Queen Elizabeth's School, Barnet

Queen Elizabeth's School, Barnet

Address: Queen's Road, Barnet, Hertfordshire, EN5 4DQ Unique reference number (URN): 136290

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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 Exceptional

Pupils' achievements in national examinations at both GCSE and A level are exceptional. Their academic outcomes have been among the very highest nationally for several years. Although pupils are very able when they enter in Year 7, the school accelerates their progress through the curriculum to ensure that they are extremely well prepared to thrive when they leave the school. The outcomes of pupils with special educational needs and/or disabilities (SEND) are absolutely in line with all other pupils in the school. Pupils with SEND make remarkable progress through the curriculum and achieve very positive outcomes.

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Achievement Exceptional

Pupils' knowledge and understanding across all areas of the curriculum is remarkable. They have a depth of knowledge that is astonishing for their age. Pupils articulate their learning with absolute clarity. They apply their knowledge fluently and critically analyse and debate what they are learning with precision and authority from Year 7 through to Year 13.

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Attendance and behaviour Exceptional

Pupils' attendance is extremely high, including for pupils with special educational needs and/or disabilities and for disadvantaged pupils. Overall attendance is consistently above the national average and shows sustained improvement over the last 3 years. Leaders place the highest standards of attendance at the heart of their work. They proactively prevent school absence, such as term-time trips abroad to visit relatives, through their relentless work with parents and carers, setting uncompromisingly clear expectations around attendance. Leaders swiftly identify any pupils who have even a slight drop in their attendance. They continually adapt their strategies to individual needs and circumstances, ensuring sharply precise support to address any barriers to attendance. Above all, leaders have instilled in pupils the determination to succeed, and pupils fully understand the detrimental impact of missing school. They are highly motivated, thoroughly enjoy coming to

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Attendance and behaviour Exceptional

school and are committed to attend regularly.

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Attendance and behaviour Exceptional

Behaviour in the school is exemplary. Leaders and staff have extremely high expectations for behaviour, conduct and attitudes to learning. Pupils continuously meet these expectations. They have a thirst and excitement to learn in lessons. Pupils are completely committed to their learning, making valuable contributions throughout lessons. Although the curriculum is challenging, pupils are highly driven and resilient. They relish this challenge and thrive on it. Pupils take great pride in how they support one another. Younger pupils speak of the kindness and support shown by older pupils. They are proud of their community and look after each other. Bullying or other forms of discrimination are extremely uncommon. Staff address this quickly and effectively on the rare occasion that it may happen.

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Curriculum and teaching Exceptional

Leaders have a sharply precise understanding of the strengths and any priorities in curriculum and teaching. They make minor changes and improvements to ensure that they offer the highest quality academic experience for pupils. The curriculum is remarkably ambitious. It is designed to ensure that pupils are relentlessly challenged. It not only ensures a deep understanding of the curriculum content, but curates opportunities for critical engagement, discussion and the application of learning. By developing these skills from the moment pupils join the school, they become extremely well prepared for post-16 study and beyond.

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Curriculum and teaching Exceptional

Pupils enter the school with secure foundations in literacy and numeracy, but leaders take every opportunity to extend pupils' skills and expertise in these areas. The development of oracy is a key part of pupils' development. Every pupil takes part in house debate competitions for example, and discussion and critical analysis is a key element of lessons.

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Curriculum and teaching Exceptional

Teachers are subject experts. They carefully design opportunities in lessons to ensure that pupils gain an in-depth understanding of the curriculum. Any gaps in knowledge or misconceptions are precisely identified and swiftly addressed. Teachers have the skills and expertise to make careful adaptations where required to ensure that pupils with special educational needs and/or disabilities and those with other barriers thrive academically.

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Inclusion Exceptional

Leaders have fostered a highly aspirational culture of inclusion that has been sustained over time. Leaders rapidly identify any barriers to learning and wellbeing that pupils may have. Leaders put in place highly bespoke packages of support to ensure that barriers are overcome and that all vulnerable pupils achieve and thrive in all areas of school life. This superb level of support begins before pupils join the school through a precisely tailored induction programme. Leaders ensure that this excellent provision is sustained year on year so that all pupils consistently fulfil their potential.

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Inclusion Exceptional

Staff are exceptionally well trained to meet the needs of pupils with special educational needs and/or disabilities (SEND). They provide expert, personalised support that is precisely monitored to ensure it has the maximum impact. Pupils with SEND and other vulnerabilities, such as those known to social care, absolutely flourish in this school. They achieve remarkable outcomes and progress to very impressive destinations when they leave the school. Superb internal systems strengthen this offer further. For example, the school’s in- house networking scheme helps to ensure that every child, including those facing barriers to learning, is supported to succeed.

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Inclusion Exceptional

The pupil premium funding is skilfully used to ensure that every disadvantaged pupil has complete equity of experience. Consequently, all pupils develop a remarkable sense of belonging.

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Inclusion Exceptional

Leaders precisely track how pupils with barriers to learning progress academically, personally and socially. Regular one-to-one meetings with tutors, for example, are used to ensure that these pupils continue to thrive in all aspects of school life and beyond. Furthermore, leaders actively pursue solutions such as scholarships that result in long- lasting transformational impact on pupils and their families.

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Leadership and governance Exceptional

Leaders are absolutely relentless in identifying any small areas in the school that can be improved. They are extremely astute in identifying these areas swiftly, but also employ regular external 'critical friends' to review practice as well. This helps to ensure that high levels of exemplary practice are sustained across all areas of the school. Every single decision is taken in the very best interests of pupils. Leaders know each pupil in the school remarkably well. They regularly meet with them one to one and check the impact of all areas of their work with former pupils to ensure everything they do supports pupils to thrive. Governors have a deep understanding of the school's strengths and priorities. They are forensic when holding school leaders to account and support them to ensure the school moves in the right strategic direction.

