Provision Mapping A Guide to Developing a Provision Map in the Primary School Page
UGuidance on Creating a Provision Map (NB When this guidance uses the word should this is meant as a recommendation of good practice rather than any statutory or LA requirement.) Why do we need provision management and what it is Provision Mapping is a succinct and inclusive way of showing the range of provision available to pupils throughout the school. The new statutory framework for inclusion places clear responsibilities on schools and Local Authorities to monitor, evaluate and plan the development of educational provision for diverse needs, increase access for disadvantaged groups, secure the entitlement of all pupils and raise achievement and standards. In Wiltshire, it is both a means of tracking provision for pupils with additional needs and a tool to describe good inclusive practice. An effective provision map gives a clear link between provision and pupil progress. Provision management is a strategic management approach which provides an at a glance way of showing all the provision that the school makes which is additional to and different from that which is offered through the school s differentiated curriculum. Special Educational Needs is part of the cycle of self evaluation, school development planning and target setting. The provision map describes the provision the school will make each year for pupils with Special Educational Needs and disabilities. Ideally, it should reflect the targets set in the School Development (Improvement) Plan. The Benefits of Creating a Provision Map Effective provision maps take account of the following areas: Provision Provision maps: audit how well provision matches need and recognise gaps in provision; provide a clear outline of the graduated provision available; ensure progression and age appropriate interventions; identify strengths in provision and areas for development. Resources Provision Maps cost provision in terms of resources, including human resources; highlight repetitive or ineffective use of resources; demonstrate accountability; 1
inform parents, external agencies and OFSTED inspectors of how resources are being used to meet needs. Whole School Provision Maps assess school effectiveness when linked with outcomes for pupils through review of the provision; support schools in setting annual objectives and success criteria for the Special Educational Needs policy; focus attention on whole school issues of teaching and learning including individual child issues. Individual Provision Maps plan development to meet pupils identified needs; record changes in provision and enable a seamless transition between classes, key stages and schools from class to class or school to school; can be used as a basis for writing Individual Education Plans, if necessary. Provision for All Pupils All provision relating to literacy and numeracy which is offered in school is included within the framework of the Primary National Strategy Wave Model of Intervention. The Wave Model of Intervention starts from the premise that Wave 1 is the effective inclusion of all children in high quality learning and teaching. This should be the starting point for any school reviewing their provision. At Wave 2, small - group interventions are aimed at pupils who can be expected to catch up with their peers as a result of the intervention. Wave 2 interventions are not primarily Special Educational Needs interventions. However, some pupils receiving Wave 2 intervention may be at School Action or School Action Plus as a result of difficulties for which they are receiving other forms of support. At Wave 3, individual specific targeted support for pupils identified as requiring support that is additional to and different from the differentiated curriculum e.g. 1:1 speech therapy support, individual learning programme. Pupils receiving Wave 3 support may be placed at School Action or School Action Plus. Provision maps identify resources that are available for pupils at waves two and three. 2
Provision maps can be presented in a variety of ways: Provision by year group or key stage Provision according to the Code of Practice graduated response (School Action/School Action Plus) Provision within the four areas of difficulty identified within the Code of Practice for Special Educational Needs; Cognition and learning Communication and interaction Behaviour, social and emotional development Sensory and/or physical needs Provision according to the three waves of support, as identified within the National Strategy and as described above A combination of any of the above In Wiltshire the guidance is that schools continue to write Individual Education Plans for pupils at School Action Plus and for pupils with a Statement of Special Educational Needs. At School Action schools can choose to continue to write Individual Education Plans or can rely on the evaluated provision map and pupil tracking for evidence of intervention and progress at School Action. The words in bold print are key and must be in evidence for individual pupils. A provision map by itself is not an adequate replacement for an IEP. Although considered best practice it is at a school s discretion whether or not they include all pupils on the provision map. A provision map which includes all pupils will identify pupils with English as and additional language, pupils from traveller families and other pupils at risk of under achievement. 3
