Planning provision to meet needs
Context and drivers:
1. Every Child matters
All children’s services must have at heart the promotion of the 5 outcomes for all
children:
•
•
•
•
•
Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution
Achieving economic well-being
A huge driver for organisational reform at a strategic level which has impacted on
expectations of delivery of services for young people and of the outcomes
2. National Curriculum 2000: Inclusion Statement
Schools have a responsibility to provide a broad and balanced curriculum for all
pupils. The National Curriculum is the starting point for planning a school curriculum
that meets the specific needs of individuals and groups of pupils.
This statutory inclusion statement on providing effective learning opportunities for all
pupils outlines how teachers can modify, as necessary, the National Curriculum
programmes of study to provide all pupils with relevant and appropriately challenging
work at each key stage. It sets out three principles that are essential to developing a
more inclusive curriculum:
•
Setting suitable learning challenges
•
Responding to pupils' diverse learning needs
•
Overcoming potential barriers to learning and assessment for individuals and
groups of pupils.
3. SEN and Disability Act 2001 (amended 2005)
Schools have duties within this act:
•
•
•
•
not to discriminate against disabled pupils (current or prospective) in all
aspects of school life
to make reasonable adjustments to support and ensure the full participation
and achievement of disabled pupils
to develop an Access Plan to improve accessibility to the physical school
environment, to the curriculum, and to written communications
to plan through a Disability Equality Scheme to promote equality
-1-
4. The SEN Code of Practice
The SEN Code of Practice is statutory guidance which means that
LEAs, schools, early education settings and those who help them – including health
and social services – must have regard to it. The SEN Code of Practice provides
practical advice to Local Education Authorities, maintained schools, early education
settings and others on carrying out their statutory duties to identify, assess and make
provision for children’s special educational need
General principles of the SEN Code of Practice:
• a child with special educational needs should have their needs met
•
the special educational needs of children will normally be met in mainstream
schools or settings1
•
the views of the child should be sought and taken into account
•
parents have a vital role to play in supporting their child’s education
•
children with special educational needs should be offered full access
to a broad, balanced and relevant education, including an appropriate
curriculum for the foundation stage and the National Curriculum.
5. Other duties or guidance
The DCSF has published guidance to support schools in meeting the needs of
various groups of vulnerable children.
• Children Looked After by the local authority
• Children with medical needs
• Children with mental health concerns
The LEA and schools have complementary and clear responsibilities to ensure that
children have their special educational needs identified, assessed and appropriate
provision made to meet those needs, within published and agreed local protocols,
policies and practices. This document is part of that procedure, with reference to
expectations of the graduated response.
Agreed responsibilities and purpose can significantly improve outcomes for children
with special educational needs through:
•
•
•
•
•
•
Shared commitment to making effective provision
Clear LA planning and expectations for provision
Enhanced and consistent whole-school effectiveness in overcoming barriers
to learning and meeting needs
Clarity of responsibilities and response
SEN provision planned and delivered in ways which are effective
Heightened expectations for pupils with SEN
-2-
The LA is committed to planning and supporting provision which is equitable,
effective and inclusive, and based upon agreed principles, procedures and
recognised good practice.
School practice in general should demonstrate
•
•
•
commitment to inclusive practice
balance of statutory inclusion and standards framework
regard to the SEN Code of Practice
•
•
•
rationale for “reasonable” steps
rationale for allocation of resources to and amongst pupils
rationale for allocation of resources to interventions
•
planning to match funding, needs and provision to secure best outcomes
•
focus on raising expectations and achievement
•
monitoring and evaluation of interventions
•
processes for accountability
The table below summarises the expectations upon schools to provide quality
teaching and learning experiences for all pupils. The emphasis is on maximising the
potential of each individual, and endeavouring to remove the barriers to achievement
and to enable full and successful participation for all. It underpins a graduated
approach to meeting needs and sets out the objectives, processes and
responsibilities to implement this within school.
-3-
Objective
Wholeschool
approaches
and
influences
To support
achievement
for all
To produce
achievement
for all
To share
commitment
to
achievement
for all
System/ process
Responsibilities
Management and ethos
Policies – SDP, curriculum,
Disability Equality Scheme,
Access plan SEN, Inclusion,
Equal Ops, Staff Development,
H+S, Extra Curricular, Pupils,
Parents
Lead
Monitor/develop
Implement
Head, SMT, Gov
Body – set ethos
and direction
SMT, middle
management –
working groups to
develop specific
policies
All staff
subscribe to and
implement as
relevant to own
post
HoDs, Subject Coordinators
Systems – curriculum
NC, Schemes of Work, NLS,
NNS, PNS, KS3, accreditation,
planning, grouping
Systems - pastoral
Behaviour policy, vulnerable
pupils, PSHE, Spiritual
Relationships – staff, pupils,
parents, community,
professional development,
appraisal, training, support
HoY, Teachers with
Responsibility
Head, SMT identify
areas/ individuals
Middle management,
support other staff
All staff and
pupils
All staff identify
development
needs
WAVE One – ‘quality first teaching’
Meeting
diverse
needs
within the
classroom
to promote
achievement
for all
Teaching and learning
policies – implementation of
above, classroom environment,
rules, routines
to respond to
diverse needs
and set
suitable
learning
challenges
systems – curriculum (as above)
teacher planning, teaching and
learning styles, differentiation,
adaptation, resources, ELS,
ALS, grouping, use of
peers/additional adults,
assessment (NC, SATS,
Teachers own, schools own etc)
monitoring, record keeping,
review
Systems – pastoral
implementation of behaviour
policy, behaviour management
style, adaptation of strategies,
identification and support for
vulnerable pupils, PHSE etc.
