Queen Mary's High School

What Ofsted said

From the inspection on 17 March 2026

Pupils thrive at Queen Mary's High School. A culture of high ambition and expectation shapes every aspect of school life. The distinctive 'spirit of Queen Mary's' underpins everything from the house system to the meaningful contributions pupils make both within school and in the wider community. Pupils speak with pride about belonging to the school and describe their relationships with staff as feeling like 'part of a family'. Leaders have created an inclusive environment in which every pupil feels valued and part of something special. Pupils feel safe and attend regularly. Their behaviour around school is exemplary. Pupils enjoy time outside of lessons together in clubs and activities, which strengthens the positive relationships that characterise the school community. In lessons, pupils are enthusiastic and mature learners who contribute thoughtfully and show a deep commitment to their studies. Pupils enjoy their learning and benefit from a broad and highly ambitious curriculum. Achievement at both GCSE and A level is significantly above national averages, and pupils are exceptionally well prepared for their next steps. Many students progress to a wide range of top universities and are extremely well prepared to enter the wider world as young independent adults. The school offers a well-considered, rich and diverse programme of wider opportunities. A vast number of extra-curricular clubs run at lunchtime and after school, with high levels of participation. Student leadership roles, including well-being and anti-bullying ambassadors, play an integral part in school life and contribute to the school's safe and inclusive culture. Pupils build their resilience, confidence and independence through projects such as the Duke of Edinburgh's Award, which is popular among pupils. The school provides numerous curriculum visits to places of historical and cultural significance, such as Auschwitz and Bletchley Park, which enrich and deepen pupils' learning.

What the school should improve

• Leaders should continue to ensure that in-year adjustments to the learning plans of pupils with special educational needs and/or disabilities are consistently shared and enacted across the school.

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