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

I'm secondary and no-one reads IEPs here anyway and most subjects set individual learning targets so mine were a bit obselete quite often - so I am doing provision maps, pupil profiles and IEPs only for children with statements, at School Action Plus if the outside advice is workable and operative - otherwise provision maps can replace IEPs = especially for School Action. It could save you a lot of work.  I am writing  pupil profiles for each pupil on the SEN list - has information about reading ages, SATS and CATS scores, strengths and weaknesses and strategies which work, outside advisers etc - I'll only have to do this once and then update - but at the moment it is a work in progress - and everything is on the school SIMS system so I don't print off bits of paper anymore.
Cheers
Janice
I've got loads of info about provision maps - primary is easier than secondary - if you want it - send me your schoool address as it's in hard copy
 Janice Wray Secondary SENCO, Herts

> From: lucy.jeffreys2 at ntlworld.com> To: senco-forum at lists.becta.org.uk> Date: Mon, 7 Jan 2008 12:30:32 +0000> Subject: [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> > > -----------------------------------------> Email sent from www.virginmedia.com/email> Virus-checked using McAfee(R) Software and scanned for spam> > 
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