relationships – modelling and
development of positive rels
adults to pupils, to other adults,
to parents, pupils to adults,
peers
quality of teaching, supported by
self evaluation, professional
development
personalised learning
reasonable adjustments
SMT
SMT through
appraisal and
observation
Teachers (via
ownership of
policies
SMT + subject coordinators, heads
of department lead
on best practice
SMT + subject coordinators as above
and through
mentoring/ training/
support
HoY, Teachers with
Responsibility lead
on best practice
HoY, Teachers with
Responsibility through
as above
Teachers
commitment to
quality of
teaching and
learning by
planning,
assessing and
preparing
suitable learning
challenges
Teachers
response to
diverse needs
All staff and
pupils
Head, SMT
to share
commitment
to meeting the
diverse needs
of all pupils
WAVE Two –
(small group intervention)
-4-
SMT through
appraisal
Teachers
recognition of
own strengths,
weaknesses and
commitment to
self development
Objective
Overcoming
potential
barriers to
learning
to promote
achievement
for all by
removing
barriers to
learning
Initial
response to
needs
Prevention
approaches
Approaches
to secure
curriculum
access
to support
achievement
for all by
responding to
and meeting
individual
needs through
early
intervention
Regard to
SEN CoP
School
Action
Increasingly
focused
intervention
and
enhanced
School
Action
to promote
achievement
for all by
removing
barriers to
learning
Approaches
to address
identified
needs
Regard to
SEN CoP
School
Action Plus
responsibilities
Identifying and addressing additional
educational needs
policies – implementation of
SEN, behaviour, Assessment
(whole school), recording,
curriculum, pupil/parent
participation, use of resources
systems – identification of need
(evidence e.g. teachers
observations, review of diversity
strategies) assessment (NC,
SATS, whole school tracking
systems, diagnostic) notification
(to SENCO, parent, pupil)
systems – curriculum, using
additional assessment to plan
for individuals and groups,
PSPs, enhanced teacher
planning, differentiation,
adaptation, identification of new
strategies, teaching and
learning styles, resources human and other, use of strands
of action
monitoring and review
relationships - modelling and
development of positive rels
adults to pupils, to other adults,
to parents, pupils to adults,
peers
environment – physical,
learning, social (barriers
identified and responded to)
quality of teaching, (teachers
and additional adults) supported
by planned professional
development
Lead
Monitor/develop
Head, SEN
governor, SENCO
determine status
and direction of
SEN provision
(including use of
global funding)
SMT and SENCO
develop policy.
SENCO develops
procedures to be
followed
SENCO and subject
co-ordinators support
curriculum
development and
planning.
Head, governors,
SENCO lead on
establishing
inclusive ethos and
environment
Implement
All staff as
appropriate to
their role
Teachers keep
adequate
records and
continuously
assess pupils to
identify need,
intervening
quickly and
appropriately.
implement
advice to
support their
planning to meet
needs of pupils
SENCO develops
review procedures
Teachers
maintain
thorough records
SENCO manages
additional adults
All staff
SENCO arranges
INSET/training
All staff
SMT and SENCO
identify training
needs
WAVE Three – specific targeted
approaches for individuals
(can include additionally focussed
WAVE Two)
Overcoming
identified
barriers to
learning
Approaches
to secure
curriculum
access
System/ process
to support
achievement
for all by
responding to
and meeting
individual
needs
Assessing and responding to more
complex LDD
policies – as above
systems –
identification/assessment as
above plus use of more specific,
specialised or diagnostic
assessment tools, outside
agency assessments, focused
observations, review/ analysis of
previous interventions,
increased SENCO involvement
in assessing, planning, and
providing
systems- curriculum as above
plus more detailed/ personalised
IEPs, more specific and focused
teacher planning that reflects
advice, outside agency
involvement (advice, training,
programmes, with pupil), new/
additional strategies and
resources, increased use of
additional support (individual or
specific group)
SENCO lead on monitoring,
review and evaluation.
relationships – as above
-5-
Head, SEN
governor, SENCO
determine status
and direction of
SEN provision
SENCO (SMT)
decide on use of
funding re
individual pupils
SENCO manages
day to day
organisational
issues, involvement
of outside agencies
SMT and SENCO
develop policy.
SENCO develops
procedures, coordinates
assessments,
SENCO and subject
co-ordinators support
curriculum
development and
planning.
SENCO manages IEP
development,
monitoring and review
SENCO co-ordinates
review procedures
All staff as
appropriate to
their role
Outside
Agencies
SENCO and
teachers
Teachers use
advice and
support
available, to
enhance their
planning to meet
needs of pupils
Teachers share
in planning IEPs,
and ensure that
they’re delivered
Regard to
SEN CoP
School
Action Plus
to support
achievement for all
by responding to
and meeting
individual needs
Objectives
of provision
and
programme
to inform
intervention
informed by
statement
Individually
planned
and
focussed
intervention
Head, governors,
SENCO lead on
establishing
inclusive ethos and
environment
SMT and SENCO
identify training
needs
SENCO manages
additional adults
SENCO arranges
INSET/training
Teachers and
additional adults
work effectively
together
All staff
WAVE Three – specific targeted
approaches for individuals
(can include additionally focussed
WAVE Two)
Increasingly
individually
planned
and
focussed
intervention
enhanced
School
Action Plus
Statutory
Assessment and
Statements
environment – as above plus
more individualised
consideration of impact for
individual and planned
strategies to reduce/remove
barriers.
Quality of teaching – as above
plus supported by SENCO and
outside agencies.
to promote
achievement
for all by
removing
barriers to
learning
to support
achievement
for all by
responding to
and meeting
individual
needs
Managing significant SEN
Policies – as above
Systems – assessment as
above plus collating evidence
(further assessment, ongoing
evaluation and review) to
identify pupils whose progress is
unsatisfactory/ needs are such
that statutory assessment is
required.
Systems – curriculum as above
plus utilising detailed and
specific advice from agencies to
create highly personalised
planning that aims to address
specific barriers to learning,
maximise potential, develop
skills for learning and life, offer
access to the full curriculum of
the school and promote positive
inclusion in the school
community. (Reflected in quality
of IEP and teacher planning)
More intensive, extensive and
focused use of resources including those additionally
provided for the pupil (human
and other)
Involvement of outside agencies
in monitoring and review
(including LEA)
Relationships – as above plus
co-ordination of possibly large
numbers of professionals
involved. Importance of key
adults supporting child.
Quality of teaching – as above
WAVE Three – specific targeted
approaches for individuals
(can include additionally focussed
WAVE Two)
DCSF guidance including Including all children in the literacy
hour and daily mathematics lesson
Teaching the daily maths lesson to
children with PMLD
KS3 strategy for SLD PMLD
-6-
Head, SEN
governor, SENCO
determine status
and direction of
SEN provision
SENCO (SMT)
decide on use of
funding re
individual pupils
with guidance from
LEA and outside
agencies
SENCO manages
day to day
organisational
issues, involvement
of outside agencies
SENCO coordinates planning
and provision
SENCO develops
procedures, coordinates
assessments, liaises
with LEA
Outside
Agencies
SENCO and
teachers
SENCO and outside
agencies develop
specific curriculum
planning.
