PROVISION MAPPING
Provision mapping is a way of documenting the range of support available to pupils with SEN
within a school.
Provision maps can be used as part of the planning process in a number of ways to:
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audit how well provision matches need and recognise gaps in provision;
cost provision accurately;
highlight repetitive or ineffective use of resources;
assess school effectiveness when linked with outcomes for pupils;
plan development to meet pupils’ identified needs;
set annual success criteria for the SEN policy;
report annually on the success of the SEN policy;
demonstrate accountability;
inform parents, LA, external agencies and OFSTED inspectors of how resources are
being used to meet needs;
focus attention on whole-school issues of teaching and learning rather than on individual
child issues;
record changes in provision and transfer easily from class to class or school to school;
be used as a basis for writing IEPs.
(Taken from Devon LA’s ‘Provision Mapping’)
Types of Provision Mapping
Maps can detail the additional provision in a variety of ways:

Provision by year group or key stage.

Provision according to the Code of Practice graduated response (School Action / School
Action Plus) and within the four areas of difficulty identified within the Code of Practice:
Cognition and Learning
Communication and Interaction
Emotional, Behavioural and Social
Sensory and Physical

Provision according to the three ‘waves’ of support, as identified within the National
Literacy and Numeracy Strategies (see below for details *).

A combination of any of the above.
Waves of Support*
The NLS and NNS assume three ‘waves’ of support for children. These can be mapped onto
the graduated response as follows:
Wave One:
The effective inclusion of all pupils in a high-quality literacy hour and daily mathematics
lesson (quality first teaching).
Wave Two:
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Small-group intervention e.g ELS, ALS, FLS, booster classes, LEA or school based
programmes. These are aimed at pupils who can be expected to ‘catch up’ with their peers
as a result of the intervention. Wave 2 interventions are not primarily SEN interventions.
However, some pupils receiving Wave 2 intervention may be at School Action or School
Action Plus as a result of difficulties for which they are receiving other forms of support.
Wave Three:
Individual specific targeted support for pupils identified as requiring SEN support e.g. 1:1
speech therapy support, individual learning programme. Pupils receiving Wave 3 support will
be placed at School Action or School Action Plus.
The Process
When drawing up a provision map, the following questions will need to be considered:
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Who will we involve in drawing up the provision map?
What information will we need?
How will we decide what to include?
How will we put it into practice?
How will we monitor / review the provision?
How will we use our evaluations to inform future practice?
For further information refer to the Provision Mapping powerpoint on the Advice and
Inspection SEN Team website: (www.leics.gov.uk/education/aisen).
The following provision maps give examples of:
Primary:
a) Provision year by year for Reception to Year 6
b) Provision in Key Stage 1 according to areas of need and Wave of support
c) Provision across school according to areas of need and year group
d) Provision in Key Stage 2 [Year 3] according to area of need and Code of Practice
graduated response
Secondary:
a) Provision year by year for High School
b) Provision year by year for Year 7-11 school
c) Provision across the school according to areas of need and Wave of support
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SEN
Provision Mapping
For Meeting Pupils’
Needs
(Primary)
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A) Provision Mapping by Year Group
School
YEAR
GROUP
Reception
Year 1/2
Year 3/4
Y 5/6
Date:
PROVISION / RESOURCE
INDIVIDUAL
/ GROUP
COST IN TIME
(PER WEEK)
Speech and language support –
devised by speech therapist
Individual (x2)
4 x 15 min NNEB
