Tauheedul Islam Girls' High School and 6th Form

Local Offer

Tauheedul Islam Girls’ High School (TIGHS) is an 11-18 Academy in Blackburn.

It is part of the Tauheedul Education Trust and has a roll of around 800 students, where young women aged between 11 and 19 can achieve academic excellence and benefit from outstanding opportunities for personal development, leadership and service.

TIGHS plays an active role in enhancing social cohesion and promoting civic responsibility. It has a focused community programme aimed at promoting service, respect and citizenship among all its students and parents.

The school’s progressive faith ethos promotes a duty to consider the welfare of all humanity. This is a basic duty that transcends race, colour, beliefs, gender or faith.

All learners at TIGHS complete community service projects. They undertake hundreds of hours of community service during their time at the school and also establish and manage social enterprises and charities autonomously, as part of the school’s curriculum.

It is one of our driving principles that, through our activities and those of our students and their families, the communities in which we are based, and those further afield, should become stronger and more cohesive. Our goal is to develop young women of the highest intellectual calibre who are able to contribute morally, spiritually, socially, economically and politically to the societies and communities in which they live, study and work.

TIGHS is an outward-looking organisation, rooted in its local community, but exercising its influence on a much wider stage. It understands the nature and complexity of today’s society, and the contribution that each individual must make to sustain a healthy, positive and creative nation that can face the challenges of the 21stcentury with confidence.

TIGHS aims to instil a love of learning, a thorough understanding of the curriculum and a personal commitment to community service, civic pride and charitable giving in each and every one of our students.

Who to contact

Telephone
01254 54021 01254 54021
E-mail
tighs@blackburn.gov.uk
Website
www.tighs.com/
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Where to go

Address
Preston New Road
Blackburn
Postcode

BB2 7AD

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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 recently installed and used in the school include:

  • Braille technology (Braille Note, Jaws programme, a Daisy player, Brailler, Mountbatten and Embosser) used by a student with Visual Needs.
  • Hearing Aids and radio aids used by a group of Hearing Impaired students.
  • Ramps and lifts for wheelchair users and those with physical disabilities and medical needs.
  • I-pads for students with learning difficulties.

The main contact person at the school is the Director of Learning (Access and Inclusion), who is the designated Special Educational Needs Coordinator.  Contact details are provided below.

Contact Name
Mrs Farzana Qureshi
Contact Telephone
01254 54021
Contact Email
farzana.qureshi@tighs.tetrust.org
Local Offer Age Bands
11-16 years
16-19 years

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

The school provides the following specialist services and expertise to support learners with special educational needs:

  • Speech and Language Therapy
  • Educational Psychology
  • Medical Advice
  • Inclusion Support Services
  • Sensory Needs: Hearing Impairment and Visual Impairment
  • Physical Needs
  • Language Support Service.
How will early years setting/school/college staff support my child/young person?

All staff are trained in supporting children with special educational needs and/or disabilities as part of the school’s SEND CPD training programme. The School also commissions the Inclusion Support Service of the Blackburn with Darwen Local Authority to deliver training. Recent CPD sessions have included Hearing Impairment, Visual Impairment, Speech Language and Communication Needs, Dyslexia Training and Braille Training.

All support staff have completed accredited courses and qualifications. They also receive bespoke training relating to their specialist area.

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

All of our students’ progress and learning is monitored on a half termly basis.

Report cards are sent home and if a student is achieving below their end of year target, a ‘Performance Review Meeting’ is held with parents, the student and a member of the Senior Leadership Team. Supportive targets are set following discussion of needs.

Vulnerable learners are supported by the Heads of Year through the pastoral support system and by the Teaching Assistants and Special Support Assistants in class.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Parents and teachers can forward concerns about students to the Special Educational Needs Coordinator.

All concerns are taken seriously and an initial meeting with the Special Educational Needs Coordinator is held to discuss the needs of the students and next steps. Assessments and involvement of external agencies can be arranged following parental consent.

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

Teaching staff will support students in their class by ensuring their needs are met through work which is tailored to their needs and abilities and additional resources to enable students to achieve at their level whilst being challenged and extended in their learning.

Support staff will work with designated students individually or in small groups ensuring they understand the tasks set, remain focused and make progress in each lesson.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

Students are placed in sets and the lessons are planned to allow all students in every class to reach the objectives of the lesson. Pace and challenge are used to extend learning and support is provided to students who need reassurance and closer guidance.

Students with complex learning needs will be offered alternative qualifications such as entry level literacy and numeracy. The school has developed a spectrum of alternative qualifications that students can complete if they are unable to access GCSEs at that stage of their development.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

A range of teaching approaches are used within lessons. Teachers use the interactive whiteboards as the main resource which can be used to model exemplar work and to show video clips linked to learning. Mini whiteboards are used to encourage all students to respond at their level. Students with specific needs will also benefit from timely and bespoke withdrawal work so that they can receive one-to-one support.

How will my child/young person be included in activities outside this classroom including school trips?

All students are assessed on a regular basis through classwork, homework and tests.

Report cards are sent home following half termly assessments and meetings arranged if needed. Students’ targets and levels of working are monitored through a robust colour coded tracking system. Students in danger of falling below their end of year targets attend additional intervention classes to allow them to get back on track.

How accessible is the setting/school/college enviroment?

Individual Educational Plans and targets are shared with students and sent home to parents termly. Advice is available for parents through the formal parents’ evenings and during target-setting following the publication of report cards. Additional meetings can be arranged to discuss areas of concern. These can be initiated by students, parents, teachers, Heads of Year or the SENCO.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

An excellent pastoral system is in place with Heads of Year as the first port of call managed by the Assistant Principal (Teaching and Support). Attendance, punctuality and behaviour are monitored closely on a daily basis and parents are contacted via telephone or mobile if there are concerns. Meetings can be arranged to resolve issues around the pastoral needs of students. The student Shura (Council) representatives voice student concerns at the whole school Shura meetings. Anti-bullying week activities ensure students are aware of what constitutes bullying and the consequences of this for those concerned. Students are monitored during breaks and lunchtimes with staff on duty around the school.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Academic provision is complemented by a vibrant programme of extra-curricular and personal development activities. These include sports, cultural, creative and other activities.

This helps our students develop into rounded individuals and enhances key personal skills and aptitudes which are much sought-after by employers. These include oral communication, personal effectiveness, entrepreneurship, self-actualisation, problem-solving and enhanced emotional intelligence.

Some examples of the activities on offer include: Poetry, Drama and Book Clubs, participation in 'National Maths Challenge' and other online competitions, participation in 'Science at Work' events and a 'Forensic Science Day'. In the Sports curriculum, enrichment includes: school's termly Sports Days, Sports Club for learners and their mothers and Celebration of World Health Day etc.

How is the decision made about what type and how much support my child/young person will receive?

Additional transition visits to the school are arranged for Y6 students well before the formal Induction Day. This is to ensure the students are familiar with and confident about their move to secondary school. These additional visits usually take place during the summer term in liaison with the parents and SENCO from the primary school.

How are parents involved in the setting/school/college? How can I be involved?

Advice is sought from the advisory teachers who are able to recommend appropriate resources and equipment. We also have service level agreements with the Sensory Impairment Team who come in regularly to check equipment, e.g. the functionality of hearing aids and radio aid equipment used by the students. Advisory teachers also check and guide with regards to appropriate strategies within the classroom.

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