Ladybridge Primary School Whole School Provision Map 2016 – 2017 Information for Parents/Carers As a school we must record details of additional or different provision made under SEND support (in the form of a provision map). What is a provision map? A Provision Map is an ‘at a glance’ way of showing the range of provision a school makes for children identified as having additional/special edicational needs. Each schools provision map is unique as it is based on their current pupils’ needs. Why do schools use them? They allow us to plan how best to use the resources we have available for children with additional/special educational needs. What do they tell you? They show how decisions are made to allocate extra support to pupils. There are clear criteria for identifying which children need extra support, and for identifying how long the support will last and if it has worked well. How do they help children? Provision maps are a way of planning support for all children with SEND. They help us to track a child’s progress, and to measure the effect of the support. They also provide evidence to external agencies and the Local Authority of children’s needs and the provision being made. Targeted Special Educational Provision Once teachers have identified the specific areas of need and gaps in children’s learning (by completing the relevant age specific initial identification pages and discussing the findings with the SENCo), additional or different provision targeted at these key area/s is planned for. Responsibility Class teachers retain responsibility for all pupils, even when a pupil is undertaking targeted provision away from them . Therefore teachers are firmly at the centre of the process of planning this provision. Outcomes not hours The most important thing is to be absolutely clear about the outcome we want from any SEND support that we provide –not how many hours of teaching assistant or other staff time is provided. We set clear dates to check progress and evaluate the support that we use in our school.
Target Setting –linked to Targeted Provision We ensure that where additional or different targeted provision is planned for, there are clear and expected outcomes linked directly to the provision. We have to have a very clear reason for taking children out of their class and away from their teacher. What is the expected outcome by the end of, for example, the term / half term, is discussed, agreed and planned for. The Process When drawing up a provision map, we ask the following questions:
Who will we involve in drawing up the provision map? What information will we need? How will we decide what to include? How will we put it into practice? How will we monitor / review the provision? How will we use our evaluations to inform future practice?
We have colour coordinated the provision we provide as a school so that it is very easy to identify the different types of provision in place. For example: Guided Reading is NOT additional or different provision as all children have access to this. However, if a child was to receive extra Guided Reading then that would be additional provision. We put in place provision for children that are underachieving and children that are identified as SEND – this must also be differentiated so that we can see the difference.
Area of Need
All Pupils
Children who are underachieving
SEND
Universal provision available for all pupils irrespective of need are things like:
Additional or different provision might take the form of:
Additional or different provision might take the form of:
Element 1: £4000
Element 2: £6000
The Local Authority has designated the responsibility of monitoring the provision for pupils with an Education Health Care Plan to Ladywood Outreach Service. This takes place on a termly basis between the SENCo and a specialist teacher from Ladywood Outreach.
Cognition and Learning
All Pupils
Children who are underachieving
SEND
Universal provision available for all pupils irrespective of need are things like:
Additional or different provision might take the form of:
Additional or different provision might take the form of:
Element 1: £4000 Increased visual aids / modelling etc Visual timetables Illustrated dictionaries Use of writing frames Access to word processor TA in class support Differentiated curriculum planning, activities, delivery and outcome within setted ability groups Increased visual aids / modelling etc. Visual timetables. Use of writing frames Word banks In-class support from teacher / TA Access to My Maths – Maths ICT programme for school / home use. Access to VLE at home. Formative Assessment
Element 2: £6000 Phonic Intervention groups Basic maths intervention groups 1:1 reading SPAG intervention group Booster groups Creative writing club Individual support in class
Additional individual reading Memory skills training Ladywood Outreach support Educational Psychologist support Memory Skills Intervention programme Individual maths / literacy support Coloured overlays / paper
Disseminated strategies to support cognition and learning
A quiet, low sensory environment to assist concentration and learning. Extra take-up time for responses to questions or contributions to group discussion. Using practical activities and experiential learning, including work with concrete/visual materials and objects of reference to establish concepts and skills. Opportunities for children to transfer/generalise their learning in different contexts. Opportunities for revision and over learning. Access to groups where children are working with peers of similar levels. Access to grouping that enables children to work with peers who will provide good role models for language and communication skills and for co-operative and independent application to task. Clear classroom routines supported by visual cues.
