A local example from Allens Croft Nursery School exploring how shared strategies, reflection and professional development helped strengthen staff confidence in supporting children’s communication needs.
A local example from Mini Springers Nursery exploring how staff confidence in identifying and supporting children with SEND was strengthened through action research and reflective practice.
A local example from the Weoley Castle DLP demonstrating how schools and early years providers strengthened transition into Reception through collaboration, shared planning and parent engagement.
A local example of inclusive practice. Miss Waldron at Cotteridge Primary School shares how symbols sit alongside words to aid understanding and memory. Symbols on displays, timetables and in books help learners recognise key vocabulary, follow routines and engage with adapted activities.
A local example of inclusive leadership. Mrs Timmins, SENCO, explains how Cotteridge embeds visual timetables, Zones of Regulation and Kagan structures across the school. The focus is routines and responses that avoid stigma or isolation while upholding dignity, safety, belonging and communication needs.
A local example from Kings Heath Secondary School exploring how Emotional Literacy Support Assistant (ELSA) provision is implemented to support pupils’ social, emotional and mental health needs.
A local example from the Special School Outreach Service demonstrating how reflection prompts support schools to review environments, identify barriers and strengthen inclusive practice.
A local example from Woodgate Primary School demonstrating how fine motor boxes and practical activities support fine motor development within everyday classroom practice.
A local example from Garretts Green Nursery School demonstrating how routines, parent partnership and play-based approaches supported children’s independence, regulation and everyday life skills.
A local example from Apple Tree Nursery demonstrating how action research and reflective staff practice were used to strengthen children’s expressive language, interaction and communication development.
A local example from St John Paul II Multi-Academy Trust demonstrating how SEND and inclusion are embedded within staff induction through clear expectations and practical strategies.
A local example from Rookery School demonstrating how reflective activities and professional development were used to introduce staff to Section 2 of the OAG.
A local examples of inclusive leadership. The SENCo at Cotteridge Primary School shares how the OAG has strengthened inclusive SEND practice through staff development, collaboration and whole-school approaches. SENCO Danielle Timmins explains how training, peer support and learning walks helped staff embed the guidance and build confidence in meeting learners’ needs.
A local example from Guardian Angels RC Primary School about 'Now and Next' boards - Visual tools that use pictures, symbols, or objects and how the school uses now and next boards as a visual support.
A local example from King Edward VI Handsworth Grammar School for Girls demonstrating how student-led workshops supported understanding of neurodiversity, confidence and SEND co-production.
A local example from Aston University Engineering Academy demonstrating how workshops for students, families and professionals support preparation for adulthood and transition beyond school.
A local example from The Oratory RC Primary School demonstrating how structured preparation and partnership approaches supported successful transition to secondary school.
A local example from St John Paul II Multi-Academy Trust exploring how leadership, induction and universal provision guidance support a shared inclusive culture across the Trust.
A local example from Woodgate Primary School demonstrating how structured visual approaches support sentence composition, independence and access to writing.
A local example from Greet Primary School demonstrating how sensory circuits support regulation, readiness for learning and staff confidence through structured routines and practical resources.
A local example from Tambie’s Raising Stars demonstrating how predictable routines and simple responsibilities supported smoother transitions, confidence and engagement for children and families.
A local example from Woodgate Primary School about how they use visual supports during snack time to encourage children to communicate their wants and needs in both their enhanced provision and mainstream classrooms.
A local example from Bournville Village Primary School exploring how participation in the OAG Parent Carer Action Research Project supported stronger communication and partnership with families.
A local example from the Ladywood DLP Project exploring how schools strengthened inclusive practice through collaboration, shared learning and SEND-focused professional development.
A local example from Swanshurst School demonstrating how improved information sharing with families and feeder schools supported smoother transition into secondary school.
A local example from Gracelands Nursery and Lift Montgomery Primary School demonstrating how collaborative planning and familiarisation activities supported successful transition into Reception.
A local example from Swanshurst School demonstrating how communication and partnership with families were strengthened through the OAG Parent Carer Action Research Project.
A local example from Nansen Primary School demonstrating how communication and parent involvement were strengthened through the OAG Parent Carer Action Research Project.
