1. Perry Beeches Junior School
Special Educational Needs and Disability Offer
Welcome to Perry Beeches Junior School inclusion zone.
My name is Mr. Ellis and I am the SENCo. I work with children, teachers, parents and agencies to ensure that our pupil’s needs are met.
If you think your child has special educational needs,
click on the tabs below to find out what Perry Beeches can offer you.
If you need to contact me, phone for an appointment.
Click here to visit Birmingham City Council’s Local Offer.
Click
on the
trees for more
information
SENCo means Special Educational Needs
Co-ordinator
Open and honest communication
Appropriate and effective teaching
and learning
A Partnership
approach

2. Open and honest communication
How we ensure the necessary people know about your child’s needs.
What happens when your child moves school.
Open and honest communication
Who to speak to if you have a concern about your child’s needs.
How we try to make the information about your child clear and easily understood.
Which agencies might become involved with your child.
What happens when your child moves school.
How we ensure the necessary people know about your child’s needs.
These will then link to the other areas
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3. Open and honest communication
If you have a concern about your child, speak to your class teacher. They are available every morning at 8.45 (unless they are doing their morning duty), and after school at 3.20 for brief chats. For a longer conversation, make an appointment at the office.
Mr. Ellis, the SENCo, is also the Assistant Headteacher. He works every day in school. He may be busy or he might not be in the building, so you can do the following:
Speak to Mrs. Gillespie or Mrs. Barker in the office to find out when he may be available.
Make an appointment to see him or ask if he can telephone you.
We hold two parent consultation meetings during the year so that you can find out how your child is doing in school.
Could this be opened up under – how to speak/contact the SENCo if you have a concern
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4. Open and honest communication
We will make all the information we need to share with you clear and easy to understand.
You can read our SEN Policy in the policy section of the website.The policy explains how we identify and assess children who we think might have special educational needs.
If you prefer information on paper, please ask for a copy at the school office.
Our governing body has a governor who is responsible for special educational needs.
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What happens if there is a concern about progress?
Could this be linked to clear information
Teacher/ parent concerns re poor progress
We will meet to produce a plan of support in school.
Provision made – input from teacher, pupil, parent and SENCo
If there are still concerns then the SENCo arranges for external agency support

