Ordinarily Available Inclusive Practice
This framework sets out the core behaviours and expectations that support ordinarily available inclusive practice (OAIP).
It describes the universal provision that every child and young person should receive, regardless of their needs. These approaches form the foundation of the graduated response and help create consistent, inclusive practice across all settings.
Every adult plays a vital role in inclusive practice
Inclusive practice is not an additional layer of support or something reserved for specific learners. It is the foundation of high-quality teaching and the entitlement of every child and young person
Strong inclusive practice helps to:
- Reduce the need for additional interventions
- Remove barriers before they become more significant
- Support success, belonging and progress for all learners
- Recognise and respond to individual sensory regulation needs and neurodivergent strengths
- Help learners understand, express and advocate for their needs as they develop independence
Inclusive practice is everyone’s responsibility and is demonstrated through everyday actions, interactions and decisions.
Inclusive Practice in action
Inclusive practice is not a strategy we ‘add on’ – it is how we reach, interact, and respond every day for every learner.
Deliberate and consistent staff behaviours create the conditions for participation, progress and independence. Somerset’s Graduated Response identifies eight key, evidence-informed practices that promote strong OAIP. They are relevant across all settings from 0 to 25.
These practices are:
- Everyone belongs and relationships are strong
- Classrooms are calm, consistent and predictable.
- High-quality interactions are prioritised through rich talk
- The curriculum is coherent, rich and designed for all
- Teaching is explicit, scaffolded and responsive
- Learning tasks are designed to engage active thinking
- Adjustments remove barriers without lowering ambition
- Leaders notice patterns, work with families and act early
The following sections demonstrate what effective inclusive practice looks like across the four areas of need.
Cognition and learning
What good practice looks like
- Learning builds on what learners already know and can do
- Tasks are scaffolded so all learners can access them
- Teaching adapts to learners’ needs and responses
- Learners develop independence and self-regulation over time
Staff behaviours
- Break learning into clear, manageable steps
- Model thinking, strategies and processes explicitly
- Check understanding regularly through questioning, observation and assessment
- Adapt teaching in response to learner need
- Provide scaffolds and gradually remove them as confidence grows
- Encourage a positive attitude to mistakes as part of learning
Communication and interaction
What good practice looks like
- Communication is clear, accessible and purposeful
- All learners can participate meaningfully
- Adults use consistent communication approaches
- Classroom discussion supports language development and understanding
Staff behaviours
- Use clear and concise language
- Allow time for learners to process information and respond
- Use visuals, gestures and modelling to support understanding
- Check that learners understand instructions
- Model effective communication, listening and turn-taking
- Teach and reinforce important vocabulary and concepts
Sensory and physical
What good practice looks like
- The environment supports learning without overwhelming learners
- Staff identify and remove barriers to participation early
- Learners feel comfortable, regulated and able to engage
- Adaptations form part of everyday practice
- Sensory regulation needs and neurodivergent strengths are recognised and valued
Staff behaviours
- Make purposeful adjustments to the environment, such as lighting, seating and noise levels
- Recognise and respond to signs of sensory overload or discomfort
- Provide planned movement breaks and sensory supports where needed
- Ensure resources are accessible and clearly presented
- Normalise the use of adaptations and supportive equipment
- Understand that sensory preferences and neurodivergent experiences can affect participation and learning
Early years inclusive practice guidance
This guidance helps practitioners put the Inclusive Practice Framework into everyday early years practice.
It does not repeat the framework. Instead, it shows how inclusive practice is demonstrated through:
- Interactions
- Environments
- Olay-based learning
How to use this guidance
Use this to:
- Shape adult–child interactions
- Create enabling environments
- Support observation, assessment and responsive teaching through play
Cognition and learning – Early Years
Structuring learning through play
Break learning into small steps and provide opportunities to revisit and practise skills through play.
Example: An adult models how to build a tower. The child copies the action, and the adult introduces one new step.
Less effective practice: Introducing complex tasks without modelling, repetition or support.
Modelling thinking and language
Talk through actions and thinking processes to make learning visible.
Example: “I’m putting the big block at the bottom to make it strong.”
Less effective practice: Expecting children to work things out without demonstration or guidance.
Supporting exploration and independence
Follow children’s interests and extend learning through responsive interactions.
Example: Joining a child’s play and introducing one new idea or challenge.
Less effective practice: Directing play without responding to the child’s interests or ideas.
Communication and interaction – Early Years
Using clear and structured language
Use short, simple phrases that support understanding.