Phonics programme – Sound
Beginnings
In class support focused on SEN
group
Group (6)
3 x 15 min TA
Group (6)
5 x 1 hour TA
Circle Time / parachute activities
Group (10)
1 x 30 min CT
Intensive reading support –
additional guided reading
Paired reading with Y5/6
Group (2x4)
5 x 10 min CT
Group (8)
2 x 15 min CT
Speech and language support
Group (3)
1 x 30 min TA
Circle Time / parachute activities
Group (9)
1 x 30 min TA
Group (2 x 5)
3 x 20 min TA
Group (2 x 4)
1 x 40 min TA
Group (6)
Literacy support programme –
modified ELS
Numeracy programme –
Breakaway Maths
Social skills group
Circle of Friends
Focus on
individual
1 x 20 min
SENCO
As appropriate
CT
Literacy support programme
Group (6)
2 x 30 min TA
Paired reading with older mentor
from secondary school
Individualised behaviour
programme
Group (8)
1 x 30 min
SENCO
5 x 15 min TA
Peer tutoring
Anger management support
Individual
Specific focus
on 4 pairs of
pupils
Small group
(3)
3 x 30 min per
term with SENCO
2 x 20 min
SENCO
TERM /
NO OF
WEEKS
TO RUN
Continuous,
as
appropriate
T2 – 10
weeks
Continuous,
as
appropriate
Continuous,
as
appropriate
T1 – 10
weeks
T3 – 6
weeks
Continuous,
as
appropriate
Continuous,
as
appropriate
T2 – 12
weeks
T1 – 8
weeks
T2, T3 – 15
weeks
Continuous,
as
appropriate
T1, T2 – 20
weeks
T3 – 6
weeks
Continuous,
as
appropriate
T1 – to
continue as
appropriate
T1, T2 – 20
weeks
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Provision Mapping by Year
Group
School:
Date:
YEAR
GROUP
PROVISION / RESOURCE
INDIVIDUAL
/ GROUP
COST IN TIME
(PER WEEK)
TERM / NO
OF WEEKS
TO RUN
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b) Provision
Mapping KS1
Area of Need
Primary School
All pupils where appropriate
Wave 1
Term
Catch –Up
Wave 2
SEN
Wave 3
Cognition and
Learning
Differentiated curriculum planning,
activities, delivery and outcome
Increased visual aids / modelling etc
Visual timetables
Illustrated dictionaries
Use of writing frames
Access to word processor
At least 50% TA in class support
ELS programme (daily, 1:5 with TA)
High frequency word games (2 x weekly,
1:5, TA)
ICT group (1 x 30 min, 1:6, TA)
In class support from TA (approx. 2 hours
weekly)
Multi-sensory spelling practice groups (2
x 15 min, 1:6, TA)
Intense literacy support (2 x
weekly, 1:4, SEN teacher)
Additional individual reading (4 x
weekly, 1:1, TA)
Memory skills training (1 x
weekly, 1:3, SENCO)
Communication and
Interaction
Differentiated curriculum planning,
activities, delivery and outcome e.g.
simplified language
Increased visual aids / modelling etc
Visual timetables
Use of symbols
Structured school and class routines
In class support with focus on supporting
speech and language (daily, 1:4, TA)
ICT – Clicker 4 (As appropriate)
Speech and Language support
(3 x weekly, 1:1 speech therapist
and/or TA)
Input from Autism Outreach
Team (1/2 termly, 1:1 AOT)
Makaton
Visual organiser
ICT – Writing with Symbols
Emotional,
Behavioural and
Social
Whole school behaviour policy based
on Assertive Discipline approach
Whole school / class rules
Class reward systems
Circle Time
Small group Circle Time (as appropriate,
1:6 or 8, TA or CT)
Social Skills group training (1 x weekly,
1:4, TA)
Individual counselling ( 2 x
weekly or as appropriate)
Individual reward system
Home – school record (daily)
Peer mentoring (as appropriate)
Sensory and
Physical
Flexible teaching arrangements
Staff aware of implications of physical
impairment
Writing slopes
Pencil grips
Brain gym exercises (daily, x 5 min, CT)
Keyboard skills training group (2 x 20
min, 1:6, TA)
Additional handwriting practice (2 x 15
min, 1:6, TA)
Individual support in class during
PE and lunch time
Physiotherapy programme (daily
x 15 min, 1:1, TA)
Access to PC with switch
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Provision
Mapping
Area of
Difficulty
Primary School
All pupils where appropriate
Wave 1
Catch –Up
Wave 2
Term
SEN
Wave 3
Cognition and
Learning
Communication
and Interaction
Emotional,
Behavioural and
Social
Sensory and
Physical
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C) Provision Mapping by Area of Need and Year Group
School: _____________Primary School
Year
1.
