What is a provision map?
- A provision map is a management tool providing an 'at a glance' way of documenting and showing the range of interventions, additional staffing and support that a school makes available
- Provision maps enable schools to look strategically at the needs of all their pupils, including those in vulnerable groups, to clearly identify their strengths and needs
- Provision can then be planned to meet those needs and track pupil progress so as to improve learning outcomes
- Provision maps can be integral to the whole-school planning and development process, involving all staff.
Provision maps can be used in a number of ways to inform and support the school’s improvement plan, by:
- Auditing how effectively provision (resources, intervention and skills) matches need
- Highlighting gaps in provision
- Accurately costing provision
- Highlighting repetition and ineffective use of resources
- Assessing school effectiveness and value for money when linked with outcomes for pupils
- Planning necessary developments to meet pupils’ identified needs
- Setting annual success criteria for the school’s SEND policy
- Demonstrating accountability
- Informing parents, the LA, external agencies and Ofsted
- Focusing attention on whole-school issues of teaching and learning
Recording changes in provision
- Forming the basis for writing individual plans.
Provision maps can detail the range of additional provision, staffing and support. They can be drawn up according to:
- Class base, year group or Key Stage
- Whole-school inclusion, SEND or additional needs
- The SEN code of practice four main areas of need
- Additional interventions to enable children to work at age-related expectations or above
- Additional highly personalised interventions
- Costs, either termly or annually
- A combination of any of the above.
Provision mapping takes into account the full scope of provision, including high quality whole class teaching, guided and group work and individual interventions in order to identify and overcome potential barriers to learning and meet the needs of all pupils within and beyond the school setting.
Planning effective provision will involve the six steps below
Step 1: Audit the projected need within the school
- Audit and record current provision and identify resources allocated. (This can initially be for a particular vulnerable group, for a particular cohort or for all children using a class base, year group or Key Stage approach)
- Identify and assess the target groups - needs can be categorised on a must/should/could help basis
- Gather information from pupils, parents, teachers and other supporting professionals.
Step 2: Compare projected needs with current provision and identify staff development needs
- Comparing projected needs with current provision might identify specific areas of concern; for example, a particular subject area. Alternatively, it might raise awareness of a particular group that is not as well supported as others who might be equally or even less needy
- Once specific groups or areas of concern have been recognised, staff training needs can be identified
- Planning for staff development will require:
- Identification of training needs from the provision map
- Tailoring continuing professional development to the whole school
- Class, Key Stage or year group requirements
- Teaching assistants or teachers or both.
Step 3: Identify available resources
- Consider whether the school could combine funding streams to release provision across the school.
Step 4: Consider the evidence of what works and plan the provision map for next year
- Review effectiveness of interventions.
Step 5: Identify criteria and processes for tracking pupils’ progress and monitoring impact
- Consider provision already in place within the school and whether the tracking procedure measures both small and large steps in progress.
Step 6: Establish systems for evaluating the effectiveness of your provision
- Consider the following questions:
- How do you know that the provision you have planned has been effective?
- How do you evaluate the quality of your provision?
- How do you build in evaluation from the start? o How do you involve parents/carers and pupils in the evaluation?