Inclusive Provision Management: What is it

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Inclusive Provision Management What is it?

• Securing Best Value ( individual entitlement!)
  from the strategic management of resources at
  school/setting and local authority level

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What is Inclusive Provision Mapping?

• A simple way of identifying describing
  everything a school or setting offers its diverse
  population including extended services.
• A very practical way of developing a strategic,
  multi-agency view of what is available at school
  local area level - in order to systematically
  evaluate, plan and co-ordinate improvements.
• A clear visual way of improving communication
  with parents/carers, governors, others within the
  local authority partnership - and with external
  evaluators!
• Part of a three-pronged approach to securing
  Best Value for commissioned or delegated
  resources - from whatever funding
  source.

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Good practice in Inclusive Provision Management
is about

• Starting from wherever practitioners are
• Building on existing strengths priorities at
  school/setting and local level
• Providing a common framework for the management
  development of inclusive provision across the
  region
• Developing a shared language ( common,
  integrated processes) with partners in local
  authority Childrens Services, health services,
  and the voluntary community sector
• Maximising the presence, participation
  achievement of every child
• Reducing bureaucracy!

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Provision Mapping 5 principles!
Provision mapping should

• Be a process not an event.
• Serve several purposes.
• Reduce, not increase, bureaucracy.
• Be closely linked to organisational
  self-evaluation
• Exploit the potential of ICT

Let's explore these further....
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• Provision mapping Should be a process not an
  event.
• The process of mapping available provision for
  diverse needs in a school - or other educational
  setting - is never completed, because the
  provision keeps changing and the picture is
  complex as well as dynamic.
• However the map does provide a snapshot of
  what is known to be on offer at a particular
  point in time - and thus enables the planning and
  tracking of developments in both scope quality
  of provision over time.
• It also gives many opportunities for
  multi-agency involvement.

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• Provision mapping Should serve several purposes.
• The one of the key purposes being addressed via
  the mapping of Inclusive Provision is
  (accountability in terms of outcomes) for
  delegated or commissioned SEN AEN resources.
  However, a well developed provision map can
  address several other concerns and purposes and
  should!
• These purposes include
• securing the entitlements of every child.
• a reduction in bureaucracy
• improving communication with parents/carers
• Improving collaboration with other agencies
• supporting self-evaluation
• demonstrating compliance with DDA requirements
• developing a strategic multi-agency management
  view at school and local authority level

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• Provision mapping Should reduce, not increase,
  bureaucracy.
• Local and internal accountability systems should
  be closely integrated with the regular ongoing
  self-evaluation and Best Value decision-making
  processes in schools and other settings. It
  should also take account of the changing role of
  the local authority. We should reduce the number
  of externally triggered audits, so that key
  information is only collected once analysed
  different ways.
• The potential that provision maps offer for
  reducing the bureaucracy surrounding IEPs for
  individual pupils (while enhancing quality)
  should also be exploited.

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• Provision mapping Should be closely linked to
  organisational self-evaluation.
• The use of costed provision maps forms one
  integral strand of a Framework for Inclusive
  Learning. This approach (which we are calling
  Provision Management) links provision mapping
  with the use of a comprehensive pupil data
  profile and a set of inclusive evaluation
  criteria.
• OFSTED SENIMS (SEN in Mainstream Schools)
  Primary National Strategy (PNS) training
  materials make the same connections and both are
  consistent with the new 2005 OFSTED Framework.
• The activities in this pack are complementary to
  these developments.

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• Provision mapping Should exploit the potential
  offered by Information Communication Technology
  (ICT) - and facilitate links with school and
  local authority information management systems.
• The development of IRT/ISA and MIS systems will
  improve the sharing of information and the
  co-ordination of activity related to individual
  pupils.
• The development of provision mapping offers the
  potential to do the same in relation to provision
  within a range of different settings.
• Because the context always affects need, the two
  strands of development should be linked!

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LINKS WITH EVALUATION PROCESSES
A good provision map helps to find answers to the
following key questions (from the July 2005
OFSTED schedule)

• Overall Effectiveness
• How effective and efficient are the provision and
  related services in meeting the full range of
  learners needs - and why?
• What steps need to be taken to improve the
  provision further?
• What is the overall effectiveness of the
  provision, including any extended services, and
  its main strengths and weaknesses?
• How effective are links with other organisations
  to promote the well-being of learners?

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A good provision map will also helpyou to ask
answer questions about

• THE QUALITY OF PROVISION
• How good is the diagnosis of, and provision for,
  additional learning needs?
• How well do the curriculum or activities match
  the full range of learners aspirations and
  capabilities, building on prior attainment and
  experience?
• How far do programmes or the curriculum meet
  external requirements and are responsive to local
  circumstances?
• How well are employers needs met?
• How far do enrichment activities and/or extended
  services contribute to learners enjoyment and
  achievement, and their contribution to the
  community?
• How far does the provision contribute to the
  learners capacity to stay safe and healthy?
• How well are learners guided and supported?

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and finally, find evidence on

• LEADERSHIP AND MANAGEMENT
• How effective are leadership and management in
  raising achievement and supporting all learners?
• How effectively do leaders and managers at all
  levels clearly direct improvement and promote the
  well-being of learners through high quality care
  and education?
• What is the adequacy and suitability of
  specialist equipment, such as ICT, learning
  resources and accommodation ?
• How effectively and efficiently are resources
  deployed to achieve value for money?
• How effective are the links made with other
  providers, services, employers and other
  organisations to promote the integration of care,
  education and any extended services to enhance
  learning and to promote well-being?

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It also links well with the Pupil Achievement
Tracker school PANDA - which are about to be
merged..
ADEQUATE PROGRESS? SYSTEMS/INTERVENTIONS WORKING?
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The final word 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.