The Queen Elizabeth Academy

The Queen Elizabeth Academy

Address: Witherley Road, Atherstone, Warwickshire, CV9 1LZ Unique reference number (URN): 139937

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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 Expected standard

Leaders’ sharper focus upon the delivery of the curriculum is having a positive impact on achievement. Pupils at the school typically achieve well. Outcomes in national examinations at the end of key stage 4 highlight that pupils consistently achieve in line with their peers. In some subjects, pupils’ achievement has been above pupils in similar schools. The progress and attainment of disadvantaged pupils have varied over time, and leaders recognise the importance of securing consistent outcomes for these pupils.

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Achievement Expected standard

In lessons, pupils demonstrate pride in their work and the development of knowledge over time is evident. Pupils who require additional support receive targeted help, and most make secure progress from their starting points. Pupils with specific barriers to learning are increasingly well supported. Pupils are generally well prepared for their next steps in education, employment or training and have the knowledge and skills to achieve.

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Attendance and behaviour Expected standard

Leaders use attendance data astutely to ensure that they know what the patterns and barriers to individual pupils are coming to school. This understanding informs whole-school and individual strategies to promote positive attendance. Leaders are clear on the impact of specific groups of pupils on attendance and work with pupils and families to ensure that attending school is a high priority. The impact of leaders' actions to support and reward positive attendance is having an impact at an individual and group level. Pupils’ attendance has improved from their starting points.

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Attendance and behaviour Expected standard

Pupil behaviour in school is typically positive. Leaders have introduced a range of routines designed to promote positive behaviour. There is a clear focus on behaviour routines that establish a consistent approach by all staff. The analysis of behaviour data helps leaders to identify patterns in pupil behaviour and target support. Vulnerable pupils receive appropriate adaptations to support their behaviour and suspensions are used appropriately. Conduct in lessons is typically positive, however, some pupil’s attitudes towards school impacts on the learning that takes place. Pupils generally demonstrate respect towards one another during social times and bullying is rare. Pupils know that if it does happen, staff address it.

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Curriculum and teaching Expected standard

The school’s curriculum is well planned and sequenced to prepare pupils for the next stage of their learning. The curriculum places a clear focus on pupils securing knowledge over time. Leaders use educational research, when constructing the curriculum. They have a clear understanding of its strengths and are focused upon refining it further to improve its consistent implementation across all lessons.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge and circulate around classrooms using subject- specific vocabulary accurately. They typically provide clear explanations and regularly implement the school's agreed approach to lessons, including ‘do now’ and ‘explicit instruction’ activities. Teachers generally make adaptations to help pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, to successfully access the curriculum in line with their peers. Teachers use assessment well so pupils can reflect on their learning and build key subject knowledge. However, this is not yet embedded across all lessons and there are times when the delivery of some lessons does not accurately match pupils’ abilities. This results in misconceptions and impacts on pupils' learning.

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Curriculum and teaching Expected standard

Leaders assess pupils' core knowledge, when they enter the school. This information, and staff knowledge of pupils, informs a range of strategies to support pupils' reading, writing, vocabulary and mathematical understanding. These support pupils in experiencing a high- quality curriculum.

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Inclusion Expected standard

Leaders have established a secure and supportive environment for pupils with barriers to school. There are clear systems that allow for the identification of individual pupil's needs and these create an inclusive culture. Staff work closely with pupils and families to implement strategies that support pupils' learning and wellbeing.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) are supported by well- trained staff. Effective transition between primary and secondary schools allows staff to implement appropriate adaptations. Staff receive detailed information regarding pupils' needs and typically implement effective strategies to support pupils with SEND. The impact of interventions is tracked and reviewed by leaders to ensure that they are effective.

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Inclusion Expected standard

Leaders have a clear understanding of the needs of disadvantaged pupils. Leaders use funding appropriately and have developed a clear set of well-thought-out strategies to support disadvantaged pupils. Pupils that are known to social care benefit from the school’s close links with external professionals and are known by staff. Pupils that speak English as an additional language experience tailored support and monitoring. The school has a clear rationale for using alternative provision for pupils and is used in the best interests of the pupils. Pupils that attend these provisions highlight the positive impact this provision has in reducing their barriers to learning and wellbeing.

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Leadership and governance Expected standard

Leadership and governance provide clear direction and effective oversight for the school. There is a shared vision between leaders, governors and the trust to embed a positive and aspiration culture for all pupils. Leaders have an accurate and informed understanding of the school’s provision. There are strategies in place to identify how the school's strengths can be built on and how improvements can be made. Leaders are positive role models to pupils and staff and work towards securing consistently high standards across all areas of the school.

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Leadership and governance Expected standard

The trust and governors are effective in supporting and challenging leaders to drive the school forward. Governors and trustees understand their statutory responsibilities and monitor the use and impact of additional funding carefully. Staff value the professional development the trust have put into place. A culture of sharing best practice in the trust supports staff workload. A focus upon adaptive and responsive teaching supports staff in the implementation of the curriculum. Early careers teachers highlight how structured induction arrangements and supportive mentoring benefits their practice. Staff feel valued at the school and that their wellbeing is an integral part of leaders' decision-making. Staff are proud to work at the school.

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Leadership and governance Expected standard

Leaders have created effective collaborations and communication with external organisations to support the learning and wellbeing of pupils. Parents and carers are positive about the support that pupils receive at school. Communication with families could be more effective but, overall, the school is welcoming and staff ‘genuinely want the best for pupils’.