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Leadership and governance Exceptional

Leaders have extremely high expectations of all staff. They ensure there is a suitable professional learning programme in place so that staff meet these expectations. This means staff are absolute experts in their roles. Staff across the school contribute to training and support, both internally and through providing external training and support to other schools both nationally and internationally.

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Leadership and governance Exceptional

Staff are highly appreciative of the support for their workload and wellbeing. They are proud to work at the school and appreciate the developmental opportunities on offer. Leaders have built extremely close relationships with parents and carers to ensure that there is support in place to help every pupil to thrive and achieve their potential.

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Personal development and wellbeing Exceptional

The programme for personal development and wellbeing is remarkable. Every single pupil across the school takes part in a plethora of elite-level co-curricular activities each week. These expose pupils to a broad range of new experiences and develop new talents and interests. They are purposefully designed to not only create a sense of belonging in school, but give pupils the experiences to ensure that they thrive in their highly aspirational post-18 routes and beyond. Pupils can take options including drama, debating, the model United Nations and editing a wide range of subject-based magazines. The school develops interests that pupils would not experience if they had not joined the school. For example, they can compete in water polo, fencing and Eton fives. Pupils compete at elite levels, but leaders also make sure activities are highly inclusive. Every pupil takes part in competitive sports fixtures regardless of their ability level. The number and quality of trips and visits is

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Personal development and wellbeing Exceptional

extraordinary. These develop pupils' cultural understanding, develop talents and interests and complement their academic studies.

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Personal development and wellbeing Exceptional

Leaders devote a significant amount of time each week to the school's personal, social and health education and relationships education programmes. Pupils demonstrate a deep understanding of how to stay healthy and safe, including online. Leaders' expectations for pupils' understanding in this area are similar to those in the academic curriculum. As a result, pupils not only have a remarkable knowledge of the personal development programme, but they also critique, analyse and apply their learning fluently and confidently.

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Personal development and wellbeing Exceptional

The careers provision is extremely thorough. Pupils develop very high aspirations. They access a wealth of external speakers and work experience opportunities. They are supported with precision to ensure that they are successful in applications for some of the most competitive universities in the country.

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Personal development and wellbeing Exceptional

Pastoral support is extremely precise. Pupils receive bespoke support with their wellbeing. Any concerns are identified extremely swiftly, and highly impactful support is put in place to ensure that pupils continue to thrive.

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Post-16 provision Exceptional

Achievement at post-16 is extraordinary. Students achieve some of the highest examination outcomes in the country. They demonstrate a remarkable depth of knowledge and understanding of the curriculum. Students apply and synthesise knowledge fluently and articulate their learning with authority. The curriculum is highly ambitious. It is not only designed to ensure that students, including those with barriers to learning, are prepared for success at A level, but so they will thrive academically in their post-18 routes. Students are equipped with the knowledge, resilience and flexibility of thought to succeed in some of the most academically challenging environments in the world.

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Post-16 provision Exceptional

Wider opportunities at post-16 are extensive for all students. Everyone takes part in a broad range of co-curricular activities, including sports fixtures, clubs and a broad range of leadership roles. Students mentor younger pupils and run events and clubs. They organise civic events and raise money for a broad range of charities. Careers opportunities prepare students extremely well for their next steps. Students get expert help from subject-specific tutors, such as through the creation of tutor groups based on students' future aspirations. Students are exposed to an elite level of opportunities to ensure that they have equity of experience compared to those they may come across in the future.

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

Pupils excel at this remarkable school. They are highly ambitious and take immense enjoyment in extending their understanding across the very broad curriculum. Expert teachers relentlessly support pupils to develop a deep knowledge of the curriculum and become intellectually agile. As a result, achievement in national examinations at both GCSE and A level is astonishing. Pupils with special educational needs and/or disabilities (SEND) and those with other barriers to learning achieve in line with their peers. This is because they receive bespoke support that enables them to flourish as they progress through the highly ambitious curriculum. Pupils are not only ready for their next steps, they are ready to absolutely thrive in them.

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

Pupils love coming to school. They enjoy being academically challenged and embrace the extraordinary amount of wider opportunities that they access. As a result, attendance is extremely high, including for pupils with SEND and those who are disadvantaged. Behaviour in lessons and around the school site is exemplary. Pupils are immersed in their learning during lessons and regulate their own behaviour during social times. Pupils are polite, kind and extremely articulate. Bullying is rare, but pupils know that staff would address this swiftly and effectively if it were to happen.

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Team inspectors:

David Radomsky, His Majesty's Inspector Gareth Cross, Ofsted Inspector Costa Dyer, Ofsted Inspector Alice Clay, Ofsted Inspector

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Facts and figures used on inspection

Relationships between staff and pupils are extremely positive. Staff know individual pupils well. Pupils know that they are safe in school. Pupils benefit from a remarkably wide offer that develops their talents and interests. For example, all pupils represent the school in sports fixtures, and every pupil in Years 7 to 9 learn a musical instrument and are part of an ensemble. All pupils access a broad variety of other clubs and co-curricular activities that provide elite-level experiences. Pupils regularly compete in national and international competitions, for example in debating, robotics and chess. This ensures that those who show particular promise in an area are able to compete at the very highest level.

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About this inspection

The chair of the board of governors in this school is Nick Gaskell.

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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 headmaster, members of the leadership team, a range of governors and a representative from the local authority 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 currently uses no alternative provision.

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About this inspection

Headmaster: Neil Enright This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 21 April 2026

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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 6 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 needs support 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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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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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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