Provision Mapping

Document Sample
Provision Mapping Powered By Docstoc
					Provision Mapping
A Guide to Developing a Provision Map in the Primary School

                      Guidance on Creating a Provision Map

(NB When this guidance uses the word ‘should’ this is meant as a recommendation
of good practice rather than any statutory or LA requirement.)

Why do we need provision management and what it is

Provision Mapping is a succinct and inclusive way of showing the range of provision
available to pupils throughout the school. The new statutory framework for inclusion
places clear responsibilities on schools and Local Authorities to monitor, evaluate
and plan the development of educational provision for diverse needs, increase
access for disadvantaged groups, secure the entitlement of all pupils and raise
achievement and standards. In Wiltshire, it is both a means of tracking provision for
pupils with additional needs and a tool to describe good inclusive practice. An
effective provision map gives a clear link between provision and pupil progress.

Provision management is a strategic management approach which provides an ‘at a
glance’ way of showing all the provision that the school makes which is additional to
and different from that which is offered through the school’s differentiated curriculum.

Special Educational Needs is part of the cycle of self evaluation, school development
planning and target setting. The provision map describes the provision the school
will make each year for pupils with Special Educational Needs and disabilities.
Ideally, it should reflect the targets set in the School Development (Improvement)

The Benefits of Creating a Provision Map

Effective provision maps take account of the following areas:


Provision maps:

   •   audit how well provision matches need and recognise gaps in provision;

   •   provide a clear outline of the graduated provision available;

   •   ensure progression and age appropriate interventions;

   •   identify strengths in provision and areas for development.


Provision Maps

   •   cost provision in terms of resources, including human resources;

   •   highlight repetitive or ineffective use of resources;

   •   demonstrate accountability;

   •   inform parents, external agencies and OFSTED inspectors of how resources
       are being used to meet needs.

Whole School

Provision Maps

   •   assess school effectiveness when linked with outcomes for pupils through
       review of the provision;

   •   support schools in setting annual objectives and success criteria for the
       Special Educational Needs policy;

   •   focus attention on whole – school issues of teaching and learning including
       individual child issues.


Provision Maps

   •   plan development to meet pupils’ identified needs;

   •   record changes in provision and enable a seamless transition between
       classes, key stages and schools from class to class or school to school;

   •   can be used as a basis for writing Individual Education Plans, if necessary.

Provision for All Pupils

All provision relating to literacy and numeracy which is offered in school is included
within the framework of the Primary National Strategy Wave Model of Intervention.

The Wave Model of Intervention starts from the premise that Wave 1 is the effective
inclusion of all children in high quality learning and teaching. This should be the
starting point for any school reviewing their provision.

At Wave 2, small - group interventions are aimed at pupils who can be expected to
‘catch up’ with their peers as a result of the intervention. Wave 2 interventions are
not primarily Special Educational Needs interventions. However, some pupils
receiving Wave 2 intervention may be at School Action or School Action Plus as a
result of difficulties for which they are receiving other forms of support.

At Wave 3, individual specific targeted support for pupils identified as requiring
support that is additional to and different from the differentiated curriculum e.g. 1:1
speech therapy support, individual learning programme. Pupils receiving Wave 3
support may be placed at School Action or School Action Plus.

Provision maps identify resources that are available for pupils at waves two and

Provision maps can be presented in a variety of ways:

   •   Provision by year group or key stage
   •   Provision according to the Code of Practice graduated response (School
       Action/School Action Plus)
   •   Provision within the four areas of difficulty identified within the Code of
       Practice for Special Educational Needs;
              Cognition and learning
              Communication and interaction
              Behaviour, social and emotional development
              Sensory and/or physical needs
   •   Provision according to the three ‘waves’ of support, as identified within the
       National Strategy and as described above
   •   A combination of any of the above

In Wiltshire the guidance is that schools continue to write Individual Education Plans
for pupils at School Action Plus and for pupils with a Statement of Special
Educational Needs. At School Action schools can choose to continue to write
Individual Education Plans or can rely on the evaluated provision map and pupil
tracking for evidence of intervention and progress at School Action. The words in
bold print are key and must be in evidence for individual pupils. A provision map by
itself is not an adequate replacement for an IEP. Although considered best practice it
is at a school’s discretion whether or not they include all pupils on the provision map.
A provision map which includes all pupils will identify pupils with English as and
additional language, pupils from traveller families and other pupils at risk of under

Flow Chart showing the Process of Provision Mapping

‘The initial gathering of the information that is needed to produce an inclusive
education provision map does require a significant investment of time and energy for
the first year only.’ (SENJIT Provision Mapping/Management for Inclusion.
Guidance Materials. Institute of Education, University of London)

Before embarking on compiling your provision map consider who is to be involved in
the process. Ideally, the SENCo, head teacher, class teachers, teaching assistants
and SEN governor should be involved. You will also need to audit present provision
in terms of pupil need and available resources.

