Queen Elizabeth School

What Ofsted said

From the inspection on 14 April 2026

Pupils feel a sense of security and belonging at school. They appreciate how welcoming the school is to pupils of different cultures, races and religions. Differences are celebrated. There are many pupils who speak English as an additional language. Staff support these pupils well to develop their English language skills. Pupils feel very safe in school. They appreciate how calm the environment is. Pupils treat each other with respect and kindness. Bullying is rare. If it happens, pupils promptly report it. They are confident the staff will deal with it effectively. Pupils' behaviour is a strength of the school. They are polite and friendly, including to visitors. Pupils consistently conduct themselves well. They demonstrate high levels of respect towards teachers and their peers. Lessons are purposeful. Learning is rarely disrupted by pupils' off-task behaviour. If a pupil struggles to follow school rules, staff work closely with them to provide extra help. Pupils appreciate the pastoral care they receive. Pupils have positive working relationships with the staff. They feel well cared for. Typically, pupils enjoy learning and the range of subjects that they study. In post-16 provision, students increasingly rise to meet teachers' high expectations of them. Typically, students study courses that meet their needs. They value the help and support their teachers provide. Across the school, pupils appreciate the calm learning environment in lessons. When teaching is well matched to pupils' prior learning, they achieve well. However, this is inconsistent. When learning is not well matched to pupils' starting points, pupils do not achieve well enough. This includes pupils with special educational needs and/or disabilities. Pupils who have gaps in their knowledge in mathematics, reading and writing are not consistently supported well enough to achieve. When this happens, some pupils struggle to access the learning.

What the school should improve

• Leaders should develop a clear understanding of how well pupils are learning the curriculum. This includes vulnerable pupils, such as those with special educational needs and/or disabilities, those in alternative provision, and those known or previously known to social care. They should intervene promptly to address barriers to learning.
• Leaders need to ensure that teachers use assessment well to adequately identify gaps in pupils’ skills or knowledge and to inform their next steps in teaching.
• Leaders should ensure that teachers provide pupils with effective guidance on how to improve their understanding, skills and knowledge from their different starting points.
• Leaders need to take appropriate action to ensure that pupils consistently gain the foundational knowledge and skills they need in reading, writing, communication and language and mathematics.
• Leaders should continue to secure improvements in curriculum and achievement to ensure that pupils consistently achieve well, including in national tests and examinations.
• Leaders should support students to improve their attendance in the sixth form.

Read the full Ofsted report (opens in a new tab)