ABSTRACT

Provision maps were described in Special educational needs and school improvement (Gross and White, 2003), with further guidance outlined since then in the National Strategies’ materials Leading on inclusion (DfES, 2005c), Leading on intervention (DfES, 2006d) and Effective leadership: ensuring the progress of pupils with SEN and/or disabilities (DfES, 2006a). It is not the intention to repeat this information here. For those who may not be familiar with the concept, this chapter will briefly summarise what a provision map is and the function it fulfils, but the main focus will be on what has been learned since more and more schools began to take on provision mapping. We will look at what to do to keep the process of developing a provision map as simple as possible, how to build new developments into quality interventions, and how to move from effective provision mapping to effective provision management.