Provision Management
Managing, mapping and
evaluating successful intervention
programmes.
Steps to provision management
Step 1
Audit projected
pupil need in
each year group
Step 6
On-going
monitoring
& evaluation of
provision
Step 6
On-going monitoring
of impact
& progress tracking
for
individuals &
groups of pupils
Step 2
Audit existing
Interventions
& Inclusive
Planning
Step 3
Identify any gaps
between pupil needs &
current provision,
staff development issues
& funding
Step 4
Create additional
provision
map for pupils in
each
Key stage/year group
across the school
Step 4a
Create individual
pupil maps based
on step 4
The Process of Provision Management
Step 1
Audit projected
pupil need in
each year group
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
The Process of Provision Management
Step 2
Audit existing
Interventions
& Inclusive
Planning
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.
Provision Audit:
Cognition & learning
needs.
Wave 1
Wave 2
Wave 3
Provision Audit:
Behaviour, social &
emotional needs.
Wave 1
Wave 2
Wave 3
Provision Audit:
Speech, language &
communication needs.
Wave 1
Wave 2
Wave 3
Provision Audit:
Physical &
sensory needs.
Wave 1
Wave 2
Wave 3
The Process of Provision Management
Step 3
Identify any gaps
between pupil needs &
current provision,
staff development issues
& funding
Identify any gaps between pupil needs &current 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.
Childs Name
Highest
priority
Provision
Medium
priority
Lowest
priority
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
The Process of Provision Management
Step 4
Create additional
provision
map for pupils in
each
key stage/year group
across the school
Step 4: Create additional provision map for pupils in each key stage/year group
across the school
Costed Additional Provision Map for Key stage / year
2006-07
Provision
Staff
pupil
ratio
Staff
involved
Pupils
involved
Cost in time
(weekly)
In class small group
support for literacy
(3x1 hours)
6:1
LSA:
Lizzie Dripping
Fred Basset
Holly Berry
Jo Golightly
Darren Bloggs
3 hours
Actual cost
Annual x no.
weeks
£1316.70
Literacy-wordshark
(4x 15 mins)
9:1
Literacy Skills small
group (5x1 hours)
6:1
Teacher
LSA
LSA
30 minutes
30minutes
5 hours
£706.80
£219.45
32194.50
Handwriting skills
small group (5x15
mins)
6:1
LSA
1hour 15
minutes
£548.63
Social Skills Lunch
club (1x40 mins)
8:1
Occupational Therapy
programme
(3x15mins)
Literacy Toe by Toe
2:1
LSA
SENCO
LSA
20 minutes
20 minutes
45 minutes
£146.30
£424:11
£329.18
1:1
LSA
45minutes
£329.18
Literacy Catch Up
1:1
LSA
1 hour
£475. 48
Different types of provision map
Inclusion or just
SEN?
Mapped by
Waves ?
Termly or annual ?
Mapped by
type of need?
By class , year
group
or key stage ?
Mapped with entry
and/or exit criteria ?
41
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Mapped by
graduated
response ?
Mapped by SEN
strands of action ?
Costed ?
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?
An example of an electronic solution……………………
The Process of Provision Management
Step 4a
Create individual
pupil maps
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
Principle need – Cognition & learning
Wave 1
Differentiation literacy/numeracy
•Symbol supported work sheets
•Present text in chunks
•Cloze passages
•Use of colour/highlight instructions
•Mind maps
Peer support/marking
TA support
Paired reading
Word/Number Shark
VAK 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 readers
Teaching talking
Wave 3
Pre-teaching / revision
1:1 individual tuition:
Catch up programme
Toe by toe
Acceleread/write
Review dates:
Key Stage 2
Start/end date
if not whole year
Comments
As provision is described on map indiviual target sheet
and review box may be sufficient.
Examples of IEP formats added here.
Secondary & primary.
Include Jane’s sheets as eg of review system
Sapphis menu & intervention programme sheet