Queensmead School

What Ofsted said

From the inspection on 13 January 2026

Pupils enjoy coming to Queensmead. They feel a strong sense of belonging, which is evident in the positive relationships they have with staff and with each other. Pupils are kept safe and they know whom to talk to if they have any concerns. They act maturely and value their education. On the rare occasions that pupils need help to meet expectations, staff act quickly and fairly. Pupils recognise this. The school supports them to make the correct choices and manage difficulties. Bullying is uncommon. When it does happen, pupils say adults deal with it promptly and properly. Pupils enjoy their learning and take pride in their work. Teachers explain new ideas clearly and help pupils to talk through their thinking. Pupils are keen to answer questions and take part in discussions. They value the extra help teachers give them when they find learning difficult. Those who need additional support, including pupils with special educational needs and/or disabilities and pupils who speak English as an additional language, are included in all aspects of school life. Staff know pupils well and make thoughtful adaptations so they can learn successfully. Pupils achieve highly across a breadth of different subjects. Pupils talk positively about the wide range of clubs and activities on offer. Many take part in sports, arts and subject-based clubs. They appreciate the trips the school provides. Older pupils contribute to the school community through reading with younger pupils, supporting events and taking on leadership roles. Pupils understand the importance of being kind and respectful. They learn about healthy relationships, online safety and how to look after their wellbeing. They discuss sensitive issues maturely. Pupils leave the school well prepared for their future.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children’s social care and those who may face other barriers to their learning and/or wellbeing.

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