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Ordinarily Available Inclusive Provision

The Greater Manchester Ordinarily Available Inclusive Provision (OAIP) framework sets out the inclusive practice that should be available for all children and young people in mainstream schools, regardless of whether they have a diagnosis, identified SEND (Special Educational Needs and Disabilities), or an EHCP (Education, Health and Care Plan). OAIP is the foundation of high-quality teaching, inclusion and school improvement, ensuring that barriers to learning, participation and belonging are identified and addressed through effective universal provision.

The Purpose of OAIP

OAIP aims to ensure that:

  • All children experience an inclusive learning environment
  • Support is based on identified need rather than diagnosis
  • Schools make reasonable adjustments and provide adaptive teaching
  • Families have a clear understanding of what support should be available in mainstream settings
  • There is consistency of provision across schools
  • Children are able to belong, participate, achieve and thrive within their education setting

OAIP should be viewed as inclusive practice for all learners, rather than a SEND initiative. It forms the foundation upon which SEN Support, multi-agency involvement and, where necessary, statutory assessment are built.

The OAIP Framework

The framework is organised around key aspects of inclusive provision that should be reflected in daily practice, school culture and leadership. These include:

  • Inclusive leadership and culture
  • Partnerships with children, young people and families
  • Communication and interaction
  • Teaching, learning and assessment
  • Learning environment and resources
  • Social, emotional and mental wellbeing
  • Transitions and preparation for change
  • Attendance, participation and belonging
  • Workforce development and staff knowledge

What This Means for Schools

Schools should be able to demonstrate that they:

  1. Create Inclusive Learning Environments
    • Foster a culture where all children feel valued and included
    • Promote belonging, participation and positive relationships
    • Make reasonable adjustments to remove barriers to learning
    • Adapt environments to meet a range of needs
  2. Deliver High Quality Adaptive Teaching
    • Use flexible teaching approaches
    • Differentiate through adaptation rather than separate curricula where appropriate
    • Use visual supports, scaffolding and structured routines
    • Ensure assessment informs planning and provision
  3. Work in Partnership with Families
    • Involve parents and carers in decision-making
    • Seek and act upon pupil voice
    • Communicate clearly about provision and support
  4. Identify and Respond to Need Early
    • Monitor progress and wellbeing
    • Use Assess-Plan-Do-Review cycles where concerns emerge
    • Implement evidence-informed interventions when required
    • Seek specialist advice where appropriate

School Self-Evaluation

  • The OAIP audit tool supports schools in:
  • Evaluating current inclusive practice
  • Identifying strengths and areas for development
  • Monitoring progress over time
  • Informing school development planning
  • Supporting governance and leadership oversight

The audit process should inform strategic improvement planning, rather than be viewed as a compliance exercise.

Inclusion Strategy Development

Schools are encouraged to use OAIP alongside the Greater Manchester Inclusion Strategy approach:

  • Identify barriers to inclusion
  • Evaluate current provision
  • Prioritise areas for improvement
  • Implement planned actions
  • Measure impact and review outcomes

This supports a continuous cycle of school improvement and helps build sustainable inclusive practice.

Support Available Through the SEND Support Service

Schools can access support from the SEND Support Service to help implement and embed OAIP through:

  • Leadership consultation and planning
  • Inclusion reviews and learning walks
  • School self-evaluation support
  • Action planning
  • Staff training and professional development
  • Coaching and implementation support
  • Impact review and sustainability planning

The aim is to support schools in developing strong, evidence-based inclusive practice that benefits all learners.