Evaluating the effectiveness of Newburn Manor Primary’s provision for pupils with SEND.

The information and data in this report relates to the 2023-2024 academic year. It reflects how school have used SEN funding to meet the needs of our SEN pupils’ and it should be read in conjunction with:

• The SEN Information Report
• The SEN Policy
• The Accessibility Plan.

Key Staff:

• Special Educational Needs Co-ordinator (SENCO) – Mrs L. Howse
• Special Educational Needs Teaching Assistant (SENTA) – Mrs S. Longstaff
• Special Educational Needs (SEN) Governor – Mrs H. Close

Context:

Newburn Manor Primary is a one-form entry mainstream school for pupils from 4-11yrs. The number of pupils identified with SEN at NMPS is historically above the national figures at SEN Support level (14.2%), but the number of pupils with an Education Health and Care Plan (EHCP) at NMPS continues to be below national figures (5.3%). However, when considering that the number of pupils with an EHCP in primary schools was found to be 3% in June 2024, pupils at NMPS are now beginning to follow the national picture due to the increased number of EHC plans in school over recent years. The school’s historical pattern is that Newburn Manor is annually above the national figure for pupils eligible for the Pupil Premium grant (25.7% nationally compared to 47.8% of pupils eligible at NMPS). A large proportion of our SEN population are also eligible for the Pupil Premium Grant. This academic year, 57.5% of our SEN population were eligible. Our SEN register has seen a number of changes this year with 40 pupils identified with special educational needs in June 2025 compared to 37 in September 2024 at the start of the academic year, plus a small number of changes to individual need.

Summary of SEN

During 2024-2025, there were 27 boys (67.5%) on our SEN list and 13 girls (32.5%). Nationally, SEN remains more prevalent in boys than girls, with boys representing 71.4% of pupils with an EHC plan are male, and 61.2% of pupils with SEN support are male. The proportion of pupils with SEN that are male has been decreasing in recent years.

SEN Population by Key Stage

Profile of SEN pupils

* There are several pupils across the school with sensory/physical needs but these are not identified as their primary area of need

National data shows that the most common type of need among pupils with an EHC plan is autism. Of the pupils with an EHC plan at NMPS, 83% have autism documented as their primary need. National data shows the most common need for pupils at SEN Support level of provision is speech, language and communication needs. At NMPS, of the 30 pupils at SEN Support level of provision, 21 (70%) have speech, language and communication difficulties documented as their primary need. According to national data, the next highest needs are SEMHD (Social, Emotional, Mental Health Difficulties) followed by moderate learning difficulties. Currently, there are more pupils identified with cognition and learning difficulties at NMPS than SEMH difficulties when considering primary need of individual pupils.

Attainment July 2025

SEN pupils may not always achieve the required standard but they do make good progress from their prior attainment and starting points in school.

The children who are receiving SEN support have made progress against their individual targets. We know this as three times per year the progress of children with SEN is reviewed and new targets set for the next term. Data and results from classroom assessments are also analysed. Parents are also informed of any intervention programmes their child is participating in and progress is regularly reported. The SENCO and SENTA were available to meet with parents throughout the year either face-to-face, virtually or via telephone.

Deployment of Staff and Resources

The deployment of staff is reviewed continually to ensure the support and staff expertise is matched to the need in each year group. This ensures the maximum impact and progress for SEN pupils and all learners.

• One-to-one provision for learning and behaviour needs
• Additional small group support for English and Maths
• Supporting pupils with cognition and learning difficulties, using individualised strategies advised by Newcastle Specialist Teachers of Cognition and Learning Difficulties at Hadrian School
• Supporting pupils with specific learning difficulties like Dyslexia through advice from Newcastle Specialist Teachers
• Delivering Speech and Language programmes to individual pupils from Speech and Language Therapy Service
• Providing one-to-one emotional support to individual pupils
• Providing small group intervention for emotional support through our Early Bird ACORNS sessions
• Lego Therapy sessions to develop social communication skills such as sharing, turn-taking, following rules and problem-solving.
• Carrying out phonic and reading interventions in KS1 through the Little Wandle Letters and Sounds Revised programme
• Supporting pupils during less structured times of the day
• Delivering small group handwriting and fine motor skills intervention
• Bespoke small group intervention for social, emotional and behavioural needs
• Providing bespoke support to small groups of pupils and individual pupils across the school to enhance progress in reading, writing and maths

Teaching assistants do not solely support SEN children. The SENCO and SENTA have supported/assessed many other children during the year that are not categorised as SEN but have additional needs.

For more information about specialist resources and provision, please see our SEN Information Report in the Special Educational Needs and Disabilities section of our school website.

SEND information Report

Staff training and expertise

During this year, the following training has been undertaken:

• SENCO Network meetings with LA
• SENTA Network meetings with LA
• Annual SEND conference for SENCO
• ONE Trust SENCO Network meetings
• Training for staff on supporting individual pupils with autism
• Delivery of speech and language programmes for staff who support individual pupils
• Mental Health training
• Strategies for supporting individual pupils needs with Educational Psychologist
• Coaching for staff to support a range of pupils’ SEN needs
• Training for all staff on Descriptors of Need delivered by SENCO
• Training for all staff on Universally Available Provision delivered by SENCO
• Emotion Coaching training delivered by Educational Psychologist to all staff

The deployment of staff is regularly reviewed to ensure that support and expertise is carefully matched to the needs of our pupils at all times.

Work with External Agencies

During the course of the year we have sought advice from a number of outside agencies in order to support the children at Newburn Manor Primary School with Special Educational Needs and Disabilities, including:

• Speech and Language Therapy
• Occupational Therapy Service
• Educational Psychology Service
• Newcastle and Gateshead Children and Young People’s Service (CYPS)
• School Health
• Specialist Paediatric Diabetes Nurses
• Social Care
• Community Paediatrics
• Sensory Support Service (VI and HI)
• Clennell Education Solutions
• Early Help Team
• Kalmer Counselling
• Family Partners
• Newcastle SEND information, advice and support service (SENDIASS)
• Newcastle SEMH Team
• Virtual School

Next steps in training for 2025-2026

• Bespoke coaching for teams of staff working with pupils with sensory needs
• Bespoke coaching for teams of staff working with pupils with speech and language difficulties
• Additional training for staff supporting pupils with autism
• Training for staff on visual resources to support a range of pupils

Attendance

• The attendance of SEN Support pupils was 94.2%
• The attendance of pupils with an EHC plan was 96.1%
• The whole school attendance was 95.0%
• There have been 0 fixed term exclusions during 2024-2025

FFT attendance tracking data shows Newburn Manor Primary was above the national attendance data for this academic year.