Ordinarily available provision for physical and medical needs

What ordinarily available provision means

The term Ordinary Available Provision (OAP) comes from the Special Educational Needs and Disability (SEND) Code of Practice 2015. It is the support that:

• early years providers
• schools
• post 16 settings 

are expected to provide for all children and young people. This includes those with SEND. They should provide this from within their own resources. 

A child/ young person does not need an Education, Health and Care (EHC) Plan to receive OAP. It is part of the graduated approach to supporting children and young people with SEND. OAP may:

• already be in place at the school or setting
• be put in place when a child/ young person joins the school or setting 

Ordinarily available provision for physical and medical needs

The following sections contain the OAP that we would expect schools and settings to provide for children/ young people with:

• physical disabilities
• medical conditions

They are only expected to provide this where it is needed. They should work with parents/ carers and relevant health professionals to agree the right support. They should also:

• listen to the child/ young person’s views and wishes
• help them to take part in discussions about their support

For children and young people with physical and medical needs, it is important that their support:

• helps them to access everything that is on offer to their peers
• integrates into the school day with minimal disruption to learning

Provision to access the curriculum

The curriculum covers all learning. It includes activities, clubs and school trips. It must be accessible to children and young people with physical and medical needs. To make sure this happens, schools and settings should:

• provide their staff with the right training – this could be:
  • general awareness training
  • specialist training, for example, from a nurse/ medical practitioner
  • moving and handling training
• set personalised learning targets that reflect individual needs
• adapt work expectations and make sure these are clear
• offer flexible timings for completing work
• promote independence, for example, by keeping resources where the child/ young person can easily reach them
• provide access to familiar and trusted adults to discuss any concerns with
• make sure that links are made to prior learning
• provide sessions to focus on fine and/ or gross motor skills
• offer rest or movement breaks
• provide alternative equipment where needed, such as: 
  • chunky pencils
  • pencil grips
  • enlarged lined paper
  • adapted scissors 
• provide laptops, iPads or similar technology and make sure these:
  • are charged
  • can access the network
  • have the accessibility features turned on
• provide a scribe, where necessary and appropriate to needs
• keep in touch where attendance is affected by health needs
• plan a return following longer health-related absences 
• provide catch up support following any periods of illness or time in hospital
• provide adult help where needed, including with toileting
• provide support for self-esteem and emotional wellbeing needs associated with physical and/ or medical condition 
• adapt PE lessons and ensure sports days are inclusive
• build therapy programmes into the curriculum
• make sure staff are aware of exam access arrangements

We also recommend that schools and settings:

• cover disability issues within the curriculum
• use books and resources which represent disability in a positive way

Provision to access the environment

Schools and settings must make sure their building(s) can be accessed by those with physical and medical needs. This includes inside and outside areas. They should:

• make sure they have a wheelchair friendly route around the site 
• make sure corridors and walkways are free of obstructions
• provide handrails on stairways
• provide an accessible toilet and ensure this is clutter free
• provide a suitably furnished space and adult support for personal/ intimate care or medical care 
• provide bathroom steps to access toilets and sinks, where needed
• provide any small handling aids required
• provide an appropriate, hygienic space for medical interventions 
• provide height adjustable desks for wheelchair users
• provide low-cost alternative seating, such as stools with backs 
• charge and maintain any specialist equipment used by the child/ young person
• designate spaces for storing specialist equipment
• designate suitable disabled parking close to the building
• provide ‘quiet’ study areas

Schools and settings should also:

• consider where the child/ young person will be seated
• allow time for transition between subjects
• provide adult support or use a buddy system to help get around the building
• timetable lessons close together and on the ground floor, as far as possible
• reduce physical exertion, such as carrying heavy bags
• build in rest times and designate rest areas for those experiencing fatigue or pain

Provision to access information

Children and young people with physical and medical needs may find it difficult to access information. Schools and settings can help by:

• emailing documents in advance
• providing a copy of documents to reduce writing demands
• uploading work online
• connecting whiteboards to an individual child/ young person’s iPad or laptop

Other reasonable adjustments

Schools and settings must make reasonable adjustments for those with disabilities. This is a legal duty under the Equality Act 2010. For children and young people with physical and medical needs, this could include:

• toilet passes
• adjustments to the school uniform
• ensuring access to drinks and snacks

Specific support plans

Schools and settings must write specific support plans for those with physical and medical needs. These include:

Relevant policies

Schools must have the following plans or policies in place:

• Accessibility Plan 
• Supporting pupils with medical conditions policy

Where needed, they should also have:

• an Intimate Care policy
• a Moving and Handling policy

These should be available on the school website or by requesting these through the school office.

What to do if ordinarily available provision is not provided

If you have concerns that a school or setting is supporting is not providing OAP, talk to:

• the class teacher 
• the special educational needs co-ordinator (SENCO)  
• the Headteacher   

Explain how your child’s physical and/ or medical needs affect them and how they are being disadvantaged. Having an open discussion can usually resolve any issues. 

If you are still concerned after this, you can also:  

• speak to the governors of the school, or the academy trust  
• follow the school or setting's written complaints procedure  
• contact Dorset Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS)