Primary National Strategy Planning effective provision Crown Copyright

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Primary National Strategy Planning effective provision © Crown Copyright 2005

Primary National Strategy Planning effective provision © Crown Copyright 2005

Crown copyright statement • The content of this presentation may be reproduced free of

Crown copyright statement • The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. • The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. • Applications to reproduce the material from this publication should be addressed to: • HMSO, The Licensing Division, St Clements House, • 2– 16 Colegate, Norwich NR 3 1 BQ • Fax: 01603 723000 • e-mail: [email protected] x. gsi. gov. uk © Crown Copyright 2005

Aims To support you in: • developing the strategic management of inclusion in your

Aims To support you in: • developing the strategic management of inclusion in your school; • developing ‘middle management skills’ as an inclusion coordinator or SENCO; • understanding what provision maps are and why they are useful; • developing a provision map for your school, based on provision that has been shown to be effective; • beginning to reduce bureaucracy in school. 3. 1 © Crown Copyright 2005

The five stage model for school improvement 1 How well are we doing? 5

The five stage model for school improvement 1 How well are we doing? 5 4 Taking action and reviewing Cycle for school improvement What must we do to make it happen? 2 How well should we be doing? 3 What more can we aim to achieve? 3. 2 © Crown Copyright 2005

Provision maps – what are they? An ‘at a glance’ way of showing the

Provision maps – what are they? An ‘at a glance’ way of showing the range of provision the school makes for children with additional needs, through additional staffing or peer support. 3. 3 © Crown Copyright 2005

Why use provision maps? • They empower staff and enhance the inclusion coordinator’s role.

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. 3. 4 © Crown Copyright 2005

The benefits for your work as inclusion coordinators • Provision maps can reduce paperwork.

The benefits for your work as inclusion coordinators • 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. 3. 5 © Crown Copyright 2005

The benefits for the school • Provision maps prevent over-provision in some classes and

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. 3. 6 © Crown Copyright 2005

The benefits for children and parents and carers • Children receive more coherent provision.

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 much is being spent for any given child. 3. 7 © Crown Copyright 2005

Activity Consider the case study that tracks the provision a child receives as she

Activity Consider the case study that tracks the provision a child receives as she progresses through the school. In pairs, discuss the following questions: In terms of strengths and weaknesses, what does this case study tell us about the school’s approach to provision at Waves 1, 2 and 3? If Sarah came into this school again what would you like to see done differently in order to secure more effective provision? © Crown Copyright 2005 3. 8

Activity: what are we doing already? Work in groups of 2 or 3. Think

Activity: what are we doing already? Work in groups of 2 or 3. Think of all the different things that already happen in your school to provide for children with additional needs. Group your sticky-notes into categories that make sense to you. 3. 9 © Crown Copyright 2005

 Waves of intervention 3. 10 © Crown Copyright 2005

Waves of intervention 3. 10 © Crown Copyright 2005

Waves model and ‘additional to or different from’ Wave 1 Inclusive quality first teaching

Waves model and ‘additional to or different from’ Wave 1 Inclusive quality first teaching for all Wave 2 Additional interventions to enable children to work at age related expectations or above Wave 3 Additional highly personalised interventions © Crown Copyright 2005 3. 11

Activity : what are we doing already? Which of your sticky-notes describe provision that

Activity : what are we doing already? Which of your sticky-notes describe provision that is additional to or different from everyday inclusive teaching? 3. 12 © Crown Copyright 2005

Everyday inclusive teaching Setting suitable learning challenges Learning objectives Overcoming potential barriers to learning

Everyday inclusive teaching Setting suitable learning challenges Learning objectives Overcoming potential barriers to learning Teaching styles Responding to children’s diverse needs Access 3. 13 © Crown Copyright 2005

Provision mapping Audit of need Planning in the light of available school budget Comparison

Provision mapping Audit of need Planning in the light of available school budget Comparison with existing provision Evidence on what works Four pieces in the jigsaw 3. 14 © Crown Copyright 2005

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Establish

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Establish systems for evaluating the effectiveness of your provisions, involving parents or carers and children. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 6: Identify criteria and processes for tracking children’s progress and monitoring impact. Step 3: Identify available school budget. Step 5: Plan for staff development. Step 4: Consider the evidence on what works and plan the provision map for the next school year. 3. 15 © Crown Copyright 2005

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Establish

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Establish systems for evaluating the effectiveness of your provisions, involving parents or carers and children. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 6: Identify criteria and processes for tracking children’s progress and monitoring impact. Step 3: Identify available school budget. Step 5: Plan for staff development. Step 4: Consider the evidence on what works and plan the provision map for the next school year. 3. 16 © Crown Copyright 2005

