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  • Queen Elizabeth's Grammar School
    West Park Road
    Blackburn
    Lancashire
    BB2 6DF
  • Head: Mrs C Y Gammon
  • T 01254 686300
  • F 01254 692314
  • E [email protected]
  • W www.qegsblackburn.com
  • A state school for boys and girls aged from 4 to 18.
  • Boarding: No
  • Local authority: Blackburn with Darwen
  • Pupils: 1100
  • Religion: Christian Inter-denominational
  • Open days: October each year
  • Ofsted:
    • Latest Overall effectiveness Requires improvement 1
      • 16-19 study programmes Requires improvement 1
      • Early years provision Good 1
      • Outcomes for children and learners Requires improvement 1
      • Quality of teaching, learning and assessment Requires improvement 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Requires improvement 1
    • 1 Full inspection 18th May 2017
  • Ofsted report: View the Ofsted report

What the school says...

Extended hours facility available for ages 3 to 11, from 7.45 am and up to 6pm separate tariff applies. Nursery also available from 3 months to 4 years, 50 weeks of the year 7.30am- 6pm.

What the parents say...

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2016 Good Schools Guide Awards

  • Best performance by Boys taking Biology at an English Grammar School (Edexcel Certificates)

Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

At QEGS, we have a teacher in charge of co-ordinating our response to diagnoses of SEN. We receive reports from the appropriate agencies and qualified professionals and act upon the recommendations made. Our experience suggests that pupils so identified, with the sympathetic support of highly-qualified teachers, prosper by fulfilling or even exceeding their measured potential. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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