Special Educational Needs

This school provides excellent provision for children with SEND and support for vulnerable, disadvantaged children and their families. Inclusion is central to the school ethos.” (SENDIA, 19th June 2019)


Newall Green is a mainstream community school in Wythenshawe, 9 miles from Manchester city centre. It is a large primary school for children aged 3 to 11 years, set in extensive grounds with 675 children on roll, its aim is to offer each individual the opportunities they need to succeed.  There are learning provisions in Key Stage 1& 2 to accommodate pupils with significant special educational needs.

S.E.N: 150 on register (22%)

Looked After Children: 3

Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities.

The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEND coordinators (SENDCOs) and the SEND information report .


The Head of School with responsibility for inclusion is Mrs Ruth Perry



The SENDCos are:-

Miss Clare Mullally (KS2) MAT LEAVE


Miss Kirstie McKenzie (KS1)


Mrs Vicki Murphy (EYFS)


School Telephone Number: 0161 437 2872

The SEND Governor is: Miss Jennifer Degan


As a school we believe that parents are an integral part of their child’s education and we will always involve you in the decision-making process.


How we identify children who may have SEND within our school.

At Newall Green Primary we monitor children’s progress through ongoing assessment and tracking to ensure we identify any needs as early as possible.

Children may have difficulty with some or a combination of the following:

  • Understanding information
  • Reading, writing or maths
  • Speech, Language and Communication
  • Understanding others/social interaction
  • Organising themselves
  • Physical or Sensory difficulties
  • Social, Emotional and/or Mental Health
  • Managing social interactions and behaviour
  • Some or all of the work in school

If you feel your child is experiencing significant difficulties with any of the above please raise your concerns with the class teacher in the first instance.

If a child has a high level of need when joining the school or after additional support in the form of an intervention they will be considered to have Special Educational needs or Disabilities (SEND) and placed on the SEND register.

At Newall Green we believe that teaching pupils with SEN is a whole-school responsibility. The core of the teachers’ work involves a continuous cycle of planning, teaching, and assessing, considering the differences in pupils’ abilities, aptitudes, and interests. Some pupils may need increased levels of provision and support; the school will intervene through Class Action and School Action as described below.

When a member of staff has a concern over a child’s learning or behaviour, s/he will monitor the child’s progress whilst undertaking a literacy and numeracy assessment with the child. At this time we will consider whether or not School Action support is necessary. 


Class Action

If the class teacher identifies that a child needs SEN support, that child’s name will be entered on our Special Needs Register at Class Action. The class teacher will facilitate additional support or interventions for the pupil. The SENDCo provides support in the form of resources and advice offered to the class teacher.

The SENDCo monitors delivery and outcomes of class action plans, and they are recorded on the school’s provision map.


School Action

If, (usually following a minimum of two terms at Class Action), the desired progress does not take place, the child’s name is entered at School Action. Advice and/ or support from external services/agencies is sought by the SENDCo, the class teacher and the parents. A one-page profile will be devised jointly with parents and the pupil.  This will identify support that is additional to or different from that offered at Class Action. The SENDCo monitors action taken as before, and also coordinates any further assessment of the child.  Outside agencies may be consulted for advice.


Reviewing Class Action/School Action

Pro-formas will be reviewed at least twice yearly by the SENDCOs and in most cases termly.  Class teachers and support staff will review progress against targets set in conjunction with the child.  Parents are informed of progress termly, either at parent teacher meetings or via report.


Education, Health and Care Plans

A very small minority of children need an EHCP. If this is the case, LEA procedure and policy will be followed as below


Request for Statutory Assessment/EHCP

The school will request a Statutory Assessment from the LEA when, despite an individualised programme of sustained intervention within School Action, the child remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The school will have the following information available:

  • The action followed with respect to Class Action and School Action
  • The pupil’s One-page profiles
  • Records and outcomes of regular reviews undertaken
  • Information on the pupil’s health and relevant medical history
  • Attainment levels
  • Literacy/Numeracy attainments
  • Other relevant assessments from specialists such as support teachers and educational psychologists
  • The views of parents
  • Where possible, the views of the child
  • Social Services/Educational Welfare Service reports
  • Any other involvement by professionals

An Education, Health and Care Plan will normally be provided where, after a Statutory Assessment, the LEA considers the child requires provision beyond what the school can offer. However, the school recognises that a request for a Statutory Assessment does not inevitably lead to an Education, Health and Care Plan


EHCP Review

Education, Health and Care Plans are reviewed at least annually with regard to the outcomes set.  The SENDCo will organise the review and invite the relevant people.  These will include:

Parents/carers, SEN caseworker, Professionals who work with the child, including external agencies, SENDCo, Representative from health if appropriate., the child if appropriate.

