Primary National Strategy Planning effective provision © Crown Copyright 2005

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© Crown Copyright 2005 Aims To support you in: developing the strategic management of inclusion in your school; developing ‘middle management skills’ as an inclusion coordinator or SENCO; understanding what provision maps are and why they are useful; developing a provision map for your school, based on provision that has been shown to be effective; beginning to reduce bureaucracy in school. 3.1

© Crown Copyright 2005 The five stage model for school improvement How well are we doing? How well should we be doing? Taking action and reviewing What must we do to make it happen? What more can we aim to achieve? Cycle for school improvement 3.2

© Crown Copyright 2005 Provision maps An ‘at a glance’ way of showing the range of provision the school makes for children with additional needs, through additional staffing or peer support. Provision maps – what are they? 3.3

© Crown Copyright 2005 Why use provision maps? They empower staff and enhance the inclusion coordinator’s role. They allow you to audit the needs of children and plan systematically how best to use the school’s resources to meet those needs. They allow you to plan both the staffing and the skills that will be required to meet the needs of children. 3.4

© Crown Copyright 2005 The benefits for your work as inclusion coordinators Provision maps can reduce paperwork. They provide a basis for evaluating your provision, and building this into school self-evaluation. They provide information for reporting you have to do – such as the governors’ report to parents or school profile. They provide clear and transparent information for LEA monitoring. 3.5

© Crown Copyright 2005 The benefits for the school Provision maps prevent over-provision in some classes and under-provision in others. They allow the school to cost provision and manage the budget effectively. 3.6

© Crown Copyright 2005 The benefits for children and parents and carers Children receive more coherent provision. Provision for individual children can be highlighted, tracked and monitored. Provision maps provide good information for parents and carers and increased parental confidence that their child’s needs will be met. Provisions that are costed show how much is being spent for any given child. 3.7

© Crown Copyright 2005 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 at Waves 1, 2 and 3? If Sarah came into this school again what would you like to see done differently in order to secure more effective provision? 3.8

© Crown Copyright 2005 Work in groups of 2 or 3. Think of all the different things that already happen in your school to provide for children with additional needs. Group your sticky-notes into categories that make sense to you. Activity: what are we doing already? 3.9

© Crown Copyright 2005 Waves of intervention 3.10

© Crown Copyright 2005 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 3.11

© Crown Copyright 2005 Which of your sticky-notes describe provision that is additional to or different from everyday inclusive teaching? Activity : what are we doing already? 3.12

© Crown Copyright 2005 Everyday inclusive teaching Setting suitable learning challenges Responding to children’s diverse needs Overcoming potential barriers to learning Access Teaching styles Learning objectives 3.13

© Crown Copyright 2005 Provision mapping Four pieces in the jigsaw Audit of need Evidence on what works Comparison with existing provision 3.14 Planning in the light of available school budget

© Crown Copyright 2005 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 your 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. 3.15