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Provision management

Provision Management is the process of planning, making and reviewing provision, accounting for additional to and different from provision and evaluating effectiveness in terms of pupils' outcomes; it supports and monitors inclusive practice.


'Provision management can be used strategically to develop special educational provision to match the assessed needs of pupils across the school, and to evaluate the impact of that provision on pupil progress. Used in this way provision management can also contribute to school improvement by identifying particular patterns of need and potential areas of development for teaching staff. It can help the school to develop the use of interventions that are effective and to remove those that are less so. It can support schools to improve their core offer for all pupils as the most effective approaches are adopted more widely across the school.'
(CoP, section 6.77)

Why is provision management important?

Schools should have accurate, up-to-date evidence of additional or different provision made under 'SEN support' for individual pupils. Records should include: screening/assessment outcomes, teaching approaches, strategies and interventions; expected outcomes; progress; planned next steps; impact across the pupil's time in the school; and any involvement of specialists (0-25 SEND Code of Practice, sections 6.28, 6.74).


Who needs this information? Click here to find out.


'The school should readily share this information with parents in a format that is accessible (for example, a note setting out the areas of discussion following a regular 'SEN support' meeting or tracking data showing the pupil's progress together with highlighted sections of a provision map that enables parents to see the support that has been provided).'
(CoP, section 6.75)

Storing pupil data

'When reporting, inspectors must also consider…the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of disabled pupils and those who have special educational needs.'
(Ofsted, 2015)


Schools need to keep records in accordance with the requirements of the Data Protection Act 1998, in relation to processing pupils' personal information. This is particularly sensitive in the case of children/young people with special educational needs/disabilities. As 'data controllers', schools are responsible for registering individually with the Information Commissioner's Office (click here for a video and further information on the ICO website) and complying with the eight principles of the Act and using, storing and protecting data,
as appropriate.

Provision mapping

A provision map is a snapshot of the full scope of a school’s additional/different provision at a point in time. It will include high quality, differentiated teaching, guided and group work and individual interventions in order to identify and overcome potential barriers to learning and meet the needs of all pupils within and beyond the school setting. (Department for Education, 2012)


A well thought out and constructed provision map will:

  • Help to cost provision accurately;
  • Separate out special education and non-special education activities from staff undertaking a range of roles;
  • Highlight provision for individual children;
  • Assure parents that their children are receiving their entitlement;
  • Provide evidence for tribunals on the level of school support;
  • Enable future planning for progression;
  • Help identify staff training needs in special educational needs/disability.
Learners and provision management

'The use of provision maps can help SENCOs to maintain an overview of the programmes and interventions used with different groups of pupils and provide a basis for monitoring the levels of intervention.' (0-25 SEND Code of Practice, 2015 (CoP), section 6.76)


All vulnerable learners (not just those with special educational needs) are identified…including:

Only in schools:

  • Learners who are underachieving and
    needing intervention (eg Wave 2, Wave 3 learners) – but who do not have SPECIAL EDUCATIONAL NEED;
  • Learners being supported through devolved additional needs funding;

In schools and other educational/childcare settings:

  • Learners receiving additional funding through devolved early years/schools block funding or high needs funding;
  • Learners with English as an additional language;
  • Learners who are looked after;
  • Any other vulnerable groups identified by the setting/school (young carers, persistent absentees, free school meals recipients (Pupil Premium), etc)
  • Learners eligible for pupil premium.

(Northamptonshire County Council, 2014)

Provision management and statutory requirements

Provision management offers a powerful strategic management approach as the means by which schools can meet statutory responsibilities; for example:











(Northamptonshire County Council, 2014)

The framework for inclusion

The OFSTED Framework for School Inspection (2015)

The Children and Families Act (2014) / 0-25 SEND Code of Practice (2015)

Activity: provision mapping recommendations

Access the Department for Education provision mapping resources here and the TeachFind 'Leading on Intervention: Steps to a provision map'. Using these resources, others you have researched on the internet, and Ofsted inspection requirements, review your school's provision management. Create a comparison report, and, if appropriate, a series of recommendations for your school's senior leadership team/governing body in the light of your review.