Provision Mapping- Gifted and Talented Provision

1. Provision Mapping- Gifted and Talented Provision Herts Gifted and Talented Conference February 08- SEN Advisory Team

2. What is Provision Mapping about?PNS and Hertfordshire context • Leadership • Achievement • Personalisation and excellence for all – SEN provision subsumed into high quality provision for all • Raising achievement and ensuring the outcomes of ECM • Focus on those who may be vulnerable in their learning

3. What is provision Mapping about? • Using qualitative and quantitative data and AfL to identify all pupils’ needs • Building capacity through CPD, sharing expertise among schools in clusters and with specialist provision • Mapping provision for ALL children • A focus on provision for pupils with additional needs, SEN/LDD and those who are Gifted and Talented • Providing a range of ‘quality first’ teaching and intervention strategies at Waves 1, 2 and 3

4. What is provision Mapping about? • Target setting and evaluating pupil progress based on prior attainment • Increasing involvement and ownership by parents and pupils about provision and of individual learning plans • Matching provision to the learning strengths of pupils

5. Effective provision mapping will: • Match provision to the child rather than the other way around • Be led by the SLT and involve governors • Be a whole school approach • Will include subject leaders as well as the SENCo/INCo • Run alongside the SEF and School Improvement plan • Involve changes in provision in light of evaluation of pupil progress

6. Effective provision mapping will: • Involve pupils in decisions about provision • Be accessible for families and involve them in decision making • Be based on qualitative and quantitative data and AfL rather than labels • Never be ‘finished!’ • MAKE A DIFFERENCE!

7. Reducing bureaucracy But we have to write IEPs for all our children with SEN, don’t we? There is no statutory requirement for schools to prepare separate IEPs for all pupils with SEN as long as they have sound arrangements for monitoring their progress in conjunction with the child and their parents. 3.25

8. PRESENCE SEF Provision Mapping Cycle - Overview PARTICIPATION PROGRESS

9. SEF Provision Mapping Cycle – What? When?

10. 1.Audit of Existing Provision • Timetabling • Transition planning • Accessibility Plan • External Advice • IEPs • Teachers’ planning • Policies PRESENCE SEF • Records of Achievement • External advice • Annotated teachers’ planning • Work scrutiny/ standardisation • Negotiated rewards • Out of school achievement Provision Mapping Cycle – How ? PARTICIPATION PROGRESS

11. Different types of provision map Inclusion or just SEN? Mapped by type of need? Mapped by graduated response? Mapped by Waves? By class, year group or key stage? Mapped by SEN strands of action? Costed? Mapped with entry and/or exit criteria? Termly or annual? 3.31

12. What is Dual or Multiple exceptionality (DME) • Term to describe pupils who belong to both the SEN and Gifted and Talented Groups • Describes a group of pupils often underrepresented on schools’ registers for gifted and talented learners

13. Poor attention and daydreaming when bored Low tolerance of persistence for tasks seemingly irrelevant Begin many projects, sees few to completion Development of judgment lags behind intellectual growth Intensity may lead to power struggles with authorities High activity level: may need less sleep Characteristics of pupils with dual or mulitple exceptionalities

14. Difficulty restraining desire to talk: may be disruptive Questions rules, customs and traditions Lose work, forget homework, are disorganised May appear careless Highly sensitive to criticism Do not exhibit problem behaviours in all situations More consistent levels of performance at a fairly consistent pace Characteristics of DME

15. Examples of approaches adopted by schools • Include pupils with additional learning needs in the initial screening phase for giftedness or talent • Be willing to accept unconventional indicators of intellectual talent • Look beyond he test scores • Do not aggregate test subtest scores into a composite score

16. Further examples • Focus on the characteristics that enable the child to compensate effectively for the additional learning needs • Strongly highlight the areas of performance unaffected by the additional learning needs • Allow the pupil to participate in gifted programme on a trail basis, incorporating the pupils’ views at each stage of the programme

17. Resources • All references on dual or multiple exceptionality come from the DSCF publication ‘Gifted and Talented Education-Guidance on dual or mulitple exceptionality’ 00061-2007BKT-EN • Information on Provision Mapping can be obtained from Herts SEN Advisory Team website www.thegrid.org.uk/learning/sen

18. Do you know? • A famous person with the characteristics of DME? • A relative or friend? • A pupil in your school or whom you have taught on the past?

19. The focus remains on PROVISION not labelling • What will you change in your school or class’ provision to ensure all pupils make progress? • Who else will you involve in your school?