Ordinarily Available Inclusive Provision (OAIP) Easy Read

Cognition and Learning

Difficulties with learning across the curriculum

Some children may find learning hard in many areas of the curriculum. This can include reading, writing, maths, memory, attention, and understanding new ideas. These difficulties may affect how well they keep up with their peers and how confident they feel in school.

What Might We Notice?

  • The child may struggle to remember what they’ve learned from one day to the next.
  • They may find it hard to understand new ideas or apply learning in different subjects.
  • They may need more time to complete tasks or learn new skills.
  • They may avoid tasks or show frustration when learning feels difficult.
  • They may have difficulty following instructions or staying focused.
  • Their progress may be slower than expected, even with support.

How Can School Staff Help? (Everyday Classroom Support)

  • Break tasks into smaller, manageable steps and give clear instructions.
  • Use visual aids, practical activities, and real-life examples to support understanding.
  • Give extra time to think, respond, and complete tasks.
  • Repeat and revisit key learning regularly to help memory.
  • Use checklists, prompts, and scaffolding to support independence.
  • Celebrate small successes to build confidence and motivation.
  • Provide opportunities for overlearning and practice in different contexts.
  • Pair with a peer or adult for support during tasks.

Extra Help (SEN Support)

  • Use targeted interventions for literacy, numeracy, memory, or attention.
  • Work with specialist teachers or educational psychologists to assess needs and plan support.
  • Provide regular small group or 1:1 sessions focused on specific learning targets.
  • Use assistive technology (e.g. reading pens, voice-to-text tools) where appropriate.
  • Develop personalised learning plans with clear goals and strategies.
  • Monitor progress closely and adapt support as needed.

Reading and Spelling

This area relates to how children recognise, read, and spell individual words. It includes phonics (sounding out words), sight recognition, and understanding how letters and sounds work together. Difficulties here can affect reading fluency, spelling accuracy, and confidence with written tasks.

What Might We Notice?

  • The child may struggle to sound out words or blend sounds together.
  • They may guess words based on pictures or context rather than reading them.
  • They may read slowly or hesitate when reading aloud.
  • Their spelling may be inconsistent or phonetically incorrect.
  • They may avoid reading or writing tasks, or show frustration.
  • They may find it hard to remember common words or spelling patterns.

Reading Comprehension

Reading comprehension is about understanding what is read. It includes making sense of words, sentences, and longer texts. Children need to understand vocabulary, follow ideas, and make connections between different parts of a text. Some children may read fluently but still struggle to understand what they’ve read.

What Might We Notice?

  • The child can read words aloud but doesn’t understand what they mean.
  • They may struggle to answer questions about a text or retell what they’ve read.
  • They might find it hard to follow the main idea or sequence of events.
  • They may not make links between what they read and their own experiences.
  • They might avoid reading tasks or lose interest quickly.
  • They may need help understanding new vocabulary or figurative language.

Recording / Writing

Recording or writing is how children show what they know and understand. It includes putting thoughts into words, forming letters, spelling, organising ideas, and using grammar and punctuation. Some children may understand a topic well but struggle to record their ideas clearly or independently.

What Might We Notice?

  • The child may find it hard to get started with writing tasks.
  • They may write very little or avoid writing altogether.
  • Their writing may be hard to read, with poor spelling or grammar.
  • They may struggle to organise their ideas or stay on topic.
  • They may need lots of support to complete written work.
  • They may get tired quickly or become frustrated during writing tasks.

How Can School Staff Help? (Everyday Classroom Support)

  • Give sentence starters, writing frames, or word banks to support structure.
  • Allow planning time and use visual organisers like mind maps or storyboards.
  • Break writing tasks into smaller steps and give clear examples.
  • Encourage oral rehearsal before writing.
  • Use alternatives to writing (e.g. drawing, voice recording, typing) where appropriate.
  • Provide regular opportunities to practise handwriting and spelling.
  • Celebrate effort and progress, not just final outcomes.
  • Allow extra time and give positive feedback to build confidence.

