ABSTRACT
Leading on Inclusion (DfES 2005a) promoted schools’ use of provision mapping to manage additional provision for learners who need more than quality first teaching. Most schools are already using some kind of provision map, but may be thinking how to reshape it in the light of educational developments. This chapter considers:
• why schools need a provision map; • which learners might need to be included on a provision map; • whose role it is to develop a whole school provision map; • how might the provision map be developed; • how different models might suit particular schools; • how the provision map relates to the SEN Code of Practice and the DDA/
DES; • how a multi-functional provision map could help to reduce paperwork; • how the provision map might be evaluated.
