Ordinarily Available Inclusive Provision (OAIP)

• Schools and local authorities provide reasonable adjustments for disabled pupils under the Equality Act 2010. 
• The physical accessibility of the building and individual learning spaces is assessed using the Enabling Learning Environment audit tool. The accessibility plan is on the website and “reasonable adjustments” are made according to individual needs.  
• The furniture is the appropriate size and height for the CYP. 
• Extracurricular activities and educational visits are planned to fully include CYP with SEND (in line with the Equalities Act 2010), including those with SEMH and physical disabilities. “Reasonable adjustments” are made. 
• Equality and Human Rights Commission Technical Guidance for Schools in England 
• CYP’s views are routinely sought and are used to inform planning for physical or sensory adaptations that they may require.
• Teachers and Practitioners use observational assessments and/or parents’ input where the CYP is not able to communicate their views.

• Staff understand sensory, physical, and medical needs and their implications.
• Ensure software used in school is accessible, (e.g. that CYP can use the accessibility options).
• Support CYP to ‘catch up’ after absences. 
• Provide easy access to sensory equipment e.g. sloping boards, black pens, wobble cushions, pencil grips, fidget toys and weighted blankets.
• Sensitivity to smells, noises or other sensory stimulus should be managed with care.
• Repairs or building works should consider creating an accessible environment to meet the needs of CYP with sensory, physical and medical needs.
• Exam access arrangements are prepared in advance.
• Staff collaboratively plan and adjust interventions for CYP with sensory or physical needs.
• Recognise that some sensory or physical needs may be hidden (e.g. “masking”).
• Provide structure, routine, and preparation for changes.
• Ensure the physical environment is organised, accessible, and clearly labelled.
• Make adjustments for visual access, mobility, and communication needs across the school.
• Use support staff and alternative communication methods consistently at home and school (e.g., BSL, Makaton, Braille).
• Include movement breaks daily.
• Provide sensitive seating and allow comfortable equipment use for left/right-handed CYP.
• Reduce sensory overload through environmental modifications.
• Recognition of the impact that sensory and physical needs (these may not be visible e.g. a CYP with sensory issues who is ‘masking’ with hearing needs who does not use hearing devices or wearing contact lenses to get the best possible vision but whose vision is still not fully corrected).  
• Work with the CYP, their cohort and staff on understanding their differences and developing self-help strategies. Promote self-advocacy and a culture of respect for differences.

What Might We Notice?

• Difficulty seeing work, e.g. getting close, misreading letters, slow reading, moving to be nearer the board. 
• Challenges with PE activities, e.g. catching balls, team games. 
• Limited awareness of facial expressions or non-verbal communication. 
• Tripping or bumping into objects/people. 
• Withdrawal from class activities (physically or emotionally). 
• Limited understanding of information learnt incidentally, e.g. objects seen at a distance. 
• Difficulties in varying lighting conditions. 
• Needs to use additional equipment, e.g. laptops, magnifiers.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Collaborate with families and professionals (e.g. Advisory Teacher – Blind and Vision Inclusion (QTVI), habilitation specialists) to implement recommended strategies. 
• Create an accessible environment: uncluttered spaces, plain backgrounds, good illumination, and contrasting colours. 
• Adapt resources: use recommended print size and font, decluttered materials, wider spacing, coloured paper, and bold pens. 
• Provide additional time to complete tasks and allow for processing. 
• Model and verbalise thinking and writing; limit copying from the board. 
• Consider seating positions for optimal access in class and assemblies. 
• Use real objects and tactile materials to support concept development. 
• Provide access to technology: laptops, tablets, reading apps, magnification tools. 
• Plan for full inclusion in all activities, including PE and trips, making reasonable adjustments. 
• Ensure staff are trained in supporting vision needs and using specialist equipment. 
• Use visual and auditory cues to support learning and orientation.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Input from Advisory Teacher – Blind and Vision Inclusion (QTVI): observations, assessments, training, liaison with parents/carers and professionals. 
• Access to specialist equipment, e.g.: large print, Braille, tactile books, bold pens, magnifiers, touch typing programmes. 
• Environmental adaptations, e.g.: risk assessments, line marking, visually friendly environments, accessible signage. 
• Personalised resources, e.g.: adapted worksheets, tactile maps, talking scales, individual copies of texts. 
• Mobility and habilitation support as needed. 
• Regular review of needs and equipment with professionals. 
• Staff training in supporting vision needs and using specialist equipment.
• Individual Healthcare Plans and emergency protocols in place. 
• Support for transitions (e.g. moving between settings, changes in vision status). 
• Monitor progress using Assess, Plan, Do, Review (APDR) cycles and adapt provision as needed.

