provision mapping: create a tool that manages, …[email protected] page 1 provision mapping:...

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Provision mapping: create a

tool that manages, deploys

and evaluates resources for

inclusion

Anita Devi

November 2011

www.anitadevi.com

http://www.anitadevi.com/


Reflection 1 What type of chocolate would you use to describe your setting and why?

Reflection 2

“Is it possible to envisage...an education

system which starts from the recognition of the diversity of learning needs among

all learners, and which offers a

corresponding continuum of flexible

provision?” Wedell, K. (2008) ‘Confusion about Inclusion:

patching up or system change’ British Journal of

Special Education Volume 34 Number 3 pp127-

135

Key words and implications for your

setting:

Task 1

Inclusion to me means…

Task 2

How do you know?

Inclusion in my setting means…

What is Provision Management/Mapping?


What does a provision map look like?

Task 3: Examine the following examples of different provision maps and highlight

which features you

like/dislike

feel are useful/not useful

think would work for your setting

State the reasons for your choices.

Ex Like Dislike Useful Relevant

to our

setting

Comment

A

B

C

D

E

F

G


Example A:

Provision Mapping KS

Area of Need Wave 1 Wave 2 Wave 3

Cognition and

Learning

Communication

and Interaction

Emotional,

Behavioural and

Social

Sensory and

Physical


Example B:

Name of School: Date:

Yr Provision / Resource Staff /

pupil

ratio

Staff

involved

Time costs Cost £

6 In class support 1:1 TA Daily - full time

27.5 hours per

week

Lunchtime support 1:1 TA Daily - 5 hours

per week

Language / social skills 1:6 LM 2 x 45 minutes

per week

7 Additional reading

support

1:5 TA / CT 15 mins daily -

75 mins per

week

Additional reading

support

1:1 2

pupils

TA / CT 20 mins daily -

1 hr 40 mins

per week

Speech and language

group

1:5 ST 45 minutes per

week

8 Physical / sensory ICT

support

1:1 TA 2 hours per

week

Physical / sensory

manipulative skills

1:1 1:1 1 hour per

week

9 BESD support 1:1 TA Daily - full time

27.5 hours per

week


Example C:

Name: Interventions

Math

s g

ro

up

Ph

on

ics

Co

-

ord

inati

on

EP

SA

LT

So

cia

l

Sk

ills

Art

Th

era

py

Bo

oste

r

gro

up

s

FLS

ELS

ALS

John

Mary

Sally

Amir

Maggie

Example D:

Please tick if student attended the session and add any evidence of impact on

students’ progress.

Name of member of staff Name of intervention

Name: Session Dates: Significant

Outcomes

Tony

Sara


Example E:

Name of provision:

Lead person:

Supported by:

Start date:

Length of intervention:

Frequency:

Target group:

Groupings:

Named pupils: Entry data date Exit data date

Assessment method:


Example F:

Impact Assessment Provision Map

School:

Year

Inte

rvention

Pro

vis

ion

Wave

2 o

r 3

Delivere

d

by

Pupil

Initia

l

Assessm

ent

Date

Impact

Assessm

ent

Date

Out

com

e

2 Reception

NC High

Frequency

Words

reading

3 FL 7/45

words

13/10/

07

29/45

words

2/12/07 +

2 Talk,

Learn,

Communic

ate

3 WF P6 10/09/

07

P7 12/03/08 +

3 Learn to

Read

3 TS Reading

1a 08/09/

07

Reading

2c

18/10/07 +

3 Precision

Teaching

number

bonds to

10

3 RW Number

P8 10/09/

07

Number

1c

25/10/07 +

4 Wave 3

Maths

Materials

3 BBU Number

1b 26/09/

07

Number 1a

16/12/08 +


Example G:

Class: Initials of students

for

adapting

QFT

Every

Child m

att

ers

(Enjo

y &

Achie

ve)

Pro

vid

ing Q

uality

First

Inclu

siv

e lessons

Stu

den

t

Str

ate

gie

s

Seating plans

Each student with correct and appropriate equipment

Attendance and punctuality

Student planners

Rules and routines consistently applied and displayed

Appropriate behaviour is noticed, praised and rewarded

Consistency high standards expected

Teach

ing

Str

ate

gie

s

Key word lists, used clarified and re-visited (word mats, key

word posters, boards, lists in planner)

Assisted reading around the class

Assessment for Learning (AfL) activities

Visual stimuli (concrete objects)

