1. Managing, mapping and evaluating successful intervention programmes. Provision Management

2.  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.

3. 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.

4. 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.

5. 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?

6. 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.

7. 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  c ontributes to rigorous Self-Evaluation

8. 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

9. 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

10. 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. Wave 1

11. The circles of inclusion Access TeachingstylesLearningobjectives Setting suitable learningchallenges Responding to pupils diverse needs Overcoming potential barriers potential barriers to learning Wave 1

12. Wave One: Everyday inclusive teaching Wave 1

13. 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

14. 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. 2 Wave

15. What resources are there to support wave 2? How do we use them? How do we organise them? Where do we find them? Wave 2

16. 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

17. 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 Wave2

18. 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. 3 Wave

19.  School Action=  School Action Plus=  Statement= Waves do not equate to graduated response of Code of Practice