                          Annually evaluate the                 From your audit,
                          effectiveness of the              1   identify gaps or
                          provision made                        repetition in provision.



  Track Pupils progress                                                                    Identify available
  and monitor impact                                                                       funding.


                          Compile a provision                   Research
                          map identifying pupils,               programmes
                          programmes and cost
                          in terms of duration
                          and support


1. Audit

 Collect information relating to the profile of need within your school. This
information can be collected from the PLASC.
Collect information about present provision for each year group including
resources, programmes and staff skills.

Compare this with the projected needs for each year group. This may reveal any
gaps in provision or occasions where pupils repeatedly receive the same

2. Funding

‘The process of costing your provision can be quite complex and it is essential to
remember that this is an ‘accountability exercise’ not an ‘accounting exercise!’
(SENJIT Provision Mapping/Management for Inclusion. Guidance Materials.
Institute of Education, University of London)

Identify the hours attributed to all support that is ‘additional to’ and ‘different from’
the differentiated curriculum which is provided by any staff (e.g. CT, TAs,
MDSAs). This provision must be costed at an hourly rate in order to establish the
monetary cost. Funding for resources purchased should also be included.

3. Research

Having completed your audit it may be necessary to research alternative
approaches and programmes.
In doing this you could seek advice from outside agencies, consult ‘What works
for pupils with literacy difficulties? The Effectiveness of Intervention Schemes’
(DCSF Ref: 00688-2007BKT-EN)

4. Compile a Provision Map

Compile your provision map. Use this as an opportunity to consider why pupils
may have made little progress and how this situation can be changed. The
provision map should include information about costs in terms of duration and
support. Some examples of provision maps are enclosed at the end of this
Your provision map must include details of:

•   year group

•   intervention programmes/ provision

•   time taken, frequency and staff involved in the programme

•   pupils identified by initials or names

•   staff/pupil ratio

•   approximate cost in time of each element of provision

   5. Track Pupil Progress

When undertaking your regular pupil tracking link your findings to the provision
map. Tracking may include pre and post intervention assessment, NC levels and
assessment for learning. If pupils are failing to make progress then consider
which other aspects of available provision they need to take advantage of.

   6.   Evaluation

Undertake an annual evaluation of the effectiveness of all the provision recorded
on your provision map in terms of pupil progress and cost effectiveness. It should
include views of pupils about their own progress and the views of parents/carers.
This process can be used to inform the Self Evaluation Form. It will also inform
the audit for the following year.

On the following pages there are some examples of provision maps. These are
for your guidance only.

For more advice please contact the Advisory Teacher for Special Educational
Needs allocated to your school.

If you have already developed a provision map that works for your school and
would like to share it please send it to
Yvonne Powell (WLSS)
Unit 5
Ascot Court,
White Horse Business Park
BA14 0XA


The National Literacy Strategy: choosing and implementing interventions for children
with significant learning difficulties. DfES 2003

SENJIT Provision Mapping Management for Inclusion. Guidance Materials. Special
Educational Needs Joint Initiative for Training, Institute of Education University of

‘Leading on Inclusion’ DfES 1183 – 2005 G

Special Educational Needs and School Improvement – Practical Strategies for
Raising Standards by Jean Gross and Angela White. David Fulton Publishers.


SEN       Special Educational Needs

CT        Class Teacher

TA        Teaching Assistant

MDSA      Mid Day Supervisory Assistant

PNS       Page 8 of 19 Primary National Strategy

IEP       Individual Education Plan

WESforD   Wiltshire Early Screening for Dyslexia

SENCO     Special Educational Needs Co-ordinator

EPS       Educational Psychology Service

LA        Local Authority

OfSTED    Office for Standards in Education

DCSF      Department for Children Schools and Families

NC        National Curriculum

SEF       Self Evaluation Form

WLSS      Wiltshire Learning Support Service

EAL       English as an Additional Language

             Examples of Provision Maps

The following are examples of different layouts of provision maps.
They can be used to represent the provision for pupils with Special
Educational Needs. If you wish to include other pupils at risk of
underachievement then the provision maps will need to be

There is an example of a DCFS provision map in ‘Leading on
Inclusion’ DfES 1183 – 2005 G handout 3.2


Name of Child   Sir Kit’s Quest   AR/ AW   NESSY   Catch up     WESford   Wave 3 Maths   Sp & L   Other

William                                                                                           Lunchtime
Patrick                                                                                           Circle of
Maria                                                                                             Circle of
Edward                                                                                            1:1 ASD social
                                                                                                  skills work with

Leroy                                                                                             Lunchtime

Niamha                                                                                            Lunchtime


                            Wave 2                                           Wave 3

Name of Child   ELS   FLS      Springboard Sir     AR/ AW   NESSY   Catch   WESford Wave 3   Sp & L   Other
                                           Kit’s                    up              Maths

Provision Map        School                                           Date: Autumn 2008

