The Queen Elizabeth’s High School, Gainsborough

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where expectations of what pupils can achieve are high.

Most pupils, including pupils with special educational needs and/or disabilities (SEND), thrive on this challenge. They attend school well, enjoy learning and are successful in their academic studies.

Pupils' interactions with their peers and with staff are positive and productive.

They get on well together and enjoy each other's company. Pupils respond well to praise and enjoy being rewarded with positive praise points for their work. Learning in lessons is rarely delayed by distractions, although pupils occasionally lack focus.

When pupils struggle to behave as they should, th...ey say staff respond fairly and consistently.

Pupils benefit from a rich educational experience. They take part in an extensive range of diverse activities, including a wide variety of trips and visits, extra-curricular clubs and house competitions.

Pupils take on leadership roles, for instance as subject ambassadors, mentors, 'youth stars' or form captains. This wealth of opportunities builds pupils' confidence, develops their character and broadens their horizons.

Most parents are very positive about their children's experiences at the school.

As one parent typically explained, 'I appreciate how staff are interested in the children, their progress and their hopes for the future.'

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

A considerable amount of work has taken place since the previous inspection to improve the school for the benefit of all pupils. Key priorities have been acted on quickly to resolve the issues identified.

A robust system of checks means that the school knows what is working and what needs to be strengthened. The leadership team is determined that the school will continue to get better.

The school's curriculum offer is ambitious.

Pupils in key stage 3, including pupils with SEND, study a broad range of subjects. At key stage 4, most pupils fulfil the requirements of the English Baccalaureate. In the sixth form, the school has recently added economics to the variety of subjects that students can study.

At each stage, the curriculum provides pupils with a well-rounded experience that prepares them well for their next steps.

The curriculum in each subject has been reviewed to make sure that it is clear what pupils need to know and when. In many subjects, precise curriculum content has been identified.

Links between important ideas show how pupils can develop increasingly complex levels of understanding. In a few subjects, the school is still identifying exactly what pupils need to learn and in what order.

Most teachers make good use of their specialist knowledge.

They choose appropriate ways to teach pupils new ideas and skills. This is particularly the case in the sixth form. Most teachers devise useful activities to help pupils remember key information.

Teachers ask pertinent questions to check pupils' knowledge and correct any misunderstandings. Pupils, particularly students in the sixth form, benefit from the help they get to improve their work and to learn independently.

Occasionally, the curriculum is not implemented well enough.

In these cases, teachers sometimes miss chances to deepen pupils' understanding or plug gaps in pupils' knowledge. When these things happen, pupils do not achieve as well as they should.

The provision for pupils with SEND has improved.

Many of these pupils benefit from a personalised approach that is focused on their particular needs. Better communication keeps parents of children with SEND well informed about how their children are getting on.

There are plenty of opportunities for pupils to read.

Pupils choose their own reading books from the school's well-resourced library. A small number of pupils get extra help to improve their reading comprehension.

Pupils appreciate why good behaviour matters.

They understand the school's 'warn, move, remove' behaviour system. However, some staff do not feel well supported when managing incidents of poor behaviour. The school's tenacious approach to improving attendance has paid off.

Most pupils attend school very well.

The personal development programme is comprehensive. Pupils understand how to look after their physical and mental health and learn how to keep themselves safe.

Their knowledge of different faiths and cultures is enhanced through links with schools in Tanzania and China. Pupils learn about different career pathways and professions. For example, Year 10 pupils demonstrate their skills setting up their own businesses during the school's 'enterprise fair'.

Recent changes mean that post-16 students receive clear guidance about the different routes they can follow when they leave school. However, too few of these students have the opportunity to take part in work experience.

Many staff enjoy working at the school.

They value the many opportunities to improve their professional practice. Most staff agree that the school has improved since the previous inspection. However, a minority of staff do not think that the school is considerate enough of their workload or their well-being.

Recent appointments to the governing body have provided stability after a period of change. Governors are knowledgeable about leaders' work to improve the school. However, some of them have not had sufficient time in role to fully understand their responsibilities.

The local authority has worked closely with the school's leadership team to identify key priorities and evaluate the impact of the team's actions to improve the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is well planned and implemented in many subjects.

However, there are some inconsistencies. In a few subjects, not enough thought has been given to exactly what pupils need to learn. There are also some variations in how effectively the curriculum is delivered, both within and across subjects.

These differences in intent and implementation mean that pupils cannot always recall key subject knowledge as well as they should. The school needs to ensure that the curriculum is planned carefully and taught consistently in every subject. ? Many staff are supportive of the changes needed to improve the school.

However, a minority of staff do not think that the school has given sufficient consideration to the impact of these changes on their workload or well-being. These staff do not feel well motivated or supported in their roles. The school must ensure that any changes necessary to improve the school are communicated effectively so that all staff understand why these changes are needed and feel supported when implementing them.

• Changes to the school's governance arrangements mean that some governors have taken on new roles very recently. These governors are still learning about their responsibilities to oversee key aspects of the school. Those responsible for governance need to make sure that they have the knowledge and skills they need to carry out their roles, so that they can provide leaders with the necessary support and appropriate challenge.