1. Step 6 On-going monitoring of impact & progress tracking for individuals & groups of pupils The Process of Provision Management

2. Step 6 : On-going monitoring of impact & progress tracking for individuals & groups of pupils  Wave 1 - progress will be monitored by usual internal monitoring process e.g. end of module tests, reading assessment etc.  Wave 2 /3 provision may be monitored by base line/placement /entry assessment, target setting and exit criteria /assessment within the intervention programme. For students at SA+ with additional funding an IEP will be necessary. This group will require targets in addition to ‘provision map’ in order to measure progress related to additional needs/provision. Additional review mechanisms will need to be identified and outcomes reported to stakeholders.

3. A few words from the new OFSTED Guidance …. “Note: in evaluating the value for money provided, inspectors should weigh the income per learner against the outcomes achieved and the quality of the provision.”

4. ……………….adequate progress? Systems/Interventions working? Links with the Pupil Achievement Tracker & school PANDA - which are about to be merged show……………………….

5.  How can we track progress?  Qualitative measures IEP/Personalised targets Observation / discussion Checklist/profiles Questionnaires  Quantative measures Standardised tests & assessments QCA optional SATs SATs School screening Step 6 : On-going monitoring of impact & progress tracking for individuals & groups of pupils  Has the pupil made progress?  How much progress has been made?  Has progress been made over time?

7. Step 7 On-going Monitoring and evaluation of provision The Process of Provision Management

8. Step 7 On-going Monitoring and evaluation of provision  Completing the circle.  Should be evidence based and contribute to self evaluation process.  3 Principles for evaluation: Quality Sustainability Equity

9. Planning and monitoring provision for individual pupils An alternative to IEPs?

10. Planning and monitoring provision for individual pupils In order to comply with the statutory framework and have regard to the SEN Code of Practice, it is necessary for schools to:  identify learning targets for individual pupils with SEN  plan additional or different provision from the differentiated curriculum for all pupil  review provision in the light of pupil outcomes

11. Planning and monitoring provision for individual pupils The SEN Code reflected common practice in describing IEPS as one method by which the processes of target setting, planning and reviewing could be carried out. IEPs are not a statutory requirement. Where schools have a policy of individual planning and recording for all pupils then the child with SEN should not need an IEP.

12. Where provision mapping is linked to recording outcomes for all pupils or other locally devised systems and personalised learning initiatives are in place, they should gradually replace IEPs for most if not all pupils. (DfES, SEN Update, November 2005)

14. Some final thoughts about waves……