Blackburn Local Offer

QEGS Blackburn Academy Trust Secondary school

Open Monday to Friday 8.30am - 4pm

QEGS Blackburn Academy Trust Secondary School is  committed to providing an appropriate and high quality education to all the young people it serves.  We believe that all young people, including those identified as having SEND, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them and enables them to be fully included in all aspects of school life.  We aim to offer excellence and choice to all our pupils, whatever their ability or needs, and we strive to ensure that all our pupils feel that they are a valued part of our school community. We have high expectations of all our pupils, which we aim to achieve through the removal of barriers to learning and participation.  

Who to contact

Contact Name
Gloria Frost
Contact Position
01254 686300

Where to go

QEGS Blackburn Academy Trust Secondary school
West Park Road

When is it on?

Date & Time Information
Open Monday to Friday 8.30am - 4pm
Time of day

Other details


The school takes 50% of its pupils form within Blackburn with Darwen and 50% from outside this area.


Local Offer

Local Offer Description

The school has an 'Accessibility Plan' which helps us to improve our provision for learners with special educational needs on an ongoing basis.

Ancillary aids and assistive technologies which we are using or will be using in school include:

  • Laptops for pupils with specific learning difficulties
  • Coloured overlays for pupils with specific learning difficutlies
  • Hearing aid transmitter and receiver for hearning impaired pupils
  • Lift in the sixth form building 
  • Disabled toilet in the sixth form building
  • There are two designated disabled parking spaces. One in Singleton carpark and one outside the main reception.
  • The nearest train station is Blackburn station, it is 1.3 miles away.
  • The nearest bus stop is on Dukes Brow, it is about 400 meters away.
Contact Name
Gloria Frost
Contact Telephone
01254 686300
Contact Email
Local Offer Age Bands
11-16 years
16-19 years

Schools Extended Local Offer Response 

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

The agencies used by the school include:


• NELDA (North East Lancashire Dyslexia Association).


• Connexions service.


• Child Protection Advisors.


• Educational Psychologist team.


• CAMHS (Child & Adolescent Mental Health Service).


• AAP (Attendance Advisory Practitioner previously known as Educational Welfare Officers).


• ISS (Inclusion support service).


• Social Services.


• ELCAS (East Lancashire Child and Adolescent Services).


• NHS – this can vary from hearing impaired support to working with physiotherapists.


• The Heights Free School.


• St Thomas' referral Unit

What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?

In our school, all staff are involved in supporting pupils with SEND and so we make sure that staff have training to help them to do this.

All our staff are DBS checked. If you require more information on this issue please contact Mrs Barbara Burke in Bursary office on 01254 686300.

• Updates are made available to staff via staff briefings, face to face meetings and the Learning Support Folder which is updated annually. External training is available to support the staff as required. Recent examples of such are:
- Safeguarding training
- Epipen training
- Whole school dyslexia awareness INSET
- Whole school INSET on high frequency SENs e.g. Hearing impairment, Sight Impairment, Physical difficulties, AS, ADHD and Speech and language communication needs.

• Mrs Cathy Fleming is a specialist support assistant for pupils with specific learning difficulties.

• Mrs Clare Gammon has specialist training in supporting dyscalculia.

.• The School also commissions the SEN Support Service of the Blackburn with Darwen Local Authority to deliver training.

How do you know if my child/young person needs extra help?

In our school we use a variety of ways to assess whether a young person has SEND. Some of these include:

• Prior information from primary schools.

• Induction evenings.

• Information from parents and carers.

• Information from the young person.

• Observations and discussions from adults who work with the young person.

• School based tracking.

• School based test results. Baseline assessments in English and Maths.

• Assessments such as WRAT (reading test), DASH (writing test),WRAML2 (working memory test), LUCID rapid and Lucid Exact (Dyslexia screening assessments).

• Specialised assessments carried out by members of the school support services.

What should I do if I think my child/young person may have special educational needs?

Parents and teachers should forward concerns to the SENCO, Mrs Gloria Frost at - 

How will staff support my child/young person?

• Staff will support pupils in their class by ensuring work set is tailored to their needs and abilities.
In many cases pupils can benefit from very straightforward support solutions e.g. adjusting seating positions in the classroom, the provision of large font learning resources or differentiated work/resources to enable access to the curriculum more easily.

• For other pupils with complex or more severe learning difficulties, the SENCO, in conjunction with specialist support, if necessary, will advise subject teachers on what support is needed. For more detail see the school’s SEND policy and inclusion policy.

