Queen Elizabeth's Grammar School
Queen Elizabeth's Grammar 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 chioce to all our pupils, whatever their ability or need, 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
Where to go
- Queen Elizabeth's Grammar School
West Park Road
- BB2 6DF
- Other notes
Queen Elizabeth’s Grammar School Primary Phase 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.
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 are/will be used in the school include:
- Laptops for pupils with specific learning difficulties
- Coloured overlays for pupils with specific learning difficulties
- Enlarged texts.
- ICT applications for enlarging texts.
- Changing facilities.
- Reception toilets on ground level.
- SSAs for children with SEND.
- Contact Name
- Mrs Gloria Frost
- Contact Telephone
- 01254 686300
- Contact Email
- Local Offer Age Bands
- 5-11 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:
- Child Protection Advisors.
- Educational Psychologist team.
- ISS (Inclusion support service).
- Social Services.
- NHS - this can vary from hearing impaired support to working with physiotherapists.
- Child Action North West (CANW)
- 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 make sure that staff have training to help them to do this.
- External training is available to support the staff as required. Recent examples of such are: Safeguarding training; Epipen training and Whole school dsyslexia awareness
- Our SENCO Mrs Gloria Frost has completed the National Award for the Special Educational Needs Co-ordination Qualification
- The School also commissions the Inclusion Support Service of the Blackburn with Darwen Local Authority to deliver training as and when required.
- 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 and nurseries.
- 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.
- 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 - email@example.com
- 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 straight forward support solutions e.g adjusting seating positions in the classroom, the provision of large font learning resources of 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 SEN policy and inclusion policy.
- How will the curriculum be matched to my child's/young person's needs?
All lessons are differentiated to allow for the individual needs of the child. Extra support from a TA may be given to any children who require it.
- How will teaching approaches be modified to support my child/young person?
- Differentiation in lessons
- Use of resources to match children's learning.
- TA support in class.
- TA support one to one
- Holiday homework given to children who require extra support.
- 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
- Setting and monitoring of individual targets throughout the year
- Teacher marking, observations and questioning
- Curriculum tests and standardised tests
- Discussions with school staff
- Discussions with the young person
- Pupils' targets and levels of working are monitored through a robust tracking system.
- How will you help me to support my child/young person's learning?
- Use of homework diary.
- Parents's Evening meeting with SENCO to review your child's progress.
- Copies of pupil's SEN review meetings and IEPs are sent home.
- Pupil's progress tracked through primary school.
- What support will there be for my child's/young person's overall wellbeing?
- Every pupil is a member of a Form.
- Atttendance, punctuality and behaviour are monitored closely on a daily basis and parents contacted if there are any 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 CS programme which is followed in Form Periods and CS lessons.
- Each pupil has a Self reflection booklet 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 website for full list
- How will you prepare and support my child/young person during transitions?
Key stage 1 and 2
- All children joining in Reception are allocated taster days.
- The SENCo will visit the current schools of any children with SEN.
- Children moving to a new year group are to attend a transition morning.
- if there are children who require more transition time, then that is decided in conjunction with Inclusion services.
- How are resources and equipment allocated and matched to my child's/young person's needs?
The SENCo liaises with primary teachers to ascertain what resources or equipment may be required.
Advice is also sought from the advisory teachers 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 Education, Health and Care Plan (EHCP) or Statement of Special Educational Needs but have been assessed as 'Additional 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 all Primary staff.
- 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