The Process of Provision Management

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The Process of Provision Management
Step 6 On-going monitoring of impact progress
tracking for individuals groups of pupils

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Step 6 On-going monitoring of impact progress
tracking for individuals groups of pupils

• Wave 1 - progress will be monitored by usual
  internal monitoring process e.g. end of module
  tests, reading assessment etc.
• Wave 2 /3 provision may be monitored by base
  line/placement /entry assessment, target setting
  and exit criteria /assessment within the
  intervention programme.
• For students at SA with additional funding an
  IEP will be necessary. This group will require
  targets in addition to provision map in order
  to measure progress related to additional
  needs/provision. Additional review mechanisms
  will need to be identified and outcomes reported
  to stakeholders.

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A few words from the new OFSTED Guidance .
Note in evaluating the value for money
provided, inspectors should weigh the income per
learner against the outcomes achieved and the
quality of the provision.
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Links with the Pupil Achievement Tracker school
PANDA - which are about to be merged
show.
.adequate progress? Systems/Interventions
working?
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Step 6 On-going monitoring of impact progress
tracking for individuals groups of pupils

• How can we track progress?
• Qualitative measures
• IEP/Personalised targets
• Observation / discussion
• Checklist/profiles
• Questionnaires
• Quantative measures
• Standardised tests assessments
• QCA optional SATs
• SATs
• School screening

• Has the pupil made progress?
• How much progress has been made?
• Has progress been made over time?

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The Process of Provision Management
Step 7 On-going Monitoring and evaluation of
provision

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Step 7 On-going Monitoring and evaluation of
provision

• Completing the circle.
• Should be evidence based and contribute to self
  evaluation process.
• 3 Principles for evaluation
• Quality
• Sustainability
• Equity

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Planning and monitoring provision for
individual pupils

• An alternative to IEPs?

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Planning and monitoring provision for
individual pupils

• In order to comply with the statutory framework
  and have regard to the SEN Code of Practice, it
  is necessary for schools to
• identify learning targets for individual pupils
  with SEN
• plan additional or different provision from the
  
• differentiated curriculum for all pupil
• review provision in the light of pupil outcomes

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Planning and monitoring provision for
individual pupils

• The SEN Code reflected common practice in
  describing IEPS as one method by which the
  processes of target setting, planning and
  reviewing could be carried out.
• IEPs are not a statutory requirement. Where
  schools have a policy of individual planning and
  recording for all pupils then the child with SEN
  should not need an IEP.

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Where provision mapping is linked to recording
outcomes for all pupils or other locally devised
systems and personalised learning initiatives are
in place, they should gradually replace IEPs for
most if not all pupils.
(DfES, SEN Update, November 2005)
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Some final thoughts about waves