What are they?

An ‘at a glance’ way of showing the range of provision the school makes for

children with additional needs.

Provision Maps

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How well are we doing?

How well should

we be doing?

Taking action and reviewing

What must we do to make it

happen?

What more can we aim to achieve?

Cycle for school

improvement

3.2

The Five Stage Model for School Improvement

Why use provision maps• They empower staff and enhance the

inclusion coordinator’s role. • They allow you to audit the needs of children

and plan systematically how best to use the school’s resources to meet those needs.

• They allow you to plan both the staffing and the skills that will be required to meet the needs of children

The benefits for your work as inclusion co-ordinator or SENCO

• Provision maps can reduce paperwork. • They provide a basis for evaluating your

provision, and building this into school self-evaluation.

• They provide information for reporting you have to do – such as the governors’ report to parents or school profile.

• They provide clear and transparent information for LEA monitoring.

The benefits for the school

• Provision maps prevent over-provision in some classes and under-provision in others.

• They allow the school to cost provision and manage the budget effectively.

The benefits for children and parents and carers

• Children receive more coherent provision. • Provision for individual children can be

highlighted, tracked and monitored.• Provision maps provide good information for

parents and carers and increased parental confidence that their child’s needs will be met.

• Provisions that are costed show how much is being spent for any given child

Four pieces in the jigsaw

Audit of need

Evidence on what works

Comparison with existing

provision

3.14

Planning in the light of available school budget

Provision mapping

Step 1: Audit projected

need using must/should/could

chart.

Step 2: Compare projected year group needs

with current pattern of provision and identify changes

and staff development

issues.

Step 3: Identify available school budget.

Step 7: Establish systems for evaluating the effectiveness of your provisions, involving parents

or carers and children.

Step 5: Plan for staff development.

Step 4: Consider the

evidence on what works and plan the provision

map for the next school year.

Step 6: Identify criteria

and processes for tracking children’s

progress and monitoring

impact. 3.15

Planning effective provision

TaskComplete a must/should/could grid for one year

group in your school.

What does it tell you about the provision you would want to make for that year group?

How does it match the provision that is currently in place?

  Inclusion or just SEN?

  Mapped by

type of need?

  Mapped by

Waves?

  By class,

year group or key stage?

  Mapped by

SEN strands of action?

  Mapped

by graduated response?

  Termly or annual?

  Mapped with entry and/or exit criteria?

  Costed? 3.31

Different types of provision map

Reducing bureaucracy

Monitoring and evaluating particular provisions

Evaluating and reviewing your map each year 3.23

Using provision mapping to improve practice

3.32

Activity

List the pros and cons of one type of provision map you have looked at.

Plan how you will report back on your group’s views.

3.33

We have considered:• What provision maps are and why they

are useful

• How to develop a provision map for your school.

• Using provision maps to improve practice in your school

3.34

What are they?

For you as an individual or leadership team

Next steps