Provision Management is a strategic management tool. It will enable the Local Authority and Schools to be explicit about the range of provision that should be in place to support children and young people with special educational needs/learning difficulties/disabilities (SEN/LDD) in Surrey.
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A1.Schools that have developed provision management have found that they can use individual provision maps as an alternative to writing large numbers of traditional IEPs for pupils with relatively common, low-level needs which are routinely met through group provision. There are some examples of individual provision maps in the Surrey Provision Mapping/Management for inclusion Guidance Materials, which were distributed to all schools who attended the introductory conferences. In addition, the Surrey SEN Provision Management ICT Tool has the facility to print an individual pupil record of current provision.
When individual provision maps are used it is essential that individual pupil progress continues to be regularly reviewed. The SEN Code of Practice states that reviews should take place at least twice per year and ideally termly, or more frequently for some pupils. There should be regular pupil progress reviews which link to the individual pupil provision map and summarises progress, drawn from ongoing assessment records. The pupil and parents should be fully involved in the pupil progress review.
A2.There are a number of assessment tools that are designed to assess aspects of pupils' social, emotional and behavioural development, including self-esteem. These include:
There are also assessment tools that are designed specifically to assess and 'score' pupils' self-esteem. These include:
A3.This would be complicated and is therefore for one financial year.
A4.The school can password protect the spreadsheet if necessary within Excel. This will depend on the individual school requirements so a password has not been set at county level. Excel also offers the ability to hide certain sheets if necessary. These functions are specific to the version of Excel you are using and more information can be found in the Excel help facility. It must also be noted that there are Excel password recovery tools available online and therefore it is important that other precautions are made if necessary. It is also important that you back up the tool regularly. Please see additional information in the accompanying Guidance Booklet regarding security.
A5.The term time only salaries are based on 38.6 weeks, but cost per hour of delivery is still based on dividing total cost by 38 weeks ie assume 38.6 weeks paid but only 38 weeks contact time.
A6.Schools will have the option to choose their own scale point for all staff or to select an average if they prefer. The latest version of the tool includes this.
A7.Yes. All elements of the SENCO's time, which are directly related to the work on SEN, should be costed. Aspects of co-ordination of provision, including meetings, phone calls, completing records and annual review would be accounted to Level 1 funding. Direct work with pupils e.g. group sessions, could be accounted to the whole SEN budget.
A8.Although Provision Management encourages greater strategic planning it will often be the case that needs arise and are identified during the year. The provision map should be kept under review and provisions and pupils can be added during the year. Alternatively, some schools review their provision map on a termly basis. This may be particularly appropriate for infant schools.
A9.There is now a drop down table allowing any scale point to be selected. It also allows you to distinguish between full time staff, term time only staff employed for fewer than five years and term time staff employed for more than five years (higher fte fraction).
A10.The workshops are for the bursar/admin/SENCO together. It is essential that both understand how the ICT Tool works.
A11.These are not subjective assessments. The judgements as to whether a pupil has met, not met or exceeded expected outcomes will be based upon the ongoing assessment records in relation to the expected outcomes set for each provision. This is a summative assessment for the purposes of monitoring progress of pupils and the effectiveness of different provisions.
A12. Junior schools are generally larger than infant schools and therefore have higher baseline funding to meet the needs of children with SEN. To be clear, there is not a "lack" of the first ten points; this is delegated in a different way from statemented funding.
A13. There are very few sources of standardized scores and no national progress data for social, emotional and behavioural development. There is a range of assessment tools that schools can use to ‘baseline’ pupils and reassess after interventions. Over time individual schools will be able to refer to their own data to improve the accuracy of their expected outcomes.
A number of tools in this area are listed in question 2. Other tools which can be used in this area are:
A14. The 'must, could, should' audit which is available in the Surrey Provision Mapping/Management for inclusion Guidance Materials can be used for a class audit of need.
A15. Many schools find it most helpful to prepare a provision map from the beginning of the Autumn Term. The preparatory work for this is undertaken in the Summer Term 2010.
A16. Gifted and talented pupils are not pupils with special educational needs. However, if a school wishes to use an inclusive provision map approach it would be possible to add 'additional to' and 'different from' provisions for Gifted and Talented pupils to the provision map. The school would need to add a resource allocation to the income sheet to cover the cost of these provisions. It would not be appropriate for a school to use their AEN/SEN resources to make provision for this group of pupils.
A17. Summer Term 2010.
A18. By September 2011.
A19. This would need to be negotiated within each school. It is clear that the initial setting up of provision management and the setting up of the first school provision map requires a significant investment of time in the first year.
A21. Please see response to question 7. The provision map should be kept under review throughout the year and adjusted according to individual school circumstances.
A22. This is a decision for the school. It is possible to print an individual provision map for a pupil without details of costings.
A23. The budget information is for the financial year and the tool is intended to address provision over the academic year.
A24. Please see response to question 6.
A26. Microsoft Office Excel 97 or above.
A27. Through the SENCo networks.
A28. There are still separate SAP cost elements for SEN teachers and SEN teaching assistants, with separate categories for levels 1-2 and level 3, so in principle such staff can be coded separately if schools desire.
A29. These questions are best dealt with as they arise individually in schools drawing on advise from the Personnel Service.
A30. Yes, a copy of the Surrey Provision Mapping/Management for inclusion Guidance Materials, which includes blank charts will be made available electronically.
A31. The Code of Practice for SEN clearly states that evidence must be provided to demonstrate that children are not making adequate progress prior to a Statement of SEN being requested. Surrey’s SEN Service would expect adequate provision to have been made at a higher level, using level 1 and 2 parts of the SEN Notional Budget. Ten hours is used as a guideline, because anything significantly less than this would not be able to adequately demonstrate that, with sufficient intervention, progress has not been achieved. Each case is looked at on its individual merits.
A33. Yes, unless they have something already in place of an equivalent nature that provides the same information.
A34. The information will be used for the Local Authority’s statutory requirement to monitor schools' SEN provision and outcomes.
A35. Yes. This could be included on the broad spend sheet as an annual summary of staff time.
A36. Yes, on the broad spend sheet, but only against Level 1 funding.
A37. where the needs of the bottom set are such that it can be considered SEN but it would be up to the school to justify it in each individual case. "Smaller" is taken as 12 or less pupils in the group/set.
A38. This will need to be reviewed within the framework relating to Provision Management.
A39. Schools can decide to share information on transfer in relation to provision and outcomes for learners to support smooth transition.
A40. The impact of some interventions is more difficult to measure than others. However, the experience of provision management has shown that schools have managed to find ways to assess the impact of interventions in terms of pupil outcomes for all types of interventions.
A41. Yes through a series of workshops led by SEN and ICT consultants. The guidance booklet refers to contacts for further advice.
A42. Not in the current version. However student information can be cut and pasted between SIMs and the tool.
A43. There will be no cost to Surrey Schools.
A44. Longer term, this will need to be reviewed.
A45. Provision Management/Mapping aims to increase transparency. Parents/carers should be clear about what they can expect from all mainstream schools and schools should be clear about what the Local Authority expects them to provide from within their resources and what the Local Authority provides from centrally retained resources.
A46.Please see response to question 16.