Year group      SA Provision/        Staff/Pupil   Cost in time per       SA+ Statement      Staff/Pupil   Cost in time
                Pupils               Ratio         week                   provision/pupils   Ratio         per week
Reception       Speech and           1:1 TA        2 x 15 mins
                Language MP
1/2             ELS                  1:4 TA        5 x 20 mins            ASD support        1:1 TA        10 hours
                Extra phonic         1:3           5 x 15 mins
                Extra maths          1:2           3 x 15 mins
                                                                                                           5 x 30 mins
3/4             Sir Kits Quest MS,   1:4 TA        3 x 20 mins            NESSY AN PS        1:1 CT
                PR, TO, BN
                Wave 3 maths         1:3 SENCo     5 x 20 mins
                MR, PR, OT
                AR/AW BL             1:1 TA        5 x 20 mins

5/6             SEAL groups OP       1:4 TA        1 x 30 mins            NESSY TB           1:1 TA        3 x 30 mins
                QS RT NW
                FLS OP NW MR         1:6 TA        1 x 1 hour
                NT AM LM

Provision Map        School                                      Date

Year group      SA Provision/   Staff/Pupil   Cost in time per          SA+ Statement      Staff/Pupil   Cost in time
                Pupils          Ratio         week                      provision/pupils   Ratio         per week




Provision Map             School                         Year Group 2                        Date    Autumn 2008

Area of need              Provision             Pupils                   Staff/pupil ratio          Cost per week

Cognition and Learning    AR/ AW                AB CO                    1:1 TA                     5 x 20 min
                          Letters and Sounds    MV TR                    1:3 TA                     4 x 15 mins

Sensory and/or Physical   Eurythmy              AB ML PS TN              1:4 TA                     5 x 15 mins

Communication and         Speech and Language   MR                       1:1 TA                     2 x 20 mins
Interaction               Circle of Friends     BL                       1:1 TA                     2 x 30 mins

Behaviour, Emotional      Social Skills         BL TU                    1:3 TA                     1 x 30 mins
and Social Development                          VM

Provision Map             School               Year Group 2                        Date    Autumn 2008

Area of need              Provision   Pupils                   Staff/pupil ratio          Cost per week

Cognition and Learning

Sensory and/or Physical

Communication and

Behaviour, Emotional
and Social Development

Provision Map               School                                              Date

Year Group 4    Provision                                                     Pupils        Staff/pupil   Cost in time
                                                                                            ratio         per week
                Quality First Teaching
Wave one        Differentiated curriculum planning and work                   All pupils
                Differentiated delivery e.g. simplified language, slower
                lesson pace
                Differentiated outcome e.g cartoon strip instead of written
                prose, use of ICT
                Increased use of visual aids
                Illustrated dictionaries/spellcheckers/word banks
                Use of writing frames

Wave two        Sir Kit’s Quest                                               HR            1:1 TA        5 x 30 mins
                Catch up                                                      ML PR SN ST   1:4 TA        2 x 10 mins
                AR/ AW                                                        BW            1:1 TA        5 x 20 mins
                Springboard                                                   RN ST BW PT   1:6 TA        1 x 1 hour
                                                                              VW ON
                WESforD                                                       LB TW         1:2 SENCo     3 x 20 mins

Wave three      NESSY                                                         ML PR         1:1 TA        5 x 10 mins
                WESforD                                                       RS BN         1:2 TA        2 x 10 mins
                Movement Programme                                            MC PQ TR      1:3 TA        5 x 15 mins
                Speech and Language                                           LS            1:1 TA        2 x 30 mins
                Supporting Children with Gaps in Mathematical                 MR            1:1 TA        2 x 20 mins
                Anger Management                                              RB            1:1 TA        2 x 30 mins
                Social Skills                                                 RB MS TB SW   1:4 TA        1 x 30 mins

Provision Map               School          Date Autumn 2008

Year Group      Provision                 Pupils        Staff/pupil   Cost in time
                                                        ratio         per week

Wave one

Wave two

Wave three

Provision Map     Year Group 4                    School                        Date Autumn 2008

Provision                    Pupils                         Staff/Pupil Ratio        Cost in time per week
NESSY                        MS                             1:1 TA                   5 x 10 mins

AR/AW                        PL KD GH                       1:1 SENCo                5 x 20 mins

Sir Kit’s Quest              MR FS HL OW                    1:4 TA                   3 x 15 mins

Wave 3 Maths                 PL MS                          1:2 CT                   3 x 20 mins

Speech and Language          OW                             1:1 TA                   2 x 15 mins

Eurythmy                     MS (with pupils from other     1:4 TA                   3 x 15 mins

Social Skills                BT (with three other pupils)   1:4 TA                   1 x 30 mins

Provision Map   Year Group 4        School                       Date Autumn 2008

Provision                  Pupils            Staff/Pupil Ratio        Cost in time per week


Shared By: