Blackburn Central High School BCHS
We are a secondary school catering for pupils aged between 11-16.
BCHS is an increasing popular, growing and thriving community, who are very proud to have been awarded joint first most improved school in the country by the Department for Education.
We were judged to be a good school by Ofsted, with staff who ‘have been determined and successful in improving teaching and students’ achievement’.
There are no secrets to an excellent education: it entails good teaching and learning, strong support and hard work. We pride ourselves on knowing and caring for all our students whilst having high expectations and ambitions for them all.
We want the best for all our students, we want them to stretch themselves and reach further than they ever thought possible. Our motto is ‘striving for outstanding’ and this is something we aspire to for all our students in their academic and personal development.
We are very proud of all our students at BCHS. They are smart, successful, polite, well behaved and keen to learn. Positive relationships between staff and students are key to our success as we know young people are inspired to learn from the people they like and respect.
We invite you to experience BCHS with Crosshill for yourself either on an Open Evening or during the normal school day.
We welcome any parent or carer who would like to sample our vibrant caring community, please phone 01254 505700 and make an appointment.
BCHS with Crosshill provides every student with a caring, inclusive, safe and secure learning environment to encourage and promote a culture of academic excellence and outstanding achievement in all aspects of school life.
Students demonstrate mutual respect and tolerance for all, promoting fundamental British values.
We are committed to serving our community both at an individual level and in broader contexts. We recognise the multi-cultural, multi-faith, cosmopolitan, diverse and ever-changing nature of society in this country.
We also understand and respond to our role in ensuring that individuals and groups within the school community are not subjected to intimidation, radicalisation or illegal influence.
We pride ourselves on the quality of the education we provide, paramount to this is the development of young people who are safe, knowledgeable, respectful, responsible and decent members of a British and global society.
Our national success has been built on a solid base of putting students at the heart of everything we do, providing them with the very best life chances.
As a school we promise to:
- Inspire and transform the learning of young people and their community.
- Establish a provision that meets the learning, social, emotional and physical needs of young people to allow them the very best opportunities in life.
- Provide personalised learning to support full social inclusion and integration.
- Embrace the latest technologies to explore and develop new and transformational ways of teaching and learning.
- A safe, happy and innovative environment where change is embraced and learning is continuous.
We ensure all of our students endeavour to fulfil their spiritual, moral, social and cultural potential during their journey through high school. We take advantage of any opportunity to develop links within our local community and encourage students to get involved, whether through supporting a local charity or a visit within the local community.
We strongly promote British Values throughout our school in an attempt to ensure all students value and respect others and are ready to become thriving members of our community.
Who to contact
Where to go
- BB2 3HJ
- Other notes
BCHS works hard to fully include all pupils within the school community. We cater for all pupils within the four key areas of Special Educational needs; Communication and Interaction, Cognition and learning, Social Emotional and Mental Health and Sensory and Physical needs.
We also have very strong links with Crosshill and we provide learning experiences for some of their pupils.
We have a designated EAL Department who work with pupils from a range of backgrounds and ethnicities to help them to engage with the school curriculum.
The school also works closely with Achievement for All 3As which is an independent, not-for-profit charity that transforms the lives of children, young people and their families by raising educational aspirations, access and achievement.
- Local Offer Age Bands
Parents & carers
- Needs Level
- SEN Provision Type
Schools' Extended Local Offer Response
- What specialist services and expertise are available at, or accessed by, the school/setting?
SEND Support Services
- What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?
The school holds regular training for teachers and support staff. For example on areas of:
Speech and Language
Specific Learning Difficulties
Moderate Learning Difficulties
Social, Emotional and Mental health issues
How to use Teaching Assistants Effectively
- How do you know if my child/young person needs extra help?
Every six months we test pupils using Access Reading and Access Maths test. At the beginning of year10 we also test pupils who we feel may need exam concessions. We also run Dyslexia tests and work closely with our Educational Pyschologist who completes a range of tests on identified pupils.
We hold coffee afternoons every six months where we invite parents in to discuss the specific needs of their child. We hold yearly review meetings with any pupil who has an IPRA/EHCplan.
All pupils on the SEND register fill out a pupil Passport where they set two targets that are specifically linked to their SEND need. This is reviewed every six months.
- What should I do if I think my child/young person may have special educational needs?
If you feel your child needs extra support then contact the school SENDCO or the Pastoral Manager.
