primary national strategy planning effective provision © crown copyright 2005

PrimaryNational StrategyPlanning effective provision

© Crown Copyright 2005


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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


The five stage model for school improvement

1

25

34

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


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


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


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


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


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


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


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


Waves of intervention

3.10


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

3.11


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


Everyday inclusive teaching

Setting suitable learning

challenges

Responding to children’s

diverse needs

Overcoming potential barriers

to learning

Access

Teaching styles

Learningobjectives

3.13


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


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





chart.




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.


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


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





chart.




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.


evidence on what works.

Step 6: Track children’s

progress and monitor impact.

3.18


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





chart.




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.


evidence on what works.

Step 6: Track children’s

progress and monitor impact.

3.20


Commonly used provision

• Teaching assistant support • Reductions in class sizes• Setting• Individual Learning systems (ILS) ICT schemes

3.21


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


Using provision mapping to improve practice

• Reducing bureaucracy

• Monitoring and evaluating particular provisions

• Evaluating and reviewing your map each year

3.23






3.24


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?


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






3.27


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






3.29


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


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


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


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


Next steps

• For you as an individual or leadership team

• For us as a group

3.34

primary national strategy planning effective provision © crown copyright 2005

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