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What is a provision map? 3

Why do we use provision maps? 4

Who might be involved in producing and reviewing provision maps? 4-6

What are the main steps involved in provision mapping? 6-8

How often should we review individual pupil provision maps? 8

What are some of the common features of effective individual provision maps? 8-9

What can be costed on an individual provision map? 9-10

How can we involve parents and carers in provision mapping? 10

What do we need to check before submitting a provision map with a request to the LA? 11-12

What help is available for reviewing and improving our provision maps? 12-13

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What is a provision map?
Provision mapping is a transparent method of evidencing the range of provision available to pupils throughout your school. It allows schools to
monitor, evaluate and plan the development of provision, increase access for disadvantaged groups and raise achievement. Provision mapping
takes into account the full scope of provision, including high-quality whole class teaching, group work and individual interventions, in order to
identify and address potential barriers to learning that pupils with special educational needs and disabilities (SEN/D) may experience.

Chapter 6 of the SEND Code of Practice (2015) states that:

• the provision made for pupils with SEN/D should be recorded accurately and kept up to date
• schools should particularly record details of additional or different provision made under SEN support which should form part of regular
discussions with parents about the child’s progress, expected outcomes from the support and planned next steps
• schools should ensure that they have accurate information to evidence the SEN support that has been provided over the pupil’s time in
the school, as well as its impact

Schools and trusts will develop their own provision mapping systems and formats. This is important because each school is unique – and
provision mapping must be effectively embedded in whole-school systems. There are, however, a number of different types of provision maps
which are likely to be used across all schools. These are:
• strategic/overview/whole school provision maps
• class provision maps
• intervention impact records
• individual pupil provision maps

As an essential part of your school’s Ordinarily Available Provision and SEND Graduated Approach (guidance provided here), effective
provision mapping involves:
• knowing how well pupils are doing, given their starting points
• knowing what works to prevent underachievement, including provision that is additional to and different from what is normally provided
• identifying the potential barriers to learning for each pupil
• knowing what else we need to do, both now and in the future, to meet the needs of all pupils and prevent underachievement

This toolkit, supplemented by a suite of practical resources provided in the SENCO Hub Provision Maps section, will aim to support you to
implement effective provision maps for individual pupils with SEN/D.

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Why do we use provision maps?
Chapter 6 of the SEND Code of Practice (2015) states that:
• provision maps are an efficient way of showing all the provision that the school makes which is additional to and different from that
which is offered through the school’s curriculum; and
• the use of provision maps can help SENCOs to maintain an overview of the programmes and interventions used with different groups of
pupils and provide a basis for monitoring the levels of intervention

By taking a strategic view of the impact of provision on pupils’ progress across the school, and through discussions with the SENCO about
issues arising from pupil data analysis, the senior leadership team can:
• understand the pattern of need across the school
• consider the impact of current initiatives on pupils’ progress and, if provision is costed, whether resources are being used to best effect
• determine the best strategy for deploying staff and other resources to meet that need within resource constraints
• plan programmes of professional development to ensure that staff have the knowledge and skills they need to meet pupils’ needs in
class and through proposed interventions
• demonstrate and provide evidence of the impact of provision on students’ learning and progress to parents/carers
• report on the impact of particular initiatives, such as those funded through the Pupil Premium
• identify whether specific interventions have had an impact on progress
• use data to add rigour to school self-evaluation and development planning.

Additional interventions for individuals or groups should only be considered when every effort has been made to identify needs and to address
issues of progress by modifying day-to-day teaching.

Who might be involved in producing and reviewing provision maps?

Data tracking and evaluated provision maps are key elements of a school system designed to match provision to pupils’ needs and to evaluate
its effectiveness. Everyone working in the school has a role to play in this important process, including:
• governors, the Head Teacher and other members of the Senior Leadership Team
• the school’s SENCO
• class/subject teachers, alongside support staff

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SENCOs play a central role in managing SEN/D provision at all levels, from whole-school provision systems to interventions for individual
pupils. This includes:
• working closely with the Head Teacher and governing body to determine the strategic development of SEN/D policy and provision,
including:
o collating provision maps from across the school following pupil progress review meetings, and evaluating and recording the
impact of interventions across the school to support the work of the Senior Leadership Team and the Governing Body, for
example self-evaluation, reporting to governors and staff and resource management
o working to ensure that the appropriate resources, including staff training development, are available to support a differentiated
curriculum and planned interventions
o discussing the effectiveness of provision with the SEN/D link governor, to feed into the annual school improvement cycle
• co-ordinating provision:
o planning, monitoring and tracking specific interventions for groups of pupils and for individuals
o making sure that systems are working properly and feed into each other
o investigating any intervention that is proving less effective than expected, establishing the reasons for this and taking the
appropriate action
o deciding on the most effective deployment of support staff to deliver interventions and identifying any training needs associated
with this
• providing professional guidance to colleagues, including:
o supporting teachers’ evaluation of pupils’ progress and the effectiveness of provision by contributing additional evidence, for
example from observing teaching or the delivery of interventions, or from talking to pupils
o advising teachers on the most appropriate class-based strategies and interventions
o using the evidence of pupils’ progress from provision maps to support requests for further support from outside agencies or for
assessment of education, health and care needs

Teachers are responsible and accountable for the pupils they teach, so it is important that they are involved in analysing progress data for the
pupils in their class(es) and focus on the progress they are making. Tracking pupils’ progress by analysing the assessment data for the classes
they teach will enable class and subject teachers to:
• understand how individuals and groups are achieving over a period of time
• identify individuals or groups whose progress causes concern, so that they can act quickly to address this
• plan new strategies to improve lessons, before seeking additional provision for pupils who are not making the expected progress

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 • consider how well their teaching meets the needs of all pupils

A class provision map is recommended for in-class provision and intervention. This should be maintained by each teacher, with the SENCO
strategically leading and monitoring this provision throughout the yearly and termly planning/review cycles.

In whatever form they may take, pupil progress meetings are an essential part of reviewing the effectiveness of provision. These meetings
provide an opportunity for leaders, class teachers and the SENCO to decide the nature of interventions that will be planned, targets and
timescales. Information from the evaluated provision map and associated evidence can also inform a discussion about the effectiveness of
interventions already in place for pupils/groups whose progress is being discussed, i.e. those that are working well and whether less successful
interventions should be discontinued, extended or modified.

What are the main steps involved in the provision mapping cycle?
The provision mapping and evaluation cycle should run in parallel with your school’s system for tracking and evaluating pupils’ academic
progress and it should feed into pupil progress review meetings.

Starting at whole-school level and the alongside the termly planning and evaluation of individual pupil provision maps, the process typically
involves the following seven steps, co-ordinated on a cyclical basis across each academic year:
1. Auditing the projected need for each year group within the school, based on the SEN/D register and other information available
2. Capturing/reviewing current provision in the school
3. Comparing projected needs (Step 1) with current pattern of provision (Step 2) and identifying any 'gaps'
4. Considering the evidence on ‘what works’ – please see resources and links on the SENCO Hub’s What Works section
5. Planning and costing revised/new provision for specified pupil groups
6. Evaluating the impact of provision through progress outcomes of pupil groups accessing the provision
7. Evaluating the effectiveness of the provision more broadly, taking into account individual outcomes and contextual factors

Reviewing the effectiveness of provision mapping includes a number of inter-linked strands throughout these steps. For guidance, key
questions are provided to support critical self-reflection.

Assessment and tracking

• Which performance and engagement data do we use to help us to assess and track the progress of individual pupils?

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 • How do we ensure that all teachers have high expectations of all pupils?
• How does the consistency and rigour of assessment and tracking support this?
• How do we ensure that all staff, parents/carers, pupils and governors are aware of the expected rates of progress of pupils?

Knowing the vulnerabilities of all pupils

• What is considered ‘vulnerable’ in our school? How do we know?
• How do our leaders and teachers identify pupils’ potential vulnerabilities?
• What systems are in place to review the progress of vulnerable pupils?
• How do we analyse current patterns of vulnerability? How have these patterns changed in recent years and how might this differ for
future cohorts?
• How do we ensure that all staff are aware of the potential barriers to learning posed by vulnerable pupils?

Developing the workforce

• Which staff members have developed specialist expertise in working with particular vulnerable groups? How can this be shared across
the school?
• What professional development opportunities are available to strengthen current practice in addressing pupils’ barriers to learning?
• How does our school develop systems and structures to respond to the changing needs of pupils?

Developing the quality of provision

• What range of evidence is used to evaluate and develop the impact of the quality of provisions? For example:
o pupil voice?
o parent/carer voice?
o data analysis?
o pupil work scrutiny?
o observations?
o teacher feedback?
• How do we adapt school provision for current and future pupils’ needs?
• How do we keep our staff updated about effective strategies and interventions for tackling under-performance?