- How will staff support my child/young person?
HLTAs and LSAs work within classes across the Curriculum to support the needs of all pupils on the SEND register. Bespoke interventions take place during progress time every day for 30minutes. Pupils identifed on the SEND register are closely monitored and supported.
Regular meetings between Pastoral Managers, the SENDCO and Achievement leads take place so that vulnerable pupils can be indentified quickly and then fully supported.
- How will the curriculum be matched to my child's/young person's needs?
We have Foundation groups in both Key Stage 3 and 4 who follow a bespoke curriculum with an emphasis on Literacy and Numeracy. Pupils are set according to ability.
At Key Stage four we have a number of different pathways which include Level 1, Level 2 and G.C.S.E options.
- How will teaching approaches be modified to support my child/young person?
Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible.
Specially trained support staff can implement the teacher’s modified/adapted planning to support the needs of your child where necessary.
Specific resources and strategies will be used to support your child individually and in groups.
Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs and increase your child’s access to what is on offer.
Students are placed in sets and the lessons are planned to allow all students in every class to reach their potential.
Through the school’s Teaching and Learning Communities, staff are trained to adjust their teaching to adapt to the needs of the child.
All staff receive training regarding successful Differentiation within the classroom.
- How will both you and I know how my child/young person is doing?
Reports are sent home four times a year. Any pupil who has been identified as underachieving is invited to a parental meeting with the Achievement Lead. If that child needs extra support the SENDCO will meet with the child and their parents to discuss intervention.
Any parent of a child on the SEND register is invited to a coffee afternoon twice a year. pupils with an IPRA and EHC plan are invited to formal review meetings.
- How will you help me to support my child/young person's learning?
We invite parents into school on a regular basis so they can see what work we are doing with these pupils and offer advice about how best to support the child at home. We also have numerous groups such as a women's group where we invite parents in to learn alongside their children.
- What support will there be for my child's/young person's overall wellbeing?
The school provides an outstanding pastoral support team. Pastoral Managers and Progress Tutors regularly monitor attendance, punctuality and behaviour. Staff and students value the supportive relationships built at BCHS. The mutual respect supports a happy and caring learning environment. Our school prides itself on the excellent teacher / student relationship.
During the PHSCEE cycle all pupils follow a scheme of work regarding disability and bullying.
Student Voice is extremely important, the Junior Leadership team are also responsible for making sure that all students have a voice and feel confident in raising issues that are important.
The school employs a part time school counsellor who supports the students’ well-being.
The school employs a full time Attendance Officer. They meet with Pastoral Managers on a weekly basis.
The school also has a behaviour support team who work closely with staff and pupils to monitor behaviour and help support specific pupils around school.
Vulnerable pupils are also offered places on the Social Skills and Nurture programmes which run in school and aim to build self-esteem and tackle mental health issues.
A Nurture club runs ever lunch time offering a safe space for vulnerable pupils to meet friends. This room always has adults in attendance.
- What activities will be available for my child/young person?
We have numerous extra curricular sports clubs such as Judo, Netball and Cricket. We also have a STEM club, homework and ICT club. Our LSAs will go and support children in these clubs if needed.
- How will you prepare and support my child/young person during transitions?
Year 6 pupils who have been identified by Primary school as needing extra support with transition take part in a programme that is bespoke to them and their needs. This may involve coming up to our school every week for a 6week period, or having one of our LSAs go down to work with the pupil in their school, to build up a relationship with them.
Our school careers officer meets with all yr11 pupils individually and provides opportunities for our SEND pupils to make visits to Colleges and Sixth Forms and supports them with their application forms.
- How are resources and equipment allocated and matched to my child's/young person's needs?
Our school is fully accessible with dedicated disabled parking bays and full access to the school. Internally we have two lifts, specialist changing facilities and toilets. Please see the Accessibility Policy.
- How are decisions made about what type and how much support my child/young person will receive?
If your child has been identified as needing more specialist input instead of, or in addition to, good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better. The specialist professional will work with your child to understand their needs and make recommendations, which may include:
Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
Support to set targets which will include their specific professional expertise
Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g a social skills group or sensory circuit
A group or individual work with outside professional
The school may suggest that your child needs some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place.
If your child has an IPRA / Statement or EHC will work closely with parents / guardians and students to advise on the most suitable support that produces the best outcomes.