All paperwork from the review will be copied to parents, other professionals and the LEA.

For pupils with SEND who are also LAC, the LAC lead works alongside the SENDCO to ensure targets and outcomes on the child’s PEP are conducive with those set by the class teacher.

Consulting the young person

Pupils are consulted at each stage of the identification and review process in the following ways:-

-Attending review meetings if they want to. If not, their views are sought prior to the meeting.

-Being involved in setting and reviewing outcomes on their one-page profiles



We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

  • Moving classes: Information will be passed on to the new class teacher in advance and in most cases a transition planning meeting will take place with the new teacher. A ‘meet the teacher’ morning is also put in place for all parents at our school. Every child has a time to meet their new teacher in their new classroom. Some children may need a personalised approach for this process.
  • If your child is moving to another school: We contact the SENDCo to make sure they know about any special arrangements or support that needs to be made for your child.
  • In Year 6: The SENDCo attends meetings with your child’s chosen High school. Your child will have focussed learning about aspects of transition to support their understanding of the changes ahead. This may include some group activities within school. Where possible they will visit the new school in advance on a number of occasions and in some cases staff from the new school may visit your child.
  • Reviews for pupils in Year 5 and 6 with EHCPs will focus on setting outcomes for KS3 and discussing aspirations for the future i.e. higher education/employment.
  • Initiatives in our school help to prepare all children for adulthood. (e.g. Aspirations Days/Construction Week) Their ambitions are considered and reflected in the activities provided.


Approach to teaching children with SEND

Newall Green Primary School strives to be an inclusive school, encompassing a sense of community and belonging through its

  • Inclusive ethos
  • Peace Mala commitments
  • Broad and balanced curriculum for all pupils
  • Systems for early identification of barriers to learning and participation
  • High expectations and suitable targets for all children


At Newall Green Primary School we have adopted a whole-school approach to SEND policy and practice.

Pupils identified as having SEND are, as far as is effective for the child, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school. Where pupils are unable to access the curriculum, a personalised approach to learning is provided in the SEND provision rooms (Acorn Rooms). Support may be provided for pupils to access unstructured times alongside their non-SEND peers.

The SENDCO and class teacher work alongside the Lac lead to ensure that there is a holistic approach to meeting the needs of every looked after child with SEND.


Admission Arrangements

The Governing Body ensures that the admissions criteria does not discriminate against pupils with SEND and has due regard for Section 69 of the Children and Families Act 2014.



We endeavour to include all children in all activities making reasonable adjustments so they can take part in school, visits and residential trips. Appropriate plans will be made for the provision of their personal care, dietary needs or medication. For further details please also see the school medication policy and accessibility plan.

Lessons are carefully planned and differentiated or adapted to meet the needs of all pupils.

Newall Green Primary is a barrier-free environment. This means that the corridors and toilets are wheelchair accessible, there are ramps and rails in place where needed, and every child has equal physical access to all parts of school.

Reasonable adjustments will always be made to ensure that disabled pupils can participate in all aspects of the curriculum and access all information that those who are not disabled are able to access.

See Accessibility Plan document: Accessibility Plan 2021

The school website can be translated into a number of different languages to enable access for families with English as an Additional Language.

Newall Green Primary can employ translators for meetings with parents of children with SEND where appropriate.



Staff access regular training appropriate for their needs in order to support children. This can be through peer support, 1 to 1 training, groups or courses dependent upon the needs of the child.

SENDCos and teachers work alongside experts (e.g. speech and language therapist/physiotherapist/Educational Psychologist) where needed to ensure that provision is delivered effectively to each child.

Health professionals deliver specific training regularly – either to all staff or those who need it.

SENDCos attend training and feed back initiatives and strategies to staff as needed.


