|Name||Queen Elizabeth’s Girls’ School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 April 2016|
|Address||High Street, Barnet, Hertfordshire, EN5 5RR|
|Religious Character||Does Not Apply|
|Number of Pupils||1014 (100% girls)|
|Number of Pupils per Teacher||14.3|
|Percentage Free School Meals||15.6%|
|Percentage English is Not First Language||33.2%|
Information about this school
This is a larger than average girls’ secondary school. The proportion of pupils from minority ethnic groups is high. Almost half of the pupils attending school are White British, with the next biggest group being from other White backgrounds. The rest of the school is very diverse, with no other group being of a significant size. The proportion of pupils who speak English as an additional language is high. The proportion of pupils who have special educational needs or disability or have an education, health and care plan is below national average. The proportion of disadvantaged pupils supported by pupil premium funding is in line with national average. The pupil premium is additional government funding to support those pupils who are known to be eligible for free school meals and those children that are looked after by the local authority. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. Since the previous inspection there have been a number of appointments to leadership positions, including a new headteacher in September 2015.
Summary of key findings for parents and pupils
This is a good school Strong leadership from the headteacher, senior leaders and governors has led to improvements, since the previous inspection, in teaching and pupils’ achievement. Leaders make frequent checks on the quality of teaching and learning. Governors are making a good contribution to the school’s continuous improvement since the appointment of the new headteacher. Teaching is good, with almost all teachers adept at asking challenging questions and having high expectations of all their pupils. As a result the progress of different groups, including disadvantaged pupils, is improving across the school. Personal development, behaviour and welfare are good and well supported by the school’s caring ethos. Previous gaps in progress between different groups, including disadvantaged pupils, are closing rapidly. The pupils have positive attitudes to learning. They behave well in lessons and around the school. Pupils are polite and well mannered. The pupils feel safe in school and know how to keep themselves safe in different situations. There are strong working relationships between pupils and teachers and this supports their learning well. School leadership ensures that sixth-form learners are taught well and make good progress. The learners receive high-quality information, advice and guidance to inform their choices about future decisions. It is not yet an outstanding school because : Teachers do not always follow the school’s marking policy consistently enough to make sure pupils know how to improve their work. Pupils are not sufficiently involved in deciding which activities they would like to do in lessons to deepen their knowledge, understanding and skills. Sixth form leaders and some post-16 subject leaders have not yet developed the capacity to improve standards across a range of subjects in the sixth form.