Identifying the right provision for all pupils

• How do all staff demonstrate they are addressing potential underperformance through modifications to their teaching and support?

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 • How is the learning from group/individual intervention secured back in whole-class teaching, to ensure progression?
• How are all staff involved in identifying additional provision for groups/individuals who are underperforming, or at risk of
underperforming?
• How are pupils and their parents/carers involved in discussions about the additional provision in place?

Monitoring and evaluating impact and analysing data

• Do pupils who don’t make progress share any common traits that may inform action?
• Do pupils who make good progress share any common traits that may inform action?
• How do our school’s senior leadership team, subject leaders, teachers and support staff analyse and act on data analysis?
• How does data analysis enable us to make decisions about future provision, including whole-class teaching?

How often should we review individual pupil provision maps?

A cycle of provision mapping planning and reviews should be scheduled for each academic year. This should include at least three cycles per
year. Usually, reviews and the planning of new or revised provision maps will be undertaken at the start or end of each term.

What are some of the common features of effective individual provision maps?
Effective individual pupil provision maps have a number of common features, including clear evidence of:
• the identification of personalised Quality First Teaching (QFT) strategies and approaches which support teachers and support staff to
differentiate in regular lessons, across the curriculum
• other provision that is ordinarily available, linked with published information in the school’s SEN/D Information Report, which is relevant
to the pupil’s profile of needs and which can be accessed by the pupil if appropriate
• interventions being planned on the basis of professionals’ advice and informed by very specific and measurable barriers to learning
• the setting of specific intervention targets which are achievable for the pupil and realistic for the term
• interventions being evaluated for impact, with clear outcomes relating to whether the pupil has met, partially met or not met their targets
• relevant contextual information regarding how effective interventions have been, followed by consideration of next steps for the next
term

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 • strong alignment with the guidance provided in the Local Authority’s Ordinarily Available Provision document and SEND Graduated
Approach frameworks
• accurate costs for all interventions and any other allowable expenses (please see guidance regarding this below)

What can be costed on an individual provision map?

The SEN notional budget, per pupil, is currently up to £6000 per year. Please note that:
• the notional budget is for SEN/D provision that is additional to and different from the support that most pupils access, but it is not ‘ring-
fenced’ – i.e. schools can spend this fund in the way they think is best
• most pupils, including most pupils with SEN/D, will not require the full amount of this funding at an individual level
• in some schools, a small percentage of pupils with SEN/D may require interventions and other types of support that cost more than
£6000 per year

If the pupil also receives the Pupil Premium Grant, this will be added to this budget at an individual level.

For more detailed information about SEN funding, you can access information on the SENCO Hub’s Funding & Subsidised Services section.
This includes guidance and information about:
• the SEN notional budget
• SEN High Needs funding in Bromley
• local banded funding top up levels for each current financial year

It is strongly advised that you maintain an accurate calculation of the costs of:
• SEN/D provision at whole-school level
• SEN/D intervention programs
• Interventions and any commissioned assessments for individual pupils – this should be captured on the individual pupil provision map

On individual pupil provision maps, you can provide termly costs for:
• interventions to address the pupil’s identified SEN/D and barriers to learning, provided by staff in the school or by visiting professionals
– this should be calculated by the hourly staff/professional cost, multiplied by the total number of hours per term and then divided by the
number of pupils routinely accessing the intervention
• any stand-alone commissioned assessments to inform the identification of the pupil’s SEN/D

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You cannot include termly costs for provision that is normally provided as part of whole-school provision. This includes:
• quality first teaching – i.e. differentiation strategies/approaches used by teachers and support staff in regular lessons
• equipment/resources that have been purchased as part of ordinarily available provision and reasonable adjustments
• school uniform
• class/subject teachers’ time
• the SENCO’s time
• other professional time deployed for provision that is part of the normal whole-school offer and operations, including administration,
pastoral welfare, etc.

How can we involve pupils and parents/carers in provision mapping?

As much as possible, provision maps should be co-produced with both the pupil and their parents/carers.

