Queensmead School

Queensmead School

Address: Queens Walk, Ruislip, Middlesex, HA4 0LS Unique reference number (URN): 136711

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve very well across the curriculum. They build deep knowledge across subjects because the curriculum is well organised and teaching helps them remember important ideas. This is reflected in above-average attainment in national examinations, which has been sustained over time. Pupils talk confidently about what they have learned and how their teachers help them improve.

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Achievement Strong standard

Disadvantaged pupils achieve outcomes that are consistently above the national average. Pupils with special educational needs and/or disabilities achieve well from their starting points. Leaders ensure that these pupils, and other vulnerable pupils, receive the support that they need to develop their knowledge, skills and understanding. Leaders review the impact of this support frequently to ensure it is making a difference. Pupils across the school produce work of high quality. The school ensures they are well prepared for their next steps.

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Attendance and behaviour Strong standard

Pupils attend school regularly and understand why regular attendance matters. Leaders track attendance closely each day. They follow up concerns quickly and work with families to remove barriers. Staff use clear systems to review pupils whose attendance declines and agree plans that help them improve. When more complex issues arise, leaders work with outside agencies to make sure pupils get the help they need.

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Attendance and behaviour Strong standard

Pupils behave very well in lessons and around the school. Classrooms are calm and purposeful, and pupils settle to work quickly. Staff apply the behaviour policy consistently. Pupils understand the school’s expectations and say that rules are fair. Pupils act with integrity, responsibility and independence.

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Attendance and behaviour Strong standard

Pupils demonstrate consistently positive attitudes to their learning. They do not worry about bullying and support their peers. At breaktimes, pupils mix well and use the school grounds sensibly. Leaders make reasonable adjustments for pupils with additional needs so that they can meet the same expectations as their peers. Staff know pupils well and use this knowledge to guide and encourage them. The positive culture, warm relationships and strong routines help pupils focus on their learning every day.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that helps pupils build their knowledge over time. The curriculum prioritises the development of important skills and knowledge across all subjects. Leaders have thought carefully about what pupils need to learn and when they need to learn it, so pupils revisit important ideas to deepen their understanding. Leaders evaluate how well the curriculum is designed and taught, and make improvements when necessary. Teachers have excellent subject knowledge. They explain new concepts clearly and use high ‑ quality resources that help pupils connect new learning to what they already know. Teachers use modelling and clear explanations to show pupils how to approach new tasks. They use questioning skilfully to check what pupils understand and to help them think more deeply. Teachers check pupils' understanding carefully. This helps them address misconceptions and adjust their teaching accordingly.

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Curriculum and teaching Strong standard

Teachers adapt their teaching so that pupils with additional needs can learn successfully. Support staff work closely with teachers to provide the right help, especially for pupils who face barriers to their learning. Pupils read often, and leaders place a strong emphasis on spoken language. This supports pupils’ confidence in using subject ‑ specific vocabulary. Staff share a clear focus on helping pupils secure the essential knowledge they need for future learning.

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Inclusion Strong standard

Leaders ensure that staff have the necessary expertise to identify pupils’ needs early and evaluate carefully any changes over time. Teachers receive detailed information about the needs of pupils who may be vulnerable so that everyone working with a pupil knows how to support them. They make thoughtful adaptations that help pupils take part fully in lessons so that pupils achieve well.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities benefit from strategies such as clear routines, structured resources and targeted adult support when needed. Staff provide extra support such as mentoring, social skills groups and counselling, with care and attention to detail. Leaders use accurate assessment to check the impact of this support. They work closely with families and external professionals. This means that help for pupils builds over time and changes when their needs change. Pupils who speak English as an additional language receive expert support from the school’s inclusion team. This helps them develop their language quickly and settle into school life.

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Inclusion Strong standard

Pupils who qualify for pupil premium funding receive targeted help. Across the school, pupils feel included, valued and understood. Leaders make sure pupils get the right support so they can learn well and grow in confidence. Leaders make appropriate use of alternative provision. They ensure that any pupils who attend alternative provision continue to make progress and remain safe.

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Leadership and governance Strong standard

Leaders provide clear direction for the school. They have a strong, shared understanding of the school’s strengths and the areas they want to improve further. Their decisions focus on what is best for pupils, including those who are disadvantaged and those who face other barriers to their learning. Leaders are role models for the dedication and care they expect their school community to show one another. Throughout their work, there is a visible determination to help pupils achieve highly.

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Leadership and governance Strong standard

Leaders check the quality of education closely. They draw on external expertise from the trust and subject networks to strengthen their work. The professional development programme is carefully tailored to the specific needs of staff. It helps staff improve their practice, build expertise and feel valued. Early career teachers and support staff say they receive strong guidance and feel well supported. Leaders think carefully about staff's workload and wellbeing. Staff explain that leaders listen to their views and act when needed. This helps create a strong, collegiate atmosphere where staff enjoy working and feel trusted. The trust, and those responsible for governance, knows the school well. They visit, meet leaders and ask informed questions. They check how well leaders use resources and whether decisions are having the intended impact. Trust leaders ensure leaders fulfil their roles to a high standard. They provide constructive

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Leadership and governance Strong standard

support and challenge to school leaders, with a focus on helping the school community to succeed. Across the school, leadership at all levels promotes high ambition, fairness and inclusion. This ensures pupils learn well, feel safe and have access to the opportunities they need to thrive.