Teachers use
advice and
support
available, to
enhance their
planning to meet
needs of pupils
SENCO develops
specific provision to
meet needs
SENCO produces IEP
monitors and reviews
SENCO manages
additional adults
Teachers share
in planning for
child, including
IEPs, and
ensure that
provision, IEPs,
resources are
used effectively
Teachers and
additional adults
work effectively
together
Identification, assessment, provision, review
Identification
Schools will through their own entry screening procedures, casual entry interviews
and use of information from parents, previous setting, other agencies, and through
ongoing pupil tracking and record keeping be expected to identify children who
• have diverse needs or
• are not making expected progress or
• are at risk of not making expected progress or
• have existing and previously noted additional needs or
• have previously noted learning difficulties and disabilities (LDD)
which may require curricular or other adjustments.
The assessment process should always be fourfold. It should focus on the child’s
learning characteristics, the learning environment that the school is providing for the
child, the task and the teaching style. It should be recognised that some difficulties in
learning may be caused or exacerbated by the school’s learning environment or
adult/child relationships. This means looking carefully at such matters as classroom
organisation, teaching materials, teaching style and differentiation in order to decide
how these can be developed so that the child is enabled to learn effectively.
SEN CoP 5:6
Assessment
The schools assessments should include:
• information from the previous setting
• information from the child and/or parent
• information from other agencies
• school based observations
• curriculum based assessment and records of progress
• pupil tracking data
• more focussed assessment/observations
• response to, and effectiveness of, all arrangements and interventions (eg
schools behaviour management, differentiation, pastoral support, wave two
or three support etc), and including identification of effective strategies
• analysis of learning strengths and weaknesses
Gathering and collation of above for consideration and analysis in order to
• clarify the nature and severity of needs
• clarify the impact of the child’s needs on learning and personal development
• identify barriers to access to, and participation in, the broad and varied
experiences within the school community
• identify objectives of provision
• inform planning of provision to meet needs and objectives
• identify interventions to promote identified outcomes
-7-
Provision
A school seeking to meet the assessed needs of a child with additional education
needs (including LDD) should firstly identify the range of arrangements, reasonable
adjustments, and interventions which can be made in school.
The school should then consider how these might be brought together to create an
effective overall package of provision for the individual child.
This may vary between schools.
The school should implement this support package for the child utilising these inschool resources and opportunities. It may be necessary, for some children, to
enhance the provision through external or specialist interventions, or to establish a
more focused “Team around the Child” (TAC) approach.
This support package should be characterised by:
careful and informed planning.
detailed consideration of possible arrangements
reasonable adjustments as appropriate
consideration of curricular adaptation
development of general teaching approaches and strategies
identification and deployment of resources (funding, staffing, equipment,
materials) available in or to the school and through partner/community
services
a range and variety of interventions that are appropriate to the nature and
severity of need and promote identified objectives for the child
Provision for pupils with statements must be made in accordance with the education
provision set out in Part 3 of the statement.
Action to meet pupils’ special educational needs tends to fall within four broad
strands:
assessment, planning and review
grouping for teaching purposes
additional human resources
curriculum and teaching methods.
Schools will need to organise these strands of action so that they can either
call upon progressively more powerful interventions to meet increasing need
or reduce the range, type and intensity of interventions as a child makes
adequate progress.
SEN Toolkit Part 6. Para 7-8
-8-
The planned interventions may include:
decisions regarding class groupings
decisions regarding grouping or seating arrangements within class
discussion and implementation of agreed strategies
agreement of appropriate curriculum aims
development of additionally differentiated curriculum
decisions to modify teaching materials
further discussion with, and involvement of, parents/carers
discussion with, and involvement of, the pupil
planning and utilisation of peer support
provision of in-class support
provision of small-group or individual support
provision of additional or alternative equipment or resources
decision to undertake further assessment or seek additional specialist advice
or input
The conclusions of the assessment of the child’s needs, the planning and provision
made, and the intended outcomes and objectives, should be recorded in a clear
format which must be regularly monitored and reviewed.
These processes constitute the personalised planning (or IEP) for the child.
Monitoring and review
Schools ongoing monitoring systems and more formal review procedures (at least
biannually) should demonstrate that effectiveness, adaptation and change to
provision and strategies have been considered and evaluated.
Monitoring and review should address and answer questions such as:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Are the planned interventions happening?
Are the interventions being implemented consistently and effectively?
What progress has been made towards identified outcomes of interventions?
Have the interventions had time to work?
Which strategies or approaches are effective - why and in what ways?
Can these strategies be more widely used and extended?
Which strategies have not been effective - and why?
How effectively has specialist advice or support been implemented?
What are the child’s views of the provision and his/her progress?
What are the parent’s views of the provision and progress?
Have the child’s needs been accurately assessed?
Have the child’s needs changed?
Is reconsideration of existing information or advice needed?
Is further, or different, specialist advice needed?
Do the identified objectives of provision remain appropriate?
Are the current interventions effective and appropriate?
Is the package of provision appropriate and/or working for the child?
Is the child making satisfactory or better progress?
•
•
What are the implications for future planning - short, medium and long-term?
How will this inform amendments to current arrangements for assessment,
planning, intervention, strategies, and outcomes?
Does the child continue to need intervention at this level?
•
-9-
Planning the use of delegated funding
•
•
•
•
•
•
•
Flexibility
Opportunity to develop more sophisticated graduated response
Reduced expectations of individually ring-fenced funding for pupils at school
action plus
Broader range of pupils at school action plus
Higher threshold for use of delegated resources
Statements resourced from within delegated funding
Accountability
Since April 2007 the LA has delegated the major proportion of funding for inclusion
and SEN to schools. This delegation is based on a formula using prior attainment
and deprivation indices. Only statements at Band 4 and above continue to be funded
individually.
This increased delegation of funding gives schools opportunity to plan and provide
for a wide range of children in more creative ways, driven by the needs of the
children within the setting rather than being unduly constrained by externally imposed
systems. Schools will continue to be required to have regard to relevant statutory
expectations and guidance.