Flow Chart showing the Process of Provision Mapping The initial gathering of the information that is needed to produce an inclusive education provision map does require a significant investment of time and energy for the first year only. (SENJIT Provision Mapping/Management for Inclusion. Guidance Materials. Institute of Education, University of London) Before embarking on compiling your provision map consider who is to be involved in the process. Ideally, the SENCo, head teacher, class teachers, teaching assistants and SEN governor should be involved. You will also need to audit present provision in terms of pupil need and available resources. Annually evaluate the effectiveness of the provision made 1 From your audit, identify gaps or repetition in provision. 6 2 Track Pupils progress and monitor impact Identify available funding. 5 Compile a provision map identifying pupils, programmes and cost in terms of duration and support Research programmes 3 4 4
1. Audit Collect information relating to the profile of need within your school. This information can be collected from the PLASC. Collect information about present provision for each year group including resources, programmes and staff skills. Compare this with the projected needs for each year group. This may reveal any gaps in provision or occasions where pupils repeatedly receive the same provision. 2. Funding The process of costing your provision can be quite complex and it is essential to remember that this is an accountability exercise not an accounting exercise! (SENJIT Provision Mapping/Management for Inclusion. Guidance Materials. Institute of Education, University of London) Identify the hours attributed to all support that is additional to and different from the differentiated curriculum which is provided by any staff (e.g. CT, TAs, MDSAs). This provision must be costed at an hourly rate in order to establish the monetary cost. Funding for resources purchased should also be included. 3. Research Having completed your audit it may be necessary to research alternative approaches and programmes. In doing this you could seek advice from outside agencies, consult What works for pupils with literacy difficulties? The Effectiveness of Intervention Schemes (DCSF Ref: 00688-2007BKT-EN) 4. Compile a Provision Map Compile your provision map. Use this as an opportunity to consider why pupils may have made little progress and how this situation can be changed. The provision map should include information about costs in terms of duration and support. Some examples of provision maps are enclosed at the end of this document. Your provision map must include details of: year group intervention programmes/ provision time taken, frequency and staff involved in the programme pupils identified by initials or names staff/pupil ratio approximate cost in time of each element of provision 5
5. Track Pupil Progress When undertaking your regular pupil tracking link your findings to the provision map. Tracking may include pre and post intervention assessment, NC levels and assessment for learning. If pupils are failing to make progress then consider which other aspects of available provision they need to take advantage of. 6. Evaluation Undertake an annual evaluation of the effectiveness of all the provision recorded on your provision map in terms of pupil progress and cost effectiveness. It should include views of pupils about their own progress and the views of parents/carers. This process can be used to inform the Self Evaluation Form. It will also inform the audit for the following year. On the following pages there are some examples of provision maps. These are for your guidance only. For more advice please contact the Advisory Teacher for Special Educational Needs allocated to your school. If you have already developed a provision map that works for your school and would like to share it please send it to Yvonne Powell (WLSS) Unit 5 Ascot Court, White Horse Business Park Trowbridge BA14 0XA 6
