Queen Elizabeth School

Queen Elizabeth School

Address: Crawley Green Road, Luton, Bedfordshire, LU2 9AG Unique reference number (URN): 109707

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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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Attendance and behaviour Expected standard

Leaders have a secure oversight of pupils' attendance and behaviour. The school identifies barriers to regular attendance that pupils may face. Leaders make reasonable adjustments, when needed, to help pupils attend well. The school act quickly and appropriately when pupils' attendance drops. Typically, pupils attend in line with their peers nationally. In key stage 5, a minority of students attend less well than they should. The school is taking appropriate action to secure high attendance in post-16 provision.

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Attendance and behaviour Expected standard

The school has ensured a highly positive culture. Pupils treat each other with courtesy and respect. They are positive about school and benefit from warm relationships with the staff. Social time is a calm and a positive experience for pupils. They feel safe. Pupils appreciate being part of a diverse and multicultural community. Bullying is rare. Staff quickly and effectively address any unkindness. Pupils behave well. They listen respectfully to teachers and each other. Pupils are able to focus on their learning because lessons are rarely interrupted. The school provides appropriate help to pupils, who struggle to recognise and manage their emotions. This includes counselling, small-group sessions and bespoke interventions. As a result, pupils feel well cared for and positive about attending school.

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Personal development and wellbeing Expected standard

The school has a well-sequenced personal development programme in place that meets the needs of pupils across the different year groups. It ensures that pupils, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who speak English as an additional language, can access a range of wider opportunities. For example, pupils take part in a range of clubs, including sports, performing arts and chess. This supports their interests and engagement. Leaders support all pupils to access these experiences. For example, they ensured that pupils could participate in an international skiing trip to Japan.

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Personal development and wellbeing Expected standard

The school makes sure that pupils have opportunities to contribute to school life, for example, through the student parliament. This helps them to develop their confidence and understand democratic processes. The school promotes pupils' understanding of fundamental British values. This includes celebrating different cultures and religions. Pupils learn about the contextual risks in their area, such as gang involvement and drug risks. The school teaches pupils about healthy and respectful relationships. Pupils appreciate the knowledge they gain. They know how to keep themselves safe online and offline.

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Personal development and wellbeing Expected standard

Careers education is a strength of the school's work. Pupils benefit from a well-designed programme that includes links with local employers and providers. They have access to work experience and opportunities to be involved with local employers, such as airlines and holiday companies. The school utilise a wide range of external opportunities, such as a charity that supports disadvantaged pupils to access university, to support a range of pupils' needs. Pupils are well informed about their next steps.

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Personal development and wellbeing Expected standard

The school prioritises pupils' wellbeing and pastoral support. They provide pupils with activities such as boxercise and DJ music production and mixing to support their confidence

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Needs attention

and self-esteem. Pupils appreciate the support of the staff and the additional help they can access if they need to.

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Post 16 provision Expected standard

Since the previous inspection, a sixth form has been established. There has been one set of published outcomes. While these outcomes were below national averages, the current provision is more secure. The school ensures that students now follow more appropriate courses. There are a range of academic and vocational pathways for students, including a football academy. These courses are well designed to support students' diverse interests and needs.

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Post 16 provision Expected standard

Teachers have high expectations of students. They demonstrate secure subject knowledge and support students to achieve well. Where needed, they provide targeted help to ensure that all students are able to access the curriculum. This includes students with special educational needs and/or disabilities. As a result, students are well prepared for their next steps.

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Post 16 provision Expected standard

Students benefit from a range of wider opportunities, including student leadership, visiting speakers and work experience. They learn how to manage their finances. They receive high-quality, impartial career advice and guidance. This helps them make informed decisions about their future.

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Post 16 provision Expected standard

Leaders recognise that a small number of students do not attend regularly enough. They are taking appropriate action to ensure high attendance so that students successfully access all aspects of the 16-19 study programme.

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Achievement Needs attention

Across key stage 3 and 4, pupils' achievement is variable. Some pupils make secure progress from their starting points. Disadvantaged pupils achieve broadly in line with disadvantaged pupils nationally. However, pupils who join the school from lower starting points do not make the progress they should over time. Those who lack the essential knowledge in reading, writing and mathematics do not consistently secure the skills they need. This often includes pupils with special educational needs and/or disabilities. Based on their starting points, the number of pupils who secure a grade 4 or above in GCSE English and mathematics is too low. While many pupils are ready for the next stage of education or training, this is not consistently the case.

