1. Primary National Strategy Planning effective provision © Crown Copyright 2005

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3. © 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

4. © Crown Copyright 2005 The five stage model for school improvement 1 25 3 4 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

5. © 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

6. © 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

7. © 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

8. © 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

9. © 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

10. © 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

11. © 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

12. © Crown Copyright 2005 Waves of intervention 3.10

13. © 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

14. © 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

15. © 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

16. © 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

17. © 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

18. © 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. 3.16

19. © Crown Copyright 2005 Complete a must/should/could grid for one year group in your school. 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 3.17

20. © 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 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. 3.18

21. © Crown Copyright 2005 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) 3.19

22. © 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 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. 3.20

23. © Crown Copyright 2005 Commonly used provision Teaching assistant support Reductions in class sizes Setting Individual Learning systems (ILS) ICT schemes 3.21

24. © Crown Copyright 2005 Additional provision: 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, for example, anger management Stress reduction Some mentoring schemes and some learning support units 3.22

25. © Crown Copyright 2005 Using provision mapping to improve practice Reducing bureaucracy Monitoring and evaluating particular provisions Evaluating and reviewing your map each year 3.23

26. © Crown Copyright 2005 Using provision mapping to improve practice Reducing bureaucracy Monitoring and evaluating particular provisions Evaluating and reviewing your map each year 3.24

27. © Crown Copyright 2005 Reducing bureaucracy 3.25 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. But we have to write IEPs for all our children with SEN, don’t we?

28. © Crown Copyright 2005 In pairs, consider one child with SEN from the case study school and highlight on the provision map all the provision he receives. Discuss what you would need to add to this highlighted provision map in order to fulfil the functions of an IEP. Activity 3.26

29. © Crown Copyright 2005 Using provision mapping to improve practice Reducing bureaucracy Monitoring and evaluating particular provisions Evaluating and reviewing your map each year 3.27

30. © Crown Copyright 2005 Red:Not likely to be useful in our context. Amber:I’d like to know more. Green:We use this tool or could definitely use it in the future. Activity Work in pairs, highlighting the handout of tools for monitoring progress in: 3.28

31. © Crown Copyright 2005 Using provision mapping to improve practice Reducing bureaucracy Monitoring and evaluating particular provisions Evaluating and reviewing your map each year 3.29

32. © Crown Copyright 2005 In pairs: Come up with a list of prompts or questions to ask yourself when reviewing your provision map. In squares (two pairs): Agree a shared list. Compare with handout and cross out on the handout any questions you have on your list. Activity 3.30

33. © Crown Copyright 2005 Different types of provision map Inclusion or just SEN? Mapped by type of need? Mapped by Waves? By class, year group or key stage? Mapped by SEN strands of action? Mapped by graduated response? Termly or annual? Mapped with entry and/or exit criteria? Costed? 3.31

34. © Crown Copyright 2005 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 3.32

35. © Crown Copyright 2005 We have considered: What provision maps are and why they are useful How to develop a provision map for your school, based on provision that has been shown to be effective Using provision maps to improve practice in your school 3.33

36. © Crown Copyright 2005 Next steps For you as an individual or leadership team For us as a group 3.34