Queen's Church of England Academy

What Ofsted said

From the inspection on 3 March 2026

Pupils flourish in this happy and welcoming community. They enjoy their lessons and have warm, caring relationships with the adults who work with them. Everyone, whether visitor, staff or pupil, is welcomed warmly. The school is a harmonious and highly inclusive place, where pupils of all backgrounds feel they belong. Pupils are rightly proud of their school. Pupils join the school from several infant feeder schools. This means they have experienced different curriculums. They are supported well to transition into junior school and leaders are mindful of the different prior knowledge that pupils may have. As a result, pupils access a curriculum that they find interesting, and which considers their different starting points. This helps pupils to achieve well in most subjects. However, some pupils do not secure important writing knowledge by the time they leave the school. Recently, pupils have received more effective writing provision, which is starting to improve their spelling and handwriting. Across the curriculum, pupils develop a broad range of knowledge. Pupils value the well-planned programme of trips and experiences that supplement their learning. Leaders remove barriers to access so pupils, including vulnerable pupils, fully benefit from the school offer. Pupils behave well. They typically focus on their work and respond well to staff’s expectations. The positive relationships that characterise the school help pupils to feel safe. On the rare occasions bullying occurs, pupils say it is dealt with quickly and effectively. A shared sense of belonging ensures that pupils feel valued and known as individuals. They want to come to school and they attend well. Pupils say it is easy to make friends, and they interact confidently and happily with their peers during social times. Pupils learn how to contribute positively to modern Britain, which prepares them well for the next stage. For example, pupils support vulnerable peers on the playground and show respect to all. This contributes to an environment where pupils thrive.

What the school should improve

• Leaders should ensure that pupils develop their spelling and handwriting knowledge over the course of the key stage so that they are ready for the next stage of learning.
• Leaders should ensure that all relevant staff have the expertise to deliver the curriculum consistently effectively.
• Leaders should ensure that staff have the expertise to consistently adapt work across the curriculum to precisely match pupils’ needs.

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