Ordinary Offer and Above & Beyond
An "ordinary offer" in a school context refers to the Ordinarily Available Provision, which is the standard support and resources a school provides to all students as part of its daily teaching. This is the baseline of high-quality teaching, including any reasonable adjustments to help all pupils, especially those with additional needs like Special Educational Needs and Disabilities (SEND), to access the curriculum and participate fully. It's the "basic good practice" that schools should provide from their own resources before considering extra support.
What it includes
High-quality teaching: The foundation of the provision, ensuring lessons are well-planned and delivered effectively for all students.
Reasonable adjustments: Making changes to the teaching or environment to remove barriers for students with disabilities or additional needs.
Basic support: Interventions and strategies that are a standard part of what the school offers, not requiring formal diagnosis or specialist input for every child.
What it is not
Specialist support: It is distinct from more intensive, specialist support that would be provided through a formal diagnosis or an Education, Health and Care (EHC) plan.
Extra support for specific needs: While it's a baseline for everyone, it's the level of support that is considered "ordinarily available" before any additional or different support (SEN support) is needed.
Why it's important
For parents: It sets out what you should expect from a mainstream school for your child's needs, as explained in resources from local councils.
For schools: It helps schools to provide consistent and inclusive support by defining the universal provisions they should offer.
For students: It ensures all pupils, regardless of their background or needs, have the basic resources and adjustments they need to succeed.
The Ordinarily Available Inclusion Toolkit in Halton is a strategic resource designed to help schools and settings deliver inclusive education for children and young people with Special Educational Needs and Disabilities (SEND)—without the need for an Education, Health and Care Plan (EHCP).
Purpose of the Toolkit
The toolkit outlines what support should be ordinarily available in mainstream settings as part of Quality First Teaching and the Graduated Approach. It helps ensure that:
Children and young people with SEND are supported effectively within their local school or setting.
Staff are equipped with practical strategies and expectations for inclusive practice.
There is consistency across Halton in how SEND is understood and addressed.