Cognition and
Learning
Communication and
Interaction
Access to additional
adult support in class
(approx 24 hrs per week
across 3 year groups)
Date: ____Autumn term 200____
Behavioural, Social
and Emotional
Sensory and Physical
Family involvement with
Community Liaison Officer for one
family (as appropriate)
Involvement of lunchtime
supervisors in behaviour
programme (daily).
2.
Involvement of lunchtime
supervisors in behaviour
programme (daily).
3.
Family involvement with
Community Liaison Officer for
one family (as appropriate)
Speech and language therapy for small
group (4 sessions)
AHT (3.25 hours) – in class / withdrawn
TA (25 hours)
Involvement of lunchtime
supervisors in behaviour
programme (daily).
TA (25 hours) - Literacy, numeracy,
lunchtimes, swimming.
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Year
4.
Cognition and learning
Communication and
interaction
Access to additional
adult support in class (Literacy
and numeracy) for small group
Behavioural, social and
emotional
Sensory and physical
Involvement of lunchtime
supervisors in behaviour
programme (daily).
AHT (3.25 hours) – in class /
withdrawn
TA (20 hours) – Literacy,
numeracy, lunchtimes,
swimming.
5.
6.
Access to additional adult
support in class (Literacy
and numeracy) for small group
AHT (3.25 hours) – in class
support
TA (10 hours)
Specific TA support for pupil in
Literacy (5 hours)
Spelling group support (30 min
weekly) for small group
Access to additional adult
support in class (Literacy
and numeracy) for small group
Spelling group support (30 min
weekly) for small group
Involvement of lunchtime
supervisors in behaviour
programme (daily).
Speech and language therapy
(4 sessions) for individual
AHT (3.25 hours) – in class
support
TA (10 hours) – Literacy, art,
design and technology.
Spelling group support (30 min
weekly) for small group
Family involvement with
Community Liaison Officer for
one family (as appropriate)
Involvement of lunchtime
supervisors in behaviour
programme (daily).
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Provision Map
School ____________________________________
Year
Cognition and
learning
Communication and
interaction
Behavioural, social
and emotional
Date _____________________
Sensory and physical
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D) Provision Mapping KS2
School ____________________________________
YEAR
GROUP
3
SCHOOL ACTION
AREAS OF
NEED
Cognitive and
Learning
SpLD
Date _____________________
SCHOOL ACTION PLUS/ STATEMENTS
Individual
/ Group
Cost in
Time pw
High frequency word games
1:5
2 x 10 mins
ICT group - skills development
1 :6
1 x 30 mins
In class support from TA
1 :6
1 x 1 hr
Multi-sensory spelling practice groups
Group reading practice
1:6
1 :3
1 x 20 mins
1 x 20 mins
In class support for extended writing task
1:3
1 x 1 hr
Spelling group
1;3
1 x 20 mins
Emotional,
Behavioural and
Social
Small group Circle Time
1:6
Social Skills group training
1:4
Communication
and Interaction
Difficulty
In class support with focus on supporting speech
and language
1:4
Daily x 10
mins
ICT – Clicker 4
3 pupils
As
appropriate
Sensory and
Physical
As
appropriate
1 x 30 mins
weekly
Brain gym exercises
1:6
Keyboard skills training group
1:6
1 x 5 mins
Daily [CT]
2 x 20 mins
Additional handwriting practice
1:4
2 x 15 mins
Individual
/ Group
Cost in Time
pw
Intense literacy support
1:4
2 x 1 hr wkly
[SEN Teacher]
Additional individual reading
1:1 x 4
4 x 10 mins
wkly [TA]
Memory skills training
1x3
Additional individual reading
1: 1 x 4
1 x 20 mins
[SENCo]
4 x 10 mins
wkly [TA]
Multi-sensory spelling groups
1:4
Use of dictaphones and ICT with “CoWriter”
Individual counselling
1:4
1 x 20 mins
[SENCo]
As appropriate
1:1
Individual reward system
Home – school record
Peer mentoring
Speech and Language support
As appropriate
DailyAs appropriate
1:1
Input from Autism Outreach Team
1:1
3 x 15 mins
wkly [Sp+ L.
