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Bisham C of E Academy


SEN Information Report 


Bisham CofE Academy believe that all children should be equally valued in school.  We strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.  We are committed to giving all of our children every opportunity to achieve the highest of standards.  This helps to ensure that our school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.


Our contribution to RBWM Council’s Local Offer can be viewed at The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them.


Special Educational Needs and Disabilities: A definition


The term Special Educational Needs and Disability (SEND) has a legal definition which is set out in the Education Act 1996 and the Children and Families Act 2014. It applies to children who have learning difficulties or disabilities that make it significantly harder for them to learn or access education than most other children of their age. 


The Department for Education (DfE) published a new Special Educational Needs and Disability (SEND) Code of Practice in July 2014 to replace the previous 2001 code, and was updated in January 2015.


The term SEND covers a wide range of types of need, including:


  • specific learning difficulties
  • moderate learning difficulties
  • speech, language and communication needs
  • social, emotional and mental health difficulties
  • autism spectrum conditions
  • visual and hearing impairment
  • physical disability
  • multi-sensory impairment
  • Profound and multiple learning difficulties.


A copy of our SEND policy can be found in the Policies section of this website. 


How does the school identify those children who need extra help?


At Bisham CofE, children are identified as having a special need through a variety of ways. These may include:


  • Information gained through meetings with the child’s previous setting.
  • Concerns raised by a parent/carer.
  • Significantly lower than expected levels of achievement and/or progress.
  • Concerns raised by a member of staff such as unusual behaviour.
  • Information gained through meeting with other professionals that might be in contact with the child such as a physiotherapist, speech therapist or paediatrician.


Who is involved in overseeing the support of children identified with special needs?


Class Teacher


  • Is aware of the school’s Special Educational Needs policy.
  • Identifies a child’s special educational needs and inform the SENCO of any concerns.
  • Puts into action any support that is needed for individual children after discussion with parents, the child (as appropriate) and the SENCO.
  • Keeps detailed and up to date records on those children identified and their progress.
  • Informs parents about their child’s needs and gives advice on how to support learning at home.


Special Educational Needs Co-ordinator (SENCO):


  • Work closely with class teachers and teaching assistants to discuss teaching strategies and identifying needs.
  • Co-ordinate provision for pupils with special educational needs.
  • Make sure that the day to day operation of the SEND policy is followed.
  • Provide relevant opportunities for staff inset and continued professional development.
  • Organise annual and termly reviews.
  • Meet regularly with the Headteacher to discuss individual children and resources.
  • Give advice on the level of support and on appropriate resources and strategies to support children with special needs.
  • Advise teaching and support staff on the teaching and assessment of children with special needs.
  • Act as a link with external agencies and other support agencies.
  • Attend inset and appropriate courses.
  • Meet with parents and children to discuss needs and monitor progress.
  • Maintain the school’s SEND register.
  • Maintain resources and a range of teaching materials to enable provision to be made.
  • Deal with all transfers of children with special educational needs to and from other educational settings.


Head of School


  • Keeps the Governing Body informed of the school’s special needs provision.
  • Ensures that the school’s SEND policy is fully implemented.


The SEND Governor:


  • Has responsibility for the implementation of the Special Needs and Inclusion policy.
  • Ensures that the school has procedures to identify, assess, support and review the progress of children with special educational needs.
  • Ensures that an appropriate proportion of school resources and funds are allocated to special needs provision.


How will the support given to my child be explained to me?


  • The class teacher and the SENCO will be able to discuss support and progress on at least a termly basis.


As a parent/carer, how could I raise a concern?


If you have any concerns regarding your child’s progress or well-being, then please speak to either, your child’s class teacher or the SENCO.


What are the school’s approaches to making the curriculum appropriate for my child?


Some children find it harder to learn than other children of the same age. Sometimes, it may be possible to help children by making small changes to teaching and support and ensuring they have access to quality first teaching. Our school has many different ways of helping children to learn more easily and make progress. This may include adaptations to teaching styles, methods and the resources used (wave 1 intervention).

Children and young people who have been identified as having special educational needs tend to have more significant barriers to their learning. They do not necessarily have a disability and many disabled children and young people do not have special educational needs.


The school supports those children identified through:


  • Curriculum differentiation.
  • Support for behaviour.
  • Individual support through specific programmes or interventions.
  • Support for health needs.
  • Small group work.
  • Specialist teaching groups.


How does the school know how well my child is doing?


