Speech and Language Resource – The Perch

The Speech and Language Resource at E P Collier School, known as The Perch, provides a welcoming and inclusive environment where children are supported to develop their communication, language, and social skills. Our aim is to help every child build confidence, independence, and a positive sense of self, enabling them to access learning and take part fully in school life.

We offer personalised support tailored to each child’s individual needs. All teaching and interventions are planned around targets set out in each child’s Education, Health and Care Plan (EHCP). These targets are regularly reviewed to ensure that support remains relevant and responsive to progress. We work closely with families, school staff, and external professionals to provide a consistent and holistic approach, valuing the importance of strong partnerships with parents and carers.

The resource is led by our Teacher‑in‑Charge, Mrs King, who oversees the provision and ensures high‑quality teaching and support. She is supported by our dedicated Learning Support Assistant, Mrs Korah, who plays an essential role in nurturing, encouraging, and supporting pupils throughout the school day.

We are also pleased to work closely with our NHS Speech and Language Therapist, Mrs Pearson, who provides specialist assessment, advice, and targeted intervention. Her input supports the development and review of EHCP targets and helps ensure that each child’s communication needs are fully understood and effectively supported.

What We Offer

The Perch is a morning‑only provision. Children attend The Perch during the mornings and spend their afternoons in their main system class (by year group), where they access the wider curriculum alongside their peers. The wider curriculum includes subjects such as PE, which may also take place in the morning depending on timetabling and individual need.

Within The Perch, we provide scaffolded teaching in Literacy, Reading, and Mathematics, planned carefully to reflect each child’s individual needs, strengths, and EHCP targets. Lessons are adapted to support communication, understanding, and engagement, helping children to develop confidence and independence as learners.

Where a child is able to work within year‑group objectives for a particular subject, they will join their system class for that subject. For example, a child who is working at age‑related expectations in mathematics may attend maths lessons with their year group.

This flexible approach ensures that children benefit from both targeted specialist support and inclusive opportunities within their year group, enabling them to make meaningful progress academically, socially, and emotionally.