For pupils:
• their views will be an essential part of the evaluation of impact of interventions and should also inform ‘next steps’
• it may be appropriate to share their individual provision maps with them or in an alternative form

For parents/carers:
• their views will support the evaluation and planning of provision, for example contextual information about any barriers to learning that
the pupil might be experiencing/presenting in the home setting
• provision maps should be co-produced and shared as part of routine meetings and communications that take place throughout the
academic year
• provision mapping systems and details about different types of provision should be aligned with key information provided in your
school’s SEND Information Report

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What do we need to check before submitting a provision map with a request to the Local Authority?
If you are submitting a request to the Local Authority for an Education, Health and Care (EHC) needs assessment or for additionally-funded
provision, it is likely that you will prepare detailed and up-to-date individual pupil provision maps. Generally, to demonstrate application of the
SEND Graduated Approach, including the Assess-Plan-Do-Review cycle, at least two terms’ provision maps should be submitted. It is strongly
advised that these provision maps are fully and accurately costed.

Before making a submission, including collation of other relevant documents such as professionals’ reports, check the following:

Quality First Teaching (QFT) for the pupil in regular lessons

• Does the provision map provide an overview of specific approaches and differentiation strategies provided to this pupil by their
teachers/support staff in regular lessons to reduce/remove barriers to learning?
• Are the listed QFT strategies/approaches aligned with relevant sections of the SEND Graduated Approach frameworks?

Inclusive provision that is ordinarily available in our school/setting which is relevant to the pupil’s profile of needs
• Does the provision map include a brief summary of inclusive provision that is ordinarily available in our school/setting which is relevant
to this pupil’s SEN/D profile?
• Is this inclusive provision aligned with relevant sections of the Local Authority’s Ordinarily Available Provision guidance?
• Does this correspond with provision listed in our school’s/setting’s SEND Information Report?

Specific interventions provided to the pupil, plus any stand-alone costs

• For each intervention, is a specific name/very short description provided which ensures that it is very clear what the intervention is?
• If an intervention has been recommended by one or more professionals (e.g. Educational Psychologist, Speech and Language
Therapist, Occupational Therapist, Physiotherapist, mental health services, SEN advisory teams, etc.), is this clearly noted/signposted
(e.g. with a link to a specific report)?
• Is it clear how often each intervention is provided to the pupil, and for how long?
• Is the typical total group size for each intervention provided (including the pupil) or, if not, is it clear that the intervention is provided on a
one-to-one basis?
• For each intervention, is baseline data provided for the beginning of the term?
• Does the baseline data for each intervention capture very specific and measurable barriers to learning that the intervention aims to
remove/reduce within the term?

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 • Does each intervention have intervention targets which are clearly linked with the baseline data?
• Are all listed intervention targets specific and achievable for the pupil and realistic for the term?
• Are clear end-of-term outcomes provided for each listed intervention target (e.g. ‘met’, ‘partially met’ or ‘not met’)?
• For each intervention, is a brief narrative provided at the end of term, including any relevant contextual information regarding how
effective this intervention has been for this pupil and why (e.g. this could include pupil’s level of engagement, any challenges, etc.), plus
consideration of next steps for the next term?
• For each intervention, is the termly cost provided?
• Has each termly cost been accurately calculated, i.e. is this based on the allowable staff costs for the frequency/time, divided by the
group number (or not divided if 1:1)?
• If we have commissioned/purchased SEN/D assessments, have these been included and costed as stand-alone costs?
• Is the calculation for the total cost for the term accurate?

These questions are also provided in the form of a checklist tool SENCO Hub Provision Maps section.

What help is available for reviewing and improving our provision maps?
You can contact your attached SEN Support Partner from the Inclusion Support Advisory Team (ISAT) for professional advice and/or to
establish a SEN Support Partnership Plan for a pupil causing concern. Training/coaching may also be available, on request. Alternatively you
can contact other Bromley SEN Advisory Teams for support with provision mapping:
• if the pupil has an Education, Health and Care Plan or experiences complex health needs, please contact the Complex Needs Team
• if the pupil has a vision impairment and is known to the Vision Team, please contact this service
• if the pupil has a hearing impairment and is known to the Hearing Team, please contact this service

Contact details for these advisory teams are provided on the SENCO Hub Local Information & Services section. Support may also be
available from local Specialist Leaders of Education, as part of the Bromley SEND Training Collaborative.

Supplementary practical resources are provided with this toolkit on the SENCO Hub Provision Maps section. This includes:
• blank templates for class provision maps and individual provision maps
• provision mapping review diagram
• checklist posters to support the planning, review and submission of provision maps

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For more detailed guidance, you may wish to read:
• the NASEN guide Tracking Progress and Managing Provision (available via the link above)
• the book Provision Mapping and the SEND Code of Practice by Anne Massey, available for purchase online

Free online training that provides coverage of provision mapping is also available. You can register on the Whole School SEND’s Effective SEN
Support Provision – Middle Leaders course here.

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