1. © Crown Copyright 2005 1 Provision mapping School staff meeting

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3. © Crown Copyright 2005 3 Provision maps An ‘at a glance’ way of showing the range of provision our school makes for children with additional needs Provision maps – what are they?

4. © Crown Copyright 2005 4 An example Consider the example from another primary school.

5. © Crown Copyright 2005 5 Why use provision maps? They allow us to audit the needs of children and plan systematically how best to use the school’s resources to meet those needs. They allow us to plan both the staffing and the skills that will be required to meet the needs of children. They help us all be clear what extra provision children can access.

6. © Crown Copyright 2005 6 Why use provision maps? They can reduce paperwork. They prevent over-provision in some classes and under-provision in others.

7. © Crown Copyright 2005 7 Why use provision maps? They provide good information for parents or carers and increase parents’ confidence that their child’s needs will be met. Provision for individual children can be highlighted, tracked and monitored. Children receive more coherent provision.

8. © Crown Copyright 2005 8 Activity Consider the case study that tracks the provision a child receives as she progresses through the school. In pairs, discuss the following questions: In terms of strengths and weaknesses what does this case study tell us about the school’s approach to provision? If Sarah came into this school again what would you like to see done differently in order to secure more effective provision?

9. © Crown Copyright 2005 9 Work in year group teams. Think of all the different things that already happen in your year group to provide for children with additional needs. Group your sticky-notes into categories that make sense to you. Activity: what are we doing already?

10. © Crown Copyright 2005 10 Waves of intervention

11. © Crown Copyright 2005 11 Waves model and ‘additional to or different from’ Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable children to work at age related expectations or above Wave 1 Inclusive quality first teaching for all

12. © Crown Copyright 2005 12 Which of your sticky-notes describe provision that is additional to or different from everyday inclusive teaching? Activity : what are we doing already?

13. © Crown Copyright 2005 13 Everyday inclusive teaching Setting suitable learning challenges Responding to pupils’ diverse needs Overcoming potential barriers to learning Access Teaching styles Learning objectives

14. © Crown Copyright 2005 14 Provision mapping 4 pieces in the jigsaw Audit of need Evidence on what works Comparison with existing provision Planning in the light of available school budget

15. © Crown Copyright 2005 15 Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 3: Identify available school budget. Step 7: Establish systems for evaluating the effectiveness of our provisions, involving parents or carers and children. Step 5: Plan for staff development. Step 4: Consider the evidence on what works and plan the provision map for the next school year. Step 6: Identify criteria and processes for tracking children’s progress and monitoring impact.

16. © Crown Copyright 2005 16 Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 3: Identify available school budget. Step 7: Establish systems for evaluating the effectiveness of our provisions, involving parents or carers and children. Step 5: Plan for staff development. Step 4: Consider the evidence on what works and plan the provision map for the next school year. Step 6: Identify criteria and processes for tracking children’s progress and monitoring impact.

17. © Crown Copyright 2005 17 Complete a must/should/could grid for your year group. What does it tell you about the provision you would want to make for that year group? How does it match the provision that is currently in place? Activity

18. © Crown Copyright 2005 18 Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 3: Identify available funding. Step 7: Evaluate the effectiveness of your provisions. Step 5: Plan the provision map for the next school year. Step 4: Consider the evidence on what works. Step 6: Track children’s progress and monitor impact.

19. © Crown Copyright 2005 19 Available school budget Other funding EiC, BIP, Children’s Fund EMAG funding Funding identified for meeting the needs of advanced bilingual learners Funding for Wave 2 literacy and mathematics interventions SEN funding (School Action, School Action Plus, Statements)

20. © Crown Copyright 2005 20 Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 3: Identify available funding. Step 7: Evaluate the effectiveness of your provisions. Step 5: Plan the provision map for the next school year. Step 4: Consider the evidence on what works. Step 6: Track children’s progress and monitor impact.

21. © Crown Copyright 2005 21 What doesn’t work? Unfocused teaching assistant support Small reductions in class sizes Setting Large-scale ILS ICT schemes

22. © Crown Copyright 2005 22 What works Early intervention: nurture groups, social skills groups plus parenting support, National Pyramid Trust, early language and literacy intervention e.g Talking Partners, Reading Recovery Acceleread/write, Phono-graphix, Catch-up, Better Reading Partnership, Multi-sensory Teaching System for Reading (MTSR), Reciprocal teaching, Paired reading, THRASS, Family Literacy and Numeracy, Mathematics Recovery, Numeracy Recovery Peer tutoring Social skills groupwork e.g. anger management Stress reduction Some mentoring schemes and some learning support units

23. © Crown Copyright 2005 23 List the pros and cons of one type of provision map you have looked at. Plan how you will report back on your group’s views. Activity

24. © Crown Copyright 2005 24 We have considered: The many things we already do to help children with additional needs make progress in our school How we might plan our provision systematically through a provision map How this will help children, staff and parents The format we would like to use

25. © Crown Copyright 2005 25 Next steps What should our next steps be? Who could do what, and when? How can we build this into our school improvement planning?