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Bishop Wilson C. of E. Primary School

“Each of you should use whatever gift you have received to serve others, as faithful stewards of God’s grace in its various forms.”
1 Peter 4:10

Special Educational Needs

We want all of our pupils to be happy, feel safe and secure and get the best education so that they can succeed.  This includes any child with Special Educational Needs or a disability.

Miss Emma Brown is our SENCo/DHT.  We support children with additional needs by setting individual targets, accessing support from outside agencies such as the Education Psychology Service, Speech and Language Therapists (SALT) and reviewing provision with parents/carers to ensure that you are fully involved.


We are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.


You can contact the school office (0121 770 4063) or email to make an appointment to see the SENCo or if you have any questions.

What are Special Educational Needs (SEN) or a Disability?

A pupil has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than most others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.


Pupils are considered to have a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to do normal daily activities.

The school will make reasonable adjustments for pupils with disabilities, so that they are not at a substantial disadvantage compared with their peers.

The 4 areas of need

The needs of pupils with SEND are grouped into 4 broad areas. Pupils can have needs that cut across more than 1 area, and their needs may change over time.

Interventions will be selected that are appropriate for the pupil’s particular area(s) of need, at the relevant time.

Area of Need 

Communication and interaction

Pupils with needs in this area have difficulty communicating with others. They may have difficulty understanding what is being said to them, have trouble expressing themselves, or do not understand or use the social rules of communication.

Pupils who are on the autism spectrum often have needs that fall in this category.

Cognition and learning

Pupils with learning difficulties usually learn at a slower pace than their peers.
A wide range of needs are grouped in this area, including:

  • Specific learning difficulties, which impact 1 or more specific aspects of learning, such as: dyslexia, dyscalculia and dyspraxia
  • Moderate learning difficulties
  • Severe learning difficulties
  • Profound and multiple learning difficulties, which is where pupils are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment

Social, emotional and mental health

These needs may reflect a wide range of underlying difficulties or disorders. Pupils may have:

  • Mental health difficulties such as anxiety, depression or an eating disorder
  • Attention deficit disorder, attention deficit hyperactive disorder or attachment disorder
  • Suffered adverse childhood experiences

These needs can manifest in many ways, for example as challenging, disruptive or disturbing behaviour, or by the pupil becoming withdrawn or isolated.

Sensory and/or physical

Pupils with these needs have a disability that hinders them from accessing the educational facilities generally provided.

Pupils may have:

  • A sensory impairment such as vision impairment, hearing impairment or multi-sensory impairment
  • A physical impairment

These pupils may need ongoing additional support and equipment to access all the opportunities available to their peers.


What should I do if I think my child has special educational needs?

How does the school know if children have special educational needs and need extra help? How will the school help my child?

We know children need help if:-

  • Concerns are raised by parents/carers, teachers or the child’s previous school or setting, or from information from the Local Authority or outside support agency regarding a child’s level of progress or inclusion.
  • A pupil asks for help.
  • Observation of the pupil indicates that they have additional needs in one or more of the four broad areas of need as described in the Code of Practice for SEND:
  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health
  4. Sensory/physical


Class teachers regularly assess the progress of all children and identify any child whose progress:

  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better their previous rate of progress
  • fails to close the attainment gap between them and their peers


This may include progress in areas other than attainment, for example, wider development or social needs.  Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.


Class teachers will speak to parents and the SENCo to decide on how best to support your child.  Once a pupil has been identified as having SEN, we will take action to remove any barriers to learning, and put effective special educational provision in place. This support will be delivered through successive rounds of a 4-part cycle known as the graduated approach.

All children will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.  Staff will receive regular training opportunities to ensure that they have up to date knowledge and skills to be able to support learners with a range of needs effectively.  Children with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in school and increase their access to the taught curriculum. Children on the SEND register will have individual targets and your child may receive additional teaching activities (we call this an intervention) to help them to meet these targets.


Please see the documents below for further information about how we support children with SEND.

SEND Local Offer - Solihull (signed)

Find out more at Music: What A Wonderful Day by Shane Ivers -

Accessibility Plan 

The building is purpose built, in line with current building regulations related to access for all.  The school is all on the ground floor level (with no stairs), wide corridors and doorways and smooth pathways onto the playground, enabling wheelchair users and those with physical impairments to travel with ease around the building and access to all of our resources and learning activities.  There are two disabled parking spaces in the school car park, a wider toilet cubicle in every classroom, disabled toilets and shower room, hearing induction loop and a medical room. We will purchase additional furniture/resources as and when our pupils require.


The aim of our plan is to:-

  • Increase the extent to which disabled pupils can participate in the curriculum, expanding and making reasonable adjustments to the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as are the able-bodied pupils. This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
  • Improve the physical environment to enable disabled pupils to take better advantage of education, benefits, facilities and services provided.
  • Improve the delivery to pupils with disabilities of information that is readily accessible to pupils without disabilities.

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