Inclusion is at the very heart of Our Lady Queen of Peace Catholic Engineering College. Students always come first, and their needs are the priority. Extremely positive relationships are at the heart of everything that happens at OLQP and is at the very heart of their superb inclusive policy and practice.

The school is a vibrant, yet calm learning community, where its values and vision demonstrate its outward facing nature, delivering quality teaching and learning experiences for students and demonstrating their superb inclusive culture that is a natural part of the everyday experience shared by staff and students alike.

(Mr Steve Gill - Inclusion Quality Mark Assessor - July 2019)

SENCO (Inclusion Manager) - Mrs C Granite - This email address is being protected from spambots. You need JavaScript enabled to view it.

Local Authority Local Offer

Caring for All

Inclusivity is key to our school's success and is central to our ethos; that is why we are so successful with vulnerable learners. We strive to prepare all students to flourish and embrace the next stages of their learning. Children, from whatever background, religion or culture, benefit from the Catholic life of the school because it is one of love, tolerance and respect. Our staff see their role as a vocation and the building is a hub of the community.

Children with Special Educational Needs or Disabilities (SEND)

Children with special educational needs or disabilities are well supported by the school and staff are extremely conscious of their particular needs; they are very closely monitored. Where appropriate, some children may be referred to our Nurture Group with Mr Taylor, who is our fully trained KS2 Teacher. He provides additional support for those children who may be operating at an extremely low level. For other SEND children, the school provides a multi-disciplined team led by Mrs Granite, our Inclusion Manager. The school building has extra facilities to provide access for the physically disabled and we have a large team of teaching assistants to support children with identified needs. If you would like to discuss worries or concerns about your child, or if you think they need assessments made on them for special needs, please contact the Inclusion Manager on the email address given above. She will be able to give you advice and guidance, and where appropriate, she will refer your case to the Educational Psychologist and complete an All About Me referral with the family.

Children Looked After (CLA)

As part of our inclusive nature, our school supports children who are in local authority care. Our support network extends across several authorities: Lancashire, Cumbria, Liverpool, Sefton, Wigan, St Helens and Greater Manchester. We have a dedicated Teacher for Looked after Children, Mrs R Downing, who currently oversees all our students across KS3 and KS4. In addition to the normal curriculum provision, all CLA students receive additional academic study support, on an average of 10 hours per week. Students engage in a wide range of extra-curricular activities and take advantage of the many school trips offering further enrichment opportunities. The CLA officer attends regular PEP meetings (Personal Education Plans) and CLA reviews (Children Looked After). The role requires the CLA Officer to work closely with foster carers, social and educational support workers.

Nurture Groups

As part of the school’s developing inclusion brief, there are a number of nurture groups that have now extended into KS4. KS3 nurture groups are overseen by Mr Mark Taylor and this continues to be the ‘flagship’ for the school. The centre operates an effective and tailored curriculum for some of our most vulnerable students with a variety of emotional and physical needs. The nurture areas offer an additional respite space at social times where students struggle with social skills and often friendship problems. They are encouraged to socialise in a controlled and welcoming environment.

Inclusion Centre 

Our Inclusion Centre is used for any child who may need addiitonal support or intervention for a variety of reasons. Teaching staff are deployed in this area to ensure that individual children's progress is maintained during their time in this area. Examples of reasons as to why children may access this provision are: re-integration after illness, managed transfer children, vulnerable learners, those needing emotional support and referral for one-to-one support.

Counselling Services

The school employs a Home School Liaison Officer who is able to support children experiencing difficulties or problems and can also work with families, if required. In addition to this, we have an external professional counselling service for those children who find themselves in more challenging circumstances. Our chaplains are also available for the pastoral care of students and their families.  

Access Arrangements

Students with physical difficulties or recognised, substantial, long term learning difficulties may be eligible for access arrangements for assessments and examinations. They will have to be tested and meet criteria set out in JCQ regulations. If they meet this criteria, an application can be made to the examination boards.

Centre Based Arrangements

These must be requested allowing adequate time to arrange technology, rooms and staffing prior to the assessment.

Use of word processors in assessments

Students will be allowed to use computers, with the grammar and spellcheck disabled, if this is their normal way of working within school.

Separate accommodation for assessments

Students who have a recognised medical condition may be accommodated in a small group for assessments.

Inclusion Documents

Inspection Reports (Incl. IQM)

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