This study investigated the effectiveness of the provision management system through
the use of provision maps in improving outcomes for pupils with additional learning
needs in spelling, reading and maths compared with pupils on individual education
plans. The study used quantitative methods to compare pupils aged from year 2 to
year 6 on their end of year spelling, reading and maths standardised scores. Two
schools were used for the comparison; they were matched within the local authority
for socio-economic status, urban location, size and similar number of pupils identified
as having additional learning needs. One school had been using provision maps for
the academic year 2010-2011 and the other school had been using individual
education plans for the academic year 2010-2011. Both schools had used individual
education plans in the academic year 2009-2010 and had recorded standardised scores
for spelling, reading and maths for that year for all of the pupils whose data were used
in this research. The study also used qualitative research through use of a case study
design and also semi-structured interviews, which were tape-recorded. The
transcripts were analysed using thematic analysis. The study involved triangulation
through looking at the perceptions of learning support assistants, the SENCO and
head teacher on the effectiveness of provision maps compared to individual education
plans. All of the interviews were conducted on an individual basis. Due to the small
sample and case study approach the results were not generalizable to the whole
population of pupils with additional learning needs who currently have provision
maps. The quantitative results indicate that provision mapping is more effective than
individual education plans at improving learning outcomes for pupils with additional
learning needs based on an analysis of standardised scores in spelling, reading and
maths. The qualitative data results indicate that all the staff involved in organising
and providing the provision map interventions perceive it as being more effective than
the system of individual education plans both in the outcomes of individual pupils and
also through increases in self-esteem and the level of engagement pupils are having
now with their learning, which in turn is motivating the pupils to want to lean more.
Future research possibilities are discussed and implications for schools and
educational psychologists are also discussed.