Activity Complete a must/should/could grid for one year group in your school. What does

Activity Complete 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? 3. 17 © Crown Copyright 2005

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Evaluate

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Evaluate the effectiveness of your provisions. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 6: Track children’s progress and monitor impact. Step 3: Identify available funding. Step 5: Plan the provision map for the next school year. Step 4: Consider the evidence on what works. 3. 18 © Crown Copyright 2005

Available school budget EMAG funding Funding for Wave 2 literacy and mathematics interventions SEN

Available school budget EMAG funding Funding for Wave 2 literacy and mathematics interventions SEN funding (School Action, School Action Plus, Statements) Other funding Ei. C, BIP, Children’s Funding identified for meeting the needs of advanced bilingual learners 3. 19 © Crown Copyright 2005

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Evaluate

Planning effective provision Step 1: Audit projected need using must/should/could chart. Step 7: Evaluate the effectiveness of your provisions. Step 2: Compare projected year group needs with current pattern of provision and identify changes and staff development issues. Step 6: Track children’s progress and monitor impact. Step 3: Identify available funding. Step 5: Plan the provision map for the next school year. Step 4: Consider the evidence on what works. 3. 20 © Crown Copyright 2005

Commonly used provision • • Teaching assistant support Reductions in class sizes Setting Individual

Commonly used provision • • Teaching assistant support Reductions in class sizes Setting Individual Learning systems (ILS) ICT schemes 3. 21 © Crown Copyright 2005

Additional provision: what works • Early intervention: nurture groups, social skills groups plus parenting

Additional provision: what works • Early intervention: nurture groups, social skills groups plus parenting support, National Pyramid Trust, early language and literacy intervention, e. g. Talking Partners, Reading Recovery • Acceleread/write, Phono-graphix, Catch-up, Better Reading Partnership, Multi-sensory Teaching System for Reading (MTSR), Reciprocal teaching, Paired reading, THRASS, Family Literacy and Numeracy, Mathematics Recovery, Numeracy Recovery • Peer tutoring • Social skills groupwork, for example, anger management • Stress reduction • Some mentoring schemes and some learning support units 3. 22 © Crown Copyright 2005

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular provisions • Evaluating and reviewing your map each year 3. 23 © Crown Copyright 2005

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular provisions • Evaluating and reviewing your map each year 3. 24 © Crown Copyright 2005

Reducing bureaucracy But we have to write IEPs for all our children with SEN,

Reducing bureaucracy But we have to write IEPs for all our children with SEN, don’t we? There is no statutory requirement for schools to prepare separate IEPs for all pupils with SEN as long as they have sound arrangements for monitoring their progress in conjunction with the child and their parents. 3. 25 © Crown Copyright 2005

Activity In pairs, consider one child with SEN from the case study school and

Activity In pairs, consider one child with SEN from the case study school and highlight on the provision map all the provision he receives. Discuss what you would need to add to this highlighted provision map in order to fulfil the functions of an IEP. 3. 26 © Crown Copyright 2005

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular provisions • Evaluating and reviewing your map each year 3. 27 © Crown Copyright 2005

Activity Work in pairs, highlighting the handout of tools for monitoring progress in: Red:

Activity Work in pairs, highlighting the handout of tools for monitoring progress in: Red: Not likely to be useful in our context. Amber: I’d like to know more. Green: We use this tool or could definitely use it in the future. 3. 28 © Crown Copyright 2005

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular

Using provision mapping to improve practice • Reducing bureaucracy • Monitoring and evaluating particular provisions • Evaluating and reviewing your map each year 3. 29 © Crown Copyright 2005

Activity In pairs: Come up with a list of prompts or questions to ask

Activity In pairs: Come up with a list of prompts or questions to ask yourself when reviewing your provision map. In squares (two pairs): Agree a shared list. Compare with handout and cross out on the handout any questions you have on your list. 3. 30 © Crown Copyright 2005

Different types of provision map Inclusion or just SEN? Mapped by type of need?

Different types of provision map Inclusion or just SEN? Mapped by type of need? Mapped by graduated response? Mapped by Waves? By class, year group or key stage? Mapped by SEN strands of action? Termly or annual? Mapped with entry and/or exit criteria? Costed? 3. 31 © Crown Copyright 2005

Activity List the pros and cons of one type of provision map you have

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. 32 © Crown Copyright 2005

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

We have considered: • What provision maps are and why they are useful • How to develop a provision map for your school, based on provision that has been shown to be effective • Using provision maps to improve practice in your school 3. 33 © Crown Copyright 2005

Next steps • For you as an individual or leadership team • For us

Next steps • For you as an individual or leadership team • For us as a group 3. 34 © Crown Copyright 2005