School Logo

Newburn Manor Primary School

Learning together, growing together

Annual SEND Report July 2020

The information and data in this report relates to the 2019-2020 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 J Brown

 

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. However, despite an increase in the number of pupils with an Education Health and Care Plan (EHCP) at NMPS, our data for these pupils continues to be below national figures. The school historical pattern is that Newburn Manor is annually above the national figure for pupils eligible for the Pupil Premium grant. A large proportion of our SEN population are also eligible for the Pupil Premium Grant. This academic year, 58% of our SEN population were also eligible for the Pupil Premium Grant. Our SEN register has remained stable this academic year with a relatively low number of changes. 

 

Summary of SEN

 

Number of pupils with SEN*

 

2017-2018 2018-2019 2019-2020

NMPS SEN Support

12.1%

(23/190)

16.1%

(32/198)

17%

(38/199)

 

National % of pupils at SEN Support

 

11.7% 11.9% 12.1%

NMPS EHC Plan

0.5

(1/190)

1%

(2/198)

2%

(4/199)

 

National % of pupils with EHC Plans

2.9% 3.1% 3.3%

* Due to the relatively small numbers of students with SEN, we have decided not to break down these figures by year group to preserve their anonymity

 

Our SEN population has continued to increase over recent years, which is representative of the increases in national figures (see table above). During 2019-2020, there were 25 boys (66%) on our SEN list and 13 girls (34%). Nationally, SEN is more prevalent in boys than girls, with boys representing 73.1% of all pupils with an EHC plan and 64.6% of pupils with SEN Support (DfE, July 2020).

 

Profile of SEN pupils

Primary area of need SEN 2019-2020 % of SEN population
Cognition & Learning Difficulty (incl Dyslexia) 32%  ↓18%
Communication & Interaction 50%  18%
Sensory/Physical Need (Hearing, Vision, Physical need) ** 0%    =
Social Emotional and/or Mental Health Need 18%  ↓13%

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

 

The most common type of need among pupils with an EHC Plan is autistic spectrum disorder (ASD). The profile of our SEN pupils follows this national picture. Among pupils with SEN Support, the most common type of need is speech, language and communication needs. The next highest need, nationally, is moderate learning difficulties. The profile of our SEN pupils matches this national picture (DfE, July 2020).

 

Attainment July 2020

Data is calculated using teacher assessment and FFT Aspire analysis due to no nationally benchmarked data (cancellation of Y6 assessments) during COVID school closures

 

Historically, SEN children at Newburn Manor Primary School make expected or better than expected progress from prior attainment at the end of KS1 to the end of KS2. 2020 data is based on the projected attainment had the children been in full time education during the COVID closures – this includes soft data from September 2019 to March 2020 and work scrutiny. This data shows that SEN pupils have made more than expected progress in Reading, Writing and Maths. SEN pupils outperformed Non-SEN pupils in terms of progress in Reading from KS1 to KS2. 2020 data in Writing and Maths shows that Non-SEN pupils made better progress than SEN pupils, however, SEN pupils progress was still above expected based on attainment from KS1 to KS2.

 

Historically, Pupils at Newburn Manor achieve as well or better than other pupils nationally in reading writing and maths. SEN pupils may not always achieve the required standard but they do make good progress from their prior attainment and starting points in school. 

 

KS2 2019/2020

 

At standard

Greater depth

 

SEN

Non-SEN

SEN

Non-SEN

 

Reading

 

71%

 

95%

 

29%

 

38%

 

GPS

 

43%

 

90%

 

14%

 

33%

 

Writing

 

43%

 

95%

 

14%

 

19%

 

Maths

 

43%

 

100%

 

14%

 

43%

 

KS1 2019/2020

 

At standard

Greater depth

 

SEN

Non-SEN

SEN

Non-SEN

Reading

33%

88%

0%

25%

Writing

33%

88%

0%

 17%

Maths

 33%

 88%

 0%

 25%

 

Progress Measures July 2020

Data is calculated using teacher assessment and FFT Aspire analysis due to no nationally benchmarked data (cancellation of Y6 assessments) during COVID school closures

 

Subject

SEN

School Non-SEN

READING

+3.5

+1.9

WRITING

+0.3

+1.7

MATHS

+1.3

+3.3

 

See Performance page of our website – this page shows school and national data from 2019 due to the cancellation of national assessments in 2020 due to COVID school closures

 

 

The children who are currently 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 is available to meet with parents throughout the year.

 

Deployment of Staff and Resources

The deployment of staff is reviewed continually to ensure the right provision and intervention is provided for pupils to make the greatest impact on progress. During the year, staff have been employed to support SEN children in the following ways:

 

  • One-to-one provision for learning and behaviour needs
  • Additional small group support for English and Maths
  • Leading motor co-ordination programmes based on advice from Occupational Therapy Service
  • 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
  • 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 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.

 

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)
  • Special Educational Needs Teaching and Support Service (SENTASS)
  • School Health
  • Specialist Paediatric Diabetes Nurses
  • Social Care
  • Community Paediatrics
  • Action for Children

 

Attendance

  • The attendance of SEN pupils was 94.7% for SEN Support and 91.9% for pupils with an EHCP
  • The whole school attendance was 95.9% - September 2019 to March 20th 2020 due to COVID school closures
  • There have been 0 fixed term exclusions during 2019-20.

 

Top