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Personal development and wellbeing Expected standard

Leaders have a clear understanding of the personal development and wellbeing provision in school. The personal, social, health and economic curriculum (PSHE) meets statutory requirements. It is sequenced appropriately, taught by specialist staff and designed to develop pupils’ confidence, responsibility and independence. The programme is adapted to meet the needs of all pupils, including those with special educational needs and/or disabilities and those who face additional barriers.

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Personal development and wellbeing Expected standard

Pupils learn about a range of appropriate topics, such as healthy relationships, online safety, cyberbullying, disability awareness and different faiths and cultures. External speakers support this learning by addressing relevant risks in the local context. Pupils also develop their understanding of gender, sexuality and healthy relationships. Most pupils can apply their learning to the school values and everyday life. However, the impact of the programme is not evident on all pupils. Older pupils highlight gaps in knowledge specifically related to aspects of fundamental British values and protected characteristics. Leaders are aware of these gaps and have amended the delivery of the personal development curriculum to ensure that the impact of the PSHE curriculum is embedded.

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Personal development and wellbeing Expected standard

Pupils have access to a range of extra-curricular activities, reward activities and curriculum trips, including musical theatre, computing clubs, trampolining and Duke of Edinburgh award. Character is actively taught and linked to school rewards. Leaders monitor participation carefully to ensure that vulnerable pupils and those who may otherwise face barriers can take part and informs provision. There are some opportunities for pupil leadership through student panels, volunteering and transition activities.

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Personal development and wellbeing Expected standard

Pastoral support in the school has a positive impact on the experiences of pupils. Staff know pupils and families well and provide appropriate support, including counselling and adjustments to the school day. Pupils value this support and know they have a trusted adult they can talk to if they have a concern.

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Personal development and wellbeing Expected standard

Careers education is being strengthened. Pupils receive guidance and support to explore future education, employment and training opportunities. Leaders are implementing support for pupils’ careers aspirations through work experience and employer encounters.

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

Pupils enjoy positive relationships with staff at the Queen Elizabeth Academy. These relationships support a clear sense of belonging and are reflected in positive behaviours around school and in lessons. Pupils feel included in school life and are known as individuals by staff.

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

Pupils rise to the high expectations that staff have of them. Pupils experience a calm and purposeful environment and are typically polite and considerate towards one another. Most pupils behave well and take pride in their work. Pupils know that their positive contributions towards school will be rewarded. These rewards also support pupils in attending school more often.

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

Pupils feel safe at school and understand the importance of respect. All pupils have a trusted adult that they can talk to. Bullying and harassment are uncommon and, when incidents arise, staff respond quickly and effectively. Pupils’ wellbeing is well supported through the structured pastoral support system and a range of interventions. These interventions support those pupils who find managing their behaviour difficult.

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

Pupils generally experience lessons that follow a clear structure and help them to learn. Pupils with barriers to learning and wellbeing, including disadvantaged pupils and pupils with special educational needs and/or disabilities, have additional resources and systems in place to support them. Leaders are refining and adapting the delivery of lessons to support the progress that all pupils make in lessons.

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

The wider life of pupils is supported through a planned personal development programme. While most pupils understand topics including careers, personal safety and relationships and sex education, there is some variability in relation to the depth of some pupil’s knowledge. Pupils participate in a range of activities outside of the classroom, including leadership opportunities, charity events and trips. These activities support pupils in developing their aspirations and key life skills. Pupils are proud to be part of the school community and demonstrate the school values of ‘pride, endeavour, resilience and kindness’.

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Next steps

Leaders should ensure that teaching strategies are adapted and responsive to consistently support the progress of all pupils across the curriculum. Leaders should ensure that the personal development curriculum is embedded and delivered effectively so that all pupils develop secure and detailed knowledge. Leaders, at all levels, should ensure that their oversight of monitoring and tracking systems supports the learning and wellbeing of all pupils.

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Lead inspector:

Andrew Washbourne, His Majesty's Inspector

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Team inspectors:

Peter Bassett, Ofsted Inspector Ed Leighton, Ofsted Inspector Wayne Simner, Ofsted Inspector

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Facts and figures used on inspection

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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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About this inspection

This school is part of Academy Transformation Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark McCourt, and overseen by a board of trustees, chaired by Patricia Beanland.

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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, leaders from the school and from the trust, governors, members of teaching and non-teaching staff and several groups of pupils during the inspection. An inspector spoke with the chief executive officer of the trust.

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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 makes use of 7 alternative provisions.

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About this inspection

The headteacher commenced their post in September 2025.

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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. National average: 3.53%

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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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national average

2024/25 (final) 43.6% 45.4% Close to average

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national average

2023/24 (final) 37.7% 45.9% Close to average

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national average

2022/23 (final) 39.6% 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

2024/25 (final) 43.9 46.1 Close to average

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national average

2023/24 (final) 42.9 45.9 Close to average

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national average

2022/23 (final) 43.7 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) 0.00 -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

2023/24 (final) 21.6% 25.8% 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

2023/24 (final) 32.5 34.6 Close to average

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national average

2022/23 (final) 37.8 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) -0.86 -0.57 Close to average

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national average

2022/23 (final) -0.41 -0.57 Close to average

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national average

2021/22 (final) -0.72 -0.55 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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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 (3 term) 9.5% 8.4% 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 (3 term) 26.8% 23.4% Close to average

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national average

2023/24 (3 term) 28.8% 25.6% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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