Provision Mapping- Gifted and Talented Provision Herts Gifted and Talented Conference February 08- SEN Advisory Team What is Provision Mapping about? PNS and Hertfordshire context • Leadership • Achievement • Personalisation and excellence for all – SEN provision subsumed into high quality provision for all • Raising achievement and ensuring the outcomes of ECM • Focus on those who may be vulnerable in their learning What is provision Mapping about? • Using qualitative and quantitative data and AfL to identify all pupils’ needs • Building capacity through CPD, sharing expertise among schools in clusters and with specialist provision • Mapping provision for ALL children • A focus on provision for pupils with additional needs, SEN/LDD and those who are Gifted and Talented • Providing a range of ‘quality first’ teaching and intervention strategies at Waves 1, 2 and 3 What is provision Mapping about? • Target setting and evaluating pupil progress based on prior attainment • Increasing involvement and ownership by parents and pupils about provision and of individual learning plans • Matching provision to the learning strengths of pupils Effective provision mapping will: • Match provision to the child rather than the other way around • Be led by the SLT and involve governors • Be a whole school approach • Will include subject leaders as well as the SENCo/INCo • Run alongside the SEF and School Improvement plan • Involve changes in provision in light of evaluation of pupil progress Effective provision mapping will: • Involve pupils in decisions about provision • Be accessible for families and involve them in decision making • Be based on qualitative and quantitative data and AfL rather than labels • Never be ‘finished!’ • MAKE A DIFFERENCE! Reducing bureaucracy But we have to write IEPs for all our children with SEN, don’t we? There is no statutory requirement for schools to prepare separate IEPs for all pupils with SEN as long as they have sound arrangements for monitoring their progress in conjunction with the child and their parents. 3.25 Provision Mapping Cycle - Overview Evaluation and Audit:- Readjustment Existing provision PRESENCE SEF Mapping Audit:- Pupil Progress Out Provision Match with Existing provision Provision Mapping Cycle – What? When? 1. Audit Existing Provision • Teaching and Learning 5. Evaluation and readjustments • Curriculum • Termly? • Personal development and • Half Yearly? well-being • Leadership and Management • Ethos and attitude • Partnership • CPD PRESENCE SEF 4. Mapping out Provision 2. Audit Pupil Progress • Whole school (big picture) • Pupil progress • Class/Year/Cohort • Possible barriers to learning • Groups/Individuals • Possible vulnerable groups • Developmental/Accountability and individuals (parents, governors and LA) • Staff CPD needs 3. Matching with Existing Provision • Does your provision meet the needs of the learners? Provision Mapping Cycle – How ? 1.Audit of Existing Provision 5.Evaluation and Readjustments •Timetabling •Pupil discussions •Pupil progress interviews •SEF •Transition planning •Staff/departmental meetings •Peer mentoring •Parent contributions •Inclusion SEN register •Accessibility Plan •External advice •Monitoring •External Advice •Interventions •Professional judgement •Tracking data •TA support •IEPs •CPD •Teachers’ planning •Celebrating success •Policies PRESENCE SEF How are staff, pupils and parents involved? 2.Audit Pupil Progress •Records of How does this link with •Pupil progress interviews Achievement SEF and school calendar? and minutes •External advice •Tracking •Attendance data 4.Map Out Provision •Pupil profile notes •Annotated teachers’ •Pupil progress interviews •Academic review days •Wide school interviews •Pupil discussions/views planning •Tracking pupil progress •Parent consultation notes •Monitoring /meetings •Work scrutiny/ •Sequence and duration of interventions •Pastoral input •Broad range of standardisation •External advice achievement •School clusters •Negotiated rewards •Out of school achievement 3.Match with Existing provision Different types of provision map Mapped Inclusion or Mapped by by graduated just SEN? type of need? response? By class, Mapped by Mapped by year group or SEN strands Waves? key stage? of action? Mapped with entry Termly or annual? Costed? and/or exit criteria? 3.31 What is Dual or Multiple exceptionality (DME) • Term to describe pupils who belong to both the SEN and Gifted and Talented Groups • Describes a group of pupils often underrepresented on schools’ registers for gifted and talented learners Characteristics of pupils with dual or mulitple exceptionalities • Poor attention and • Development of daydreaming when judgment lags behind bored intellectual growth • Low tolerance of • Intensity may lead to persistence for tasks power struggles with seemingly irrelevant authorities • Begin many projects, • High activity level: sees few to may need less sleep completion Characteristics of DME • Difficulty restraining • May appear careless desire to talk: may be • Highly sensitive to disruptive criticism • Questions rules, • Do not exhibit customs and problem behaviours in traditions all situations • Lose work, forget • More consistent homework, are levels of performance disorganised at a fairly consistent pace Examples of approaches adopted by schools • Include pupils with additional learning needs in the initial screening phase for giftedness or talent • Be willing to accept unconventional indicators of intellectual talent • Look beyond he test scores • Do not aggregate test subtest scores into a composite score Further examples • Focus on the characteristics that enable the child to compensate effectively for the additional learning needs • Strongly highlight the areas of performance unaffected by the additional learning needs • Allow the pupil to participate in gifted programme on a trail basis, incorporating the pupils’ views at each stage of the programme Resources • All references on dual or multiple exceptionality come from the DSCF publication ‘Gifted and Talented Education-Guidance on dual or mulitple exceptionality’ 00061-2007BKT-EN • Information on Provision Mapping can be obtained from Herts SEN Advisory Team website www.thegrid.org.uk/learning/sen Do you know? • A famous person with the characteristics of DME? • A relative or friend? • A pupil in your school or whom you have taught on the past? The focus remains on PROVISION not labelling • What will you change in your school or class’ provision to ensure all pupils make progress? • Who else will you involve in your school?
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