managing, mapping and evaluating successful intervention programmes. provision management
Post on 30-Dec-2015
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Steps to provision management
Step 1Audit projectedpupil need in
each year group
Step 2Audit existingInterventions& Inclusive Planning
Step 3Identify any gaps
between pupil needs & current provision,
staff development issues & funding
Step 4Create additional
provision map for pupils in
each Key stage/year group
across the schoolStep 6
On-going monitoring of impact
& progress tracking for
individuals & groups of pupils
Step 6 On-going
monitoring & evaluation of
provision
Step 4aCreate individual
pupil maps based on step 4
Step 1: Audit projected pupil need in each year group
Steps 1 & 2 are interchangeable Audit by year group, class, key stage, whole school Pupils identified through normal SEN route:
SEN register Analysis of data Monitoring & assessment leading to referral by staff Whole school screening
Could be used for all vulnerable groups either separately or together depending on size of school
Who are the vulnerable groups? Girls & Boys G&T LDD Ethnic Minorities Disaffected LAC Travellers Asylum Seekers
Step 2:Audit existing Interventions& Inclusive Planning
(Secondary) Using the 4 areas of learning as categories of need define
the provision available at each wave within each department, faculty or subject area.
SENCo to collate wave 1 provision into ‘whole school’ expectation which may be made available in staff handbooks.
Wave 3 provision may include an ‘inventory’ of specialist equipment e.g. adapted scientific instruments.
It is expected that provision at wave 1 will increase over time as capacity to meet a range of needs grows. The greater the expertise at wave 1 the less wave 2 or 3 provision needed.
Step 2:Audit existing Interventions& Inclusive Planning
(Primary) Using the 4 areas of learning as categories of need
define the provision available at each wave within each class. This may then be collated into year group or key stage provision depending on school size.
In larger primary schools it may be possible to define a core expectation with ‘specialisms’ for each year group or key stage.
Wave 3 provision may include an ‘inventory’ of specialist equipment e.g. adapted scientific instruments.
It is expected that provision at wave 1 will increase over time as capacity to meet a range of needs grows. The greater the expertise at wave 1 the less wave 2 or 3 provision needed.
The Process of Provision Management
Step 3Identify any gaps
between pupil needs & current provision,
staff development issues & funding
Identify any gaps between pupil needs ¤t provision,staff development issues & funding
Match student needs to current provision and identify any intervention not currently available.
Consider the evidence on what works. Identify staff development needs. Cost provision.
What really works? Summary of research on effective additional
provision. PNS ‘Leading on Inclusion’ Available to download @www.standards.dfes.gov.uk/primary/inclusion/1146355
Step 4 Create additional
provision map for pupils in
each key stage/year group
across the school
The Process of Provision Management
Costed Additional Provision Map for Key stage / year 2006-07
Provision Staff pupil ratio
Staff involved
Pupils involved
Cost in time(weekly)
Actual costAnnual x no. weeks
In class small group support for literacy (3x1 hours)
6:1 LSA: Lizzie DrippingFred BassetHolly BerryJo GolightlyDarren Bloggs
3 hours £1316.70
Literacy-wordshark (4x 15 mins)
9:1 TeacherLSA
30 minutes30minutes
£706.80£219.45
Literacy Skills small group (5x1 hours)
6:1 LSA 5 hours 32194.50
Handwriting skills small group (5x15 mins)
6:1 LSA 1hour 15 minutes
£548.63
Social Skills Lunch club (1x40 mins)
8:1 LSASENCO
20 minutes20 minutes
£146.30£424:11
Occupational Therapy programme (3x15mins)
2:1 LSA 45 minutes £329.18
Literacy Toe by Toe 1:1 LSA 45minutes £329.18
Literacy Catch Up 1:1 LSA 1 hour £475. 48
Step 4: Create additional provision map for pupils in each key stage/year group across the school
© Crown Copyright 2004
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Different types of provision map
Mapped by
Waves ?
Inclusion or just
SEN?
Mapped by graduated response ?
Mapped bytype of need?
Costed ?
Mapped by SENstrands of action ?
Termly or annual ?
By class , year
group
or key stage ?
Mapped with entry and/or exit criteria ?
The $64,000 Question:
Can ICT solutions help us all – schools and local authorities – to avoid drowning in paperwork…?Developing an electronic format for Provision management.
Any offers?
Step 5 Create individual pupil maps
Highlight provision accessed by individual.
For some pupils the provision made at wave 1 will be adequate. Their progress will be towards curriculum targets and measured through internal school systems.
Pupils whose needs will be met by wave 2 interventions will have targets within the intervention. The impact of the group work will inform progress as in wave 1.
Pupils requiring individualise programmes will require targets relating to additional provision for monitoring and evaluation of progress.
Pupil Name Key Stage 2
Principle need – Cognition & learning
Wave 1Differentiation literacy/numeracy•Symbol supported work sheets•Present text in chunks•Cloze passages•Use of colour/highlight instructions•Mind mapsPeer support/markingTA supportPaired readingWord/Number SharkVAK Teaching style – Learning
Wave 2 Yr 3 Literacy Support Additional Literacy Support Further Literacy Support Yr 6 Booster Units Springboard 3 Springboard 4 Springboard 5 Springboard 6 Buddy readersTeaching talking
Wave 3Pre-teaching / revision1:1 individual tuition:Catch up programmeToe by toeAcceleread/write
Review dates:
Start/end date if not whole year
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