primary national strategy planning effective provision © crown copyright 2005
TRANSCRIPT
© Crown Copyright 2005
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© Crown Copyright 2005
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
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The five stage model for school improvement
1
25
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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
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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?
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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.
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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.
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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.
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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.
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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 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?
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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?
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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 children’s
diverse needs
Overcoming potential barriers
to learning
Access
Teaching styles
Learningobjectives
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Provision mapping
Four pieces in the jigsaw
Audit of need
Evidence on what works
Comparison with existing
provision
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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 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.
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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 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.
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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
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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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Commonly used provision
• Teaching assistant support • Reductions in class sizes• Setting• Individual Learning systems (ILS) ICT schemes
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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
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Using provision mapping to improve practice
• Reducing bureaucracy
• Monitoring and evaluating particular provisions
• Evaluating and reviewing your map each year
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Using provision mapping to improve practice
• Reducing bureaucracy
• Monitoring and evaluating particular provisions
• Evaluating and reviewing your map each year
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Reducing bureaucracy
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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?
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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
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Using provision mapping to improve practice
• Reducing bureaucracy
• Monitoring and evaluating particular provisions
• Evaluating and reviewing your map each year
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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:
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Using provision mapping to improve practice
• Reducing bureaucracy
• Monitoring and evaluating particular provisions
• Evaluating and reviewing your map each year
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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
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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?
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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:
• 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
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