Queens Park Community School

Name Queens Park Community School
Website http://www.qpcs.brent.sch.uk
Ofsted Inspection Rating Good
Inspection Date 03 December 2019
Address Aylestone Avenue, London, NW6 7BQ
Phone Number 02084381700
Type Secondary
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 1290 (51% boys 49% girls)
Number of Pupils per Teacher 16.3
Academy Sponsor Queens Park Community School Academy Trust
Local Authority Brent
Percentage Free School Meals 16.4%
Percentage English is Not First Language 49.1%
Persisitent Absence 7.6%
Pupils with SEN Support 16.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No


Queens Park Community School continues to be a good school.

What is it like to attend this school?

Pupils get on with each other. They respect and value the inclusive ethos of the school. They said there is a ‘friendly environment’ and that they are happy here. Pupils are confident that bullying is dealt with quickly. Anti-bullying ambassadors are on hand to support pupils to resolve issues or concerns. Their yellow lanyards make it easy for pupils to spot them.

Leaders have high expectations of pupil behaviour. Pupils behave well in lessons and around the school site. They are clear about the rules, which they follow. Pupils are courteous to visitors and polite to each other.

Leaders, including governors, are ambitious for all pupils. Staff want pupils to succeed and be ready for the demands that lie ahead. All pupils, including those with special educational needs and/or disabilities (SEND), study the full range of subjects in Years 7 to 9. Most pupils achieve strong results in public examinations. Many choose to return to study in the sixth form.

A range of extra opportunities are available for pupils to take part in. This includes sport, music, contemporary dance, origami, problem solving and the LGBTQ+ society. The school is proud of its sporting successes. The annual school production involves large numbers of pupils in performing and technical roles.

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

Since the last inspection, school leaders have driven improvements in several areas. Many pupils achieve well in a wide range of subjects. Disadvantaged pupils’ results are getting better. Pupils attend school more regularly.

All pupils get full access to a curriculum in Years 7 to 9 that is as broad and ambitious as the national curriculum. The number of pupils who study subjects as part of the English Baccalaureate is increasing. This is because more pupils are choosing to study languages.

Careful thought has gone into the design of the entire curriculum so that it benefits all pupils. Subject leaders have identified what pupils need to learn. The order in which the content is taught builds on what pupils already know. There is a focus on connecting learning in different subjects to deepen pupils overall understanding.

English is a significant strength of the school. Teachers inspire a love of reading in all pupils through the study of a broad range of quality fiction and non-fiction. Texts chosen for study reflect the inclusive nature of the school. Pupils develop confidence in their own voice when responding to them creatively and analytically. This supports learning in all other areas.

A highly personalised system is used to deliver mathematics. Pupils build on their individual prior knowledge and skills. Some parents and carers are not keen on this approach. The school has shown that it leads to good outcomes and effective preparation for further study. Mathematics is a popular and successful A-level course.

A new, more demanding science curriculum is being implemented in all year groups. Leaders are paying close attention to how teachers deliver it, so that gaps in pupils’ knowledge are identified and addressed.

Not enough students have seen their sixth-form studies through to completion. This is because, in the past, they were on courses that did not suit them. Leaders have reviewed entry requirements so that all students enrol on appropriate courses at the start of year 12. Support and guidance for students have also improved. All students take part in enrichment activities to prepare them for life beyond the school.

Pupils learn how to be active and responsible citizens. The sixth form invited candidates standing for election in the local constituency to speak with them. Younger pupils arranged mock elections, including a school-wide vote. Leaders act on suggestions made by the school council. An online system was set up in response to pupils’ request for a more accessible way to report issues and concerns.

Pupils enjoy the many after-school clubs and events that are on offer. However, leaders do not do enough to check that all pupils benefit from these life-enhancing experiences.

Teachers plan lessons together within their departments. They said this helps them to manage their workload. Teachers work in mixed-subject groups to strengthen their general teaching skills. This supports the school-wide approach to enable pupils to remember more subject knowledge.

Leaders, including governors, show consideration for the physical and mental well-being of staff. Staff said that they feel confident about speaking with leaders and that they are listened to.


The arrangements for safeguarding are effective.The safeguarding team is well trained. They are alert to issues that arise in the local area. Pupils know that there are adults they can speak with if they have worries or if they need help. Staff receive regular training and are confident about the correct procedures to follow. Concerns are followed up quickly. Record-keeping is detailed.

Pupils learn how to keep themselves safe through the curriculum and special events. Their programme includes sessions on gangs, knife crime, female genital mutilation and e-safety. Leaders work with a range of agencies to ensure that appropriate help is available for families in need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The newly revised science curriculum is ambitious and challenging. As it is implemented, leaders need to ensure that teachers remain alert to any gaps in pupils’ knowledge that impede their progress, and that these gaps are addressed quickly. . Leaders should monitor which pupils are participating in the wide range of clubs and activities that are available. This is to ensure that all pupils, particularly those who have SEND or who are disadvantaged, have opportunities to enhance their life experiences.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged Queens Park Community School to be good on 7 March 2012.