Queen Elizabeth Studio School

What Ofsted said

From the inspection on 2 June 2026

Pupils at Queen Elizabeth Studio School are part of a calm and respectful community. They feel safe and say that staff listen to them and take their concerns seriously. Relationships are positive, and pupils treat each other with respect. Learning is valued. Pupils speak positively about the subjects and specialist pathways available to them. They appreciate the opportunity to follow courses that match their interests and future plans. In lessons, they settle quickly, focus on their work and take part in structured activities. For example, in science lessons, pupils confidently use equipment such as microscopes and handle materials carefully. In vocational areas, pupils describe their work clearly, including designing and constructing products and developing practical skills. Pupils take part in a wide range of opportunities beyond the classroom. Many participate in programmes such as the Duke of Edinburgh’s Award and take part in performances, including school productions such as 'Little Shop of Horrors'. Some pupils have performed beyond the school, while others take part in outdoor learning and practical activities such as countryside projects and sports coaching. These experiences help pupils to build confidence and their ability to work with others. Behaviour is calm and orderly across the school. Pupils move sensibly between lessons, respond well to staff and understand expectations. Lessons are purposeful and support pupils to focus on their learning. Pupils say that any concerns, including bullying, are dealt with quickly. Pupils understand the importance of attending school. Most attend regularly, and those who need support value the help they receive. Students in the sixth form are confident and independent. They take responsibility for their learning, contribute to the wider life of the school and support younger pupils. Overall, pupils enjoy being part of the school community. They feel included and develop the knowledge, skills and confidence they need for their next steps.

What the school should improve

• Leaders should ensure that consistent, high-quality formative assessment and feedback are embedded across subjects so that pupils can improve their work and build securely on prior learning.
• Leaders should continue to implement, monitor and refine their strategies for improving the persistent absence of a small group of pupils so that actions lead to sustained improvement.

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