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Achievement Needs attention

Post-16 provision is relatively new, with one year of published outcomes. While these results were below national average, they do not fully reflect students' current achievement. Students are now on more appropriate courses and achieve more highly.

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Curriculum and teaching Needs attention

The school has an appropriate curriculum in place. In the main, teachers explain new learning clearly. They demonstrate a secure understanding of the subject that they teach. However, teachers do not have a secure understanding of what pupils know and can do. Typically, the school does not have effective processes in place to check what pupils have learned. This is both during lessons and at key curriculum points, such as at the end of units. Teaching does not routinely address pupils' misconceptions. Sometimes, teaching is not adapted for pupils who need extra help or opportunities to excel. As a result, gaps in pupils' skills and knowledge persist.

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Curriculum and teaching Needs attention

The school has made suitable adjustments to the courses students study at key stage 5. In post-16 classes, teachers have high expectations of what students should achieve. Students are typically supported effectively to achieve well over time.

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Curriculum and teaching Needs attention

Some phonics and reading interventions are in place to support a small number of pupils. This helps some pupils to develop the reading skills they need to access the curriculum successfully. However, there is a lack of a coherent approach to ensure that pupils routinely develop secure foundations in reading, writing, communication, language and mathematics. This impacts how well some pupils, particularly those with special educational needs and/or disabilities, access the curriculum.

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Inclusion Needs attention

Leaders have processes in place to help identify and check pupils' needs, including those with special educational needs and/or disabilities (SEND). Sometimes, these approaches help to reduce barriers to pupils' learning. For example, pupils receive timely and effective pastoral support when behavioural needs are identified. Pupils who are new to speaking English are well supported to develop their language skills.

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Inclusion Needs attention

However, there is too much variation in how effectively these processes are working. The school does not have robust methods in place to identify when pupils are struggling with their learning. As a result, some pupils, including those with SEND and those known, or previously known, to social care, do not achieve as highly as they should.

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Inclusion Needs attention

The school allocates additional funding appropriately to provide targeted support. There have been notable improvements in pupils' behaviour. However, the school does not evaluate the impact of academic support sharply enough. As a result, there are inconsistencies in how well barriers to learning are reduced.

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Inclusion Needs attention

The school uses on-site provision and off-site alternative provision for a small number of pupils, particularly those with SEND. This provision typically meets pupils' needs. However, the school does not check or review its impact on pupils' achievement rigorously enough. As a result, some pupils do not receive support that is best matched to their needs.

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Leadership and governance Needs attention

Leaders typically have an appropriate understanding of the school's strengths and areas for improvement. Their actions to reduce suspensions and ensure positive behaviour in the school have been effective. This contributes to a welcoming and positive school culture. However, they have not been quick enough to identify and address weaknesses in inclusion, the quality of teaching and pupils' achievement. Leaders do not evaluate the impact of their actions precisely enough. Subsequently, actions taken have not consistently led to secure improvements for pupils over time.

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Leadership and governance Needs attention

Those responsible for governance have provided some appropriate challenge and support to the school. They ensure that statutory duties are met. However, governors do not consistently hold leaders to account rigorously enough for areas, such as the quality of inclusion and pupils' outcomes. This includes the most vulnerable pupils. There has been a very recent restructuring of the governing body to strengthen oversight. This includes the appointment of a new chair of governors. It is too early to evaluate the impact of these changes.

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Leadership and governance Needs attention

Leaders work effectively with the local authority. This has a positive impact, including supporting the school in reducing suspensions. Leaders have ensured staff feel supported and valued. Staff, including early career teachers, report that their workload and wellbeing are appropriately considered. The staff professional learning programme is broadly aligned with the school's priorities. The school has taken steps to develop subject leadership, although this is in its early stages. Parents and carers have appropriate opportunities to engage with the school. They are broadly positive about the provision.

