what are they? an ‘at a glance’ way of showing the range of provision the school makes for...
TRANSCRIPT
What are they?
An ‘at a glance’ way of showing the range of provision the school makes for
children with additional needs.
Provision Maps
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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
The Five Stage Model for School Improvement
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
The benefits for your work as inclusion co-ordinator or SENCO
• 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.
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.
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
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
Provision mapping
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
Planning effective provision
TaskComplete 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?
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
Different types of provision map
Reducing bureaucracy
Monitoring and evaluating particular provisions
Evaluating and reviewing your map each year 3.23
Using provision mapping to improve practice
3.32
Activity
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.
3.33
We have considered:• What provision maps are and why they
are useful
• How to develop a provision map for your school.
• Using provision maps to improve practice in your school
3.34
What are they?
For you as an individual or leadership team
Next steps