5. Open and honest communication
Perry Beeches Junior School works with a lot of external agencies to help identify specific needs. These are:
Birmingham County Council Education Psychology Service
Communication and Autism Team (CAT)
Behaviour Support Service
Social Services
Speech and Language Service
Pupil and School Support Service
Specialist Outreach Services
Big Community for Attendance, Emotional Well Being and Family Support
Spurgeon’s for Young Carers Support
School Nursing Team
If your child requires support from these services, school will always
consult you and request written permission.
Link to outside agencies
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6. Open and honest communication
If your child has been identified with extra educational needs, an Individual Target Plan will be written with the teacher and shared with you and your child.
If your child has medical needs, a plan will be written and shared with you.
All staff have access to a copy of these plans in the classroom. The plans identify how your child should be helped to succeed and make progress.
Occasionally, your child’s teacher may not be in class and this extra information is useful for the covering teacher.
All of these plans will be reviewed on a regular basis.
All necessary people have the info relating to your child.
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7. Open and honest communication
What happens when your child moves school?
If your child is in Year 6, all documents and Individual Target Plans
will be sent to their new Secondary School.
The SENCo from the new school will contact us and organise a time
when they can come in and discuss the needs of the pupil.
Transition sessions will be organised to ease the journey into
Secondary School.
If you move and your child has to start a new school, all documents
will be forwarded to them when they contact us.
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8. Appropriate and effective teaching and learning
How are staff trained to support your child?
How do we ensure good teaching for your child?
How do we ensure that parents and children with additional needs are fully included?
How do we ensure work is pitched to the right level to make good progress?
These will then link to the other areas
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9. Appropriate and effective teaching and learning
All school staff will receive appropriate training so they have the knowledge and confidence to support children’s needs.
At Perry Beeches we hold a weekly staff meeting. These are used to ensure staff have up-to-date knowledge to teach children of all abilities. Inset days (teacher days) are also used to ensure staff receive up-to-date relevant training.
Sometimes training is run by specialists e.g. Epipen training or training by a member of the Communication and Autism Team. (All staff are Level 1 trained in ASD) We also receive training from PSS (Pupil and School Support)
All necessary people have the info relating to your child.
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10. Appropriate and effective teaching and learning
The school will provide good teaching for your child and extra support when needed.
At Perry Beeches we use a range of strategies to monitor the progress of children and to ensure that good teaching is in place for all pupils. We do this through:
Tracking your child’s progress and holding teachers to account through pupil progress meetings.
Book scrutiny for all classes and constructive feedback to teachers.
Classroom observations and learning walks, including monitoring the learning environment.
Extra Support:
If it is felt your child needs extra support, we offer a range of interventions in reading, phonics, maths and writing. This may in the form of individual 1-1 work or in small groups. Class Teachers will plan for these activities and will be supported by Teaching Assistants (TAs)
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11. Appropriate and effective teaching and learning
How do we ensure that children and parents are fully included?
When targets are planned, parents and children will be included in the process.
Also there will be a specific time when we review the targets and plan the next steps.
Parent will be notified when these meetings will take place.
Children will have clear targets in place so that they know exactly what they need to do to progress.
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12. Appropriate and effective teaching and learning
Teaching and support staff will be able to accurately assess the level children are working at and differentiate the curriculum.
We use a range of criteria and evidence to help us identify the level children are working at. This might include:
Checking the words children can read and spell independently
Moderating writing together
Making observations, particularly regarding speaking and listening and maths
Use of tests, where appropriate
Children’s work is regularly looked at by the SENCo and the Senior Leadership Team.
This helps teachers to plan work for all children to make progress. The work and support will be different for different groups of children.
All necessary people have the info relating to your child.
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13. A partnership approach
What is the role of the Governing Body regarding SEND?
How will we ask your permission to involve outside agencies to work with your child?
How decisions are made.
How we will involve your children in decisions about their learning.
Who can we contact for more support?
These will then link to the other areas
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14. A partnership approach
The role of the Governing Body:
The governing body has a duty to ensure that the school adheres to the new Code of Practice under the Children and Families Act This means that the school governors hold the Headteacher, Mr. Smart, and the SENCo, Mr. Ellis, to account.
The governing body appoints a governor who is specifically responsible for special educational needs to ensure that the school and the SENCo carry out their duties.
Please read our SEN Policy and Behaviour Policy policies for more information.
The governing body also has a responsibility to ensure that appropriate safeguarding procedures are in place for all pupils, including those who have additional needs.
All necessary people have the info relating to your child.
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15. A partnership approach
Sometimes we may need to ask for your permission to involve other qualified professionals to support your child.
When another qualified professional works with your child, we will seek your permission prior to any work being started. Children will then be introduced to them by the SENCo. The content of the meeting is confidential and is only shared with parents, the SENCo and
The Headteacher and any other colleague who needs to know.
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All necessary people have the info relating to your child.

16. A partnership approach
The school will involve you in all decisions and listen to your views.
Targets are set and
planned for. Parents,
children and staff are
all involved in the
process.
Progress is reviewed
with children, parents
and staff. Next steps
planned for.
Class teachers look
at progress made.
SENCo reviews progress
made by all children.
Differentiated lessons
Intervention groups
All necessary people have the info relating to your child.
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17. A partnership approach
The school will try to involve your child in decisions about their learning.
Here are the things we do at Perry Beeches to make sure your child is listened to and involved in decision making:
Our voice!
Open door policy – children can speak to the Head, Deputy or SENCo, Learning Mentors as well as their class teacher.
One page profiles
Being involved in target setting and saying how well we’ve done.
All necessary people have the info relating to your child.
Being involved in reviewing our progress in interventions.
Pupil interview with subject leaders
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18. A partnership approach
We will be happy to give you contact details for organisations who can give advice and support for you and your child.
Local Authority Support Services:
Click here to visit Birmingham City Council’s Local Offer.
Communication and Autism Team
Pupil and School Support Services
Tel:
Health Services:
School Nurse Service
Tel:
Child and Adolescent Mental Health Services (CAMHS)
Tel:
Social Services and voluntary organisations:
All necessary people have the info relating to your child.
Children’s Information and Advice Service
Tel:
Big Community
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