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Provision Management

Provision Management. Managing, mapping and evaluating successful intervention programmes. Steps to provision management. Step 3 Identify any gaps between pupil needs & current provision, staff development issues & funding. Step 1 Audit projected pupil need in each year group.

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Provision Management

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

  2. Steps to provision management Step 3 Identify any gaps between pupil needs & current provision, staff development issues & funding Step 1 Audit projected pupil need in each year group Step 2 Audit existing Interventions & Inclusive Planning Step 6 On-going monitoring & evaluation of provision 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 4a Create individual pupil maps based on step 4

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

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

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

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

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

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

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

  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) 6:1 Lizzie Dripping Fred Basset Holly Berry Jo Golightly Darren Bloggs 3 hours £1316.70 Literacy-wordshark (4x 15 mins) 9:1 Teacher LSA 30 minutes 30minutes £706.80 £219.45 Literacy Skills small group (5x1 hours) 6:1 LSA 5 hours 32194.50 Handwriting skills small group (5x15 mins) 6:1 LSA 1hour 15 minutes £548.63 Social Skills Lunch club (1x40 mins) 8:1 LSA SENCO 20 minutes 20 minutes £146.30 £424:11 Occupational Therapy programme (3x15mins) 2:1 LSA 45 minutes £329.18 Literacy Toe by Toe 1:1 LSA 45minutes £329.18 LSA: Literacy Catch Up 1:1 LSA 1 hour £475. 48 Step 4: Create additional provision map for pupils in each key stage/year group across the school

  19. 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?

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

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

  22. 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.

  23. Pupil Name Key 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 Start/end date if not whole year Comments Review dates:

  24. 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

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