A local example from Cromwell Junior and Infant School demonstrating how communication and partnership with families were strengthened through the OAG Parent Carer Action Research Project.
A local example from Water Mill Primary School demonstrating how partnership working and shared decision-making with families supported stronger parent engagement in SEND support.
A local example from The Royal Sutton School demonstrating how communication and trust with families were strengthened through the OAG Parent Carer Action Research Project.
A local example from Gilbertstone Primary School demonstrating strengths-based approaches and personalised support for children presenting with dysregulation and behaviour-related needs.
A local example from a Birmingham childminder demonstrating how communication approaches and adapted strategies supported a non-verbal child’s independence, engagement and interaction.
A local example from St John’s and St Peter’s CE Primary School exploring how instructional coaching and professional dialogue support adaptive teaching and inclusive classroom practice.
A local example from City Road Primary School demonstrating how consistent Regulation Stations support emotional regulation, independence and readiness for learning across the school.
A local example from The Nest Nursery exploring how staff developed more consistent approaches to supporting sensory needs, regulation and participation within everyday practice.
A local example from Woodway Kids Childcare demonstrating how consistent strategies and routines supported a child to settle, build confidence and increase participation over time.
A local example from Colmore Infant School demonstrating how consistent strategies supported social interaction, turn-taking and positive engagement across the setting.
A local example from Woodgate Primary School exploring how multi-sensory strategies support children who find spelling difficult through visual, tactile and kinaesthetic approaches.
A local example from Glenmead Primary School demonstrating how communication, familiarisation approaches and practical resources support successful transitions for children and families.
A local example of inclusive practice. St Mary’s share information about using task boards to split learning and routines into manageable steps, co-created and checked with pupils. Check-ins, timers, praise and movement breaks support independence and focus.
A local example of inclusive practice where teachers at Cotteridge Primary School share how personalised visual supports, such as emotion scales and regulation prompts, are built into a calm classroom area. The supports help pupils recognise and communicate feelings, choose regulation strategies and access support with greater independence.
A local example from Guardian Angels RC Primary School demonstrating how visual supports are used to provide structure, predictability and communication support during everyday routines.
A local example from Woodgate Primary School demonstrating how visual communication supports help children express choices, develop independence and build confidence during everyday routines.
A local example from Woodgate Primary School exploring how wobble chairs support movement, regulation and engagement within inclusive classroom environments.
Using a visual timetable helps children understand what is happening now, what is coming next and what will happen later in the day. It supports understanding of spoken language, reduces uncertainty and helps children prepare for transitions between activities.
A local example of inclusive practice. Miss May, a Year 2 teacher at Cotteridge Primary School explains how talk prompt sheets can be used with visuals to help pupils plan what they want to say. Miss May explains how the prompts support children to initiate and organise ideas before they talk.
A local example from Bournville School demonstrating how communication, parent partnership and access to SEND support were strengthened through participation in the OAG Parent Carer Action Research Project.
A local example from Adderley Nursery School exploring how the Early Years OAG supported stronger partnership working, collaborative planning and shared approaches with parents.
A downloadable version of Section One in Birmingham's Ordinarily Available Guidance (OAG). Section One sets out the expectations for inclusive practice that all education settings in Birmingham are expected to have in place for all children and young people, including those with SEND.
The section is structured around 10 key principles that describe what strong, inclusive practice looks like across a setting.Leaders and governors can use the 10 key principles to reflect on what is working well and identify next steps.
A strategic self-reflection framework supporting schools and leaders to evaluate inclusive practice, identify strengths and priorities, and develop whole-school approaches aligned with Birmingham’s Ordinarily Available Guidance and inclusive education principles.
Birmingham’s OAG Section Two provides practical inclusive strategies, resources and ‘What you might see’ guidance to support teachers and school staff in responding to SEND needs across the four broad areas of need in everyday classroom practice. It helps staff recognise when a child or young person may be finding something difficult and suggests practical strategies that can be tried in everyday teaching and support. The "what you can try" statements provide practical ideasand strategies that staff can use in the classroom to support the child or young person.
The Inclusive Teaching Framework provides evidence-informed guidance to help schools develop inclusive classroom practice, adaptive teaching and equitable learning environments that improve participation, belonging and outcomes for all learners, including pupils with SEND.
