Provision Mapping Gifted and Talented Provision

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Provision Mapping- Gifted and Talented Provision

• Herts Gifted and Talented Conference
• February 08- SEN Advisory Team

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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

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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

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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

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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

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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!

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Reducing bureaucracy
But we have to write IEPs for all our children
with SEN, dont 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
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• Provision Mapping Cycle - Overview

PRESENCE
SEF
PARTICIPATION
PROGRESS
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• Provision Mapping Cycle What? When?

SEF
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• Provision Mapping Cycle How ?

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

PARTICIPATION
PROGRESS
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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
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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

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Characteristics of pupils with dual or mulitple
exceptionalities

• Development of judgment lags behind intellectual
  growth
• Intensity may lead to power struggles with
  authorities
• High activity level may need less sleep

• Poor attention and daydreaming when bored
• Low tolerance of persistence for tasks seemingly
  irrelevant
• Begin many projects, sees few to completion

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Characteristics of DME

• 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

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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

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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

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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

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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?

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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?