What Might We Notice?

• Mishears situations and may act inappropriately. 
• Limited understanding of information learnt incidentally, e.g. bird song, peer group ‘slang’. 
• ‘Switching off’ during carpet time/assembly or other times when unable to hear. 
• Difficulty following verbal instructions or group discussions. 
• Needs to use hearing aids or assistive listening devices. 
• May be sensitive to background noise or reverberation. 
• May need seating adjustments for optimal hearing. 

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Collaborate with families and professionals (e.g. CST Advisory Teacher – Deaf and Hearing Inclusion (QToD) to implement recommended strategies.
• Maintain a quiet working environment, reduce background noise and use soft furnishings. 
• Face the pupil when giving instructions and avoid moving around while speaking. 
• Gain attention before speaking and use clear, simple instructions. 
• Repeat key vocabulary, peer contributions, and directions. 
• Provide information in small chunks to prevent listening fatigue. 
• Use visual supports (e.g. timetables, sand timers, written copies, subtitles). 
• Seat pupil for optimal hearing (e.g. at the front, better ear facing speaker). 
• Allow extra processing/thinking time. 
• Pre- and post-teach lesson vocabulary and concepts with visual support. 
• Promote positive attitudes towards hearing needs. 
• Encourage use of assistive technology (e.g. laptops, tablets, hearing aids, ALDs). 
• Train staff in deaf awareness and use of equipment.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Input from Advisory Teacher – Deaf and Hearing Inclusion (QToD): observations, assessments, training, liaison with parents/carers and professionals. 
• Access to specialist equipment, e.g.: hearing aids, ALDs, subtitles, visual timetables. 
• Environmental adaptations, e.g.: risk assessments, seating plans, noise reduction strategies. 
• Personalised resources, e.g.: adapted worksheets, written copies, transcripts, visual cues. 
• Regular review of needs and equipment with professionals. 
• Staff training in supporting hearing needs and using specialist equipment.
• Individual Healthcare Plans and emergency protocols in place. 
• Support for transitions (e.g. moving between settings, changes in hearing status). 
• Monitor progress using Assess, Plan, Do, Review (APDR) cycles and adapt provision as needed.

What Might We Notice?

• Combined vision and hearing needs; may not compensate for one sense with another. 
• Communication difficulties, e.g. not able to use BSL due to not seeing hand shapes. 
• Recoding difficulties, e.g. not able to listen and see to type/write. 
• Difficulties moving around independently in the environment. 
• May need support for personal care and daily routines.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Use inclusive, integrated approaches to ensure full engagement in learning and social life. 
• Individualise teaching and learning opportunities to account for physical, medical, and multi-sensory needs. 
• Provide a tidy, well-organised classroom with clear labelling of resources. 
• Implement recommendations from specialist support services for curriculum delivery. 
• Carefully consider positioning when talking to the pupil. 
• Offer opportunities to demonstrate learning in a variety of ways (e.g. tactile, auditory, visual). 
• Give extra processing time and revisit learning to accommodate different rates of information processing. 
• Break tasks into manageable chunks and build in sensory breaks as needed. 
• Use Harrow On Body Signs (HOBS) or similar tactile communication systems. 
• Plan routine and consistency to support understanding. 
• Provide additional support for personal care as appropriate. 
• All strategies in ‘Making Schools Accessible for People with Sensory Needs’ are appropriate. 
• Use multi-sensory resources and activities to reinforce concepts.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Support from Advisory Teacher – Deaf/Blind and Multi-Sensory Inclusion (QTMSI) e.g.: explanation of medical information, training, liaison with parents/carers, class teacher, and health professionals. 
• Access to specialist equipment and resources, e.g.: Braille, large print, tactile books, audiology and mobility support. 
• Personalised interventions for communication, mobility, and independence. 
• Attendance at multi-professional meetings and regular review of needs. 
• Additional advice and support from sign language tutor, resource technician, audiology technician, and habilitation/mobility specialist. 
• Individual Healthcare Plans and risk assessments in place. 
• Support for transitions (e.g. moving between settings, changes in sensory status). 
• Monitor progress using Assess, Plan, Do, Review (APDR) cycles and adapt provision as needed.