The SEND Code of Practice provides statutory guidance for organisations working with children and young people with SEND, outlining responsibilities relating to identification, assessment, provision, EHCPs, inclusion and partnership working across education, health and care services.
A one-page overview for school leaders explaining the purpose of Birmingham’s Ordinarily Available Guidance, the structure of Sections One and Two, and how the OAG supports inclusive practice, leadership reflection and everyday classroom support.
A downloadable version of Section One in Birmingham's Ordinarily Available Guidance (OAG). Section One sets out the expectations for inclusive practice that all education settings in Birmingham are expected to have in place for all children and young people, including those with SEND.
The section is structured around 10 key principles that describe what strong, inclusive practice looks like across a setting.Leaders and governors can use the 10 key principles to reflect on what is working well and identify next steps.
A strategic self-reflection framework supporting schools and leaders to evaluate inclusive practice, identify strengths and priorities, and develop whole-school approaches aligned with Birmingham’s Ordinarily Available Guidance and inclusive education principles.
A local example from Allens Croft Nursery School exploring how shared strategies, reflection and professional development helped strengthen staff confidence in supporting children’s communication needs.
A local example from the Weoley Castle DLP demonstrating how schools and early years providers strengthened transition into Reception through collaboration, shared planning and parent engagement.
A local example of inclusive leadership. Mrs Timmins, SENCO, explains how Cotteridge embeds visual timetables, Zones of Regulation and Kagan structures across the school. The focus is routines and responses that avoid stigma or isolation while upholding dignity, safety, belonging and communication needs.
A local example from Kings Heath Secondary School exploring how Emotional Literacy Support Assistant (ELSA) provision is implemented to support pupils’ social, emotional and mental health needs.
A local example from the Special School Outreach Service demonstrating how reflection prompts support schools to review environments, identify barriers and strengthen inclusive practice.
A local example from Garretts Green Nursery School demonstrating how routines, parent partnership and play-based approaches supported children’s independence, regulation and everyday life skills.
A local example from St John Paul II Multi-Academy Trust demonstrating how SEND and inclusion are embedded within staff induction through clear expectations and practical strategies.
The Inclusive Teaching Framework provides evidence-informed guidance to help schools develop inclusive classroom practice, adaptive teaching and equitable learning environments that improve participation, belonging and outcomes for all learners, including pupils with SEND.
A local example from Rookery School demonstrating how reflective activities and professional development were used to introduce staff to Section 2 of the OAG.
A local examples of inclusive leadership. The SENCo at Cotteridge Primary School shares how the OAG has strengthened inclusive SEND practice through staff development, collaboration and whole-school approaches. SENCO Danielle Timmins explains how training, peer support and learning walks helped staff embed the guidance and build confidence in meeting learners’ needs.
A local example from King Edward VI Handsworth Grammar School for Girls demonstrating how student-led workshops supported understanding of neurodiversity, confidence and SEND co-production.
A local example from Aston University Engineering Academy demonstrating how workshops for students, families and professionals support preparation for adulthood and transition beyond school.
A local example from The Oratory RC Primary School demonstrating how structured preparation and partnership approaches supported successful transition to secondary school.
A local example from St John Paul II Multi-Academy Trust exploring how leadership, induction and universal provision guidance support a shared inclusive culture across the Trust.
A local example from Bournville Village Primary School exploring how participation in the OAG Parent Carer Action Research Project supported stronger communication and partnership with families.
A local example from the Ladywood DLP Project exploring how schools strengthened inclusive practice through collaboration, shared learning and SEND-focused professional development.
A local example from Swanshurst School demonstrating how improved information sharing with families and feeder schools supported smoother transition into secondary school.
A local example from Gracelands Nursery and Lift Montgomery Primary School demonstrating how collaborative planning and familiarisation activities supported successful transition into Reception.
A local example from Swanshurst School demonstrating how communication and partnership with families were strengthened through the OAG Parent Carer Action Research Project.
A local example from Nansen Primary School demonstrating how communication and parent involvement were strengthened through the OAG Parent Carer Action Research Project.
