Embedded Files
Inclusion is at the heart of everything we do and every decision we make. We understand that inclusion is not a 'destination' and that we need to be constantly evolving, adapting and improving our offer to make our school a place where everyone can thrive and achieve their full potential. Inclusion is woven throughout our school and everything we do to make our children safe, happy and able to learn.
"Inclusion is often equated with treating all pupils equally, but true inclusion is about equity, providing different levels of support based on each pupil’s needs. So while inclusion ensures that every pupil feels welcomed and valued, equity goes a step further by allocating resources and support based on individual need. Inclusion without equity is incomplete." (Ainscow & Sandill, 2010).
Below are just some of the ways that we aim to remove barriers to success for our children, enable progress for all and foster a tolerance of people who might be different to us.
Ordinarily Available Inclusive Provision (OAIP) describes the inclusive provision and practice that all Devon schools should be able to provide for all children and young people, including those with SEND, from within our own resources. This will support all children and young people to attend, engage and thrive in their educational setting.
It describes approaches, provision and practice that is ‘helpful to all, harmful to none and crucial for some’.
The ten principles of OAIP
The wheel to the left shows the ten key principles of the OAIP framework. Each area sets out what high quality, inclusive teaching should look like for all children. These align closely to the headteacher and teacher standards.
The ten principles are:
1) Leadership and culture
2) Relational practice
3) Teaching and learning
4) Learning environment
5) Assessment and planning
6) Staff knowledge, skills, training and use of expertise
7) Attendance and belonging
8) Transitions
9) Working in partnership with parents and carers
10) Working in partnership with children and young people
The Ordinarily Available Targeted Support framework (OATP) defines the enhanced adaptations, provisions and targeted interventions that may be put in place to support children who may have additional needs, including SEND. It is structured around the four areas of need from the SEND Code of Practice.
The Targeted Support Framework builds on the expectations of the Ordinarily Available Inclusive Education Framework. It sets out the expected targeted provision which should be made available in mainstream schools and settings for children and young people who may have additional needs, including special educational needs.
Click on the buttons below to find out more information about each of the four areas of need:
PINS (partnership for inclusion of neurodiversity in schools) project:
PINS (partnership for inclusion of neurodiversity in schools) project:
In the 2025/26 academic year, we are taking part in the PINS project. Through this programme, our whole staff (teachers and teaching assistants), as well as our governors, are receiving tailored, bespoke support on our inclusive journey. As well as staff and governors, the PINS project also includes parents who will receive free training and courses based around neurodiversity led and supported by the Devon Parent and Carers Forum.
8 inclusion principles .pdfHere is just one example of the impact that the PINS project has already had on our practices within one week of starting the new school year:
In the second training session on 'Inclusive Leadership' we were introduced to this diagram from the Autism Education Trust (AET).
This shows how the Eight Principles of Good Autism Practice (GAP) are embedded into four themes (understanding the individual; positive relationships; enabling environments; learning and development).
Although the Eight Principles were originally written to focus on autism, they can benefit all neurodivergent individuals.
At Two Moors, we think this diagram is key in our inclusivity journey and use it when planning, adapting teaching and learning, reviewing progress with parents, making strategic school decisions and reviewing policies.
Neurodiverse affirming practice.pdfStaying with the theme of diagrams to help support us with our practices, this is another diagram, from Raelene Dundon, who is the author of 'A Therapist’s Guide to Neurodiversity Affirming Practice with Children and Young People'.
As with the above, this diagram is now being used throughout school when thinking about our practices.
More about this can be found in this blog post here - with more detail about each section of the diagram.
Page updated
Google Sites
Report abuse