What Might We Notice?

• Sensory sensitive: easily distracted, reacts to loud or sudden noises, upset by touch or proximity of others. 
• Sensory seeking: stands too close, walks with heavy steps, touches people/objects, chews on non-food items. 
• Difficulties with handwriting or motor skills due to sensory processing. 
• May become overwhelmed or distressed by sensory input. 
• Needs support to communicate sensory needs and self-regulate.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Implement advice from occupational therapists and advisory teachers; ensure staff are trained in sensory needs. 
• Agree non-verbal signals for pupils to use when overwhelmed or needing a break. 
• Provide opportunities for movement (e.g. passing out resources, movement breaks). 
• Keep to a predictable routine and inform pupils of changes in advance. 
• Seat pupils away from distractions and provide quiet workspaces if needed. 
• Allow flexible working positions (e.g. lying on the floor, exercise ball, stand-up desk). 
• Reduce exposure to bright colours and visual clutter. 
• Allow use of sensory supports (e.g. fidget toys, stress balls, ear defenders, chews, seating cushions) after discussion with parents and professionals. 
• Provide a calm corner and allow access as needed. 
• Reduce handwriting demands and allow extra time for writing. 
• Use coloured overlays for reading if assessed as helpful. 
• Support pupils to communicate their sensory needs and self-advocate.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Individual sensory profiles and personalised sensory strategies, developed with professionals.
• Access to specialist equipment (e.g. weighted blankets, wobble cushions, sensory tools) as recommended. 
• Targeted interventions for sensory processing (e.g. sensory circuits, OT programmes). 
• Regular review of sensory needs and strategies with professionals and families. 
• Staff training in sensory processing and regulation strategies. 
• Support for transitions and changes to minimise sensory overload. 
• Monitor progress using Assess, Plan, Do, Review (APDR) cycles and adapt provision as needed.

What Might We Notice?

