ABSTRACT
My own experience of Provision Mapping began in a primary school where I was both SENCO and part of the leadership team.When Provision Mapping was first proposed by my local authority I experienced frustration with what appeared to be yet another pointless paper exercise; I was already writing 64 IEPs (Individual Education Plan) and I was now being asked to provide a costed Provision Map. I was very concerned that the IEPs seemed largely irrelevant as no one, least of all the pupils, could ever remember the targets; the Provision Map seemed to be nothing more than a list of interventions with a costing exercise that was time-consuming, difficult and potentially damaging as my school tried to use it to justify its SEN spending.The true evidence about whether or not the additional provision being made was having an impact was not known, since the assessment of pupil progress that was carried out was not linked to the outcome of interventions.