  • At Bisham CofE, we measure children’s progress in learning against the National expectations and age related expectations.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.
  • Termly meetings are held with the class teacher, Head of School, Executive Principal and SENCO to discuss individual children’s academic progress. As a result of these meetings, interventions and group work can be put in place if required. 
  • Half-termly meetings are held by the SENCO with specialists from RBWM Council, such as an Educational Psychologist to discuss academic and/or social concerns of specific children.


How is my child’s overall well-being supported at school?


Our school is an inclusive school and we welcome and celebrate diversity.  We are a caring and understanding team and believe that high self-esteem is crucial to a child’s well-being.


The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. Weekly assemblies, class circle times and the whole school behaviour policy aim to support and promote each child's emotional and social well being. At Bisham CofE we also have a trained Emotional Literacy Support leader who runs short-term interventions with children identified as needing additional emotional support. 


What support is there for behaviour, avoiding exclusion and increasing attendance?


  • After any behaviour incident, we expect our children to reflect on their behaviour with an adult and discuss ways of changing and improving their behaviour so that similar incidents do not re-occur.
  • Attendance and lateness of every child is monitored closely and recorded.
  • Persistent lateness and absence are reported to the Head of School and Executive Principal.
  • The external Educational Welfare Officer also monitors attendance and supports families to help improve poor attendance. 


All of the above measures in place enable us to minimise the possibility of exclusion.


How will my child be able to contribute their views?


Bisham CofE Academy is an inclusive school where each child’s views are valued and respected.

Children are encouraged to form their views either verbally or non-verbally using appropriate methods to suit communication needs.  They have a right to receive and make known information, to express an opinion and have that opinion taken into account.  Whenever appropriate, children’s opinions and views will be sought and they will be encouraged to take an active part in decision making, especially as part of their reviews.


Children’s views are gathered in a variety of ways:


  • School Council and House system
  • Pupil Voice
  • Annual reviews of Education Health and Care Plans
  • Annual pupil questionnaire
  • Attendance at Parents Evening


What specialist services and expertise are available at or accessed by the school?


  • Educational Psychology Service
  • MASH service
  • Autism Outreach Service (SHINE team)
  • Behaviour Support Service
  • Speech Therapy Service
  • Physiotherapy and Occupational Therapy Service
  • Specialist Teaching Service (STS)
  • School Nurse
  • Parent Partnership
  • Social Services
  • Attendance Officer
  • ETMAS Service


How is the school accessible to children with special educational needs and disabilities?


The school has been partially adapted to accommodate children with a physical disability.

The entrance to the main school building has doors that can be opened to allow wheelchair access. There is a purpose built disabled toilet in the school.


Trips and After School Clubs


Bisham CofE aims to make all trips inclusive by planning in advance and using accessible places. Risk assessments are undertaken for all trips. All children are welcome at our lunchtime and after school activities. For those children who require 1:1 support in order to take part in an activity, a ‘Needs Analysis’ would be completed and discussed with parents.


How does the school support children with special educational needs and disabilities to start school, change classes and move on to a new school when they reach the appropriate stage?


Starting School: Initial contact is made with parents and the previous setting as soon as we are notified of the transfer.  Visits and discussions with the parents, child and relevant professionals working with the child are arranged.


Transition between year groups: Children with special needs are prepared for transition to a new year group through frequent visits to the new class during the summer term. In addition to this, each child is given a transition booklet made specifically with the individual child in mind. All children have a weeks transition programme at the end of the academic year.


Transition to Secondary School: The school follows the Local Authority transfer arrangements to secondary school.  As such parents of pupils with Education, Health and Care plans attending Year Five are given the opportunity to discuss transfer options.


Secondary school staff are invited to the final annual review of a child with a Statement or Education, Health and Care Plan.

The SENCO meets with secondary school staff to discuss all children with special needs prior to transfer.  The SENCO can arrange additional visits to the secondary school for children prior to transfer.


All documentation and information is forwarded for any child transferring to another school before the end of Year Six.

All pupils with Statements or Education, Health and Care Plans or SEND have a One Page Pupil Profile in which all strengths, needs, differences and special arrangements are documented. The Profiles are updated annually and handed to relevant members of school staff in preparation for the new academic year.


How are school staff trained and supported to work with children with special educational needs and disabilities?


We identify training needs and organise appropriate training for teachers and support staff, calling on the services of specialist providers such as the Educational Psychologist or Speech Therapist, as necessary.


Dedicated Contacts at the School


Executive Principal - Mrs Isabel Cooke

Head of School - Mrs Laura Morel

SENCO - Mrs Kath White


Ashley Hill Multi Academy Trust

A Part of the Ashley Hill Multi Academy Trust