Personalising programmes: Provision mapping

There should be systematic planning and mapping to ensure curriculum entitlement, effective use of resources and deployment of trained staff to support pupils; this should start from secure knowledge of pupils’ needs. For greatest impact, pupils and their parents should be fully involved in planning provision and in reviewing its impact.

The cycle of school improvement

The cycle includes five distinct stages of reflection and activity that are essential to the process of improving provision for all pupils, including those who are gifted and talented.

  1. How well are we doing?
  2. How well should we be doing?
  3. What more can we aim to achieve?
  4. What must we do to make it happen?
  5. Taking action and reviewing

Planning effective provision fits principally within the cycle at the ‘What must we do to make it happen?’ stage.

Many schools are already strategically mapping provision in relation to identified vulnerable groups and those who are receiving additional support, so that they can make accelerated progress.

Provision maps

Provision maps can also be very useful in planning provision for gifted and talented pupils, so that this is fully mainstreamed within the school’s implementation of its inclusion policy rather than ‘bolted on’.

Mapping for all types of need helps to secure the efficient deployment of staff and allows for an overview, for any one pupil, of the range of provisions they access over time, so as to avoid duplication or repetition.

The advantages of using provision maps include:

  • matching current provision to the actual needs of pupils from term to term or year to year, rather than repeating historical patterns of provision
  • supporting the strategic roles of staff such as the Gifted and Talented (G&T) leading teacher or coordinator, the ethnic minority achievement (EMA) coordinator, the special educational needs coordinator (SENCO) and facilitating a more cohesive approach to addressing underachievement
  • enabling the strategic planning of teachers' CPD
  • providing clear criteria for the allocation of resources
  • reducing bureaucracy and paperwork by highlighting the relevant provisions on a provision map, rather than writing individual education plans
  • helping to make sure that provision for an individual pupil over time is coherent
  • helping to track and evaluate the impact of specific interventions on pupil progress
  • providing a tool for communicating with parents and carers.

In drawing up a provision map, schools need to ensure that the process for monitoring the impact of specific interventions is made clear, as are the qualitative and quantitative measures to be used.

There are many possible ways of mapping provision across a school. A provision map may be drawn up to represent provision for pupils with a specific identified need, such as the one above, or may be organised around another principle, for example including a list of identified children. Larger schools often find it useful to map provision across a key phase or year.

An example of ideas from a provision map for a small rural school

Involving pupils in setting and reviewing targets

Pupils who have been identified as being at risk of underachievement need to be involved in setting and reviewing their own targets and in planning an integrated intervention programme that meets their needs. Schools have found that this is most effective when parents or carers have also contributed to these discussions. This Example provision map (DOCX-145 KB) Attachments shows how a key stage provision map might be completed for an individual pupil to support this collaborative review and planning.