Example: “Coat on. Then outside.”
Less effective practice: Giving long explanations with several instructions at once.
Allowing processing time
Give children time to think and respond before repeating instructions or questions.
Example: Pause and wait after speaking.
Less effective practice: Repeating instructions immediately or responding on behalf of the child.
Extending language through interaction
Build on children’s language to develop vocabulary and understanding.
Example: Child says, “Dog.” Adult responds, “Yes, a big brown dog running.”
Less effective practice: Missing opportunities to extend vocabulary and conversation.
Sensory and physical – Early Years
Creating an enabling environment
Provide calm, organised and accessible spaces that support participation.
Example: Clearly defined areas for quiet play, active play and messy play.
Less effective practice: Cluttered or overstimulating environments.
Responding to sensory needs
Recognise early signs of discomfort or overwhelm and respond promptly.
Example: Supporting a child to move to a quieter space.
Less effective practice: Waiting until the child becomes distressed before intervening.
Supporting physical access
Adapt activities, resources and equipment to meet individual needs.
Example: Offering chunky pencils, adapted tools or different mark-making opportunities.
Less effective practice: Expecting all children to access activities in the same way.
Key message for inclusive practice in Early Years
Inclusive practice in the early years is built through:
- Responsive interactions
- Carefully planned environments
- Purposeful play experiences
When these approaches are embedded in daily practice, they help all children participate, develop independence, build positive relationships and make progress.
Classroom inclusive practice guidance
This guidance helps staff put the Inclusive Practice Framework into everyday classroom practice.
It does not replace or repeat the framework. Instead, it shows what inclusive practice looks like in action through:
- Practical strategies
- Classroom examples
- Common pitfalls to avoid
Use this guidance alongside the Inclusive Practice Framework to help make inclusive practice:
- Consistent
- Deliberate
- Visible in every classroom
How to use this guidance
Use this guidance to:
- Translate the framework into day-to-day teaching decisions
- Support professional discussion, reflection and coaching
- Inform lesson design and real-time teaching adjustments
This is not a checklist. It is a guide to how inclusive practice is demonstrated through everyday teaching and learning.
Cognition and learning – Classroom
Inclusive classrooms help ensure that:
- Learning is carefully structured and builds over time
- All learners can access, understand and remember key knowledge
- Support develops independence and reduces over time
Core strategies
Sequencing and scaffolding
- Break learning into small, logical steps
- Make links to prior learning clear
- Use scaffolds, such as worked examples and writing frames, and remove them gradually
Example: The teacher models a paragraph, the class writes one together, then pupils write independently using prompts.
Less effective practice: Providing a worksheet with no structure and only offering support when learners struggle.
Explicit modelling
- Show learners how to think as well as what to do
- Use think-aloud approaches to demonstrate processes
- Provide clear success criteria
Example: “I’m choosing this word because it links to the main idea.”
Less effective practice: Asking pupils to “have a go” without demonstrating the process.
Responsive teaching
- Check understanding regularly through questioning and assessment
- Adapt teaching in response to what learners show and say
Example: The teacher pauses and re-explains a concept using a different example when several pupils are unsure.
Less effective practice: Continuing the lesson despite clear misunderstanding
Developing independence
- Reduce adult support over time
- Encourage self-checking and reflection
- Normalise effort, challenge and mistakes
Example: “What strategy could you try first?”
Less effective practice: Adults completing tasks for learners.
Communication and interaction – Classroom
Inclusive classrooms help ensure that:
- All learners can understand instructions and participate
- Language is taught and modelled clearly
- Talk supports thinking, learning and understanding
Core strategies
Clear, structured communication
- Use short and precise instructions
- Avoid unnecessary language
- Break instructions into manageable steps
Example: “First underline the title. Then write one sentence.”
Less effective practice: Giving lengthy explanations with several instructions at once.
Processing time
- Allow time for thinking before expecting a response
- Avoid repeating or rephrasing too quickly
Example: Ask a question, pause, then invite a response.
Less effective practice: Answering your own question immediately.
Modelling language
- Model complete sentences and subject-specific vocabulary
- Extend and build on pupils’ responses
Example: Pupil: “It’s big.” Teacher: “Yes, it’s a large, expanding shape.”
Less effective practice: Accepting brief responses without extending understanding
Supporting participation
- Use structured discussion approaches, such as think-pair-share
- Provide opportunities for all pupils to contribute
Example: All pupils discuss their ideas with a partner before sharing.
Less effective practice: Hearing only from the most confident pupils.
