Annual SEND Report July 2023

The information and data in this report relates to the 2022-2023 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, however, the number of pupils with an Education Health and Care Plan (EHCP) at NMPS 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, 54% of our SEN population were also eligible for the Pupil Premium Grant. Our SEN register has seen a relatively low number of changes this year with 35 pupils identified with special educational needs.  

Summary of SEN

During 2022-2023, there were 23 boys (66%) on our SEN list and 12 girls (34%). This year we have seen a slight increase in the number of girls identified with SEN. Nationally, SEN remains more prevalent in boys than girls, with boys representing 72.4% of all pupils with an EHC plan and 62.8% of pupils at SEN Support. The difference between the number of girls identified with SEN and the number of boys has been decreasing slowly in recent years (DfE, June 2023).

SEN Population by Key Stage

Profile of SEN pupils

 ** There are 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. The profile of our pupils with an EHC plan follows this national picture. National data shows the most common need for pupils at SEN Support level of provision is speech, language and communication needs. The next highest needs are SEMHD (Social, Emotional, Mental Health Difficulties) followed by moderate learning difficulties. The profile of our SEN pupils matches the national picture (DfE, June 2023).

Attainment July 2023

SEN pupils may not always achieve the required standard but they do make 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
• Leading motor co-ordination programmes based on advice from Occupational Therapy Service
• Supporting pupils with autism, 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 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 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 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
• OWL 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
• Whole school training for Little Wandle Letters and Sounds Revised
• Strategies for supporting individual pupils needs with Educational Psychologist
• Coaching for staff to support a range of pupils’ SEN needs
• Training for staff on managing anxiety through the RISE Team

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.

Next steps in training for 2023-2024

• Further support for staff during the implementation of the Zones of Regulation across the school
• Bespoke coaching for teams of staff working with pupils with speech and language difficulties
• Additional training for staff supporting pupils with autism
• All staff to receive CPD relating to the SEND Code of Practice
• All staff to receive further training on the Descriptors of Need
• All staff to receive training on Universally Available Provision
• All staff to receive training on Emotional Coaching with an Educational Psychologist

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
• The Specific Language Impairment Team
• 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
• Complex Neurodevelopmental Disorders Service (CNDS)
• Visual Impairment Team
• Clennell Education Solutions
• Early Help Team
• Kalmer Counselling
• The RISE Team at The Children’s Society
• Family Partners
• Newcastle SEND information, advice and support service (SENDIASS)

Attendance

• The attendance of SEN pupils was 95%
• The whole school attendance was 96%
• There have been 0 fixed term exclusions during 2022-2023

The government reported that the attendance rate for all pupils across the academic year 2022/23 was 92.5%. (August, 2023) FFT attendance tracking data show Newburn Manor is above national attendance data for this academic year.