Queen Elizabeth’s Grammar School in Faversham, Kent, was inspected on 28 February and 1 March 2023, receiving an overall effectiveness rating of Good. The school, which caters to students aged 11 to 18, has a strong commitment to inclusivity and provides a vibrant educational environment. The leadership team is dedicated to ensuring that every pupil has the opportunity to excel, and this is reflected in the extensive range of enrichment activities available, including collaborations with the European Space Agency and workshops for local primary schools.
Pupils at the school demonstrate maturity and exemplary behavior, which is attributed to a culture of mutual respect fostered by the leadership. The school has effective measures in place to address bullying, ensuring that it is rare and dealt with promptly. Positive relationships between staff and students contribute to a nurturing atmosphere conducive to learning. The school is proactive in identifying barriers to learning, providing tailored support for disadvantaged pupils and those with special educational needs and disabilities. High expectations in lessons encourage pupils to strive for their best.
The curriculum is broad, allowing all pupils access to a wide range of subjects. In many areas, leaders have carefully structured the knowledge pupils need to learn, facilitating a deep understanding and strong academic performance. For instance, in modern foreign languages, pupils quickly acquire the necessary vocabulary and grammar for effective communication. However, in some subjects, the specific knowledge required to connect key concepts is not always clearly defined, which can hinder some pupils from grasping more complex ideas.
Teaching is generally clear and precise, with teachers recognizing the importance of revisiting prior learning. Nonetheless, in subjects where knowledge is not as systematically ordered, there can be inconsistencies in how well teachers adapt their instruction based on pupils' understanding. This may lead to gaps in knowledge for some students. Staff are well-informed about the needs of pupils with special educational needs, and support plans are regularly reviewed to ensure effective classroom assistance.
Pupils feel valued and supported, with the personal, social, and health education curriculum being highly regarded. They learn about safety and well-being, and sixth-form students actively engage in workshops to help younger pupils navigate peer pressure. The school offers numerous opportunities for pupils to broaden their understanding of the world, including exchange visits and community service projects. The extracurricular program is extensive and well-attended.
Leadership and governance are strong, with a clear vision for developing well-rounded individuals prepared for future success. The school emphasizes regular attendance and a positive attitude towards learning. A comprehensive careers program provides pupils with insights into various pathways, including university and apprenticeships. Leaders are committed to ongoing professional development for staff and actively seek to improve the educational experience for all pupils, particularly those who are disadvantaged.
Safeguarding measures are effective, with staff receiving regular training to identify and support pupils at risk. The school maintains open communication with external agencies to ensure the safety and well-being of its students. Overall, while the school has many strengths, it must continue to refine its curriculum to ensure that all pupils achieve their full potential by clearly identifying and ordering the essential knowledge they need to learn.
