I think DDs school want her out

I care about provision when a Statement says this is what my child needs to cater for additional educational needs and find out this provision is not being actively provided because it is utilised elsewhere.

Well if provision mapping starts with outcomes, and then maps onto them provision that will achieve that then that's good.

Provision maps that I have seen tend to go something like this:

Child will have access to pencils and crayons to meet their fine motor difficulties.

^properly quantified Provision Mapping is all the better, for a truly informed picture......

I've never seen a SMART provision map either though.

Who cares about provision anyway? The focus should be on outcomes for the child. If that is achieved by plying them with tooth-friendly icecream then so be it.

I wasn't talking about any children having targets such as reaching a B. That's shite imo.

But they should have targets such as 'can consistently use Capital Letters appropriately, with a measure of what would constitute 'consistently'' for example.' Or 'remembers to put hand up rather than shout out', again, with a measure of what would constitute that target met.

What would the point of wanting these things of the child and not telling them about it .

Starlight I actually prefer Provision Mapping to IEPs, simply because the targets in IEPs are all too often meaningless and not SMART (whether taken in the acronym sense, or not!).

We do not need our children to be set targets, we need to see that there is sound provision for their additional needs and what provision has actually been utilised for additional need + outcomes. This is what illustrates overall progress and support required. Simply concentrating on 2 or 3 targets (often seemingly at random or chosen for their convenience to the teacher) does not illustrate provision and progression of overall need well enough IME.

What's that got to do with this thread? Of course we have a behaviour policy, but sometimes, students with SEN such as ADHD and ODD find it difficult to adhere to certain elements of the policing as quickly as other students.

Round and round in circles.

I'm not talking just about levels and grades, though, Evil. Do you have a behaviour policy? If so, what is the system in the policy regarding good behaviour?

Not actually true, Fairenuff. Your kids' school might do that but it is in no way a requirement. They need to know how to make progress, yes, but that does not need to be linked to levels or grades. In fact, levels are gone, officially.

But Evil all students are supposed to have measurable 'stepping stones' (for want of a better phrase) that they know and are working towards. In each subject. Both of my secondary school children know their targets/stepping stones and they know when they have achieved them and what the next step is.

Their school has a reward system and they both regularly receive awards in line with the behaviour policy. It sounds like your school doesn't have any kind of system in place to reward good behaviour and progress for each and every student?

Also, LP go across a key stage so linking praise to meeting LP targets would mean very little praise.

Targets are not the same as levels of progress. Targets are set beforehand. LP are looked at afterwards.

Teachers need to know a student's starting point and therefore what 3,4 or 5 LP would be. Students don't need to know this.

Starlight - no, because schools are interested in students making 3 (good), 4 (excellent) or 5 (outstanding) LP. Knowing that if you get a B in Maths you've made 4 LP does not help a child know what to learn

Anyway, this was about linking praise to meeting targets.

Academic targets - ie your target for Maths is B. That's outdated. Now schools look at levels of progress rather than presenting children with targets that they may feel are out of reach.

Targets are the same as levels of progress. So, you do have levels of progress for each individual child and can reward them accordingly?

So aren't levels of progress targets? How do children know what they are trying to learn otherwise?

btw, I have never actually SEEN a SMART IEP in 6 schools so perhaps that is why they are being removed.

Academic targets - ie your target for Maths is B. That's outdated. Now schools look at levels of progress rather than presenting children with targets that they may feel are out of reach.

How can an IEP be meaningful without targets?

Why are targets outdated ?. They are used to ensure outcomes in pretty much every other successful institution and children will have to meet them in whatever situation they find themselves in after their school years.

Targets are very outdated. We have not set academic targets for several years. It's all about levels of progress now.

Likewise learning objectives - it is no longer required to have it written up for kids to copy. As long as they are told what they're learning and why then it's fine.

And praise points can't just be issued for meeting targets - that would be daft.

Evil how many subjects do you teach? Children should know their targets, they can be written in their diary. They should know the learning objective of each lesson. Do you not do this?