Extra Help (SEN Support)

  • Use targeted interventions for writing, spelling, or handwriting.
  • Work with specialist teachers or educational psychologists to assess needs.
  • Provide regular small group or 1:1 sessions focused on writing skills.
  • Use assistive technology (e.g. speech-to-text, word prediction tools).
  • Develop personalised writing plans with clear targets and strategies.
  • Monitor progress and adapt support based on what works best for the child.

What is 'Literacy and Motivation'?

Literacy includes reading, writing, and understanding language. Motivation is about how willing and confident a child feels to take part in literacy tasks. Some children may have the skills but avoid reading or writing because they find it hard, boring, or frustrating. Others may struggle with literacy and lose confidence over time.

What Might We Notice?

  • The child avoids reading or writing tasks, even when they are able to do them.
  • They may say they “hate reading” or “can’t write” and show low confidence.
  • They may give up quickly or not try at all.
  • They may rush through tasks or not complete them.
  • They may show frustration, anxiety, or behaviour difficulties during literacy lessons.
  • They may not choose to read or write during free time or independent learning.

How Can School Staff Help? (Everyday Classroom Support)

  • Offer choices in reading and writing tasks to match the child’s interests.
  • Use short, achievable tasks and celebrate effort and progress.
  • Give positive feedback and highlight strengths.
  • Use paired or group work to build confidence and reduce pressure.
  • Provide books and materials that are age-appropriate but accessible.
  • Allow alternative ways to record ideas (e.g. drawing, typing, voice recording).
  • Create a calm, supportive environment with clear routines.
  • Encourage reading and writing for real-life purposes (e.g. making lists, writing cards).

Extra Help (SEN Support)

  • Use targeted literacy interventions matched to the child’s needs.
  • Work with specialist teachers or educational psychologists to assess barriers to motivation.
  • Provide regular small group or 1:1 sessions to build skills and confidence.
  • Use personalised plans with clear goals and motivational strategies.
  • Involve the child in setting targets and choosing materials.
  • Monitor emotional wellbeing and provide support where needed.

Mathematics

Mathematics includes understanding and working with numbers, shapes, patterns, and problem-solving. It involves skills like counting, calculating, measuring, and reasoning. Some children may find maths difficult due to challenges with memory, attention, language, or confidence.

What Might We Notice?

  • The child may struggle to remember number facts or maths methods.
  • They may find it hard to understand maths vocabulary or symbols.
  • They may get confused when solving problems or applying maths in different contexts.
  • They may work slowly or make frequent mistakes.
  • They may avoid maths tasks or show frustration and anxiety.
  • They may need repeated explanations or support to complete work.

How Can School Staff Help? (Everyday Classroom Support)

  • Use practical resources like counters, number lines, and visual aids.
  • Break tasks into small steps and give clear, simple instructions.
  • Use real-life examples to make maths meaningful.
  • Repeat and revisit key concepts regularly.
  • Allow extra time and give positive feedback to build confidence.
  • Use paired or group work to support learning.
  • Provide word banks and explain maths vocabulary clearly.
  • Encourage the use of checklists or worked examples to support independence.

Extra Help (SEN Support)

  • Use targeted interventions for number skills, reasoning, or problem-solving.
  • Work with specialist teachers or educational psychologists to assess needs.
  • Provide regular small group or 1:1 sessions focused on specific maths targets.
  • Use personalised maths plans with clear goals and strategies.
  • Consider assistive technology (e.g. talking calculators, maths apps).
  • Monitor progress and adapt support based on what works best for the child.

Attention and Concentration

Attention and concentration are about how well a child can focus on tasks, listen carefully, and stay on track. Some children may find it hard to concentrate for long periods, switch between tasks, or ignore distractions. These difficulties can affect learning and behaviour in the classroom.

What Might We Notice?

  • The child may be easily distracted by noises, movement, or other people.
  • They may struggle to stay focused on tasks or instructions.
  • They may move around a lot or fidget during lessons.
  • They may rush through work or leave tasks unfinished.
  • They may need frequent reminders to stay on task.
  • They may find it hard to switch between activities or follow multi-step instructions.