How will the curriculum be matched to my child's/young person's needs?

• Pupils are placed in sets in core subjects.

• Choice of three GCSE pathways at KS4 (Year 10 and 11). Pupils will be placed in one of three bands: to study either 10 GCSEs; 9 GCSEs; 6 GCSEs, with additional lessons in Maths and English.

How will teaching approaches be modified to support my child/young person?

• Differentiation in lessons.

• Study lessons for KS4 pupils.

• Subject support clubs at lunchtime and after school.

• Homework Club in the library after school.

• 1 to 1 support with a specialist dyslexia TA.

• Small group work with TAs focusing on literacy and numeracy.

How will both you and I know how my child/young person is doing?

Monitoring progress is an integral part of teaching and leadership within QEGS:

• School based tracking.

• Monitoring of pupil’s targets throughout the year.

• Teacher marking, observations and questioning.

• Curriculum tests and standardised tests.

• Discussions with school staff.

• Discussions with parents and carers.

• Discussions with the young person.

• Assessment grade sheets are sent home per the Assessment map and meetings arranged if needed.

• Pupils’ targets and levels of working are monitored through a robust colour coded tracking system. Pupils in danger of falling below their end-of-year targets are monitored by their Form Tutor, Head of Year or Head of department.

How will you help me to support my child/young person's learning?

• Use of school planners.

• Accelerated reading interventions in Year 7.

• Some small group intervention lessons with TAs in English and Maths are available

• Individual intervention lessons with specialist TA for some pupils with specific learning difficulties.

• Parents’ Evening meeting with SENCo to review your child’s Pupil Profile and progress.

• Copies of pupil’s SEND review meetings and Pupil Profiles are sent home.

What support will there be for my child's/young person's overall wellbeing?

• Every pupil is a member of a Form, and their Form Tutor acts as their daily mentor.

• Further support comes through the Heads of Year, who liaise closely with Form Tutors and subject teachers to ensure every pupil feels safe and happy and thrives in all aspects of their school life.

• Attendance, punctuality and behaviour are monitored closely on a daily basis and parents contacted if there are concerns.

• Meetings can be arranged to resolve issues around the pastoral needs of a pupil.

• Pupil representatives voice concerns at student council meetings.

• There is a comprehensive PSHE programme which is followed in Form Periods and PSHE lessons.

• Each pupil has a Personal Learning Plan, which gives your child the opportunity to express their concerns and is monitored by Form Tutors.

What activities will be available for my child/young person?

There are a range of lunchtime and after school clubs – see web site for full list.

How will you prepare and support my child/young person during transitions?

Key stage 3
• All parents of pupils who join us in Year 7 are invited to our Year 6 Induction Evening, and have the opportunity to meet with members of our school staff.

• All pupils who join the school in Year 7 are invited to attend our Year 6 Induction Day and our Transition day, where they spend full days in school learning what it means to be a pupil at Queen Elizabeth’s.

• We liaise with all primary schools and request information on all pupils with SEND and this information, where relevant, is shared with school staff.

• If further support is needed for pupils with SEND and vulnerability factors:
- The SENCO will also meet with parents, primary staff and pupil at the primary school to discuss possible barriers and provision required.
- Additional induction days are arranged as required.

Post 16 provision
• Any relevant documentation concerning SEND pupils are transferred to the next provider.

• Where appropriate visits will be arranged and facilitated by the Learning Support and Careers departments to help pupils make the right choice for them.

• The connextions team works with the careers department to assist pupils in their future career and college choices.

How are resources and equipment allocated and matched to my child's/young person's needs?

Advice is sought from the advisory teachers at SENSS who are able to recommend appropriate resources and equipment.

How are decisions made about what type and how much support my child/young person will receive?

• Pupils with an Education, Health and Care Plan (EHCP) or statement of Special Educational Needs are allocated support in line with their entitlement.

• Pupils who do not have an EHCP or statement of Special Educational Needs but have been assessed as ‘SEN support’ will be allocated support and intervention in line with their needs. This may range from recommendations to class teachers as to the most effective ways to teach the pupil to bespoke support during intervention sessions.

• The SENCo liaises with primary schools and attends review meetings if necessary.

• Specialists both within the school and from the Local Authority use recognised tests to identify pupils’ needs be they learning, sensory, physical or social and emotional.

Journey Planner

Address: West Park Road  Blackburn  Lancashire

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