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Newburn Manor Primary School

Learning together, growing together

Annual SEND Report July 2021

The information and data in this report relates to the 2020-2021 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



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, 59% 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*






NMPS SEN Support











National % of pupils at SEN Support

















National % of pupils with EHC Plans









The percentage of pupils identified with a special educational need this year has remained stable. During 2020-2021, there were 25 boys (74%) on our SEN list and 9 girls (26%). Nationally, SEN is more prevalent in boys than girls, with boys representing 73.1% of all pupils with an EHC plan and 64.2% of pupils at SEN Support, however this has been decreasing slowly in recent years (DfE, Jan 2021).



Profile of SEN pupils


Primary area of need SEN 2020-2021

% of SEN population

Cognition & Learning Difficulty (incl Dyslexia)

16%    16%

Communication & Interaction

66%    16%

Sensory/Physical Need (Hearing, Vision, Physical need) **

3%      3%

Social Emotional and/or Mental Health Need

15%    3%

 ** There are pupils across the school with 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 needs are ASD (Autism Spectrum Disorder) and SEMHD (Social, Emotional, Mental Health Difficulties). The profile of our SEN pupils matches the national picture (DfE, July 2021).



Attainment July 2021


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. July 2021 data is based soft data and work scrutiny. This data shows that SEN pupils have made at least expected progress Year on Year in reading, writing and maths with some SEND pupils making more than expected progress. SEN pupils outperformed Non-SEN pupils in terms of progress in Reading and Writing from KS1 to KS2.  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 2020/2021


At standard

Greater depth










































KS1 2020/2021


At standard

Greater depth




























Progress Measures July 2021

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




School Non-SEN












See Performance page of our website – this page shows school and national data up to July 2019 due to the cancellation of national assessments in 2020 and 2021 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 was available to meet with parents throughout the year either virtually or via telephone.



Partial School Closures Measures January to March 2021


During lockdown, the following measures were put in place to support our pupils with SEN:


  • Risk assessments undertaken for all children with EHCPs
  • Weekly wellbeing checks via telephone for all identified vulnerable learners with a member of the school management team or class teachers
  • For children working significantly below their year group expectations, specific resources were supplied and shared with children for use at home
  • Continued support through external agencies, including speech and language assessments, advice via telephone from the educational psychologist
  • Speech and language intervention continued for pupils in school
  • SENCo spoke with parents and carers of SEN pupils on a weekly basis for additional support with learning or support for mental health or well-being
  • SENCo liased virtually with secondary schools for Y6 pupils and nurseries for new Reception pupils
  • SENCO continued to liaise with outside agencies to support individual pupils


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
  • Leading motor co-ordination programmes based on advice from Occupational Therapy Service
  • Supporting pupils with Autism Spectrum Disorder, using individualised strategies advised by Newcastle Specialist Teachers of Communication and Interaction
  • 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.



Staff training

During this year, CPD opportunities have been limited by COVID. The following training has been undertaken:


  • SEN Support Plan development with LA
  • SENCo Network meetings with LA
  • OWL Trust SENCo Network meetings
  • Training for staff on supporting individual ASD pupils with Specialist Teacher for Communication and Interaction through LA
  • Mental Health training
  • Strategies for supporting individual pupils needs with Educational Psychologist
  • Training for new phonic scheme to be introduced into Reception and Key Stage 1


Next steps in training for 2021-2022

  • SENCo to attend “Leading good autism practice” training with AET
  • Whole staff to attend ‘Making Sense of Autism’ training with AET
  • Further mental health training for whole staff
  • Training on Zones of Regulation to be sought to support pupils



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 Outreach Service (SENDOS)
  • School Health
  • Specialist Paediatric Diabetes Nurses
  • Social Care
  • Community Paediatrics
  • Action for Children
  • Clennell Education Solutions
  • Early Help Team
  • Kalmer Counselling



  • The attendance of SEN pupils was 94.8%
  • The whole school attendance was 96.9%
  • There have been 0 fixed term exclusions during 2020-2021