Queen Elizabeth School

Highlights from Latest Inspection

What is it like to attend this school?

The school is not the same place that it was a few years ago. Almost everything has changed.

The school has new leaders, a new uniform and even a new name. These changes have made a big difference. The school is a much better place to go to than it was before.

Pupils know that leaders want them to do well. Expectations of them are now much higher than previously. Most pupils work hard and do their best.

As a result, they achieve well during their time at Queen Elizabeth School.

Behaviour has improved greatly. Pupils know the rules and the consequences for not following them.

Pupils say that the rules are much stricter than they used to be. W...hile some pupils find this difficult, the school is now a much calmer place, where pupils can concentrate and learn.

Pupils feel safe at school.

They say that there are no problems with bullying. Pupils have excellent attitudes to equality and diversity. They treat each other with courtesy and respect.

Pupils enjoy spending time with the school dog and looking after the chickens who live in the courtyard at the heart of the school.

What does the school do well and what does it need to do better?

The school has been through challenging and turbulent times since the previous inspection. The effectiveness of the school declined.

That decline has been halted. The school is now on a clear upward trajectory.

Leaders recognised that the proportion of pupils studying the English Baccalaureate (EBacc) was too low.

They identified that the main reason for this was that too few pupils studied a language in key stage 4. Leaders took decisive action to address this. Most pupils in Year 10 are now studying a breadth of subjects that meet the EBacc requirements.

Leaders have tackled weaknesses in the curriculum well. Subjects are now planned effectively. Leaders have identified the most important knowledge and skills in each subject.

These are revisited regularly so that pupils remember key knowledge in the longer term.

Some subject departments have had more disruption than others, with changes of leadership and teaching staff. In some departments, many staff are new or inexperienced.

Pupils generally achieve well. However, where departments are less developed, some pupils do not achieve as well as they could.

Teachers generally know their subjects well.

They have the strong knowledge they need to challenge pupils effectively and to pick up on misconceptions quickly. Teachers think carefully about how best to present new learning. Teaching staff regularly check how well pupils are learning the curriculum.

They use the information they gather from these checks to adapt how and what they teach.

As with other aspects of the school, there have been weaknesses in provision for pupils with special educational needs and/or disabilities (SEND) since the previous inspection. This is no longer the case.

Leaders have introduced a range of effective systems and approaches. These have had a positive impact and pupils with SEND now achieve well. Leaders ensure that pupils who struggle to read are given the help they need to catch up quickly.

Pupils typically behave well. Learning is rarely disrupted by the behaviour of others. Despite the many improvements, some pupils do not have strongly positive attitudes to school and learning.

This sometimes has a negative impact on their behaviour and issues such as the presentation of their work.

The personal, social and health education (PSHE) curriculum is strong. It covers a wide range of areas, including physical and mental health.

This is a highly inclusive school where pupils learn to value and celebrate each other's differences. Careers advice and guidance are well developed.

Pupils are given a broad range of opportunities.

There are frequent trips to theatres, museums and other places of interest. There are a wide range of clubs for pupils to attend. Leaders ensure money is not a barrier to prevent disadvantaged pupils from going on trips or attending clubs.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular and effective safeguarding training. This helps them to recognise possible signs of abuse and neglect.

Staff report concerns about pupils promptly. The designated safeguarding leads are tenacious in their approach to protecting pupils. They take appropriate and timely action in response to concerns raised by staff.

Leaders have ensured that robust measures are taken to ensure that the right people are appointed to work at the school. All the necessary checks are carried out before anyone is allowed to start work.

The PSHE curriculum teaches pupils how to keep themselves safe in a range of situations.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject departments are less well developed than others. Where this is the case, the curriculum is sometimes delivered less effectively and some pupils, including some pupils with SEND, achieve less well. Leaders should take action to increase the impact of subject leadership so that the curriculum is delivered highly effectively in all subjects, in order that all pupils achieve as well as they can.

• Some pupils do not have positive attitudes to school and learning. Where this is the case, pupils do not take as much pride in the school or their own work as they could or behave as well as their classmates. Leaders should take further action to ensure they 'win the hearts and minds' of pupils who are yet to be fully on board with the significant improvements to the school.