• Physical disability or medical condition affecting mobility, stamina, or access to learning. 
• Difficulties with fine or gross motor skills, such as handwriting, using tools, or participating in PE. 
• Needs support with personal care, dressing, toileting, or eating. 
• Requires specialist equipment (e.g. wheelchair, standing frame, adapted seating, assistive technology). 
• Fatigue or pain may impact participation and concentration. 
• May need adjustments to the physical environment (e.g. ramps, accessible toilets, classroom layout).
• Needs support to access extracurricular activities and educational visits.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Create an accessible classroom environment: clear pathways, adjustable furniture, and clutter-free spaces. 
• Plan lessons with flexibility to allow for movement breaks, changes of position, and rest periods. 
• Use multi-sensory and hands-on learning to support engagement and access. 
• Provide alternative methods of recording e.g. laptops, voice-to-text, scribing, drawing. 
• Allow extra time for tasks and transitions. 
• Model and scaffold motor skills (e.g. breaking tasks into steps, using visual prompts). 
• Work collaboratively with families and professionals (e.g. physiotherapists, occupational therapists) to implement recommended strategies. 
• Promote independence and self-advocacy by encouraging pupils to communicate their needs and preferences. 
• Ensure staff are trained in moving and handling, use of equipment, and understanding medical needs. 
• Plan for full inclusion in all activities, including PE, trips, and clubs, making reasonable adjustments as needed.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Individualised programmes for motor skills, delivered by or in consultation with physiotherapists or occupational therapists. 
• Access to specialist equipment (e.g. standing frames, walkers, adapted cutlery, assistive technology) and regular review of needs. 
• Personal care support as required, with dignity and privacy. 
• Targeted interventions for fine and gross motor development (e.g. Write from the Start, OT/physio programmes). 
• Regular liaison with health professionals to update care plans and strategies. 
• Risk assessments for activities, environment, and equipment use. 
• Staff training in medical procedures, manual handling, and use of specialist equipment. 
• Individual Healthcare Plans and emergency protocols in place. 
• Support for transitions (e.g. moving between settings, changes in health status). 
• Monitor progress using Assess, Plan, Do, Review (APDR) cycles and adapt provision as needed. 

What Might We Notice?

• Medical condition (mild, moderate, severe, or complex) that may impact attendance, stamina, concentration, or participation. 
• Frequent absences due to treatment, appointments, or illness. 
• Needs support with medication, medical procedures, or emergency protocols. 
• May require adjustments to the school day, curriculum, or environment. 
• Physical symptoms (e.g. fatigue, pain, nausea) may affect learning and engagement. 
• Needs support to access all aspects of school life, including extracurricular activities and trips.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Work in partnership with parents/carers and health professionals to understand the full extent of medical needs and their impact. 
• Ensure an up-to-date Individual Healthcare Plan is in place and shared with relevant staff. 
• Undertake risk assessments for activities, environment, and medical needs. 
• Make reasonable adjustments to the curriculum, timetable, and environment (e.g. flexible start/finish times, access to rest areas). 
• Provide sensitive support for medication, care routines, and emergencies. 
• Maintain regular home-school contact to support inclusion and a sense of belonging. 
• Plan for reintegration after absences, addressing learning gaps and social/emotional needs. 
• Train staff in relevant medical procedures and ensure access to necessary equipment (e.g. first aid bags, lockable medicine cabinets). 
• Promote independence and self-advocacy where appropriate.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Individual Healthcare Plan regularly reviewed with input from health professionals, parents/carers, and the pupil. 
• Staff training in medical procedures, care routines, and emergency protocols.
• Personalised support for attendance, learning, and wellbeing (e.g. catch-up programmes, mentoring, emotional support). 
• Flexible timetabling or reduced demands during periods of high medical need. 
• Access to specialist equipment and resources as required. 
• Regular liaison with health professionals (e.g. school nurse, paediatrician, therapists). 
• Support for transitions (e.g. moving between settings, changes in health status). 
• Bereavement support and policies where relevant. 
• Monitor progress using Assess, Plan, Do, Review (APDR) cycles and adapt provision as needed.

What Might We Notice?

• Difficulty with dressing, eating, personal hygiene, organising belongings, time management, travel, money handling, or using public transport
• Reliance on adults for routines or problem-solving
• Anxiety or avoidance around new or unfamiliar tasks.

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Teach and model routines for self-care and organisation.
• Use visual schedules, checklists, and reminders.
• Scaffold tasks and gradually reduce support.
• Provide opportunities for choice and decision-making.
• Embed independence skills across the curriculum (e.g. cooking in DT, budgeting in maths).
• Encourage self-advocacy and reflection (“What do you need to do next?”).

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Targeted interventions for specific skills (e.g. travel training, money management, self-organisation groups).
• Individualised plans for independence goals, reviewed regularly.
• Involve external professionals (e.g. Occupational Therapy, Connexions, Supported Employment services) as needed.
• Work with families to generalise skills at home and in the community.
• Use person-centred planning tools for transition.