[senco-forum] Role of IEPs and Provision mapping -

I haven't been on the forum for some months, so apologies if I've missed a thread.  

My primary school is adopting a 'provision mapping' model which is working well, but I'm still struggling to find a useful way of incorporating IEPs into this model.   I'm increasingly finding that IEP targets are not incorporated into class teacher's planning (formal or informal) and therefore become meaningless documents.  With whole class and group targets set in class, lesson objectives/success criteria, and targets that are integral or within  specific intervention programmes, I am coming to the conclusion that IEPs may only be necessary for those with Statements, or who's needs are complex and may well lead to a request for Statutory assessment.

WIthin our authority, SEN funding has been devolved to schools for all SEN needs except the most severe and complex.  The number of statements issued are less.

I've experimented with all kinds of approaches, IEPs for SA+ and Statements only, IEPs for all. I've tried class teacher's writing them themselves, me writing them all. etc etc.  

None of it feels satisfactory.  

I'd be really interested to here other people's experiences & practices.

Thanks

Lucy Jeffreys
Inclusion Coordinator

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