Queen Elizabeth's Grammar Alford - A Selective Academy

What Ofsted said

From the inspection on 6 May 2026

Pupils value the positive ethos at the school. On arrival, pupils greet each other and staff warmly. As they go through the school day, they are routinely polite and caring towards others. Older pupils look out for younger pupils. Pupils appreciate the positive relationships they build with their peers and staff. When relationships become strained, pupils are equipped to find their own solutions. Bullying is very rare. When it happens, staff respond swiftly and effectively so that it stops and does not recur. As a result, pupils feel safe. Pupils enjoy learning and generally work hard. They know that learning is important so they attend regularly. In lessons, they are typically focused and show determination when facing tricky tasks. Because lessons are generally taught well, pupils learn well and achieve leaders' high expectations, including in national tests. Pupils in Year 11, and students in the sixth form, leave the school with the qualifications they need to reach their ambitious next steps in employment, education or training. Disadvantaged pupils and those with special educational needs and/or disabilities typically receive effective support. Overall, these pupils learn and achieve as well as their peers. However, pupils are less secure in their understanding in a few areas of the curriculum that are less well developed. Many pupils value and benefit from the school's enrichment provision. For example, some pupils reach very high levels of competitive sport, including competing at regional and national competitions. A large proportion of pupils also take part in a national award scheme supporting pupils' development of resilience, confidence and life skills. Pupils willingly take up the many positions of responsibility at the school and make positive contributions to the school community.

What the school should improve

• Leaders should ensure that all areas of the curriculum are planned and delivered effectively so that pupils can explore and progress well across all areas of the curriculum, including religious education.
• Leaders should improve the way staff identify and support pupils who need to improve their handwriting.
• Leaders should ensure that their evaluations of educational provision are informed by checks of the impact of the curriculum and teaching on pupils' learning and achievement.

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