SEN provision maps and SEN support (England)

This page is about schools in England. It does not cover Wales, Scotland or Northern Ireland.

For the wider SEND system and reform proposals, start with our SEND hub.

Which SEND Code of Practice applies?

The current SEND code of practice: 0 to 25 years is the January 2015 edition, effective from 1 April 2015. GOV.UK's publication page was last updated on 12 September 2024, when it added a link to SENCO qualification guidance. The paragraph references below are to Chapter 6 of that edition, available in the official Code PDF.

The 2026 schools white paper has not replaced these SEN support and record-keeping paragraphs. The accompanying SEND reform consultation, under ‘Updating the SEND Code of Practice’ and ‘Transition to the new system’, sets out a future revision and says existing duties remain until new legislation comes into force. Individual Support Plans are a reform proposal, not a replacement requirement for the records described here.

What is a SEN provision map used for?

A provision map shows the provision a school makes that is additional to and different from its curriculum offer. It can help the SENCO maintain an overview of programmes and interventions for different groups of pupils and monitor levels of intervention (paragraph 6.76).

Provision mapping is a way to organise that information. The Code does not prescribe a provision-map template, set of columns or software. Schools determine their own approach to record keeping (paragraph 6.72). The record-keeping expectations apply whichever approach the school chooses.

A provision map can also help explain support to parents. The Code gives highlighted sections of a provision map, alongside tracking data showing a pupil's progress, as an example of accessible information to share (paragraph 6.75).

SEN support: assess, plan, do, review

The graduated approach is a four-part cycle. Schools should remove barriers to learning and put effective provision in place, revisiting decisions as understanding of the pupil's needs develops (paragraph 6.44).

Assess: the class or subject teacher works with the SENCO to analyse needs, drawing on assessment, progress, attainment, parents' experience, the pupil's views and relevant external advice. Record parents' concerns and compare them with the school's assessment (paragraph 6.45). Review the assessment regularly. Where outside professionals are not already working with school staff, the SENCO should contact them if the parents agree (paragraphs 6.46–6.47).
Plan: parents must be formally notified when SEN support is provided. The teacher and SENCO should agree adjustments, interventions, support, expected impact and a clear review date in consultation with the parent and pupil. Staff working with the pupil should know the needs, outcomes, support and teaching approaches; record these on the school's information system. Select support on reliable evidence of effectiveness and use staff with sufficient skills and knowledge. Make parents aware of the planned support (paragraphs 6.48–6.51).
Do: the class or subject teacher retains daily responsibility, including when a pupil receives group or individual teaching away from class. The teacher should work with support staff to plan and assess interventions and link them to classroom teaching. The SENCO supports assessment, problem solving and implementation (paragraph 6.52).
Review: review effectiveness and progress on the agreed date. Evaluate the quality and impact of support with the pupil's and parents' views, update the assessment and agree changes to support and outcomes. Give parents clear information about impact so they can help plan next steps (paragraphs 6.53–6.55).

For a pupil with an education, health and care (EHC) plan, the local authority must review the plan at least every twelve months. Schools must co-operate and may be required to convene and hold the annual review meeting on the authority's behalf (paragraph 6.56). This is separate from the agreed SEN support review date.

What should the school record?

Keep provision records accurate and up to date (paragraph 6.72). In particular, the Code says schools should record:

the additional or different provision made under SEN support, with enough information to evidence the support provided throughout the pupil's time at school and its impact (paragraph 6.73);
details of SEN, outcomes, teaching strategies and specialist involvement within the school's overall information systems (paragraph 6.74);
needs, intended outcomes, support and required teaching approaches on the school's information system (paragraph 6.49).

Share the information readily with parents in an accessible format. Use it in discussions about progress, expected outcomes and planned next steps (paragraphs 6.73 and 6.75). A whole-school overview should still allow staff to explain the support and impact for an individual pupil.

Provision maps and the SEN information report

The SEN information report is the public account of the school's SEN policy and provision. A provision map does not replace it.

Regulation 51 requires governing bodies or proprietors of maintained schools, maintained nursery schools and academy schools, except special schools established in hospitals, to include the information in Schedule 1 of the Special Educational Needs and Disability Regulations 2014. The Code says the report must be published on the school's website, should be updated annually, and changes during the year should be updated as soon as possible (paragraph 6.79).

Schedule 1 requires:

the kinds of SEN provided for and, for mainstream and maintained nursery schools, identification and assessment policies (paragraphs 1–2);
provision policies for pupils with or without EHC plans: evaluation, assessment and review, teaching, curriculum and environment adaptations, additional learning support, participation alongside pupils without SEN, and emotional, mental and social development support (paragraph 3(a)–(g));
the SENCO's name and contact details for mainstream and maintained nursery schools (paragraph 4);
staff expertise and training, access to specialist expertise, and arrangements for securing equipment and facilities (paragraphs 5–6);
consultation with and involvement of parents and young people (paragraphs 7–8);
complaints arrangements, work with other bodies, and parent support service contacts (paragraphs 9–11);
support for phase transfers, adulthood and independent living, and where the local authority's Local Offer is published (paragraphs 12–13).

Include arrangements for looked-after children with SEN, use clear and accessible language, and explain curriculum access and adaptations. Schools should also make levels and types of need available to the local authority (Code paragraphs 6.80–6.83).

The SENCO's role in provision mapping

Maintained mainstream schools and mainstream academies must designate a SENCO (paragraph 6.84). The SENCO works with the headteacher and governing body on the strategic development of SEN policy and provision, and has day-to-day responsibility for coordinating specific provision (paragraphs 6.87–6.88).

The SENCO provides professional guidance and works with staff, parents and other agencies. Responsibilities may include advising on the graduated approach and resources, coordinating provision, supporting transitions and ensuring records stay up to date (paragraphs 6.89–6.90). The school should provide sufficient time, resources, administrative support and time away from teaching (paragraph 6.91).

Smaller primary schools may share a SENCO where the role has sufficient time and support across the schools. A shared SENCO should not normally have a significant class teaching commitment, and the role should not be carried out by a headteacher of one of those schools. Review the arrangement regularly and stop it if it harms provision or pupil progress (paragraphs 6.92–6.94).

Read the SENCO role page and prepare with the SENCO interview guide. Organise support reviews and follow-up with the SENCO planner.

Practical checklist for SEN support and provision mapping

Use these checks to review the school's records and practice; they are derived from the Code and Schedule 1, rather than a prescribed provision-map format.

Start with assessed needs. Include teacher assessment, parents' concerns and the pupil's views; revisit the assessment as support develops (6.45–6.47).
Make the plan clear. Confirm formal notification to parents, agreed support, expected impact and a review date; ensure staff can see needs, outcomes and teaching approaches (6.48–6.51).
Keep responsibility with the teacher. Connect interventions away from class to classroom teaching and assess their impact with support staff (6.52).
Review what changed for the pupil. Evaluate quality and impact on the agreed date, involve parents and the pupil, and revise support and outcomes (6.53–6.55).
Keep the record complete. Record additional or different provision, outcomes, strategies, specialist involvement and impact; keep it accurate, current and accessible to parents (6.49 and 6.72–6.75).
Use a map for oversight if it helps. Show additional provision across groups and monitor intervention levels without losing the individual pupil's record (6.73–6.76).
Publish the SEN information report. Cover Schedule 1, update it annually and amend changes as soon as possible; include clear contacts and the Local Offer (6.79–6.82; regulation 51 and Schedule 1).
Give the SENCO time to do the job. Review resources, administrative support and time away from teaching, including any shared arrangement (6.91–6.94).