A local example from Cromwell Junior and Infant School demonstrating how communication and partnership with families were strengthened through the OAG Parent Carer Action Research Project.
A local example from Water Mill Primary School demonstrating how partnership working and shared decision-making with families supported stronger parent engagement in SEND support.
A local example from The Royal Sutton School demonstrating how communication and trust with families were strengthened through the OAG Parent Carer Action Research Project.
A local example from Gilbertstone Primary School demonstrating strengths-based approaches and personalised support for children presenting with dysregulation and behaviour-related needs.
A local example from St John’s and St Peter’s CE Primary School exploring how instructional coaching and professional dialogue support adaptive teaching and inclusive classroom practice.
A local example from Glenmead Primary School demonstrating how communication, familiarisation approaches and practical resources support successful transitions for children and families.
A leadership resource pack with presentation slides explaining how Birmingham’s Ordinarily Available Guidance can support whole-school inclusive practice, staff development and strategic implementation, that can be shared with leaders, governors and school teams.
A one-page overview for school leaders explaining the purpose of Birmingham’s Ordinarily Available Guidance, the structure of Sections One and Two, and how the OAG supports inclusive practice, leadership reflection and everyday classroom support.
Guidance for schools and settings on using the OAG Parent & Carer Guides to strengthen communication, support partnership working and help families understand inclusive practice, SEND support and the approaches used within everyday school provision.
A local example from Bournville School demonstrating how communication, parent partnership and access to SEND support were strengthened through participation in the OAG Parent Carer Action Research Project.
A local example from Adderley Nursery School exploring how the Early Years OAG supported stronger partnership working, collaborative planning and shared approaches with parents.
Guidance to help practitioners gather, understand and respond to the views, wishes and experiences of children and young people, supporting person-centred practice, meaningful participation and inclusive decision-making across education and SEND support.
A local example from Woodgate Primary School demonstrating how fine motor boxes and practical activities support fine motor development within everyday classroom practice.
A downloadable OAG resource for settings, containing practical strategies and approaches to support children and young people moving within the same setting or educational environment.
A downloadable OAG resource for settings, containing practical strategies and approaches to support children and young people moving to a new setting, including planned transitions and in-year moves.
A downloadable OAG resource for Early Years settings, providing practical transition strategies, information and advice to support children and families moving into new settings and environments.
A downloadable OAG resource for primary settings, providing practical transition strategies, information and advice to support children in Year 6 and their families moving to secondary school.
A downloadable OAG resource for secondary settings, providing practical transition strategies, information and advice to support young people in Year 11 preparing for post-16 transitions.
Practical guidance for practitioners on developing open, respectful and collaborative relationships with parents and carers to strengthen communication, build trust and support effective partnership working around children and young people with SEND.
A collection of person-centred thinking tools and approaches to help practitioners support participation, understand strengths and needs, and develop collaborative planning and review processes with children, young people and families.
A local example from Woodgate Primary School demonstrating how structured visual approaches support sentence composition, independence and access to writing.
A local example from Greet Primary School demonstrating how sensory circuits support regulation, readiness for learning and staff confidence through structured routines and practical resources.
A local example from a Birmingham childminder demonstrating how communication approaches and adapted strategies supported a non-verbal child’s independence, engagement and interaction.
A local example from City Road Primary School demonstrating how consistent Regulation Stations support emotional regulation, independence and readiness for learning across the school.
A local example from Woodway Kids Childcare demonstrating how consistent strategies and routines supported a child to settle, build confidence and increase participation over time.
A local example from Woodgate Primary School exploring how multi-sensory strategies support children who find spelling difficult through visual, tactile and kinaesthetic approaches.
A local example from Guardian Angels RC Primary School demonstrating how visual supports are used to provide structure, predictability and communication support during everyday routines.
A local example from Woodgate Primary School demonstrating how visual communication supports help children express choices, develop independence and build confidence during everyday routines.
A local example from Woodgate Primary School exploring how wobble chairs support movement, regulation and engagement within inclusive classroom environments.
Co-produced guidance supporting practitioners to strengthen engagement and participation with children, young people and families through inclusive communication, collaborative approaches and meaningful involvement in planning, support and decision-making processes.