Schools will be able to develop their own more sophisticated graduated responses
that reflect their ethos, planned priorities and developments, and take clearer account
of the nature of need in their specific population.
Likely to encompass 4 main aspects;
• Whole school embedded practice
Provisions intended to redress inequities for specific groups but are available to and
benefit all pupils.
e.g. breakfast/homework club, massage, library resources, SEAL
• Prevention
Provisions intended to remove or alleviate potential barriers before they become
entrenched
e.g. enhanced language development project in nursery class, boys reading group,
transition nurture groups, targeted mentoring for pupils at risk of offending,
additional pastoral support
• Remediation
Provisions intended to improve specific skills for identified groups or individuals
- either time-bound with intended outcomes being the removal of barrier(s) to
learning e.g. booster, reading recovery, social skills groups,
- or on-going to support adequate development of key skills e.g. SALT, additional
literacy groups, social skills groups, half-size teaching sets,
• Access
Provisions intended to remove barriers to participation and learning within the
curriculum and social world of the school.
e.g. curriculum adaptation and individualised planning, use of specialist equipment,
careful consideration of requirements for school trips, after school activities, focused
additional adult support
Within these four areas there will of course remain the need to demonstrate that the
school employs a ‘graduated response’ to the needs of children, with increasing
depth and breadth of planning and individualisation of interventions. Therefore
schools will need to consider and develop their own processes to determine levels of
provision.
- 10 -
The following diagram shows one possible approach to the refinement of the
graduated response recommended within the SEN CoP, which allows of a more
flexible treatment of the boundaries between levels of intervention; allowing schools
to respond flexibly to need, within a framework that can be supported by clear and
transparent rationales.
Increasingly focused and individualised planning and interventions
Responding to diversity
Early intervention and
prevention
School Action
Enhanced School Action
School Action Plus
Enhanced School Action Plus
Statements from delegated
resources
Individually
funded
Statements
In response to increasingly complex needs
Notes about this diagram.
1.
This framework could be used to represent the whole school approach to
identification, assessment, provision, and the repertoire of interventions
available within the school which can be progressively brought to bear.
2.
It is a diagram of a continuum of provision, within which there are
overlapping levels and interventions within these levels are not discrete.
The same intervention may be part of packages of provision at School
action, School Action Plus or Statement level. [a more detailed
explanation is given on the following page]
3.
Each school will need to determine, in the light of their intake, funding and
priorities where the notional boundaries between levels of provision lie
4.
This sort of structure should not restrain flexibility as there is no central
expectation of identical sums of money being ring-fenced for each level.
Instead it should support schools to manage decisions about provisions
effectively and consistently within the individual school context.
- 11 -
The graduated framework can support the effective deployment of a specific
intervention as part of different levels of provision for different pupils with different
intended outcomes. Such interventions may include grouping arrangements, smallgroup teaching, in-class support, or arrangements to support inclusion.
This example illustrates this in more detail
Enhanced language group: an intervention for different children (with different
purpose, timeframe, and outcome) delivered within one group.
Group A.
Purpose:
Timeframe:
Outcomes:
Children who may have limited early experience of language, or little
previous experience of pre-school education, or whose language skills
may be delayed in relation to peers
To offer opportunities to take part in activities providing more
accelerated language learning
Six weeks
Compensates for early poverty of language development; children
rapidly develop language skills and confidence to support successful
learning within the reception curriculum.
Group B.
Purpose B.
Children who have had SureStart early speech and language inputs
To consolidate and extend early language skills, and assess impact
on learning within educational setting
Timeframe B. Twelve weeks
Outcomes B Early potential language difficulties are resolved and children develop
language skills and confidence to support successful learning within
the reception curriculum, or response to intervention indicates the
need for more focused future action
Group C.
Children who information indicates have difficulties with language
which do or may impact to on learning
Purpose C
To address areas of identified difficulty, develop early language skills,
and provide ongoing assess of impact on learning within educational
setting
Timeframe C. Two - three terms and class reinforcement
Outcomes C Identified language difficulties resolved and children develop language
skills and confidence to support successful learning within the
reception curriculum, or assessment indicates the need for more
focused future interventions
This intervention and target groups can be thought of as appearing within the
continuum as below.
(A)
(B)
Early intervention and
prevention
(C)
School Action
- 12 -
Delegated funding – Implications for provision in school
The previous model of funding distributed the LA total allocation to schools
• based upon the multiplying the number of pupils registered as School Action
Plus within the school by a fixed cash figure
• allied to individualised funding for all statements
This model lent itself to interpretation of this funding as being the aggregation of
specific, finite and relatively small sums of money ring-fenced to individual children.
This has led to patterns of provision at School Action Plus and statement planned
more in accordance with, and limited by, spending a specific sum of money per child,
rather than in response to level of need.
Delegated funding
• provides instead an overall sum of money based upon indicators of social
deprivation and prior attainment,
• allied to individualised funding for low-incidence (high-band) statements only.
This model will create greater stability of school funding from year to year which will
support schools to plan with confidence for the medium to long-term. In particular it
will enable schools to make decisions about sustainable staff recruitment and
training. This in turn will allow schools to develop in-house expertise and capacity
and thus to make a greater range of quality provision.
Planning such use of funding to develop school expertise and provisions would also
enable schools to be confident that they can fulfil the anticipatory duties of the
Disability Discrimination Act. Schools will be able to plan and develop capacity to
meet the needs not only of their existing population but of potential entrants.
The delegated funding mechanism allows schools to plan more coherently how best
to utilise this money, in ways which are driven by meeting, minimising or preventing
need, rather than spending notional individual sums. It removes any perceived
constraint that each child at School Action Plus must receive a package of provision
of equal cost.
This gives schools greater autonomy to make decisions regarding levels of provision
for individual children within a framework of a graduated response. It will be up to
individual schools to develop their own framework which works best in their context
and to decide where boundaries between different levels of response lie.
Significantly fewer children will attract individualised funding. Delegated funding
will be the mechanism by which schools fund provision to meet the needs of all other
children with LDD. This is a broader remit for the use of delegated funding than has
been the case until now. School will have the responsibility for allocating higher
levels of delegated funding to more expensive packages of provision than in the past.
This may be for pupils with high-incidence (previously low-band) statements or for
pupils requiring comparable levels of intervention within the higher range of School
Action Plus provision.