References The National Literacy Strategy: choosing and implementing interventions for children with significant learning difficulties. DfES 2003 SENJIT Provision Mapping Management for Inclusion. Guidance Materials. Special Educational Needs Joint Initiative for Training, Institute of Education University of London Leading on Inclusion DfES 1183 2005 G Special Educational Needs and School Improvement Practical Strategies for Raising Standards by Jean Gross and Angela White. David Fulton Publishers. 7
GLOSSARY SEN CT TA MDSA PNS IEP WESforD SENCO EPS LA OfSTED DCSF NC SEF WLSS EAL Special Educational Needs Class Teacher Teaching Assistant Mid Day Supervisory Assistant Page 8 of 19 Primary National Strategy Individual Education Plan Wiltshire Early Screening for Dyslexia Special Educational Needs Co-ordinator Educational Psychology Service Local Authority Office for Standards in Education Department for Children Schools and Families National Curriculum Self Evaluation Form Wiltshire Learning Support Service English as an Additional Language 8
Examples of Provision Maps The following are examples of different layouts of provision maps. They can be used to represent the provision for pupils with Special Educational Needs. If you wish to include other pupils at risk of underachievement then the provision maps will need to be adapted. There is an example of a DCFS provision map in Leading on Inclusion DfES 1183 2005 G handout 3.2 9
Audit YEAR GROUP 3 Name of Child Sir Kit s Quest AR/ AW NESSY Catch up WESford Wave 3 Maths Sp & L Other William Lunchtime club Patrick Circle of Friends Lunchtime Club Maria Circle of Friends Ben Edward 1:1 ASD social skills work with TA Jamia Shane Kylie Leroy Lunchtime Club Daniel Holly Claire Peter Joanna Niamha Lunchtime Club 10
Audit YEAR GROUP 3 Wave 2 Wave 3 Name of Child ELS FLS Springboard Sir Kit s Quest AR/ AW NESSY Catch up WESford Wave 3 Maths Sp & L Other 11
Provision Map School Date: Autumn 2008 Year group SA Provision/ Pupils Reception Speech and Language MP 1/2 ELS Extra phonic teaching Extra maths teaching 3/4 Sir Kits Quest MS, PR, TO, BN Wave 3 maths MR, PR, OT AR/AW BL Staff/Pupil Cost in time per Ratio week 2 x 15 mins 1:4 TA 1:3 1:2 1:4 TA 1:3 SENCo 5 x 20 mins 5 x 15 mins 3 x 15 mins 3 x 20 mins 5 x 20 mins 5 x 20 mins SA+ Statement provision/pupils Staff/Pupil Ratio Cost in time per week ASD support 10 hours NESSY AN PS 1:1 CT 5 x 30 mins 5/6 SEAL groups OP QS RT NW FLS OP NW MR NT AM LM 1:4 TA 1:6 TA 1 x 30 mins 1 x 1 hour NESSY TB 3 x 30 mins 12
Provision Map School Date Year group Reception SA Provision/ Pupils Staff/Pupil Ratio Cost in time per week SA+ Statement provision/pupils Staff/Pupil Ratio Cost in time per week 1/2 3/4 5/6 13
Provision Map School Year Group 2 Date Autumn 2008 Area of need Provision Pupils Staff/pupil ratio Cost per week Cognition and Learning AR/ AW Letters and Sounds AB CO MV TR BL 1:3 TA 5 x 20 min 4 x 15 mins Sensory and/or Physical Eurythmy AB ML PS TN 1:4 TA 5 x 15 mins Communication and Interaction Speech and Language Circle of Friends MR BL 2 x 20 mins 2 x 30 mins Behaviour, Emotional and Social Development Social Skills BL TU VM 1:3 TA 1 x 30 mins 14
Provision Map School Year Group 2 Date Autumn 2008 Area of need Provision Pupils Staff/pupil ratio Cost per week Cognition and Learning Sensory and/or Physical Communication and Interaction Behaviour, Emotional and Social Development 15
Provision Map School Date Year Group 4 Provision Pupils Staff/pupil ratio Quality First Teaching Wave one Differentiated curriculum planning and work All pupils Differentiated delivery e.g. simplified language, slower lesson pace Differentiated outcome e.g cartoon strip instead of written prose, use of ICT Increased use of visual aids Illustrated dictionaries/spellcheckers/word banks Use of writing frames Cost in time per week Wave two Sir Kit s Quest Catch up AR/ AW Springboard WESforD HR ML PR SN ST BW RN ST BW PT VW ON LB TW 1:4 TA 1:6 TA 1:2 SENCo 5 x 30 mins 2 x 10 mins 5 x 20 mins 1 x 1 hour 3 x 20 mins Wave three NESSY WESforD Movement Programme Speech and Language Supporting Children with Gaps in Mathematical Understanding Anger Management Social Skills ML PR RS BN MC PQ TR LS MR RB RB MS TB SW 1:2 TA 1:3 TA 1:4 TA 5 x 10 mins 2 x 10 mins 5 x 15 mins 2 x 30 mins 2 x 20 mins 2 x 30 mins 1 x 30 mins 16
Provision Map School Date Autumn 2008 Year Group Provision Pupils Staff/pupil ratio Cost in time per week Wave one Wave two Wave three 17
Provision Map Year Group 4 School Date Autumn 2008 Provision Pupils Staff/Pupil Ratio Cost in time per week NESSY MS 5 x 10 mins AR/AW PL KD GH 1:1 SENCo 5 x 20 mins Sir Kit s Quest MR FS HL OW 1:4 TA 3 x 15 mins Wave 3 Maths PL MS 1:2 CT 3 x 20 mins Speech and Language OW 2 x 15 mins Eurythmy MS (with pupils from other classes) 1:4 TA 3 x 15 mins Social Skills BT (with three other pupils) 1:4 TA 1 x 30 mins 18
Provision Map Year Group 4 School Date Autumn 2008 Provision Pupils Staff/Pupil Ratio Cost in time per week 19