Ofsted Tracker, Highlights & Insights

Welcome to SAfE’s latest Ofsted tracker, highlights and insights

This month along with Ofsted data, and inspection highlights we are asking:

How can leaders ensure that ordinarily available provision is embedded within the practice across their school?

Download Surrey’s November 2023 Inspection Tracker to find your school and access data by phase and cross-phase.

Ofsted Inspection Highlights for November 2023

  • This academic year there have been 20 inspections across Surrey Local Authority, this is 13% less than this time last year

  • 55% of inspections have been in maintained schools

  • 70% of inspections have been in Primary schools

  • 60% of inspections have been graded (S5)

  • Schools previously inspected in 2018/19 are in the Ofsted window

*Data only references inspection in the 2023/24 academic year

*Data correct as of 17 November 2023, for published grades

*Data compares historic Ofsted outcomes, with graded (Section 5) outcomes since September 2021

How can leaders ensure that ordinarily available provision is embedded within the practice across their school?

Educational leaders strive to make their school’s vision a reality where all pupils receive a high quality education enabling them to reach their potential. Achieving this requires an embedded whole school approach incorporating the requirements of the SEND code of practice: namely all mainstream schools and settings should provide high quality teaching that is differentiated and personalised to meet the needs of individual pupils.

For school leaders this raises fundamental questions such as:

  • What does this mean in practice within my setting?

  • How can I ensure that my school is delivering inclusive lessons which are effective for all?

  • How can this be done with the school’s existing budget in a way which supports teachers and does not overload the teaching team?

Where should I start?

This is where Ordinarily Available Provision (OAP) fits in, it is the support that mainstream schools or settings should provide for SEND pupils through their agreed funding and resource arrangements. Using this does not require a formal diagnosis or specialist input but is built on the everyday good practice i.e. high quality teaching and the reasonable adjustments that can be made by all staff within the school setting.

We know that a one size fits all approach is ineffective in meeting the needs of individual pupils; using a flexible and responsive approach is far more effective. By ensuring that OAP is embedded within the practice across the school, leaders can create an inclusive learning environment that promotes equality of opportunity, diversity and respect for all. OAP can also help to raise standards of achievement for all learners.

Strategies which Leaders can employ:

Vision and ethos

Developing a clear vision and ethos for OAP/inclusion is shared by all staff, pupils, parents and Governors. All staff should be clear on how this translates into everyday classroom practice. How have you as leaders facilitated this discussion with staff and created a clear set of classroom expectations which are known and understood by all as the expected practice in your school? Have these been incorporated into your Teaching and Learning Policy? What strategies are used to monitor this? How have you explored the classroom experience for all pupils to capture and celebrate great practice in your setting?


Establishing a culture of high expectations which aspires to achieve educational equity for all pupils regardless of need, ability or background. How are you as a leader, checking that your high aspirations are shared by your teaching team and that they are translated into everyday policy and practice?

Professional development and training

Taking a strategic perspective on supporting your teaching team to achieve OAP; pinpointing specific training matched to the needs of your pupils, planning carefully matched CPD opportunities which support teachers in building up expertise coupled with opportunities to trial strategies in their classroom is key. It will enable the teaching team to build up a bank of useable teaching strategies. Training could also include how to differentiate (scaffold) the curriculum and in class interventions with the aim of narrowing any gaps in attainment for groups of pupils.

Staff organisation

Think through how your staff, including support staff can be best placed across your school to support the cohort within each year groups. Making the most effective use of their expertise through their placement can be highly effective in supporting the needs of different cohorts.


Carefully review the available resources to support OAP and allocate funds accordingly ensuring that provision is demand led based on the needs of the current cohort and not supply led based around the existing skills of staff.


Working collaboratively with other professionals and agencies such as educational psychologists, SALT, OT and SAfE advisors to access specialist advice and support when needed. Developing a network of other schools to share expertise and advice with is also highly effective.

Engagement & communication

Engaging effectively with parents and carers as well as with children and young people themselves, to involve them in the decision-making process and seek their feedback on the provision offered.

Measuring success

Reviewing impact regularly and outcomes of OAP on the attainment, progress, well-being and participation of learners with SEND, using data and evidence to inform future planning and improvement allows leaders to work with their teams to change provision where needed.

Ordinarily available provision is an essential element of inclusive practice which aims to meet the needs of all learners with SEND. School leaders have a vital role in ensuring that OAP is embedded within the practice across the school, by developing a clear vision and ethos, providing regular training and support, leaders can create a positive and supportive learning environment that benefits not only pupils with SEND but also the whole school community. In some respects, Surrey’s OAP can be seen as the foundation from which to develop further strategies inside and outside the classroom to better meet the needs of pupils. Using your leadership you can help ensure that staff are able to use a repertoire of strategies to engage, support and stretch pupils in your setting. The needs of pupils are dynamic, therefore, the strategies we use need to evolve over time through an agile, adaptive and high skilled workforce.

How can our Governors help?

SAfE Strategic SEND Overview For Governors

Your Governors have a key role to play in ensuring the effective strategic leadership of SEND in your school. Governors can support school leaders by:

  • understanding the broader context of SEND provision, their statutory responsibilities, and the Surrey Local Offer

  • cultivating a culture where every leader assumes responsibility for SEND, with all Governors actively involved in promoting SEND and inclusion

  • ensuring school policies align with legal requirements and adhere to best practices for SEND

  • integrating SEND priorities into the school’s strategic plan, considering budget allocations and resource planning

  • establishing robust systems to monitor and evaluate the impact of SEND provision, using data to inform strategic decision making

  • advocating for inclusive education within the school and the broader community.

Encourage your Governors to participate in our free one-hour webinar, designed to enhance their understanding and support effective SEND governance.

How can SAfE support you with Ordinarily Available Provision?

Advanced SENCO Leadership Spring 24

The Advanced SENCo leadership programme focuses on organisational factors that will influence the strategic leadership of SEND in settings. There is a clear focus on data and self-evaluation to help ensure SENCos lead change using an informed evidence base.

SENCO Leadership Programme Spring 24

This programme will equip SENCOs to lead the improvement of inclusive practices across their settings. To further develop leadership skills in SENCos so that they are able to have more influence on further developing and improving inclusive practices across their setting.

Surrey Schools SEND Conference Autumn 23

Surrey SEND Conference sharing strategic updates and insights on SEND across the country from national experts. Giving a clear vision of the national landscape and how developments will impact on schools and their overall practices.

SAfE & Surrey SENCO Network Meetings 23-24

These are SENCo network meetings which aim to update SENCos on the most recent developments in SEND across Surrey and nationally. Examples of good practice will be shared along with speakers from key agencies who will articulate their offer to schools so that SENCos can access the most appropriate support to upskill staff in their setting in order to meet the needs of learners.

SEND Assessment and Identification of Needs Spring 24

This half-day workshop will focus on National, Regional and School level data around SEND to understand the unique context of each setting and reflect on differences in identification of needs. Understanding how Surrey Inclusion and Additional Needs framework can support SEND practices in schools.

Strategic Development of Provision In Schools – Provision Management Spring 24

Whole school focus on provision and how leaders ensure that all staff are well trained, and that support is demand-led, based on the needs of the current and future cohorts. An opportunity to take a strategic view on the whole school infrastructure for meeting the needs of learners with SEND and those without.


“Your visit last autumn was a catalyst for some of the transition we saw recognised today, and  prepared the team for the rigour of the inspection. As always – thank you for the insight, the feedback and the benefit of your knowledge and experience.”