have access to high-quality education, healthcare, and social opportunities.
By working closely with educational settings, parents and carers, health professionals, and the community, we respond quickly to their needs, ensuring they feel understood and valued.
We are dedicated to helping children and young people develop the skills and confidence to lead fulfilling, independent, and meaningful lives.
Preparation for Adulthood
Investing in the right support early, and doing it well, lays the foundation for better long-term outcomes in adulthood, including independence, education and employment, community inclusion, and good health and wellbeing.
All levels of support should contribute to longer term Preparation for Adulthood outcomes.
Special Educational Needs
The definition of Special Educational Needs is stated as follows:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age; or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.” - SEND Code of Practice: 0-25 years, 2015, p15
What else might be impacting on progress?
Before deciding a child has SEND, schools should look at other possible reasons for slower progress, such as attendance, teaching quality, or social and health needs.
"Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff."
(SEN Code of Practice 2015, 6.36)