- 13 -
The LA and schools continue to have their respective duties towards all pupils with
statements, whether the statements are additionally funded or not.
Schools will continue to be required to make provision to promote the objectives of all
statements in accordance with the educational provision, as set out in Part 3 of the
statement. All statements will continue to require Annual review.
Decisions around provisions in school
Schools will need to develop their own processes and rationale for determining
distribution of delegated funding to and amongst pupils.
These will need to be sufficiently rigorous to demonstrate that decisions are made in
accordance with a consistent approach, and are equitable.
All schools will wish to ensure that decisions around provision lead to making
provision which is appropriate, effective and fair. Provision should be driven by pupil
need and intended outcomes, and delivered through the efficient deployment of
available resources.
Developing a rationale
1. Examine your school offer for pupils with additional needs (provision map)
• What do you offer in total within school? Why?
• How well does this match to your intake?
• How does this relate to whole-school development priorities
• What changes or enhancements do you plan to make? Why?
• How do you identify and measure outcomes of provision?
This will identify reasons for making existing and planned provision. It will enable a
school to state clearly decisions such as
• Foundation Stage classes have 50% more additional adult than norm for the
school with the intention of overcoming early potential barriers.
• Additional Social Skills groups are provided in Year 6 with the intention of
promoting successful transition to secondary placement
• Year 5 bottom literacy set split into 2 small classes with the intention of
accelerating learning to achieve age-related norms in one group, and to
provide more personalised literacy learning in the other
• Learning mentor nurture sessions across the school with the intention of
supporting the successful integration into the school of casual entrants
• Resources identified to extend the range of KS4 options and providers with
the intention that all pupils achieve appropriate accreditation
• Cross-school use of more focussed SEAL intervention as part of the
development of a whole-school SEBD strategy
- 14 -
2. What are the processes for identification and assessment of children who may
require additional interventions?
• Do these work well to identify children with potential and actual needs?
• Do these make use of school tracking data?
• Do these make use of school based assessment and external advice?
• What are the patterns of actual and potential need in school?
• How well does assessment inform planning and identification of appropriate
objectives for individual children and groups of children?
• How well does planning serve to identify appropriate interventions to promote
key outcomes?
This will assist to identify how decisions are reached to make additional interventions
for specific children. It serves to underpin secure judgements regarding differential
provision for different children.
•
•
•
School tracking data for literacy is used to identify and distinguish between
children who need literacy intervention clarifying different objectives, levels of
intensity, and duration. (eg. Booster, Accelerated Recovery, a more
individualised teaching approach or an entirely parallel teaching approach)
Speech and language therapist screening of Nursery Class has identified 2
children with significant SAL needs which will require focussed remediative
interventions, and 6 children who would benefit from time-bound intervention
to develop early social use of language. And one child whose language
difficulties appear to be inter-related with cognitive difficulties and who
requires more co-ordinated assessment and planning, involving the EP to
create a highly individualised package of provision.
Assessment information from within a statement (Part 3 and appended
advice) provides clear rationale for the objectives and provision made for the
child.
Delegating funding for high-incidence (low-band) reduces financial reliance on
statements by enabling schools to meet a wider range of more complex needs
through the use of school’s own funding. This may lead to children whose needs
are comparable to those of children with statements formerly at Bands 7, 6 and 5
not having statements in the future. This, in turn, will require schools to plan
more complicated provisions to meet these more complicated needs, without the
advice and guidance as part of a statement.
In this circumstance schools will need to ensure that they
• undertake appropriately detailed and specialist assessment
• scrutinise and synthesize the advice from assessment
• use this advice to inform the creation of a detailed plan for the child
- identify clearly the range of needs of the child
- identify appropriate long-term objectives for the child
- decide the interventions which will be brought together to construct
the whole educational provision for the child
- identify how the provision will be monitored and evaluated
• record the individual planning for the child in appropriate detail
- 15 -
In summary:
The delegation of funding presents schools with opportunities but also challenges. It
gives schools more stable funding and greater autonomy in deciding how to use
resources. It allows of more flexible approaches to meeting needs within school.
This in turn places greater demands and responsibility upon schools in planning
funding use, in developing rigorous school approaches, and for monitoring and
accountability of arrangements.
Steps to consider:
1.
2.
3.
4.
5.
6.
Know your intake: whole school, groups, individuals.
Decide your priorities and rationale for whole school provision offer
Plan provision and interventions and contingency
Check feasibility against budget and reprioritise as needed
Determine provision for individuals and groups driven by pupil needs
Consider the overview of pupil provisions and moderate for consistency
against your rationale within graduated framework
7. Ongoing monitoring of outcomes and effectiveness of provisions to inform
future planning as at 3 above
A possible approach to bringing together provision planning and individual
child planning and monitoring over the whole school is set out in the pages
following.
- 16 -
Bringing together provision planning and individual child planning and
monitoring over the whole school – a possible approach
This approach uses four elements
1. the school provision map
2. school specific “Intervention units”
3. overview of packages of provisions for all pupils
4. recording of individual provisions within pupils’ individual plans
1. The provision map.
There are a variety of ways in which a school may record the interventions on offer
in order to best support planning and management. At its simplest, a provision map
is simply that - a list of the interventions which are available within the school and
which form the school’s additional repertoire to address pupil needs. The year 3
provision map shown on the following pages is presented as an exemplar only.
Some explanatory points
•
The example includes only directly child-focussed interventions.
•
Identifying target groups and outcomes of interventions provides a basis
for evaluating the effectiveness of different interventions.
•
Cost is determined by using a school-specific determined staffing cost per
hour and reflects the additional staffing cost which the arrangement or
intervention incurs, or by the actual cost of the intervention if bought-in.
•
Costing the interventions allows of easy comparison between year groups
to test the rationale discussed above.
•
Identifying a code for interventions is a purely clerical device for ease of
translating to the overview of pupil provisions.
In any school there are other costs which cannot be tracked back to specific
interventions (SENCO time, multi-agency working, resource or curriculum
developments, purchase of particular equipment or ICT support packages…)
Schools will need to include these in their overall financial planning. A school might
choose to set out such non child specifics as an appendix the provision map.
