Individual Provision Map

INDIVIDUAL PROVISION MAP

Name: MH Year Group: 2 Class Group: Acorns Date: Sept 2014 SEN Level: School based support- HNB funding (Band 2) Primary Needs: SEMH /LD Outside Agency: BIS/LIS- Inclusion Service

Place (CORE SCHOOL BASED BUDGET) Provision Cost This relates to Element 1 Descriptors pg 5 of Bristol Universal Descriptors (BUDS)  Cut and paste appropriate statements from pg 5 Up to first £4,000  You can add detail to certain descriptors eg. ‘Training programmes including CPD for all staff in SEN’ might have the added detail ‘two TAs, two SMSAs attended autism awareness training run by ASDOT’ to meet the needs of an individual pupil whose primary need is ASD  Specific resources to meet needs under £500 eg. move & sit cushion, writing slope, footrest……  You do not need to detail a cost for each descriptor in element 1, it is a total of £4,000 (AWPU)

Plus (ADDITIONAL SCHOOL BASED BUDGET) Provision Cost This relates to Element 2 Descriptors pg 6-9 of Bristol Universal Descriptors (BUDS) and MAY relate to Element 3 Descriptors if an application is being made to the local authority for High Needs Band (HNB) funding via Top Up

Provision (may be How? Specific strategies Time per Entry Criteria Expected Outcomes How? Progress to date defined by a to meet need week. Assessment/Evaluation (fill in as appropriate) statement/statutory Staff of Progress EHCP)

P ROVISION to meet SEMH needs (1:1)

 Support to develop  TA to meet parent in quiet 5x15 minutes  Refusing/anxiety around  Separating from parent  School behaviour audit understanding routines space – links with home eg to meet and entering class/start of day happily termly Full cost as 1:1 – and participation. share news, game, toy. greet. JM- TA appropriate grade  At risk of fixed term  Parent feels drop off less  ABC charts indicate  Support to develop age  Develop ‘goodbye’ routine. 5x 1 hr safe exclusion. stressful successful strategies in appropriate peer haven place monthly interaction lunchtime  Daily physical incidents at CG-SMSA  Key adult safe haven. Pre break/lunchtime.  Recorded incidents  Incident records detail  Key adult support reduced by 50%. decrease weekly plan & rehearse activity for 5x20mins within safe haven/Den playground eg  Unable to focus on adult at lunchtime/breaktime breaktime safe directed activities  Focus on adult directed game/apparatus… Reward haven to stay safe and Sanctions. independently. activities for 10 mins.  Pupil and parent voice develop interaction – as JM -TA details positive advised by BIS progress/feedback linked to PSP review termly

 Monitoring with individual sticker/ reward chart  Support to sustain  Negotiate choice of adult weekly. attention/ concentration directed tasks – gradually on adult directed tasks. increase time span.  BIT/SENCO review target outcomes at monthly target meetings.

 Ongoing review of risk assessment (working document)

D:\Docs\2017-12-31\09e41f2e3f4870ca9fd949adf1a60d79.doc  Nurture group (1:4)-  Consistent use of language 4 x2hrs (PM)  Boxall profile score below  Increased scores across  Boxall profile review - 3x Cost at ¼ as 1:4 for differentiated curriculum to promote positive Learning average level in several several developmental yearly Indicates progress both LM time & TA behaviour Mentor- SD developmental strands. areas  Termly LM/ time.  Clear use of routines  Decreased scores in TA/CT/SENCo review Appropriate grade  Access to developmental 4x 2hrs (PM)  Boxall profile score higher several diagnostic profile outcomes play curriculum JM- TA than average in diagnostic areas  Clear use of rewards areas  Accessing classroom learning without incidents

PROVISION to meet learning needs (1:1/2)

 Highly differentiated  Pre- tutoring all text 4x45 mins  Reading/writing P level 7  Termly progress of 1 P  Termly SENCo/CT/HLTA Cost at 1/2 for English support for English/  Visuals to support basic (1:2) support  Number P level 8 level/working towards end review outcomes using P as 1:2- appropriate Maths in class- planned word recognition and for literacy in  Significantly out of step Y1 objectives for scales assessments grade by CT- as advised by sentence construction class a.m with peers for literacy and reading/writing/ number LIS  strategies from four day numeracy  No longer significantly out  Termly CT’s APP programme  Less than 75% of step with peers for indicates impact in class  structured easy level book phoneme/grapheme literacy and numeracy context reading with photo books correspondence Phase 2  90%phoneme /grapheme  structured copy writing  Less than 50% Phase 2 correspondence Phase 2  Pre/post criterion ref tests beneath model sentences non word reading task  75% Phase 2 non-word indicate progress (12  Teodorescu-Write from the  P7 or below reading task weeks) Start/adapted writing  Unable to form all letters  P8/working towards end frames/pencil grip/double correctly- to start & finish Y1 objectives in reading spaced lines in books… in right place, leaving  Able to form all letters  Focussed activities from spaces between correctly, leaving spaces Phase 1/ Phase 2 of words……. between words Letters and Sounds  Use of a multisensory approach to secure phonic skills & knowledge eg. say sound as finger trace letter

 concrete materials to  Numicon diagnostic 3x 45 mins assessment indicates Cost at ½ for Maths as support basic number (1:2) support concepts (individual progress within identified 1:2 for Maths in gaps Numicon resources) class- a.m  Use of Numicon activities  Sandwell standardised to target identified gaps CC (HLTA)  pre- tutor maths assessment indicates language& key concepts progress

PROVISION to meet LANGUAGE NEEDS (1:3)

Programme:  Adult to model and prompt 3 x 20 minutes Speaking and listening P NC Levels 1b/1c for CT pen portrait details Talking Partners appropriate use of weekly (allow level P7/8 speaking and listening positive impact in class Cost at 1/3 as language in a range of 30 minutes) for Quiet/withdrawn child within TP monitoring  Class teacher recorded provision is 1:3 Support to give purposeful contexts: 10 weeks. whole/ large class /assessments show observations identify opportunities to:  Newstelling discussions increase in appropriate progress with attention  Constructing Meaning from CC (HLTA) Sequencing, processing vocabulary/participation/use and concentration/oral Use language purposefully. Text ,memory difficulties evident of grammar contribution  Describing, comparing and in early writing Improved sequencing and  Story/writing samples Interact with Others. analysing text Difficulties with content when writing simple show improvements  Description activities concentration/attention on sentences  Pre + Post Renfrew Feel confident to  Generating stories adult directed tasks Assessment shows participate.  Reporting back Unable to sustain turn quantitative improvements  Use of visual frameworks taking in a simple in scores

D:\Docs\2017-12-31\09e41f2e3f4870ca9fd949adf1a60d79.doc Become independent and props. conversation  Qualitative improvements speakers. demonstrated in re-tell  Provide a secure small story activity group environment where pupils feel confident to participate and take risks.

 Regular monitoring to inform planning.

Place (CORE) Provision £4,000 Plus (ADDITIONAL) Provision for a Band 2 application this would have to be £8,500 to £11,000 TOTAL COST (INDICATIVE BANDING) For a Band 2 application this would have to be between £12,500 and £15,000

NB. If MH is in receipt of Pupil Premium Funding -£1300 at Primary, then this Provision Map would have to clearly show the provision that MH receives funded by Pupil Premium. This may be shown in the cost column as ‘funded by Pupil Premium’ so it is clear that this amount has not been included in the £10,000 + school based spend. Pupil Premium is a separate funding stream.

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