Therapist +
TA]
½ term with
AOT
Makaton
Visual organiser
ICT – Writing with Symbols
Individual support in class during PE
and lunch time
Physiotherapy programme
Access to PC with switch
1:1
As appropriate
1:1
4 x 30 mins +
1 x 30 mins
1:1
1 x 15 mins
Daily
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Provision Mapping for _____________________
YEAR
GROUP
AREAS OF
NEED
Date: ___________
SCHOOL ACTION
SCHOOL ACTION PLUS/ STATEMENTS
Individual
/ Group
Cost in
Time pw
Individual
/ Group
Cost in Time
pw
Cognitive and
Learning
SpLD
Emotional,
Behavioural and
Social
Communication
and Interaction
Difficulty
Sensory and
Physical
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SEN
Provision Mapping
For Meeting Pupils’ Needs
(Secondary)
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a) Provision Mapping by Year Group - KS3
YEAR
GROUP
PROVISION / RESOURCE
All years
Differentiated curriculum planning, activities, delivery and outcome.
Use of writing frames/key words/ICT to support pupils with literacy
difficulties. Setting/ smaller lower sets. Concessions for testing
Support for subject staff in implementing modified materials/ differentiation
Senco / TA + subject staff. Rolling programme working within 1 subject
area at a time for approx 8 weeks. 4 subject areas per year.
In class TA support focussed on SEN pupils in subject areas.
Lunchtime support/ Homework club
Year 7
INDIVIDUAL/
GROUP
Group (approx 15)
2 TAs
COST IN TIME
(PER WEEK)
TERM / NO OF
WEEKS TO RUN
(1x hour Senco); 2
hours TA.
All year
Equivalent of 7 x FT
= 175 hrs per week
All year
10 x 1 hour TA
All year
Individual behaviour programmes
Individual (4)
Approx 4 x 15 min
Continuous as
(Senco/pastoral team) appropriate
Medical support
Individual (3)
5 x 30 mins TA
Continuous as
appropriate
(3 x 20 min Senco);
3 x 20 min TA
Paired reading with Yr. 9 pupils during registration/ tutor time. (twice a
week)
Spelling group phonics programme during registration/ tutor time
Intensive literacy support / mentoring (St, SA+) Withdrawn from negotiated
lessons.
Numeracy groups (during maths lessons)
Language / Social skills - small group during registration/ tutor time
Circle of Friends
20 pairs (in 3 groups)
2 groups of 5
4 x 20 min TA
Individual (10 pupils)
10 x 25 min Te
2 groups of 4
8 x 25 mins with
Maths TA
T1 & 2 Pupils may
change over year
according to progress.
All year. Pupils may
change over year
according to progress.
All year. Pupils may
change dependent on
progress.
All year pupils change
according to need.
1 x 20 minTA
Term 1 – 8 weeks
(Form Te)
(Following initial PSHE
lesson) Continuous as
appropriate.
Group (6)
Focus on individual
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YEAR
GROUP
Year 8
PROVISION / RESOURCE
Spelling group
Intensive literacy support / mentoring (St, SA+)
Numeracy groups (during maths lessons)
Social skills group
Anger management group/ mentoring
Speech and Language Group
Year 9
Additional Maths sets (both populations)
Additional English set (other pop supported by TA for English)
Study skills group (during set MFL lessons, additional teacher one lesson
per week)
INDIVIDUAL/
GROUP
2 groups of 4
COST IN TIME
(PER WEEK)
4 x 25 min Te
Mainly individual approx 4 x 25 mins. Te
5 pupils
8 x 25 min Maths TA
1x 25 mins TA
Term 2 – 8 weeks
2 groups of 4
1 x 50 min (Senco/
HOY)
Group (5)
1 x 25 min Te (with
input from SALT)
Term 1: 2 x 6 weeks.