- 17 -
PROVISION MAP
AREA
COG
TARGET
GROUP
KS1 Maths
SATs < 1A
COG
KS1 Maths
SATs < 1C
COG
KS1 English
SATs > 2A
KS1 English
SATs < 2B
COG
KS1 English
SATs < 2B
COG
COG
COG
COG
LANG
Identified as
SpLD
KS1 English
SATs < 1C
Girls R-W
discrepancy
R<W
Delayed
language
YEAR 3
PROVISION
OUTCOMES
CODE
Numeracy - half size
bottom set
+ 1 TA support
Numeracy -half size
bottom set
+ 2 TA support
2-3 sublevel
gain
N1
1-2 sublevel
gain
N2
Literacy top set (A)
Literacy parallel set
(B) inc SpLD + TA
Small group support
from TA
Literacy parallel set
(C) inc Cog/Lit + TA
Small group support
from TA
SENCO led SpLD
group from Set (B)
SENCO led Lit group
from Set (C)
Volunteer led Reading
groups X2
Bi-weekly TA led
30 min group
SALT supp once per
fortnight
- 18 -
3 sublevel on
track KS2 L5
2 sublevel
1-2 sublevel
2-3 sublevel
gain
1-2 sublevel
gain
Increased
confidence
R=W
Gains in use of
lang & curric
access
ADD’NL
STAFF
T x 0.5
TA
HOURS
/ WEEK
5
5
HOURLY
COST
1600
600
ANNUAL
COST (£)
4000
3000
T x 0.5
TA X 2
5
10
1600
600
4000
6000
0
0
0
0
TA
5
600
3000
TA
5
600
3000
T
2
1600
3200
T
3
1600
4800
LITV
Volunteer
2
0
0
S&L
TA
1
600
600
SA
LT
0.25
1200
300
L1
L2
SpLD
LIT
AREA
SEBD
SEBD
TARGET
GROUP
Noted as
arguments at
lunch/play
Aggressive
behaviours
SEBD
Pupil initiated
SOCIAL
Social com
diffs
SOCIAL
COG
LANG
SEBD
INDIVID
UAL
INDIVID
UAL
TOTAL
Max 6 pupils
vulnerable at
lunchtime
Diffs in
accessing
afternoon
curriculum
High level
needs
High level
needs
PROVISION
OUTCOMES
Year 2&3 30 min
lunchtime club
Reduced
playground
disputes
Weekly anger
Reduced
management group
outbursts in
class
Individual pupil drop-in Identification.
Resolution
Year 3&4 Social skills Development
group
social skills
Planned access to
Library
TA support in-class
I hr daily in pm
In-class support
Individualised
programmes
CODE
LC
ADD’NL
STAFF
LM (0.5)
HOURS
/ WEEK
1.25
HOURLY
COST
1000
ANNUAL
COST (£)
1250
AM
LM
1
1000
1000
LM
LM
1
1000
1000
SC
BASS
1
0
TA
1
600
600
Within
Library
staffing
TA
0
0
0
5
600
3000
TA
TA
12
8
600
600
7200
4800
Happy lunch
Social
confidence
Curriculum
access
LIB
Curriculum
access
Curriculum
access
IC
ICPM
ICP
50750
- 19 -
2. Intervention units.
Staffing costs and hours provide the obvious and efficient way of costing the whole
school provision. The same approach costing the provision made for individual
children can prove exceedingly cumbersome and sometimes unhelpful. An
alternative approach is to develop a notion on “Intervention units”.
Different interventions as experienced by the individual child can be accorded a
notional “Intervention unit” value. These values are not driven by exact cost
comparisons though it is likely that there will be some broad correlation. Thus
additional TA support designated for a small group of children in Numeracy might be
taken to represent one unit of intervention for each child regardless of whether it is
for eg 3, 4, 5 or 6 children. A completely individualised literacy curriculum delivered
by a TA to one child over 5 hours could reasonably be considered as 5 units.
The table below is one suggestion for allocating unit values to the interventions from
the provision map on the previous page.
Intervention units (as accessed by individual children)
PROVISION
Code
Half-size numeracy set + I TA
Half-size numeracy set + 2 TA
Supported small group within Literacy
SENCO/Teacher led small group 2 hours
weekly
SENCO/Teacher led small group 3hours
weekly
Afternoon in-class support pm 1 hour weekly
Volunteer led Reading Group 1hour
SALT withdrawal TA I hour weekly + follow-up
Lunchtime Club
Anger management group
Regular use of LM drop-in
Social Skills group
Library lunchtime facility
In-class support individual TA 1 hour weekly
Individualised programmes TA 1 hour weekly
N1
N2
L1 / L2
SpLD
Intervention
units
1
1.5
1
1.5
LIT
2
ICPM
LITV
S&L
LC
AM
LM
SC
LIB
IC
ICP
.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
1
1
3. Overview of provision for all pupils
The table on the following page provides an overview of individual Year 3 pupil
provisions from the provision map, using intervention units as in the table above.
The final column shows the total of intervention units which make up each child’s
package of provision.
- 20 -
N1
1
YR
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Name
SEN1
Barnaby Rudge
Johnny Walker
Adam Bede
Agnes Grey
Robby Crusoe
Jack Daniels
Felix Holt
Jane Eyre
Harry Lime
Bridget Jones
Sonny Corleone
Tom Jones
Charlotte Gray
Daniel Deronda
Oliver Twist
Tom Sawyer
Silas Marner
Moll Flanders
Cog
Lang
SEBD
Cog
SpLD
Cog
SpLD
Lang
Cog
SpLD
Cog
SEBD
Cog
Cog
Cog
PD
ASD
HI
SEN2
SEBD
Cog
Lang
SEBD
SEBD
Cog
N2
1.5
L1/2
1
SpLD
1.5
LIT
2
LITV
0.5
INTERVENTIONS
S&L
LC AM
0.5
0.5
0.5
LM
0.5
SC
0.5
LIB
0.5
ICPM
2
IC
ICP
UNITS
SEN
SA
SA
SA
SA E
SA E
SAP
SAP
SAP
SAP E
SAP E
SAP E
State 7
State 7
State 6
State 6
State 5
State 4
State 4
- 21 -
1
1
1
1
1
1.5
1
1
1
1.5
1
1
0.5
1
1
1.5
1.5
1
0.5
1
1.5
1.5
1.5
0.5
0.5
1
2
1
1
1
1
2
2
2
2
1
0.5
2
1.5
1.5
1.5
1.5
1
0.5
0.5
0.5
1
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
1
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
2
1.5
1.5
2
1
1.5
5
7
2.5
3
2
2
2
1
2.5
2.5
2.5
2.5
3
5
5
4.5
5
7
7
8
10
13.5
12.5
Some points about the provisions overview.
