Queen Elizabeth School

Inspection of Queen Elizabeth School Kirkby Lonsdale, Lancashire LA6 2HJ

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Inspection dates: 12 and 13 October 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Sixth-form provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 12 and 13 October 2022

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

Pupils and students feel safe and happy at school. They know who to talk to if they feel upset or worried. Pupils said that bullying is rare but that when it is reported, staff deal with it swiftly and effectively.

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What is it like to attend this school?

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.

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What is it like to attend this 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.

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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.

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better?

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.

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better?

Pupils and students behave impeccably in lessons and around school. Lessons are not interrupted. Pupils are curious and want to learn.

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better?

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. 12 and 13 October 2022

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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.

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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.

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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.

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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.

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

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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.

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Safeguarding

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.

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Safeguarding

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

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(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 12 and 13 October 2022

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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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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 12 and 13 October 2022

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provision

Number of pupils on the school roll 1,170

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 Queen Elizabeth School converted to become an academy school in February 2011. When its predecessor school, Queen Elizabeth School, was last inspected by Ofsted it was judged to be outstanding overall.  Leaders use three registered alternative providers for a small number of pupils.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.  The school is part of the Lunesdale Learning Trust.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 12 and 13 October 2022

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors spoke with the headteacher, other senior leaders, subject leaders and members of staff. Inspectors also met with members of the governing body and trustees, including the chair of governors  Inspectors spoke to groups of pupils and students from Years 7 to 13 about their experience of school and their views on behaviour and bullying. Inspectors also observed pupils’ behaviour during lessons and at breaktimes.  Inspectors reviewed a wide range of evidence, including the school’s self- evaluation document, improvement plans, minutes of governing body meetings and records of pupils’ behaviour and attendance.  Inspectors checked the school’s safeguarding policies and procedures and the

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school’s single central record. Inspectors met with leaders, staff, pupils and students to check how effective safeguarding is in the school.  Inspectors carried out deep dives in modern foreign languages, mathematics, history, design technology, computing and science. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils and students about their learning and looked at samples of pupils’ and students’ work.  Inspectors also spoke to leaders about the curriculum in other subject areas.  Inspectors considered the responses to Ofsted Parent View, including the free- text responses. Inspectors also considered the responses to Ofsted’s online surveys for staff, pupils and students.

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Inspection team

Rebecca Sharples, lead inspector His Majesty’s Inspector

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Inspection team

Amina Modan His Majesty’s Inspector 12 and 13 October 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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