Inclusive environments:
- Reduce unnecessary sensory demands
- Help all learners access learning comfortably
- Anticipate needs before difficulties arise
Core strategies
Adapting the environment
- Consider noise, lighting, seating and layout
- Maintain organised and uncluttered learning spaces
Example: A quiet working area is available to anyone who needs it.
Less effective practice: Overstimulating displays and high noise levels.
Responding early
- Notice changes in attention, behaviour or engagement
- Respond before difficulties escalate
Example: Offering a short movement break when signs of overload appear.
Less effective practice: Waiting until behaviour becomes disruptive.
Normalising adaptations
- Make adjustments available as part of everyday practice
- Help pupils feel comfortable using support
Example: Different seating options are available to all pupils.
Less effective practice: Highlighting adaptations as special arrangements for individual pupils.
Supporting access
- Ensure materials are accessible and easy to use
- Offer different ways for pupils to record and demonstrate learning
Example: Using visuals, coloured overlays or alternative recording methods.
Less effective practice: Expecting all pupils to access learning in the same format.
Post‑16 inclusive practice guidance
This guidance helps staff put the Inclusive Practice Framework into practice in post-16 settings.
It does not repeat the framework. Instead, it focuses on how inclusive practice supports:
- Academic learning
- Vocational learning
- Preparation for adulthood
How to use this guidance
Use this guidance to:
- Adapt teaching, coaching and facilitation
- Promote independence and self-advocacy
- Connect learning to real-world contexts and future goals
Cognition and Learning – Post 16
Structuring learning for independence
Support learners to understand tasks, organise their learning and apply knowledge independently.
What this looks like
- Break learning and assignments into clear stages
- Make expectations explicit
- Link learning to real-life situations, employment and future pathways
Example: A tutor models a task, supports guided practice and then encourages independent application.
Less effective practice: Providing tasks without structure, context or support.
Making thinking visible
Help learners understand the processes they need to use.
What this looks like
- Model decision-making and problem-solving
- Explain how to meet assessment criteria
- Demonstrate planning, checking and reviewing strategies
Example: “I’m checking this section against the criteria to make sure I’ve included all the key points.”
Less effective practice: Assuming learners understand expectations without explanation.
Gradual release of responsibility
Encourage learners to take greater ownership of their learning.
What this looks like
- Reduce support as confidence grows
- Encourage self-monitoring and reflection
- Promote independent problem-solving
Example: Prompting learners to review their work before asking for help.
Less effective practice: Maintaining unnecessary levels of adult support.
Communication and Interaction – Post 16
Using clear and purposeful communication
Communication should support understanding, participation and independence.
What this looks like
- Use clear and relevant language
- Present information in manageable steps
- Check understanding regularly
Example: Breaking a complex task into a series of clear instructions.
Less effective practice: Providing lengthy explanations that contain unnecessary information.
Supporting participation
Create opportunities for all learners to contribute.
What this looks like
- Use structured discussion and collaboration
- Encourage participation in group activities
- Provide different ways for learners to share ideas
Example: Small-group discussions before contributing to a larger group.
Less effective practice: Relying on confident individuals to lead all discussions.
Developing communication for adult life
Support learners to develop the communication skills they will need beyond education.
What this looks like
- Model professional communication
- Teach self-advocacy skills
- Support learners to ask for help appropriately
Example: Modelling how to request support in the workplace.
Less effective practice: Overlooking communication expectations in real-world situations.
Sensory and physical – Post 16
Creating accessible environments
Ensure learning environments support participation and engagement.
What this looks like
- Make adjustments across classrooms, workshops and work placements
- Consider lighting, noise, layout and seating
- Provide flexible learning spaces
Example: Offering quiet workspaces and different seating options.
Less effective practice: Using the same environment and approach for all learners.
Anticipating barriers
Identify and address potential barriers before they affect participation.
What this looks like
- Plan adjustments in advance
- Identify challenges early
- Review access needs regularly
Example: Adapting learning materials before difficulties arise.
Less effective practice: Making changes only after problems occur.
Supporting access to learning
Offer flexible ways for learners to engage with tasks and demonstrate learning.
What this looks like
- Provide accessible resources
- Offer alternative methods of recording work
- Use technology to support participation
Example: Allowing digital recording rather than written notes.
Less effective practice: Requiring all learners to complete tasks in the same way.
Post 16 key message
Inclusive practice in post-16 settings is about supporting learners to develop:
- Independence
- Self-advocacy
- Confidence
- Readiness for adult life