•
Determining each child’s provision is through consideration of their individual
needs and the objectives of making that provision. This informs decisions
which interventions to deploy for that child. For children with statements
these decisions will be led by part 3 of the statement setting out objectives
and educational provision.
•
The overview allows comparison of provisions made and this can support a
school to check if the overall patterns of provision accord with the rationale
and appear to be consistent and equitable. It helps to answer questions such
as:
Is provision for children with comparable levels of need comparable across
year groups?
Do children assessed as having greater levels of needs have more
intervention?
Do children with different LDD receive comparable levels of provision?
•
Analysis of patterns of provision over time will support a school to develop
internal notions of levels of provision compared to identified graduated
response categorisation which may be helpful to make judgements about
individual children within the school.
•
Provision for individual children is not funding driven driven: there are not
rigid notional sums which must or should be spent tied to graduated response
levels. Nevertheless, it is to be expected that there is some correlation
between the assessed range and severity of need and the provision in place.
•
Individualised funding for children with band 3 and 4 statements does provide
an indication of the expected additional cost of providing the provision
specified within the statement. Schools may find it helpful to use the
previous bandings (7, 6, 5) in a similar way. Some sample costing of
packages of provision at different levels will serve to test judgements around
levels of need and provisions to meet need.
•
Should schools wish to cost the package of provision for an individual child,
they will be able to do so by using the provision map costings and calculating
the individual share of that with regard to the number of children involved.
- 22 -
4. Recording individual provision within plans
There are a range of possible systems to record additional planning and intervention
for children with LDD. Individualised education plans are one tool to support schools
to plan and implement provision to meet the needs of individual children.
Some children may have provision which is no more than grouping arrangements
and/or group support within some areas of the curriculum.
It may be adequate to embed planning for these children within the normal class
planning and tracking arrangements, noting the provision made for the child and the
objectives of that.
Other children may be receiving more focussed interventions such as additional
literacy groups. It may be possible to embed this as above but in addition noting and
monitoring the outcomes of the interventions.
For other children with more complex needs and a broader range of provision more
detailed recording of the planning, intervention and outcomes will be required. IEPs
are one method to ensure this.
Statements provide a clear and individual plan for a child, setting out the needs of the
child, the learning objectives of the educational provision and nature of that provision.
For some children without statements, schools will find it necessary to plan, and
record planning, with a similar degree of detail.
Some exemplars of possible individual planning formats for one child are shown on
the following pages. These are examples only; schools may wish to develop existing
or new approaches that work best within the school. There are different ways of
recording details, for example a copy of the provision map highlighted to show the
relevant interventions can form part of an individual child’s plan.
- 23 -
PROVISION MAP
AREA
COG
TARGET
GROUP
KS1 Maths
SATs < 1A
COG
KS1 Maths
SATs < 1C
COG
KS1 English
SATs > 2A
KS1 English
SATs < 2B
COG
KS1 English
SATs < 2B
COG
COG
COG
COG
LANG
Identified as
SpLD
KS1 English
SATs < 1C
Girls R-W
discrepancy
R<W
Delayed
language
Pupil
JANE EYRE
PROVISION
OUTCOMES
CODE
Numeracy - half size
bottom set
+ 1 TA support
Numeracy -half size
bottom set
+ 2 TA support
2-3 sublevel
gain
N1
1-2 sublevel
gain
N2
Literacy top set (A)
Literacy parallel set
(B) inc SpLD + TA
Small group support
from TA
Literacy parallel set
(C) inc Cog/Lit + TA
Small group support
from TA
SENCO led SpLD
group from Set (B)
SENCO led Lit group
from Set (C)
Volunteer led Reading
groups X2
Bi-weekly TA led
30 min group
SALT supp once per
fortnight
- 24 -
3 sublevel on
track KS2 L5
2 sublevel
L1
1-2 sublevel
L2
2-3 sublevel
gain
1-2 sublevel
gain
Increased
confidence
R=W
Gains in use of
lang & curric
access
SpLD
LIT
LITV
S&L
Year 3
ACCESS STRATEGIES
•
Differentiated tasks, to
reinforce language concepts
and use
•
Tasks organised into shorter
chunks, reinforced by adult
prompts
•
Explicit teaching and
reinforcement of subject
specific vocabulary, especially
in Maths
•
Consideration of grouping
arrangements to support her
more active participation in the
group
PROVISION MAP
AREA
COG
TARGET
GROUP
KS1 Maths
SATs < 1A
COG
KS1 English
SATs < 2B
COG
LANG
Girls R-W
discrepancy
R<W
Delayed
language
Pupil
JANE EYRE
PROVISION
OUTCOMES
CODE
Numeracy - half size
bottom set
+ 1 TA support
Literacy parallel set
(C) inc Cog/Lit + TA
Small group support
from TA
Volunteer led Reading
groups X2
2-3 sublevel
gain
N1
1-2 sublevel
L2
Bi-weekly TA led
30 min group
SALT supp once per
fortnight
Increased
confidence
R=W
Gains in use of
lang & curric
access
Year 3
Targets (termly / half termly)
LITV
S&L
STRATEGIES AND APPROACHES
•
Differentiated tasks, to reinforce language concepts and use
•
Tasks organised into shorter chunks, reinforced by adult prompts
•
Explicit teaching and reinforcement of subject specific vocabulary, especially in Maths
•
Consideration of grouping arrangements to support her more active participation in the group
- 25 -
INDIVIDUAL EDUCATION PLAN
Intended outcomes
(over year)
JANE EYRE
Short term-targets
Termly / half termly
2-3 sub-level gain
in Maths
Intervention
YEAR 3
English set C + 1 x
TA
Increased
confidence as a
reader
Volunteer reading
group
Gains in language
use
SALT group
Curriculum access
Key staff :
Date:
- 26 -
Speech and Language