Then as needed
individually
Term 1 and 2
2 groups of 4
Group (6)
2 classes of 9
Group (9)
2 groups of 9
8 x 50 mins Te
All year
4 x 50 mins Eng Te
All year
2 x 50 mins per week
Te
Term 1&2 - 12 week
programme with half
class (24 weeks total)
Term 1 for 10 weeks
Group (9)
2 x 20 mins TA
Transition planning Connexions
Individual
(Connexions PA)
Preparation for transfer to Upper school. 4 week programme inc. peer
mentoring and visits
Term 1 – 12 weeks
Term 2&3. Pupils
change according to
progress.
All year
Touch typing skills
Mentoring
TERM / NO OF
WEEKS TO RUN
Individual (5)
5 x 20 mins per week
TA/Te
Group (10)
3 x 1hr per week plus
1 whole morning visit
to Upper school Te
(and Te/TA /students
from upper school)
Approx 1 session per
statemented pupil during
Autumn term
All year
After SATs Summer
term
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Provision Mapping by Year Group
School:__________________________________________
YEAR
GROUP
PROVISION / RESOURCE
Date:____________________________
INDIVIDUAL /
GROUP
COST IN
TIME
(PER WEEK)
TERM / NO OF
WEEKS TO RUN
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b) SEN Provision mapping by Year group from Year 7 – 11
Year
(6)
Prior to
transfer
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7
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8
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Provision and cost in time (Te = teacher)
Literacy sessions x 3, for last 4 weeks in the summer term for pupils on level 2/3 at
end of KS2, (2 TAs)
Numeracy sessions x 3 weekly, for last 4 weeks of the summer term for pupils on
level 2/3 at KS2, (2 TAs)
Peer mentoring (for pupils with learning and pastoral difficulties) – 2 x lessons
training for year 7 peer mentors, 2 x lessons with pupils (Te & TA)
Attendance at Annual Review meetings (approx 2 days SEN Te)
In class support in all low sets and classes with greatest need (2 TAs)
Differentiation/ modification of materials (5 lessons weekly Te/TA)
Assessment and diagnosis of literacy problems (3 TAs, 1 Te x 2 weeks)
SEN Open Day (2 x Te, 3 x TA) to plan action / demonstrate programmes with
parents/pupils
Maths low set withdrawal from Maths to go over basic mathematical concepts (3 x
weekly), 2 staff, 4 pupils @ level 1-2
Phono-Graphix, withdrawal across the curriculum (inc registration) x 3 weekly for 5
weeks (pupils below r.age 7.5 to be offered two PG interventions) for pupils with a
reading age < 8.5, supplemented with games and computer programs such as
Starspell
Guided Reading with Head of English – assembly time x 5 in two fortnightly blocks
in groups of 5 (targeted at pupils with reading age <10)
Paired reading
Successmaker (integrated learning system, computer-based) 3 x lessons weekly
for 1-2 terms
2 x 30 min sessions weekly for pupils with severe dyslexia (2 pupils; Te)
Social Use of Language sessions (Te and TA twice weekly for 3-4 weeks) or
individual language development work (advice from Sp&L Te, TA)
Support in all low sets and subjects with greatest need (2 TAs)
Maths low set withdrawal from Maths to go over basic mathematical concepts (3 x weekly),
2 staff, 4 pupils @ level 1-2
Phono-Graphix, withdrawal across the curriculum x 3 weekly for 5 weeks
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8 continued
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9
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10
11
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Successmaker (integrated learning system, computer-based) 3 x lessons weekly for two
terms
2 x 30 min sessions weekly for pupils with severe dyslexia (2 pupils; Te)
Social Use of Language sessions (Te and TA twice weekly for 3-4 weeks) ) or individual
language development work (advice from SPLT, TA)
After school numeracy club
Support in all low sets and subjects with greatest need (2 TAs)
Additional group in maths in both populations - 2 groups of ~7 (2 x Te 4 lessons per week )
Phono-Graphix, withdrawal across the curriculum x 3 weekly for 5 weeks
Successmaker (integrated learning system, computer-based) 3 x lessons weekly for two
terms
Exam skills, 2 sessions before SATS for pupils with special arrangements
