Figure 1: Initial thematic map, showing 8 main themes.
The initial coding of the data highlighted eight main themes, which were; training, roles, happiness, fun, benefits, attainments, targets and negatives. These themes were directly taken from the semantic meaning of the data.
Happiness as a theme came mainly from the semantics of the management, but one LSA also mentioned it.
Um but all this negativity that I’ve just spoken about, um is kind of balanced out really easily with the fact that staff are
really happy with the provision mapping, um, LSAs are happy with it and it seems to be that the children are all kinda quite confident and happy in being withdrawn from class… (Management 1).
Um parents seem to be really happy with the provision map as it sets out exactly what their child is to have….
(Management 1).
…. because I understand if they are not happy they won’t learn. (LSA 4).
As there was not enough data to support this theme it was removed in the second stage as can be observed in Figure 2.
Benefits were a main theme in the initial coding as a variety of the semantics mentioned the benefits of Provision Management.
Eh I think the benefits of provision mapping are that it does improve children’s scores well at least from uh what I’ve carried out myself …
(LSA 2).
I think the benefits of provision mapping um you take the child out and you can you show them where they are even um they could be level 2 back in the winter time and they could have been on a level 2 and they then just move up and they can see themselves getting better ….
(LSA 5).
the benefits far out way the negatives so there is no contest. (Management 2).
Within the main theme of benefits were several sub themes that were connected to the main theme for example self-esteem and confidence.
… that gives them confidence and self-esteem as well. (LSA 5).
… their self-esteem was important … (LSA 3).
While self-esteem is an important concept in the benefits of Provision Management there was not enough evidence for it to stand on its own as a sub-theme. Also there was not evidence for confidence to be a main theme, but it was important as a benefit of provision management.
… they can see themselves getting better you know and that gives them confidence …
(LSA 5).
.. I feel their confidence grows, .. (LSA 3).
.. if you’ve have had a training course and you feel quite confident um,
(LSA 1).
… they really have got a handle on the programmes that they’re using with these youngsters, and they seem to be gaining confidence all the time in knowing where to take them next.
(Management 1).
.. it seems to be that the children are all kinda quite confident and happy in being withdrawn from class, to receive support which is targeted especially for them.
(Management 1).
…if you’ve have had a training course and you feel quite confident um, …
(Management 1).
Figure 2 shows how the thematic map was developed so that some themes were merged together, but the themes still had clear and distinguishing features between them.
Figure 2: Developed thematic map showing 7 main themes.
The main theme of negatives was initially considered to be important. In the final thematic map it was merged with benefits of provision management to form a new main theme as can be observed in figure 3.
… one of the main negatives we’ve come across during provision mapping is the amount of time that needs to be put into the actual maps at the beginning of the term.
(Management 1).
… I am concerned the only negative is, the management time it takes up, not the class teacher’s time for that’s improved, but, certainly from the management point of view it’s heavy. (Management 2).
Um as I really said I don’t think there is a lot of negatives but the one area I said was um, that we are all doing individual um areas with them and I don’t suppose that we see an overall picture at the end we are all putting our final assessments in but we don’t see how that child has progressed in all areas I suppose.
The main negatives came from the management team and were related to time taken to implement the system. Therefore the sub theme was not effective on its own as it lacked evidence. The other main themes remained throughout the analysis.
In Figure 3 the final thematic map can be seen, which highlights the themes that were reflecting the meanings evident in the whole data set (Braun and Clarke, 2006). The themes were re-coded to produce the final six themes of Provision Management, roles, targets, training, fun and attainments.
Figure 3: Final Thematic map, showing final 6 main themes.
Fun was linked to the benefits of provision management as well as being something that staff and pupils enjoyed.
I’ve found doing the games before he’s ready and focussed to learn the fun part of it and mixing games up and things and I think he they enjoy it more then, and don’t get so bored…
(LSA 7).
I’ve found doing the games before he’s ready and focussed to learn the fun part of it and mixing games up and things and I think he they enjoy it more then, and don’t get so bored…
(LSA 5).
I think it’s just being a sort of friendly face as well really and you talk to the children when they come because you have time for the children really.
(LSA 1).
Roles were important in the setting up and delivery of provision management and there have been changes within the day-to-day workings of staff. Roles remained a main theme throughout the analysis.
The LSAs are far um better trained than they have ever been, their role in the school is far better understood, they are far happier with um their roles ..
(Management 2).
The role of LSAs is much much better now um, we really feel that the girls are....they really know what they are supposed to be doing, they are much more informed ..
(Management 1).
I think that the role of the head teacher, and the role of the SENCO, and all staff involved, um they need to be flexible, they need to work together,
(Management 1).
Um Yeh the roles have changed um I find that the provision mapping that your role is far more structured and is much easier to um work throughout your day because you’ve got proper um structured programme to follow and there far more specific than the old IEP used to be.
(LSA 2).
The role appears seems to be slightly different but I think the outcome and the feed back is more intense and clear, um, we have more check list available and I just feel that I can revert back to any problems, on a one to one basis, in a clearer form than it would have been in the general class.