Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633578
Title: Does provision management improve outcomes for pupils with additional learning needs in spelling, reading and maths?
Author: Rees, Ceri
ISNI:       0000 0004 5346 9232
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2015
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Abstract:
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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.633578  DOI: Not available
Keywords: BF Psychology
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