Ordinarily Available Provision (OAP)

Ordinarily Available Provision is the support that all mainstream educational settings are expected to provide from their own resources. This includes:

• High‑quality, inclusive classroom teaching
• Reasonable adjustments to the learning environment
• Simple, practical strategies that help children take part and succeed

National guidance makes clear that local authorities must set out the support they expect schools and settings to provide for children with SEND as part of their Local Offer.

You may hear this described as Quality First Teaching or inclusive practice.

Most children with additional needs can have those needs met through the support that is ordinarily available in their setting. OAP helps ensure that:

• Children feel included and valued
• Barriers to learning are identified early
• Support is flexible and based on the child’s needs, not on a diagnosis
• Schools follow the SEND Code of Practice and Equality Act 2010 duties to adapt teaching for individual learners

OAP is the foundation of SEND support in Bromley.

Every setting will deliver OAP slightly differently, but here are examples of what you might typically see.

High‑quality teaching

Teachers may use a range of approaches, such as:

• Breaking instructions into small steps
• Using visual cues and modelling tasks
• Providing extra time to process information
• Flexible seating or small‑group arrangements
• Scaffolded tasks, writing frames, or graphic organisers

These strategies are part of everyday good teaching and support all learners.

Reasonable adjustments

These are small changes that help your child access learning. They might include:

• Movement breaks during lessons
• Noise‑reducing headphones
• Access to a quiet or low‑arousal space
• Predictable routines and visual timetables

These types of adjustments are common in Bromley schools.

Universal resources and tools

Some children benefit from:

• Task checklists
• Now/Next boards
• Sensory equipment
• Organisers or timers
• Technology that supports reading or writing

These are part of the universal toolkit schools use to support many children.

Many local authorities provide separate guidance for Early Years and for school‑age settings because their environments and routines are different.

You may find the following examples helpful.

Early Years (nursery and childminders)

• Lots of visual support in the environment
• Clear routines and transitions
• Language‑rich play opportunities
• Adults modelling simple language
• Small‑group time to build early communication and social skills

Primary school

• Visual timetables on display
• Calm areas or quiet breakout spaces
• Support with turn‑taking, friendships and routines
• Chunked written tasks with examples
• Help with organisation (bookmarks, checklists, colour‑coded subjects)

Secondary school

• Support with timetables, homework planning and organisation
• Clear written and verbal instructions
• Subject‑specific scaffolds
• Access to adjusted seating, quiet spaces or sensory breaks
• Use of technology to support reading, recording or revision

These examples reflect typical universal practice in mainstream settings.

OAP is Stage 1 of the Graduated Approach in Bromley.

If your child needs more help than what is ordinarily available, the school may move to SEN Support, where extra, targeted help is planned and reviewed through the Assess–Plan–Do–Review cycle.

If needs remain significant or complex, the school (or you) may request an Education, Health and Care Needs Assessment, which could lead to an Education, Health and Care (EHC) plan.

Most children will have their needs met through OAP and SEN Support.

Schools in Bromley have a legal duty to use their “best endeavours” to support children with SEND. This means they must do everything reasonably possible to meet your child’s needs.

You should expect:

• Open communication from teachers
• Involvement in decisions about your child’s support
• Information about what adjustments and strategies are being used
• Regular updates on progress and next steps

Settings must involve parents and children in planning their provision.