Queensway

What Ofsted said

From the inspection on 14 June 2022

At Queensway, leaders and teachers expect the pupils to be the best they can be, and pupils work hard to meet these expectations. These high expectations and ambition for all are driving all the developments that are currently happening at Queensway. Pupils at Queensway have various learning barriers, such as autism spectrum disorder and social, emotional and mental health (SEMH) needs. Pupils leave as successful learners and confident members of society. Pupils whom inspectors spoke with are happy at Queensway because they feel that the staff listen to them and act when they need help. Preparing pupils for the world around them is the school's top priority. Residential visits, forest school, fundraising, and science, technology, engineering and mathematics (STEM) projects excite them and broaden their education and life experiences. Visits to places such as Premier League football stadiums and different countries develop pupils' cultural awareness. Pupils learn about the risks in society and what to do when faced with them. Behaviour is positive across the school. Pupils behave well in lessons, during breaktimes and around the school. In most cases, staff act quickly where needed to ensure that pupils can focus on learning and get the most from lessons. Bullying is rare. Leaders investigate any incidents and act when needed.

What the school should improve

• Lessons do not always consider every pupil's varying SEND. In some cases, most noticeably for a small number of pupils with SLCN or SPD, teachers have not considered the impact that these needs will have on how well pupils learn, which hampers pupils' learning. Leaders need to ensure that the curriculum implementation is carefully adapted to consider the barriers for pupils with these particular needs.
• Not all pupils have securely remembered what they have learned in the past. In some cases, lessons have not fully embedded knowledge into the long-term memories of the pupils, which means that staff have to work harder at the beginning of the next lesson to help pupils remember. Leaders need to ensure that curriculum implementation prioritises embedding knowledge into pupils' long- term memory.
• On too many occasions, staff do not take advantage of opportunities to help pupils develop their independence, problem-solving skills or resilience. Supportive intervention, while well meaning, happens too quickly, which makes pupils over- reliant on staff. Leaders should ensure that the promotion of learning behaviours is utilised to ensure that pupils can develop essential life and independent skills.

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