How Can School Staff Help? (Everyday Classroom Support)

  • Seat the child in a low-distraction area of the classroom.
  • Use visual timetables and clear routines to support focus.
  • Break tasks into smaller steps and give one instruction at a time.
  • Use timers or checklists to help the child stay on track.
  • Give regular movement breaks or opportunities for physical activity.
  • Use praise and rewards to encourage focus and effort.
  • Provide quiet spaces or calming activities when needed.
  • Use visual cues and prompts to support attention.

Extra Help (SEN Support)

  • Use targeted interventions to support attention and self-regulation.
  • Work with educational psychologists or other specialists to assess needs.
  • Provide regular small group or 1:1 sessions focused on attention strategies.
  • Develop personalised support plans with clear goals and strategies.
  • Use tools like sensory supports, fidget items, or noise-cancelling headphones.
  • Monitor progress and adjust support based on what works best for the child.

Planning and organisation

Planning and organisation are about how children prepare for tasks, manage their time, and keep track of what they need to do. These skills help with starting work, staying on track, and completing tasks. Some children may need extra support to organise their thoughts, materials, and routines.

What Might We Notice?

  • The child may struggle to start tasks or know what to do first.
  • They may forget equipment, homework, or instructions.
  • They may find it hard to organise their ideas or manage time.
  • Their work may be disorganised or incomplete.
  • They may need frequent reminders or prompts to stay on task.
  • They may become overwhelmed by multi-step tasks or changes in routine.

How Can School Staff Help? (Everyday Classroom Support)

  • Use visual timetables, checklists, and planners to support organisation.
  • Break tasks into clear, manageable steps and give one instruction at a time.
  • Provide templates or writing frames to help organise ideas.
  • Allow extra time for planning and completing tasks.
  • Use colour coding or labelled folders to support organisation of materials.
  • Give regular reminders and prompts to help the child stay on track.
  • Support transitions between activities with clear signals and routines.
  • Encourage the use of personal organisers or digital tools if appropriate.

Extra Help (SEN Support)

  • Use targeted interventions focused on executive functioning and organisation.
  • Work with educational psychologists or other specialists to assess needs.
  • Provide regular small group or 1:1 sessions to practise planning and organisational skills.
  • Develop personalised support plans with clear goals and strategies.
  • Use tools like visual schedules, task planners, and time management aids.
  • Monitor progress and adapt support based on what works best for the child.

Self-regulation

Self-regulation is about how children manage their thoughts, feelings, and actions. It includes staying calm, controlling impulses, staying focused, and managing frustration. These skills help children to learn, follow routines, and interact positively with others.

What Might We Notice?

  • The child may get upset easily or struggle to calm down.
  • They may find it hard to wait, take turns, or follow rules.
  • They may give up quickly or become frustrated when tasks are difficult.
  • They may act without thinking or interrupt others.
  • They may struggle to stay focused or switch between tasks.
  • They may need adult support to manage emotions or behaviour.

How Can School Staff Help? (Everyday Classroom Support)

  • Use calm, consistent routines and clear expectations.
  • Give regular praise and encouragement for effort and self-control.
  • Use visual supports like emotion charts, timers, or now/next boards.
  • Teach and model calming strategies (e.g. breathing, counting, movement breaks).
  • Break tasks into small steps and allow extra time.
  • Provide choices to help the child feel in control.
  • Use quiet spaces or calming activities when needed.
  • Support transitions with warnings and visual cues.

Extra Help (SEN Support)

  • Use structured programmes focused on emotional regulation and behaviour (e.g. Zones of Regulation).
  • Work with educational psychologists or other specialists to assess needs.
  • Provide regular small group or 1:1 sessions to practise self-regulation strategies.
  • Develop personalised support plans with clear goals and calming techniques.
  • Use tools like sensory supports, social stories, or behaviour charts.
  • Monitor progress and adapt support based on what works best for the child.