Thinking time / thinking skill activities

Clear learning objectives linked to succinct success criteria,

assessment approaches and targets

Peer support and assessment encouraged

Visual, auditory, kinaesthetic and other varied teaching

approaches

Interactive learning: pupils encouraged to be co-constructors of knowledge/learning

Tasks and instructions clearly explained and modelled

Stated links to previous learning

Increased opportunities for independent learning

Development of skills for learning

Learn

er’s

Need

s M

et

Developing good working partnerships with teaching and

learning assistants to promote independent learning

Differentiated questions, tasks, groupings and learning

opportunities to enhance personalised achieved and learning

and to encourage creativity

Learner’s contributions welcomed, reflected back or expanded

(mini plenary)

Tasks simplified or extended

ICT and oral feedback as an alternative recording strategy

Text and resources matched to student’s level

Understanding of tasks and related learning objectives checked before and during the task

Timed task as appropriate

Support in forming sentences and expression of ideas in

writing e.g. initial verbal recording to support writing

Support for developing maths skills across the curriculum

Access to bilingual support if necessary (EAL)


Additional QFT per Department i.e. subject specific and year group (where

relevant)

English Maths Science ICT Transition work Yr 7

Theatre visits Yr 7

Visiting Poets Yr 7 Poetry Conferences

Yr 10

Encouraging Student

leadership Yr 10

Skill Building

(Software) Yr 7 & 8

External examination courses Yr 9

Catch up sessions Yr

9 & Yr 11

Internal moderation Yr 10 & Yr 11

External examination

courses Yr 11

Exam revision Yr 12

Physical Education (PE)

Expressive Arts

Humanities MFL

Extracurricular clubs Sports day

External

tournaments

Basic skills training Yr 7

Set ability groups Yr

8

Netball & football

tour Yr 9 Dance option Yr 9

Encouraging Student

leadership Yr 10

Ski trip Yr 8, 9, 10 & 11

Revision Yr 11

Access to external

facilities Yr 10 & Yr 11

First aid course Yr

12

Extra curricular activities

Art Induction days

Yr 7

Multi-cultural week

Yr 7

Art gallery visit Yr

9 7 Yr 10 Art workshops Yr

10 & Yr 11

Theatre visits Yr

11 & Yr 12

Exhibition of work

Yr 11 & Yr 12

Mixed ability groups Choice of 1 or 2

languages Yr 9, Yr

10 & Yr 11

Extra

revision/support Yr

11

Design technology


The C**** School: Wave 2 & 3 Provision

Department Wave 2 Wave 3 English After School/Lunchtime

Booster Classes Yr 9 & Yr 10

After school revision class Yr

11

Intervention Groups

EAL personalised support

Maths

Science

ICT One-to-one task support Yr 7

& 8 Focus groups Yr 7 & 8

Coursework catch up Yr 10 &

11

Individual Learning Plans Yr

11

Exam revision Yr 12

Physical

education

BTEC Intervention Yr 10

Revision Session Yr 11

Expressive Arts Performance rehearsal Yr 7 &

Yr 8

Individualised work plan –

details and student specific Yr

9 Time plan for individual

students Yr 10 and Yr 11

After school support Yr 10, Yr

11 & Yr 12

Consideration in

handouts/resources is given to

font and colour of the paper to

match pupil needs

Humanities Key skills training Yr 7

Option choice support Yr 9

Geography field trip Yr 10

Revision materials Yr 10, Yr

11 Coursework catch up Yr 11

History trips Yr 12

Use of writing frames Yr 7, Yr 8

7 Yr 9

Intervention books Yr 8 boys

Written instructions Yr 9

Intervention strategies Yr 10, Yr 11 & Yr 12

Booster session Yr 10

One-to-one tuition Yr 12

MFL Faculty Report Yr 7, 8, 9

Revision classes Yr 10 & Yr

11

Coursework catch up Yr 10 &

Yr 11

Access to laptops

Extra vocab

Design &

Technology

Catch up groups Yr 10, Yr 11

& Yr 12


Reflection 3: What three things determine the design of a provision map:

a.

b.

c.

Process:

Appreciative Inquiry (AI) is an organizational development process or

philosophy that engages individuals within an organisational system in its

renewal, change and focused performance.


Provision Map

Year 4 Date: Oct 09

Wave 1 strategies: visual timetable, task boards x 5, peer mentoring, grouping for support, cumulative

reward system, writing frames, word banks, feelings wall, worry box, phone-a-friend, wobble seats x 3.