A strategic self-reflection framework supporting schools and leaders to evaluate inclusive practice, identify strengths and priorities, and develop whole-school approaches aligned with Birmingham’s Ordinarily Available Guidance and inclusive education principles.
Birmingham’s OAG Section Two provides practical inclusive strategies, resources and ‘What you might see’ guidance to support teachers and school staff in responding to SEND needs across the four broad areas of need in everyday classroom practice. It helps staff recognise when a child or young person may be finding something difficult and suggests practical strategies that can be tried in everyday teaching and support. The "what you can try" statements provide practical ideasand strategies that staff can use in the classroom to support the child or young person.
A pre-recorded webinar for school leaders exploring Birmingham’s OAG Section One, including the ten principles of inclusive practice and approaches to strategic implementation, reflection and whole-school inclusive development.
A pre-recorded webinar for teachers and practitioners exploring Birmingham’s OAG Section Two, including ‘What you might see’ and ‘What you can try’ approaches that support inclusive classroom practice and graduated responses to SEND.
A recorded webinar introducing Birmingham’s Early Years Ordinarily Available Guidance, supporting practitioners and leaders to understand inclusive practice, early identification and approaches that strengthen SEND provision within early years settings.
A recorded webinar introducing Birmingham’s Early Years Ordinarily Available Guidance, supporting practitioners and leaders to understand inclusive practice, early identification and approaches that strengthen SEND provision within early years settings.
The Inclusive Teaching Framework provides evidence-informed guidance to help schools develop inclusive classroom practice, adaptive teaching and equitable learning environments that improve participation, belonging and outcomes for all learners, including pupils with SEND.
Two-day training enabling practitioners to facilitate person-centred reviews that strengthen participation, collaborative planning and meaningful involvement of children, young people and families within SEND support and review processes.
Online professional development resources from Whole School SEND supporting schools, leaders and practitioners to strengthen inclusive practice, develop SEND knowledge and build confidence in meeting a wide range of learning and participation needs.
Parent-carer-led workshops supporting families to understand SEND processes, build confidence, strengthen advocacy skills and develop greater understanding of inclusive support, education systems and partnership working with schools and services.
An introduction to Birmingham’s Ordinarily Available Guidance (OAG), helping parents and carers understand how schools provide inclusive support, respond to additional needs early and work in partnership with families through everyday classroom practice and the graduated approach.
This Birmingham OAG Section Two resource provides practical ‘What you might see’ indicators and ‘What you can try’ strategies to support inclusive classroom practice and graduated responses across the four broad areas of SEND need.
This guide helps parents and carers understand how schools support children whose needs may relate to life experiences, wellbeing or wider circumstances, and explains how families and schools can work together to provide early inclusive support.
This guide explains how ongoing staff training and professional development help schools and settings strengthen inclusive practice, improve SEND support and ensure staff are equipped to meet a wide range of needs effectively.
A guide for parents and carers exploring how schools and settings create inclusive environments that reduce barriers to learning, promote participation and support children and young people to feel safe, valued and included.
This guide explains how inclusive schools and settings promote equity, celebrate diversity and ensure all children and young people feel represented, respected and able to participate fully in school life and learning.
A parent and carer guide explaining how adaptive teaching approaches help schools and settings respond to different learning needs, remove barriers and support all children and young people to access learning successfully.
This guide explains how school leaders develop inclusive cultures, systems and approaches that support children and young people with SEND through whole-school commitment, strategic planning and inclusive everyday practice.
A guide for parents and carers explaining how schools, families and professionals work together to support children and young people through collaborative planning, shared decision-making and coordinated SEND support.
This guide supports parents and carers to understand how schools, settings and services help children and young people prepare for and manage transitions throughout education and into adulthood.
A parent-friendly guide explaining the graduated approach to SEND support, including how schools assess needs, plan support, review progress and work collaboratively with children, young people and families.
This guide explores how schools and settings work in partnership with children, young people and families to support inclusion, strengthen communication and ensure shared involvement in SEND planning and decision-making.
Guidance for schools and settings on using the OAG Parent & Carer Guides to strengthen communication, support partnership working and help families understand inclusive practice, SEND support and the approaches used within everyday school provision.