Communication and Interaction
All Pupils
Children who are underachieving
SEND
Universal provision available for all pupils irrespective of need are things like:
Additional or different provision might take the form of:
Additional or different provision might take the form of:
Element 1: £4000
Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language Increased visual aids / modelling etc Visual timetables Use of symbols Structured school and class routines Differentiated curriculum planning, activities, delivery and outcome, eg. simplified language, chunking instructions, processing time Use of ‘Learning Partners / Talk Partners’ to promote peer tutoring and learning. Visual timetables Structured school and class routines. Use of symbols / visual prompts
Element 2: £6000
Speech and Language support English support programme programme In class support from TA Multi-sensory spelling practice groups Listening groups
Speech and Language support Visual organiser ICT – Writing with Symbols Access to Speech and Language Therapist in school 1:1 adult support Flexible timetable Now and Next boards Visual prompt cards Social stories
Disseminated strategies to support Communication and Interaction
The provision of opportunities for children to be included in small group work within the classroom or on a withdrawal basis to address speech, language and communication needs. The provision of differentiated approaches and materials in advance of lessons and regular review of learning. A physical environment that is methodically organised and well-defined and labelled using writing and visual prompts. Clear and predictable daily routines, supported by a range of strategies (visual timetables, lists and verbal reinforcement) Strategies to facilitate transitions within the school day (transition from one teacher to another/from classrooms to outside areas/dining room) Well developed and planned strategies to support and facilitate transition from one setting to another/from setting to school/ from primary to secondary school) Careful choice of working groups to facilitate social interaction and support the establishment of friendships. Appropriate playground partners to be encouraged.
Social, emotional and mental health difficulties
All Pupils
Children who are underachieving
SEND
Universal provision available for all pupils irrespective of need are things like:
Additional or different provision might take the form of:
Additional or different provision might take the form of:
Element 1: £4000 Whole school behaviour policy Daily Emotional Register Whole school / class rules Whole school reward and sanctions systems. Circle Time Weekly discreet PSHE lessons Class responsibilities Whole staff training on Behaviour Management
Element 2: £6000 Small group Circle Time Social skills intervention groups Lego therapy Sunshine club Access to pastoral support for friendship /self-esteem / confidence / anger management groups etc. Support for unstructured times
Individual counselling Individual reward system Home – school record (daily) Peer mentoring (as appropriate) Inclusion Support from LA 1:1 Learning Mentor sessions to develop self-esteem, confidence, develop anger management strategies etc. Social Skills intervention group Behaviour Support Service support Individual counselling CAMHS Peer Mentoring Individual Behaviour Plan 1:1 keyworker support to develop internal working model. Access to equipment such as fiddle toys. Access to ‘Quiet Room’
Disseminated strategies to support Social, emotional and mental health difficulties
A nurturing environment with opportunities for learning through play in the early years and primary phase. Practical work with concrete/visual materials to establish concepts and skills. Active learning approaches. (Brain Gym, Mind Mapping). Access to grouping that enables children to work with peers who will provide good role models for social interaction and appropriate behaviour such as Quality Circle Time. Strategies to develop and extend listening and attention.
Sensory and Physical
All Pupils
Children who are underachieving
SEND
Universal provision available for all pupils irrespective of need are things like:
Additional or different provision might take the form of:
Additional or different provision might take the form of:
Element 1: £4000 Flexible teaching arrangements Staff aware of implications of physical impairment Writing slopes Pencil grips Medical support Staff awareness and understanding. Accessible environment Carpeted classrooms to reduce background noise (where possible)
Element 2: £6000 Brain gym exercises Keyboard skills training group Additional handwriting practice Access to equipment, ie. writing slopes Access to environments which are as free from distraction as possible
Peripatetic teacher support Individual support in class during PE and lunch time Physiotherapy programme Access to support via VI and HI teams Physiotherapy programme 1:1 adult support to access the school environment and learning 1:1 medical support to monitor blood sugar levels / food intake etc for pupils with diabetes Access to trained staff to support medical condition
Disseminated strategies to support Sensory and Physical A quiet, low sensory environment to assist concentration and learning.
Extra take-up time for responses to questions or contributions to group discussion. Using practical activities and experiential learning, including work with concrete/visual materials and objects of reference to establish concepts and skills. Opportunities for children to transfer/generalise their learning in different contexts. Opportunities for revision and over learning. Clear classroom routines supported by visual cues. Working in partnership with the Physical and Sensory Support Service (HI) to receive specialist advice on the child’s type and degree of hearing loss and its educational implications. Receiving information, advice and training from the Physical and Sensory Support Service (HI). Sharing assessment information and facilitating the visits and observations of children by the Physical and Sensory Support Service (HI). Reports written by the Physical and Sensory Support Service (HI) are circulated to all relevant staff within the school. Recommendations are incorporated into classroom practice. Personal hearing aids, FM systems, Sound Field systems, where appropriate, are used consistently following advice from the Physical and Sensory Support Service (HI).