Evaluating the success of our SEND provision


The success of the school’s SEND Policy and provision is evaluated through:

  • Monitoring of classroom practice by SENDCo and subject co-ordinator
  • Analysis of pupil tracking data and test results:
  • for individual pupils
  • for cohorts
  • Value-added data for pupils on the SEN Register
  • Consideration of each pupil’s success in meeting outcomes
  • SENDCos report to Governors 3 times per year
  • School self-evaluation
  • The School Improvement Plan/SEND Action Plan


Last year the school achieved the SENDIA award which evidences that Newall Green Primary are an outstanding provider for pupils with Special Educational Needs and Disabilities. A thorough inspection and assessment of our systems, processes and provision was carried out by an independent agency to secure this award.



Newall Green Primary aims to improve the emotional and social development of all pupils including those with SEND through the following: -

  • Dimensions PSHE curriculum
  • Emotions Boards and worry boxes in every classroom
  • Yoga sessions
  • One to one therapy (Drawing and Talking/Place 2 Be/school counsellor)


See NGPS Mental Health Policy for details 


Support from external agencies

Specialist services that are accessed by our school for pupils with SEND include: -

  • Educational Psychology Services
  • School nurse
  • Speech and Language therapists
  • Occupational Therapists
  • Child and Adult Mental Health services, Child and Parents service
  • Paediatricians
  • Sensory support service
  • Local special schools with outreach services eg Bridgelea, Ashgate, Lancasterian, RHOSEY
  • Non-statutory school social worker
  • Place 2 Be counsellor
  • Physiotherapist/Fit-tastic coach
  • IAS (Independent Advisory Service)
  • Statutory Assessment Team
  • Early Help Assessment Team
  • Children’s Services
  • Beanstalk readers

……along with any others that are felt appropriate to help to meet the needs of the child.



In the first instance complaints should be directed to class teacher and SENDCO, who will endeavour to resolve the issue. For full complaints procedure, see Complaints Policy

Parents may wish to seek advice from the Independent Advisory Service



How Newall Green supports your child

All children receive quality first provision; this means that a range of teaching styles and appropriate learning objectives are set for all children with a curriculum matched to their needs. Our teachers and teaching assistants have expertise in various areas of SEND, and will undertake relevant training wherever this is needed.

We make sure your child’s progress is monitored by their class teacher on a regular basis. This can be in the form of:

  • Observation
  • Discussion
  • Questioning
  • Formal assessments
  • Individualised programmes
  • National tests at stated points in the child’s education



If a child continues to work well below national age-related expectations or does not make the expected rate of progress, a number of professionals including an Educational Psychologist (EP) may be consulted by the school with yourself in order to reach a decision regarding future provision your child might need in school.


Reporting back to you

All children have a parent’s evening in the Autumn and Spring term for their teacher to discuss progress and to highlight any concerns. They then have a half yearly written report in February, and a full written report at the end of each school year. Children with SEND may have additional meetings with a range of other agencies. This may include a formal process called the Early Help Assessment (EHA).


How we put this policy into practice


The role of the SENDCo


The SENDCo plays a crucial role in the school’s SEND provision. This involves working with the headteacher and Governing Body to determine the strategic development of the policy. Other responsibilities include:


  • Overseeing the day-to-day operation of the policy
  • Co-ordinating the provision for pupils with SEND
  • Liaising with and giving advice to fellow teachers and teaching assistants
  • Managing 1:1 support staff
  • Overseeing pupils’ records
  • Liaising with the parents
  • Running INSET sessions
  • Managing the SEND budget share
  • Liaising with external agencies, LEA support services, Health and Social Services, and voluntary bodies.

For effective co-ordination, all other staff must understand and show competence in : -

  • The responsibility all teachers have in making provision for SEND pupils
  • The commitment required by staff to alert the SENDCO to concerns and to keep him/her well informed about pupils’ progress
  • Mechanisms that exist to allow teachers access to information about SEND pupils
  • What exactly constitutes a ‘level of concern’ and at which point Class Action is initiated
  • The procedure by which parents are informed of this concern and the subsequent SEND provision
  • Developing constructive relationships with parents
  • Identifying effective interventions
  • Setting targets, formulating one-page profiles for SEND children and incorporating these into lesson planning


The Head teacher will work alongside the SENDCO when needed, will ensure that the lead SENCO is part of the school leadership team and oversee strategic development of SEND provision


Manchester’s Local Offer for children with SEND


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At Newall Green Primary School, we provide an environment where pupil feel happy, safe and ready to learn the knowledge and skills identified within the national curriculum. We recognise every child as a unique individual and we aim for all of our pupils to have the knowledge, skills and attitudes that will enable them to be successful in their future careers.

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