Can also be called Individual Education Plans (IEP), Individual Support Plan (ISP) or SEN Support Arrangements
Provision Maps are a way of showing the range of provision available to children with special educational needs and/or disability (SEND). They detail the interventions that are in ‘addition to’ and ‘different from’ that which is offered through the school’s curriculum.
Good provision maps should:
- Match provision with need
- Recognise gaps in provision
- Provide an illustration of the schools graduated approach to support
- Ensure progression and age-appropriate interventions
- Identify strengths and weaknesses in provision
- Inform specifically how provision is used to meet need.
They should break down and specify exactly what it is that the child is receiving that is different to the school’s curriculum. There is currently no SEND law or guidance that outlines exactly what should go on a provision map but below is a list of things that we would expect to see.
|Provision/Resource (e.g interventions)||Delivered by (if applicable – TA, CT)||Session length||Frequency per week||Group size (No. of children||Outcome||Date for review|
They are a great way of identifying what support a child is already receiving and thinking about what might be missing from their special educational provision (SEP) package within school. If a child is receiving SEN Support and is not making progress, it may be that there are some gaps in the provision. It is worth checking that any targets that are not fully met at review stage are reformatted to enable the child to meet them.
For some children with complex needs, even with the support of provisions put in place by the school, they are still unable to make progress. It may be that on reviewing the provision map that the child could require special educational provision over and above what is already available. An Education, Health and Care Plan (EHCP) is something that is available to these children and young people. (Please see our information sheet on ‘EHCP’s for further information).
A child with an EHCP should be able to access a provision map from the school – a detailed and potentially costed one at that. There is no duty to provide this however it should be made available at request. Provisions on the provision map should match up with or break down provision listed in Section F of the EHCP.
All schools can approach this differently and some may have much more or less information or even call them by a different name.
Provision maps can also be called an Individual Education Plan (IEP), Individual Support Plan (ISP) or indeed part of a child’s SEN Support Arrangements Document. These are all very important planning, teaching and reviewing tool for individual pupils with SEND.
The above are all terms that can be used to describe a way of tracking exactly what support a child with SEND is receiving. They are normally written by the special educational needs co-ordinator (SENCo) in consultation with class or subject teachers, parents and any outside professionals who may be working with the child, e.g. speech and language therapists or visiting specialist teachers.
Targets in any of the above plans should be SMART:
Specific, Measurable, Achievable, Realistic and Time-bonded.
You should contact the school SENCo to find out further information about your child’s provision map/IEP/ individual support plan/ SEN support arrangements.