Access strategies
•
Differentiated tasks, to
reinforce language
concepts and use
•
Tasks organised into
shorter chunks,
reinforced by adult
prompts
•
Explicit teaching and
reinforcement of subject
specific vocabulary,
especially in Maths
•
Consideration of grouping
arrangements to support
her more active
participation in the group
Half set for
Numeracy + 1xTA
1-2 sub-level gain
in English
SAP
Review
(Termly)
PROVISION MAP
Pupil
JANE EYRE
Year 3
BARRIERS TO LEARNING
•
•
•
•
Persistent language difficulties increasingly impacting on ability to access curriculum
Difficulties in understanding instructions and in organising tasks sequentially
Difficulty in grasping and retaining new language concepts and specialist language
Lack of confidence to contribute to discussion and group activities
OBJECTIVES OF PROVISION
•
•
•
•
AREA
To develop age appropriate language use and understanding to support more
independent learning
To develop her ability to read and use text more effectively to enable more independent
curriculum access
To support progress within the national Curriculum
To develop greater confidence as a learner
COG
TARGET
GROUP
KS1 Maths
SATs < 1A
COG
KS1 English
SATs < 2B
COG
LANG
Girls R-W
discrepancy
R<W
Delayed
language
PROVISION
OUTCOMES
CODE
Numeracy - half size
bottom set
+ 1 TA support
Literacy parallel set (C)
inc Cog/Lit + TA
Small group support from
TA
Volunteer led Reading
groups X2
2-3 sublevel gain
N1
1-2 sublevel
L2
Bi-weekly TA led
30 min group
SALT supp once per
fortnight
Increased
confidence
R=W
Gains in use of
lang & curric
access
LITV
S&L
ACCESS STRATEGIES
•
•
•
•
Differentiated tasks, to reinforce language concepts and use
Tasks organised into shorter chunks, reinforced by adult prompts
Explicit teaching and reinforcement of subject specific vocabulary, especially
in MathS
Consideration of grouping arrangements to support her more active
participation in the group
- 27 -
INDIVIDUALISED EDUCATION PLAN
Name
Dob
Year
3
CLA Yes / No
NO
JANE EYRE
Ist language
ENGLISH
English level
N/A
Needs and impact of needs on learning and development
•
•
•
•
Persistent language difficulties increasingly impacting on ability to access curriculum
Difficulties in understanding instructions and in organising tasks sequentially
Difficulty in grasping and retaining new language concepts and specialist language
Lack of confidence to contribute to discussion and group activities
Foundation Stage or National Curriculum information
KS1: English: S& L 1C R: 1B W: 2C Maths 1B
Year 2 progress writing 2 sub-levels but only 1 sub level S&L, Reading, Maths
Objectives of provision
•
•
•
•
To develop age appropriate language use and understanding to support more independent learning
To develop her ability to read and use text more effectively to enable more independent curriculum
access
To support progress within the national Curriculum
To develop greater confidence as a learner
Provision
• Small Numeracy class with 1 additional TA
• TA supported small group (7 pupils) within Literacy class
• Volunteer led reading group (5 pupils)
• TA led , SALT supported, S&L group (4 pupils) 30 mins twice weekly
Level of provision
SCHOOL ACTION PLUS
General approaches and strategies
•
•
•
•
Differentiated tasks, to reinforce language concepts and use
Tasks organised into shorter chunks, reinforced by adult prompts
Explicit teaching and reinforcement of subject specific vocabulary, especially in Maths
Consideration of grouping arrangements to support her more active participation in the group
Intended outcomes of interventions (targets)
•
•
•
•
•
Details within
1-2 sublevel gain in Numeracy in Year 3
1-2 sublevel gain in Literacy in Year 3
Increased confidence and fluency in reading
Improved expressive and receptive language use
Curriculum access
•
•
•
•
•
Numeracy planning
NLS & Lit group planning
SENCO records of vol group
S&LT planning TA records
CT planning/records
Agencies involved and name of Key / Lead Worker
Speech and Language Therapist Kinsey Milhone.
Date of this plan
Key Worker is
Review date
- 28 -
Jo Faraday (TA)
INDIVIDUALISED EDUCATION PLAN
Name
Dob
JANE EYRE
Ist language
English level
CLA Yes / No
ENGLISH
N/A
NO
Needs and impact of needs on learning and development
•
•
•
•
Year
3
SEN Level
SAP
Persistent language difficulties increasingly impacting on ability to access curriculum
Difficulties in understanding instructions and in organising tasks sequentially
Difficulty in grasping and retaining new language concepts and specialist language
Lack of confidence to contribute to discussion and group activities
Foundation Stage or National Curriculum information, other relevant information
KS1: English: S& L 1C R: 1B W: 2C Maths 1B
Year 2 progress writing 2 sub-levels but only 1 sub level S&L, Reading, Maths
Intended outcomes of interventions (targets)
• 1-2 sublevel gain in Numeracy in Year 3
• 1-2 sublevel gain in Literacy in Year 3
• Increased confidence and fluency in reading
• Improved expressive and receptive language use
• Curriculum access
Interventions
N1 Numeracy half set + 1 x TA
N2 Numeracy half set + 2 x TA
L1 Literacy parallel set (B) inc SpLD + 1x TA
L2 Literacy parallel set (C) inc Cog/lit + 1x TA
SpLD SENCO led SpLD group from set B
LIT SENCO led Lit group from set C
LITV Volunteer led reading group
S&L TA led gp 2x wk + SALT support (
fortnightly)
LC Yr 2 + 3 lunchtime club
AM weekly anger management group
LM individual pupil drop in mentor sessions
SC Yr 3 + 4 social skills group
LIB Planned access to library
ICPM individual TA support i/c 1 hr pm
IC i/c indivual TA support
ICP individualised programmes
Access Strategies
•
•
•
•
Agencies involved and name of Key / Lead Worker
Speech and Language Therapist Kinsey Milhone.
Date of this plan
Details within
• Numeracy planning
• NLS & Lit group planning
• SENCO records of vol
group
• S&LT planning TA records
• CT planning/records
Differentiated tasks, to reinforce
language concepts and use
Tasks organised into shorter chunks,
reinforced by adult prompts
Explicit teaching and reinforcement of
subject specific vocabulary, especially
in Maths
Consideration of grouping
arrangements to support her more
active participation in the group
Key Worker is
Review date
- 29 -
Jo Faraday (TA)