Provision Mapping

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					    Provision Management


     Managing, mapping and
evaluating successful intervention
          programmes.
Provision Management
 What follows are a series of slides explaining a process
  of provision management arrived at following
  consultation with a number of sources including a
  working party of Herefordshire SENCOs.
 We hope this system will be adopted by all Herefordshire
  SENCos and adapted to suit their situation. It is neither a
  definitive nor prescriptive system and will be subject to
  changes prompted by experience. We hope it will provide
  a format suitable for use in applications for Banded
  Funding and be useful in helping SENCos manage their
  changing role.
 It is in powerpoint format to enable SENCos to use some
  of the materials for whole school training.
 Aims of Provision Management
 To develop strategic management of SEN
  through systematic provision mapping.
 To support the evaluation of effectiveness of
  interventions in terms of pupil outcomes.
 To reduce bureaucracy and the need for some
  IEPs.
 Opportunity to extend concept to consider
  additional needs more broadly than only for
  those pupils with SEN.
Joining the dots…………………….
   Code of Practice
   Removing Barriers to Achievement
   Disability Discrimination Act
   National primary & secondary strategies
    support for ‘mainstreaming’ SEN
       Personalised Learning
       Assessment for learning / curricular targets
       Curriculum entitlement & choice
    These are current drivers in the
    development of the SENCo role and the
    responsibility of mainstream schools to meet
    the needs of young people with SEN.
  Shift in expectations for role of
              SENCO:
 Middle leadership responsibilities:
     The Strategic Management of
    Special Educational Needs
 Wider responsibilities -to young people
     identified through SEN Code of Practice
     and for monitoring and evaluation of whole
     school provision for vulnerable groups
 Wider Inclusion- greater whole school
     responsibility for meeting low incidence
     needs
 ECM - additional needs of a range of
     vulnerable groups - from SENCo to
     Inclusion Coordinator?
      What are Provision Maps?
Provision Maps are an ‘at-a-glance’ way
of showing the range of interventions that a
school makes for pupils with additional
needs.

What is Provision management ?
Developing a system to match provision
to pupil needs and evaluate effectiveness.
         What are the benefits of
         Provision Maps / Management
                        …….for schools?
 audits the needs of pupils (range & severity) to target patterns of need
in       different year groups
 focuses on whole-school developments for SEN & enables proactive
         planning of provision
 facilitates effective oversight of SEN funding and shows value for
money through effective use of resources
 helps the SLT to manage the overall SEN budget efficiently and
         effectively through co-ordination of different funding streams
 enables planned deployment of staff to best meet the range of needs
 enables planned programme of professional development by
identifying       the skills required to meet pupils’ learning needs
 demonstrates and evidences the impact of provision to students,
         Governors, Parents, the LA ……. even SEN and Disability
Tribunal
 contributes to rigorous Self-Evaluation
       What are the benefits of
        Provision Maps / Management
                       …….for SENCOs?
 help in the monitoring and tracking of specific
  interventions for groups of pupils or individuals
 show how SEN resources are allocated
 ensure that systems are interrelated
 be used in discussion with external agencies e.g. to clarify the use of
        resources such as Banded funding and the impact on pupil outcomes
 enable discussion and evaluation of the effectiveness of provision between
        the SENCO and SEN governor to feed into the Annual School Profile
 enable effective tracking of all provision accessed by students
   What are the benefits of
Provision Maps / Management for
             ….. pupils and parents?
They help to:
 make sure that provision over time is coherent i.e. a
  pupil does not repeat intervention programmes year
  after year
 communicate to parents the overall support that
  their child will receive or has received
 demonstrate clear evidence about impact on a pupil’s
  learning
                                                 Wave

                                                   1

Wave One


 High quality inclusive teaching & planning
 supported by effective whole-school policies.
 The effective inclusion of all pupils including
 those who may be at any point on the CoP
 ‘graduated response’ - that is, School Action,
 School Action Plus and pupils with statements.
The circles of inclusion

Setting suitable                                   Responding
   learning                                          to pupils
  challenges      Learning             Teaching   diverse needs
                 objectives              styles




     Overcoming               Access
   potential barriers                                   Wave
      to learning
                                                          1
Wave One: Everyday inclusive teaching




                                        Wave

                                         1
Wave One – Inclusive teaching
Current developments in learning and teaching:
 Assessment for Learning (e.g. feedback –
  how to improve)
 Curricular targets – ‘B squared’


                                          Wave

                                           1
                                                        Wave           2
Wave Two
Wave 1 plus intervention designed to increase rates of progress
and put children back on track to meet or exceed national
expectations.

Small group interventions that are NOT primarily SEN interventions
e.g. Springboard, ALS.

Where intervention programmes are used without modification
within the designated year group, there is no requirement that pupils
should be placed on School Action. Pupils included in Wave Two
interventions may, on occasion, already be at SA or SA+. This will be
where they have emotional and behavioural, communication and
interaction difficulties, sensory or physical impairment, for which they
are receiving other forms of support.
                                How do we
What resources are              use them?
 there to support
     wave 2?



                     Wave   2




   How do we                    Where do
    organise                     we find
     them?                       them?
Literacy intervention programmes for those pupils
who may need additional support to catch up with
their peers. (Primary)
 Early Literacy Support for pupils during the Spring term in
  Yr 1
 Yr 3 Literacy Support for pupils working below age-related
  expectations
 Additional Literacy Support is for pupils in Yr 3 (and Yr4)
  who attained L2c or L1 at the end of KS1 who need to
  consolidate key skills early in KS2
 Further Literacy Support is for pupils who have achieved
  at least L2a/3c at the end of Yr 4
 Yr 6 Booster Units provide examples of units of work that
  address key writing objectives and are designed to help as
  many pupils as possible to achieve level 4

                                                 Wave     2
Numeracy intervention programmes for those
pupils who may need additional support to catch
up with their peers. (Primary)
 Springboard 3 is targeted at those pupils in Yr3 who reached L2c
  at the end of KS1 who, with support, are likely to reach L3 by the
  end of Yr4

 Springboard 4 is targeted at those pupils in Yr4 who, with
  additional support, are likely to reach L3 by the end of the year

 Springboard 5 is targeted at those pupils in Yr5 who, with
  intervention, are likely to reach level 4 at the end of Yr6

 Springboard 6 is targeted at those pupils in Yr6 who, with
  intensive support, can achieve level 4 in the Key Stage 2 national
  tests

                                                          Wave        2
                                 Wave               3




Wave Three
Wave 1 plus increasingly personalised
intervention to maximise progress and minimise
gaps in achievement
These are specific and targeted approaches for
individual pupils who are identified as requiring
SEN interventions. Provision is likely to draw on
specialist advice.
Waves do not equate to
graduated response of Code of Practice

 School Action=

 School Action Plus=



 Statement=

				
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