Queen Elizabeth's Grammar School

What Ofsted said

From the inspection on 23 January 2024

Pupils are positive about the education they receive here. They know that staff want the very best for them. Pupils know that their teachers want them to demonstrate the school's vision of, 'we care, therefore, we question, we explore, we give and as a result, we succeed'. Pupils are taught how to stay safe in and beyond school. Most pupils say that when bullying happens, staff take it seriously. Staff act quickly to resolve any issues. However, not all pupils feel confident to report issues of bullying. The majority of pupils behave well and get on together. The atmosphere in most lessons is purposeful. A vast majority of pupils respect each other and their teachers. There is a small minority of pupils who do not. As a result, this can impact on other pupils' positive experiences of school. Pupils describe extra activities as the 'best things' about the school. The wide variety of clubs and activities means that there is something for everyone. Teachers join in too: for example, the Race for Life event involved many young people and members of the community. This not only encourages participation, but also shows the school's commitment to engaging with the community.

What the school should improve

• The school is ambitious for pupils with SEND. However, the support these pupils receive is inconsistent. There is variability in how well teachers adapt the curriculum for some pupils with SEND. When learning activities are not precisely tailored to meet these pupils' needs, they can be left with gaps in their knowledge. The school must ensure that all teachers have the knowledge and skills they need to help these pupils achieve well.
• Some pupils do not feel that they can report bullying or poor behaviour. They feel it will not always be dealt with effectively. This means that some pupils do not routinely report their concerns. The school should ensure that pupils feel confident to report bullying concerns and that all concerns are successfully addressed.
• The school's new policy for managing behaviour is making a positive difference. However, there are small pockets of poor behaviour, particularly in key stage 3, that impact on pupils' experience. The school should ensure that staff are consistent in their application of the behaviour policy.

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