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Personal development and wellbeing Strong standard

Pupils benefit from a personal development programme that helps them grow as confident, responsible and thoughtful young people. Leaders think carefully about the knowledge pupils need to live safe, healthy and fulfilling lives. They organise this learning across tutor time, assemblies, personal development lessons and wider activities so that pupils revisit important ideas as they get older. Pupils learn about how to stay safe online and offline. Staff handle sensitive topics with care, using clear guidance and well ‑ designed resources. Pupils say they feel able to ask questions and take part in discussions. They talk maturely about issues such as discrimination, values, rights and responsibility.

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Personal development and wellbeing Strong standard

Leaders place a strong emphasis on pupils’ character and wellbeing. Pupils understand the school’s values of independence, kindness, respect and resilience. They see these reflected in the way staff and their peers behave. Pupils learn how to manage challenges, build positive friendships and look after their physical and emotional health. Staff notice pupils who may be struggling and make sure they get help, including mentoring, counselling or support from the inclusion and safeguarding teams.

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Personal development and wellbeing Strong standard

Pupils enjoy a wide range of sports, arts, cultural societies, academic clubs and leadership opportunities. All pupils are encouraged and supported to take part. Leaders have removed barriers to participation, including those faced by disadvantaged pupils. Many pupils develop new interests and skills and value the sense of belonging that comes from joining in. Careers education and guidance is comprehensive. Pupils learn about different pathways from Year 7 onwards, including apprenticeships, university routes and employment. They receive impartial guidance, attend talks from employers and complete work experience placements. Across the school, pupils feel safe, included and listened to. They trust staff to support them. As a result, pupils grow in confidence and develop the personal qualities they need to contribute positively to their community and to thrive in later life.

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Post 16 provision Strong standard

Students in the sixth form benefit from a well ‑ designed and ambitious programme that prepares them securely for their next steps. Leaders think carefully about the mix of academic and vocational courses on offer so that it meets the needs and interests of all students. They review the curriculum regularly and adapt it when needed, drawing on students’ views and aspirations. Typically, students achieve well in external examinations. Teachers use their expert subject knowledge to help students achieve well. They explain key ideas clearly and provide well ‑ structured resources. Students talk confidently about their learning and understand exactly what they need to do to improve. They work independently and make good use of supervised study. Relationships between staff and students are warm, respectful and focused on learning.

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Post 16 provision Strong standard

Leaders make sure that students receive tailored support. This includes mentoring, additional help for those with special educational needs and/or disabilities and practical assistance for disadvantaged students. Students take part in a wide range of wider opportunities, including enrichment activities, leadership roles and careers events. They benefit from strong advice and guidance, including one ‑ to ‑ one careers meetings, help with university applications and visits from employers. Students leave the sixth form confident, mature and well prepared for adult life.

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What it's like to be a pupil at this school

Pupils enjoy coming to Queensmead. They feel a strong sense of belonging, which is evident in the positive relationships they have with staff and with each other. Pupils are kept safe and they know whom to talk to if they have any concerns. They act maturely and value their education. On the rare occasions that pupils need help to meet expectations, staff act quickly and fairly. Pupils recognise this. The school supports them to make the correct choices and manage difficulties. Bullying is uncommon. When it does happen, pupils say adults deal with it promptly and properly.

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What it's like to be a pupil at this school

Pupils enjoy their learning and take pride in their work. Teachers explain new ideas clearly and help pupils to talk through their thinking. Pupils are keen to answer questions and take part in discussions. They value the extra help teachers give them when they find learning difficult. Those who need additional support, including pupils with special educational needs and/or disabilities and pupils who speak English as an additional language, are included in all aspects of school life. Staff know pupils well and make thoughtful adaptations so they can learn successfully. Pupils achieve highly across a breadth of different subjects.

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What it's like to be a pupil at this school

Pupils talk positively about the wide range of clubs and activities on offer. Many take part in sports, arts and subject-based clubs. They appreciate the trips the school provides. Older pupils contribute to the school community through reading with younger pupils, supporting events and taking on leadership roles. Pupils understand the importance of being kind and respectful. They learn about healthy relationships, online safety and how to look after their wellbeing. They discuss sensitive issues maturely. Pupils leave the school well prepared for their future.

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Next steps

Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and

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Team inspectors:

Sam Johnson, His Majesty's Inspector Una Buckley, His Majesty's Inspector David Booth, Ofsted Inspector Laurence John King, Ofsted Inspector Hayley Follett, Ofsted Inspector

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Facts and figures used on inspection

challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children’s social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

This school is part of Partnership Learning multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Roger Leighton OBE, and overseen by a board of trustees, chaired by Saadat Mubashar.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, multi-academy trust leaders, staff and pupils during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school became part of Partnership Learning in September 2024.

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About this inspection

The school makes use of 3 alternative provisions, including one that is unregistered.

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About this inspection

Headteacher: Rhona Johnston The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2023/24 (final) 36.10 34.38 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.1 0.0 Close to average

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national average

2023/24 (revised) -0.1 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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