© Crown Copyright 2005 1 Provision mapping School staff meeting.

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Provision mappingSchool staff meeting

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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?

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An example

• Consider the example from another primary school.

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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.

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Why use provision maps?

• They can reduce paperwork.• They prevent over-provision in some

classes and under-provision in others.

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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.

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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?

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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?

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Waves of intervention

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Waves model and ‘additionalto or different from’

Wave 3Additional

highly personalised interventions

Wave 2Additional interventions

to enable children to work at age related expectations or above

Wave 1Inclusive quality first teaching for all

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Which of your sticky-notes describe

provision that is additional to or different

from everyday inclusive teaching?

Activity : what are we doing already?

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Everyday inclusive teaching

Setting suitable learning

challenges

Responding to pupils’

diverse needs

Overcoming potential barriers

to learning

Access

Teaching styles

Learningobjectives

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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

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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.

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© 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 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.

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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

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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.

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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)

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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.

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What doesn’t work?

• Unfocused teaching assistant support

• Small reductions in class sizes

• Setting

• Large-scale ILS ICT schemes

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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

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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

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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

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Next steps

What should our next steps be?

Who could do what, and when?

How can we build this into our school improvement planning?