How to Create a Provision Map That Impresses Ofsted

A provision map is more than a spreadsheet — it is the strategic document that shows how your school deploys resources to meet SEND needs. Done well, it demonstrates accountability, impact, and value for money. Done poorly, it raises red flags for inspectors.

This guide explains what Ofsted expects and how to build a provision map that showcases your SEND leadership.

What Is a Provision Map?

A provision map documents all the support that is additional to and different from the ordinarily available curriculum (SCoP 6.79). It typically shows:

1. What interventions and support are in place
2. Which pupils receive each type of support
3. Who delivers the support
4. How much it costs
5. What impact it has

Why Ofsted Cares About Your Provision Map

Inspectors use provision maps to understand:

1. Resource allocation — Are you using your notional SEND budget effectively?
2. Strategic thinking — Is provision matched to identified needs?
3. Impact monitoring — Can you demonstrate that interventions work?
4. The graduated approach — Is there evidence of Assess-Plan-Do-Review cycles?

Step 1: Audit Your Current Provision

List everything that is additional to quality-first teaching:

1. Small group interventions (literacy, numeracy, speech and language)
2. 1:1 support sessions
3. External specialist input (EP, SaLT, OT)
4. Equipment and resources
5. Staff training specific to individual needs

Step 2: Quantify Everything

For each provision, record:

1. Who delivers it — TA, teacher, external specialist
2. Frequency — 3x per week, daily, weekly
3. Duration — 20 minutes, 30 minutes, 1 hour
4. Group size — 1:1, 1:3, 1:6
5. Cost per pupil per term

This level of detail shows inspectors you understand the true cost of your provision and can justify your spending.

Step 3: Link Provision to Need

Your provision map should show why each pupil receives their specific support. Avoid generic provision like "literacy support" for every pupil — instead, match interventions to assessed needs:

1. Pupil A has phonological awareness difficulties → receives Precision Teaching 3x weekly
2. Pupil B has working memory deficits → receives Cogmed programme
3. Pupil C has social communication needs → receives Lego Therapy group

Step 4: Track Impact

The critical element most schools miss. For every intervention, you need:

1. Baseline assessment — Where did the pupil start?
2. Target — What progress do you expect?
3. Exit assessment — What progress was made?
4. Decision — Continue, modify, or exit the intervention?

Step 5: Review Termly

Your provision map should be a living document, updated at least termly. Questions to ask in each review:

1. Which interventions showed the best impact?
2. Which pupils are ready to step down from support?
3. Which pupils need increased or different support?
4. Are we spending in the right places?

Common Provision Map Mistakes

1. No costings — Inspectors expect you to know what you spend
2. No impact data — Provision without outcomes is a red flag
3. One-size-fits-all — Generic support for everyone suggests poor assessment
4. Static document — If it has not changed all year, it is not being used
5. Missing High-Quality Teaching — Provision maps should show how QFT is adapted, not just interventions