1. Managing, mapping and evaluating successful intervention programmes. Provision Management

2. Steps to provision management Step 1 Audit projected pupil need in each year group 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 6 On-going monitoring of impact & progress tracking for individuals & groups of pupils Step 6 On-going monitoring & evaluation of provision Step 4a Create individual pupil maps based on step 4

3. Audit projected pupil need in each year group Step 1 The Process of Provision Management

4. 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

5. Who are the vulnerable groups?  Girls & Boys  G&T  LDD  Ethnic Minorities  Disaffected  LAC  Travellers  Asylum Seekers

6. Step 2 Audit existing Interventions & Inclusive Planning The Process of Provision Management

7. 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.

8. 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.

9. Wave 2Wave 3 Wave 1 Provision Audit: Cognition & learning needs.

10. Wave 2Wave 3 Wave 1 Provision Audit: Behaviour, social & emotional needs.

11. Wave 2Wave 3 Wave 1 Provision Audit: Speech, language & communication needs.

12. Wave 2Wave 3 Wave 1 Provision Audit: Physical & sensory needs.

13. The Process of Provision Management Step 3 Identify any gaps between pupil needs & current provision, staff development issues & funding

14. 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.

15. Childs NameProvision Highest priority Medium priority Lowest priority

16. 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

17. Step 4 Create additional provision map for pupils in each key stage/year group across the school The Process of Provision Management

18. Costed Additional Provision Map for Key stage / year 2006-07 Provision Staff pupil ratio Staff involved Pupils involved Cost in time (weekly) Actual cost Annual x no. weeks In class small group support for literacy (3x1 hours) 6:1LSA: Lizzie Dripping Fred Basset Holly Berry Jo Golightly Darren Bloggs 3 hours£1316.70 Literacy-wordshark (4x 15 mins) 9:1Teacher LSA 30 minutes £706.80 £219.45 Literacy Skills small group (5x1 hours) 6:1LSA 5 hours32194.50 Handwriting skills small group (5x15 mins) 6:1LSA 1hour 15 minutes £548.63 Social Skills Lunch club (1x40 mins) 8:1LSA SENCO 20 minutes £146.30 £424:11 Occupational Therapy programme (3x15mins) 2:1LSA 45 minutes£329.18 Literacy Toe by Toe 1:1LSA 45minutes£329.18 Literacy Catch Up1:1LSA 1 hour£475. 48 Step 4: Create additional provision map for pupils in each key stage/year group across the school

20. 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?

21. An example of an electronic solution……………………

22. Step 4a Create individual pupil maps The Process of Provision Management

23. 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.

24. Pupil NameKey Stage 2 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: Start/end date if not whole year Comments

25. 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