Special arrangements in SATS for pupils with specific learning difficulties
2 x 30 min sessions weekly for pupils with severe dyslexia (2 pupils, Te)
Social Use of Language sessions (Te and TA twice weekly for 3-4 weeks) ) or individual
language development work (advice from SPLT, TA)
After school numeracy club
Support in low sets, and in other classes where needed (2 TAs)
Support for recording coursework for pupils with special arrangements
Special arrangements in exams (approx 20 – 30 hours) TA/Te
Vocational taster course at College (2 x lessons weekly with TA support)
College vocational course 1 group of 8 x 1 day weekly (TA supervision at College)
Key skills lesson in ICT / literacy (1 x weekly, withdrawal from French)
Certificate of Achievement Humanities lessons, 7 x fortnightly (Te)
Revision skills sessions 2 groups x 3 hour sessions (Te & TAs)
After school numeracy club
Support in all low sets, and in other classes where needed (2 TAs)
Support for recording coursework for pupils with special arrangements
Special arrangements in exams (approx 20 – 30 hours) TA/Te
Key skills lessons in communications, number skills and ICT (3 lessons weekly; 2 groups)
College vocational courses (2 groups of 9 x 1 day weekly; TA support at College)
Work placement (9 students x 1 day weekly)
Certificate of Achievement Humanities lessons, (3 x weekly; Te)
Certificate of Achievement English (4 hours weekly; Te)
Revision skills sessions (2 groups x 3 hour session
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C) Provision Map by Area of Need and Wave of Support
Secondary Provision Mapping: What do we include?
Area of Need
Cognition and
Learning
Communication and
Interaction
Emotional,
Behavioural and
Social
Sensory and
Physical
All pupils, where appropriate
Differentiated curriculum planning, activities,
delivery and outcome
Increased visual aids / modelling etc
Visual timetables
Illustrated/ ACE dictionaries
Use of writing frames
Access to ICT
Progress Files
Differentiated curriculum planning, activities,
delivery and outcome e.g. simplified
language, Key words
Increased visual aids / modelling etc
Visual timetables
Use of symbols
Structured school and class routines
Whole school behaviour policy
Whole school / class rules
Whole school/ Class reward and sanctions
systems
Circle Time
Flexible teaching arrangements
Staff aware of implications of physical
impairment
Writing slopes
Pencil grips
Medical support /advice
Plus for some pupils - Catch up
Plus for a few pupils - S
Catch up programmes – Literacy and
numeracy e.g. Springboard 7
In class support from TA
Multi-sensory spelling practice groups
Reduced/ increasingly individualised
timetable at KS4
Intense literacy/ numeracy support
Exam concessions
Alternative accreditation/ vocational
courses e.g Certificate of Achieveme
Advice from EP/STS
Access to Connexions LDD PA
In class support with focus on supporting
speech and language
ICT – Clicker 4, WordBar.
Communication skills
Speech and Language support / advi
Advice/ Input from Autism Outreach T
Makaton
Visual organiser
ICT – Writing with Symbols
Access to Connexions LDD PA
Small group Circle Time
Social Skills group training
Anger management
KS4 - Work-related learning
In class support for supporting behaviour
targets, access, safety
Involvement of EWO, Access to Connexions
LDD PA
Brain gym exercises
Keyboard skills training
Additional fine motor skills practice
In class support for supporting access, safety
Individual counselling
Individual support
Individual reward system
Re-integration programme
Advice from EP
Home – school record
Peer mentoring (as appropriate)
Individual support in class during
appropriate subjects e.g Science, PE
lunch time
Physiotherapy programme
Access to PC with switch
Advice/ Input from STS
Use of appropriate resources e.g. rad
Access to Connexions LDD PA
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Provision Map for ___________________
Area of Need
All pupils, where appropriate
Date:______________________
Plus for some pupils - Catch up
Plus for a few pupils - SEN
Cognition and
Learning
Communication and
Interaction
Emotional,
Behavioural and
Social
Sensory and
Physical
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