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

Pupils feel a sense of security and belonging at school. They appreciate how welcoming the school is to pupils of different cultures, races and religions. Differences are celebrated. There are many pupils who speak English as an additional language. Staff support these pupils well to develop their English language skills. Pupils feel very safe in school. They appreciate how calm the environment is. Pupils treat each other with respect and kindness. Bullying is rare. If it happens, pupils promptly report it. They are confident the staff will deal with it effectively.

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

Pupils' behaviour is a strength of the school. They are polite and friendly, including to visitors. Pupils consistently conduct themselves well. They demonstrate high levels of respect towards teachers and their peers. Lessons are purposeful. Learning is rarely disrupted by pupils' off-task behaviour. If a pupil struggles to follow school rules, staff work closely with them to provide extra help. Pupils appreciate the pastoral care they receive. Pupils have positive working relationships with the staff. They feel well cared for.

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

Typically, pupils enjoy learning and the range of subjects that they study. In post-16 provision, students increasingly rise to meet teachers' high expectations of them. Typically, students study courses that meet their needs. They value the help and support their teachers provide. Across the school, pupils appreciate the calm learning environment in lessons. When teaching is well matched to pupils' prior learning, they achieve well. However, this is inconsistent. When learning is not well matched to pupils' starting points, pupils do not achieve well enough. This includes pupils with special educational needs and/or disabilities. Pupils who have gaps in their knowledge in mathematics, reading and writing are not consistently supported well enough to achieve. When this happens, some pupils struggle to access the learning.

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Next steps

Leaders should develop a clear understanding of how well pupils are learning the curriculum. This includes vulnerable pupils, such as those with special educational needs and/or disabilities, those in alternative provision, and those known or previously known to social care. They should intervene promptly to address barriers to learning. Leaders need to ensure that teachers use assessment well to adequately identify gaps in pupils’ skills or knowledge and to inform their next steps in teaching. Leaders should ensure that teachers provide pupils with effective guidance on how to improve their understanding, skills and knowledge from their different starting points. Leaders need to take appropriate action to ensure that pupils consistently gain the foundational knowledge and skills they need in reading, writing, communication and language and mathematics. Leaders should continue to secure improvements in curriculum and achievement to

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Next steps

ensure that pupils consistently achieve well, including in national tests and examinations. Leaders should support students to improve their attendance in the sixth form.

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About this inspection

The associate headteacher is Craig Mitcherson

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About this inspection

The chair of the board of governors is Gail Tolley

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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 the headteacher, associate headteacher, deputy headteachers, a selection of staff, the chair of governors, a representative from the local authority and staff working in alternative provision.

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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 school currently makes use of 7 alternative provision, including 5 that are unregistered.

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Team inspectors:

Kay Leach, Ofsted Inspector Charlie Fordham, His Majesty's Inspector Wayne Jarvis, Ofsted Inspector Peter Petrou, Ofsted Inspector

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Facts and figures used on inspection

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. Headteacher : Rhoda McPherson National average: 1,153

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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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national average

2023/24 (final) 41.4% 45.9% Close to average

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national average

2022/23 (final) 37.2% 45.3% Close to average

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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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national average

2023/24 (final) 41.8 45.9 Close to average

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national average

2022/23 (final) 43.3 46.3 Close to average

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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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national average

2022/23 (final) -0.03 -0.03 Close to average

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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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national average

2024/25 (revised) 23.9% 25.8% Close to average

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national average

2023/24 (final) 25.4% 25.8% Close to average

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national average

2022/23 (final) 29.6% 25.2% Close to average

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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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national average

2024/25 (revised) 33.0 34.9 Close to average

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national average

2023/24 (final) 33.5 34.6 Close to average

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national average

2022/23 (final) 36.7 35.0 Close to average

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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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national average

2023/24 (final) -0.65 -0.57 Close to average

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national average

2022/23 (final) -0.47 -0.57 Close to average

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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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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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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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national average

2024/25 (2 term) 6.9% 8.1% Close to average

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national average

2022/23 (3 term) 8.1% 9.0% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 20.4% 21.9% Close to average

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national average

2023/24 (3 term) 22.7% 25.6% Close to average

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national average

2022/23 (3 term) 28.7% 26.5% Close to average

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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

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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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