Queen Elizabeth School

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About Queen Elizabeth School

Name Queen Elizabeth School
Website http://www.qes.org.uk
Ofsted Inspections
Headteacher Cathy O'Neill
Address Kirkby Lonsdale, LA6 2HJ
Phone Number 01524271275
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1174
Local Authority Westmorland and Furness
Highlights from Latest Inspection

What is it like to attend this school?

Pupils, students in the sixth form and staff are proud to be a part of Queen Elizabeth School. The school motto of 'scholarship and care' is lived out through the high level of education and pastoral support that pupils and students receive.

Leaders and governors have high expectations for pupils' and students' achievement. Pupils and students benefit from a well-thought-out curriculum. They enjoy learning and achieve well.

This includes pupils with special educational needs and/or disabilities (SEND) and those pupils who are disadvantaged.

Pupils and students feel safe and happy at school. They know who to talk to if they feel upset or worried.

Pupi...ls said that bullying is rare but that when it is reported, staff deal with it swiftly and effectively.

Pupils' behaviour is exemplary. They are respectful to each other and staff.

Pupils' attitudes to learning are noteworthy. Pupils and students approach their work enthusiastically. Pupils behave well in classrooms and around school.

Students in the sixth form play an active role in the school community. For example, they readily assume leadership roles and run clubs for younger pupils. Pupils spoke enthusiastically about the wide variety of clubs available to them, such as the 'Pride Group' and the steel pan band club.

Pupils and students enjoy the two well-resourced library facilities at the school.

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

Pupils and students, including those with SEND, study an ambitious, broad and balanced curriculum. They are taught by passionate teachers who have a high level of subject-specific expertise.

Leaders have worked hard to ensure that the curriculum is organised logically so that pupils and students can build their knowledge well over time.

Teachers use assessment strategies well to identify gaps in pupils' knowledge. However, in a small number of subjects, some teachers do not ensure that pupils' misconceptions are addressed quickly.

This means that some pupils and students are not secure in their knowledge before they move on to new learning. These pupils and students do not learn as well as they should.

Pupils and students behave impeccably in lessons and around school.

Lessons are not interrupted. Pupils are curious and want to learn.

Leaders prioritise the early identification of pupils with SEND.

Leaders share strategies and relevant information with staff so that the needs of pupils with SEND are met. Pupils with SEND spoke positively about the support that they receive from staff.

Leaders are in the infancy of developing clearer systems for identifying pupils who are at the early stages of learning to read.

This means that some teachers do not have an accurate understanding of pupils' reading ability. As such, some pupils who struggle with their reading do not receive the support that they need to catch up quickly with their peers. This hinders how well these pupils access the curriculum.

Leaders have introduced a comprehensive, age-appropriate personal development programme. They have provided staff with suitable training and resources so that they can deliver this programme effectively. Pupils, and students in the sixth form, are encouraged to discuss a variety of topics such as online safety, finance and mental health.

Leaders have ensured that pupils, and students in the sixth form, have access to appropriate careers education, information, advice and guidance. Pupils spoke enthusiastically about the support that they receive to make informed decisions about their options. Students in the sixth form are aspirational.

They said that they are well prepared for their next steps in education, employment or training. This is because leaders have ensured that students receive appropriate, tailored guidance.

Trustees and members of the governing body support and challenge leaders effectively.

They are clear about the priorities for further improving the quality of education that pupils and students receive.

Leaders take positive action to support the workload and well-being of staff. Staff appreciate the well-being group that has been introduced.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding throughout the school. Leaders ensure that all staff are well trained and that they receive regular safeguarding updates.

Leaders ensure that all staff know how to identify pupils who may be at risk of harm. Staff are vigilant. They know how to spot the signs that a pupil may be vulnerable and need support.

Staff respond quickly and effectively when they have concerns about a pupil's welfare.

Leaders work well with external agencies to ensure that comprehensive and timely support is provided to pupils and their families.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, some teachers do not use assessment strategies effectively to address gaps in pupils' learning.

This means that some pupils and students have not secured the knowledge that they need to learn well. Leaders should ensure that staff are equipped to identify and address pupils' misconceptions before moving on to new learning. ? Leaders are at the early stages of identifying pupils who do not read as well as they should.

This hinders how well some pupils access the full curriculum offered to them. Leaders should ensure that they accurately identify the deficits in pupils' reading knowledge. This is so that teachers can support these pupils to catch up quickly with their peers.

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