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SEN provision mapping
Evidence how you meet the needs of pupils with SEN and additional needs, measure the impact of your interventions, and calculate their cost by downloading our template provision maps.
- Use our template to create your own provision map
- Work out how much your provision costs
- How to develop your provision map
- Examples of provision maps
Use our template to create your own provision map
Provision maps help you show provision that is additional to and different from what's offered through your main school curriculum.
You aren't required to have one, but the SEND Code of Practice (see paragraph 6.76) recommends them for helping keep an overview of programmes and interventions for different groups of pupils.
Your provision map should cover provision for pupils with all kinds of additional needs, including:
- Pupils with special educational needs (SEN)
- More able pupils
- Vulnerable pupils
- Looked after children
- Post-looked after children
Download and adapt our template provision map to help you:
- Show the interventions taking place in each class/year
- Monitor how effective the interventions are
Measure the impact of your interventions by reviewing your provision maps termly.
Work out how much your provision costs
Use our costed provision map to:
- Find out total SEN and additional needs expenditure for an individual child, termly or yearly
- Accurately budget termly and yearly costs
- Validate the impact of your provision
- Work out the cost of individual provision when applying for an EHC plan
Add the calculated costs to the provision map template above to help you assess value for money.
How to develop your provision map
You need to review your provision before developing your provision map at the start of the school year.
Two of our experts, Lorraine Petersen and Kate Browning, explain how.
Step 1: review your current provision
Review your current provision, including:
- Current needs of pupils
- Staff training
- The interventions you're currently providing
Consider how effective your interventions are:
- What progress have pupils made?
- Is the impact of each intervention what you expected?
- Which staff are providing outstanding support or provision?
- If you commissioned external support, what impact did it have?
Step 2: plan provision for next year
- Audit and project additional needs for the next school year. Base this on current pupil needs and information about pupils joining your school
- Compare the projected need with your current provision and identify gaps
- Locate where funding is coming from
- List all new provision required
- Identify what staff training is needed
- Set school targets (termly and yearly)
- Plan how and when monitoring and reviews will take place
Step 3: continue to review provision termly
- Measure which interventions are effective
- Identify gaps or overlaps in provision
- Determine whether you have adequate funding to meet needs, and whether you're making the best possible use of funding and resources
- Meet staff delivering interventions and share feedback with the senior leadership team
Lorraine used information about leading on intervention from the National Strategies to develop these tips. The guidance has been archived, but may still be useful.
Read our article to find out more about auditing SEND provision.
Examples of provision maps
Offham Primary School in Kent lists all interventions that take place class by class in its provision maps.
At the top of the provision maps, it lists the ways in which quality teaching meets the needs of the majority of pupils in class before interventions are given. Maps also list targets for all interventions, and effectiveness is measured by outcome and data.
Mulberry Primary School in Haringey includes provision, staffing costs and resources costs on one provision map document.
Hazelwoood Schools in Enfield have a whole-school intervention provision map listing interventions taking place in every year throughout the school.
They include a list of persons responsible for each intervention along with the way the intervention is measured.
Warwick School in Surrey has created provision maps for each curriculum area.
Each provision map lists how pupils can receive extra support through support in class by:
- Differentiating the curriculum
- Offering teaching equipment to support learning
- External adult support from the pastoral team
Holmer Green Senior School in Buckinghamshire breaks down its provision map into:
- Communication and interaction
- Cognition and learning
- Social emotional and mental health
- Sensory and/or physical needs
Holloway School in Islington lists all of the interventions it delivers in its KS3 provision map, including:
- What is delivered?
- Who they are for?
- When they will take place?
- Transferable skills that will be developed
- How success will be measured?
- The cost per pupil
Wigan Council has created a costed template provision map for its schools to record details of interventions given to an individual pupil.
Schools can record information relating to:
- The time spent on the intervention
- The staff running the intervention, and this cost per child
- The total cost per provision or activity
You can download it from the section 'Referring for an EHC assessment'.
Northamptonshire County Council has examples of provision maps for the Early Years Foundation Stage (EYFS), which can be used to track spending on meetings, interventions and resources.
Each map is accompanied by a case study explaining how the map works in practice.
Examples are available under the tab entitled "Provision mapping – documenting the range of provision (interventions) to support vulnerable children".
Lorraine Petersen is an education consultant. Previously the chief executive officer of NASEN and a primary school headteacher, she is also a governor of a special school in the West Midlands.
Kate Browning is an independent education consultant, specialising in school improvement matters relating to SEN and disabilities. She teaches the National Award for SEN Co-ordination and is an associate consultant for NASEN, as well as a school governor.
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