Bournville Village

Primary School

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Communication and interaction

SEND Code of Practice (2015):

  • Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
  • Children and young people with an Autistic Spectrum Disorder (ASD), including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.


Some of the things children and young people with these needs might find difficult are:

  • Talking to other adults and/or children and young people, especially when in a group.
  • Talking about a topic they haven’t chosen to talk about
  • Making friends or keep friends for a long time
  • Following rules made by someone else
  • Dealing with changes to the way they usually do things
  • Dealing with noises, smells or other sensations around them
  • Saying the things they are thinking
  • Understand what other people mean when they are talking


Types of support we currently offer:

Teachers change what they are teaching and/or the way they are teaching to help the child learn more, with the rest of the class.

Many strategies, which benefit pupils with Communication and Interaction needs, are in place for the benefit of all pupils.

‘Autism Friendly’ approaches are used within the classroom, often for the benefit of all pupils, such as visual timetables, visual prompts, various types of task boards, concrete objects in maths and an awareness of children’s sensory needs.

Resources are available such as fiddle toys, ear defenders and motivational activities.

Some children benefit from additional teaching or individualised work, for a short time, to support them to learn new skills.  Our Teaching Assistants are trained in a range of interventions, such as speech and language, gross- and fine- motor and social skills .  Should your child require a specific intervention, you will have an opportunity to discuss this at your child’s pupil profile review.

We have a Autism Lead Teaching Assistant, who leads our social skills provision and supports our SENDCo in meeting the needs of children with ASD.  She has attended training in leading ASD in schools, ASD and Behaviours that Challenge, and Peer awareness.

If your child presents with difficulties in communication and interaction, our SENDCo and/or Autism Lead can support yourself and your child with this.


How we assess this:

Review pupil’s individual targets and assess if they have been achieved

Talk to adults who work with the child

Talk to parents

Talk to the child

Observations of the child or young person to see if they are communicating or interacting differently

Where a number of strategies have been used, but concerns remain about a child’s communication or interaction skills, specialist assessment and support may be sought for the child


External Agency in-School Support:

The Communication and Autism Team (CAT) provide support to children and young people, parents, carers, schools and academies in Birmingham.

A member of specialist staff from this team, works with our school to advise upon provision for individual pupils, as well to support school to develop good autism practice.

Please see the link below for more information about their service:


External Specialist Support:

Our SENDCo can support with a referral to Speech and Language Services,  who can assess and support speech difficulties.

A Paediatrician referral is required for a diagnosis of ASD, which can be made by your GP, or through our SENDCo.