Wave 2 interventions:

Intervention Gp

Size

Frequency

and staff

Pupil Entry

data

Intervention Target Exit data Outcome

Comprehension

group

1:6 3 x 15 x 6

weeks

HLTA

Amy

Joe

Dan

Fred

Bob

Max

2c

2b

2c

2c

2b

2c

Plus one sub-level

To use expression in reading

To demonstrate understanding

of text in conversation

2b

2b

2a

2a

2a

2b

5/6 plus one sub

level or more.

Positive outcome for

all except Joe –

behaviour an issue.

Repeat intervention

– new group

Springboard

maths

1:6 4 x 20 x8

weeks

(early

am)

Dan

Fred

3c

3c

Plus one sub-level

To be able to use multiplication

facts (2,5,10) confidently

3b

(number)

3b

4/6 plus one sub

level or more.

Positive outcome.

Amy attendance


HLTA Carl

Amy

Jane

Sara

3b

3c

3c

3c

To use the 24 hr clock

3b

3c

3a

3a

poor. Carl had

moved from low to

high 3b. Strong

teaching style – to

support other staff.

Repeat.

Wave 3 interventions:

Intervention Gp

Size

Frequency

and staff

Pupil Entry

data

Intervention Target Exit data Outcome

Paired reading 1:1 Daily, x

10, HLTA

Bob 2b To re-engage with text

Read with expression

2a Good progress, Leuven

engagement levels -

plus 1

Social skills 1:3 3 x 15

Carl

Jack

Wayne

Leuven

1

4

3

To work on individual targets-

Organisation skills – work and

time keeping

Working with others

Working with others

3

4

4

Leuven well being

levels improved for

2/3. Carl now

successful as

register monitor


How does our school calendar work?


Annual Pupil Progress and Provision Mapping timetable

Key

A. Assessment

B. Gathering Pupil Views C. Data entry

D. Data Analysis and review of intervention

E. Pupil Progress Meeting

F. Preparation for provision G. Parent conferencing

H. Professional Development Meeting (PDM) to discuss and agree strategies

for Quality First teaching

Week

Sep

Week

Oct

Week

No

v

Week

Dec

Week

Jan

Week

Feb

Week

Mar

Week

Ap

ril

Week

May

Week

Ju

ne

Week

Ju

ly

1 H 1

4 1

8 2

3 2

7 4

0 4

4

2 6 1

0 G 1

5 A

,

B

,

C

1

9 F 2

4 2

8 A

,

B

,

C

,

3

2

3

6

4

1 A

,

B

,

C

4

5

3 7 A

,

B

,

C

1

1 1

6 D

,

E

2

0 2

5 2

9 D

,

E,

F,

G

3

3

3

7

4

2 D

,

E

4

6 F,

G

4 8 D

,

E,

F

1

2 1

7 2

1 2

6 H 3

0 3

4

3

8

4

3 4

7

5 9 1

3 2

2 3

1 3

5

3

9


Staff input and ownership

Aim 1: demonstrate additionally, progression and value for money

Aim 2: reduce bureaucracy: keep it simple

Evolving and functional document

Staff meeting 1 Staff meeting 2

Welcome

Sticky note activity: Inclusion

What does inclusion mean

to you?

What does inclusion mean

to us?

Flip chart activity Introduce AI

Plot Wave 1

Feedback – evaluate input and

process

How did staff feel? Highlight celebration

factor

Recap Wave 1 and process

Ask for any post staff meeting

thoughts

Discuss what wave 2 and 3 means

Plot map

Sharing & Dissemination

Dependent on purpose

Involve all members of school community

Share with Governors

Publish map in public domain

Development:

Link to transition

Include in annual cycle to review


Strategic Pathway for Provision Management


Useful resources:

http://sen-aen.audit-commission.gov.uk/

Value for Money Toolkit

Templates including e-version in Microsoft Excel

http://www.eriding.net/inclusion/provmap_res.shtml#ex4

Key actions emerging from this workshop

http://sen-aen.audit-commission.gov.uk/

http://www.eriding.net/inclusion/provmap_res.shtml


Appendix 1:: Waves Grids

School:

Date: Faculty:

HoD: SEN Link:

Quality First Inclusive Teaching for All Pupils (wave 1) – across the school


School:

Date: Faculty:

HoD: SEN Link:

QFT (Year Specific)

Year

Year

Year

Year

Year

Year


School:

Date: Faculty:

HoD: SEN Link:

Wave 2: time-limited provision Wave 3: individualised long-term relative to need

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

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