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SEN provision mapping

Ref: 1038
updated on 30 July 2018
School types: All · School phases: All
In-depth article
Make sure you're keeping track of the costing and effectiveness of your interventions for students with special educational needs (SEN). Download our template provision map and template intervention evaluation tool. You can also read expert guidance on reviewing your provision map.

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Contents

  1. 1 What is a provision map? 
  2. 2 Download our templates
  3. 3 Evaluate provision maps annually
  4. 4 Examples from local authorities

Article features

  • 2 downloads
  • 5 external links

What is a provision map? 

A provision map is a way for you to show provision which is additional to and different from that which is offered through your school’s curriculum.

It provides:

  • An overview of the programmes and interventions used with different groups of pupils
  • A basis for monitoring the levels of intervention, and its impact on pupil progress

It isn't a compulsory document in any setting, but it's recommended as a helpful method for managing SEN in all schools, including special schools.

This is set out in paragraph 6.76 of the SEND Code of Practice and guidance we received from the Department for Education (DfE).

Download our templates

Provision map

Use our template SEN provision map to track and cost the interventions used in your school.

If you need further help with costing, read our articles on costing whole-school SEN provision and costing SEN provision for individual pupils.

Intervention evaluation tool

Use our spreadsheet to evaluate and track the effectiveness of interventions alongside the provision map.

Evaluate provision maps annually

Review your provision before creating a provision map for the start of each academic year.

We relay advice below on how to do this from Lorraine Petersen and Kate Browning, our associate education experts.

Reviewing current provision

  • Review your current provision, including the current needs of pupils, trained staff, resources and interventions

  • Are interventions having the expected impact?
  • Which staff provided high quality provision for different needs?
  • Where did you commission external support and what impact did it have?

Planning for the next year

  • Audit your projected need for the next academic year, based on information for pupils entering the school
  • Compare the projected need with your current provision and identify gaps
  • Identify where funding is coming from
  • What provision is new?
  • Is training required for all/some staff?
  • What will progress look like? How and when will monitoring and review take place? 

Ongoing review of provision

  • Evaluate the provision on a regular basis, such as once a term
  • Are all interventions effective?
  • Identify any gaps or issues in provision. Is there any overlap between departments?
  • Is funding adequate to meet needs? Is the school making the best possible use of its funding and resources?
  • Ensure there are opportunities for members of staff delivering interventions to share their feedback

When developing these tips, Lorraine referred to material from the 'leading on intervention' part of the National Strategies website. This has now been archived, but it should still be useful.

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SENCO zone 

We understand that the responsibilities of a SENCO are many and varied. 

In our SENCO zone we have pulled together useful information and resources from across The Key's website, including tools for:

  • Supporting teaching staff
  • Working with parents
  • Managing provision

Examples from local authorities

Costed provision map for individual pupils

Wigan Council has created a costed template provision map for its schools to record details of interventions given to an individual pupil on a spreadsheet.

Users 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".

Costed overview of a pupil group

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", through the link below: 

Sources

Lorraine Petersen is an education consultant. Previously the chief executive officer of nasen (which promotes the education of young people with SEN), and a primary school headteacher, she is also a chair of governors.

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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