Queen Elizabeth's School in Crediton, Devon, has undergone a recent inspection, with the overall effectiveness rated as good. The inspection took place on May 17 and 18, 2022, and the school has shown significant improvement since its previous inspection, which was rated as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision all received a good rating.
The school fosters a focused learning environment where staff expect pupils to behave well, and this expectation is generally met. Teachers have established clear routines that facilitate smooth lesson delivery, enabling pupils to develop effective study habits and improve their retention of learned material. The pastoral care provided by staff is effective, with regular check-ins to ensure pupils' well-being. Leaders encourage pupils to voice any concerns regarding behavior, and most students feel that staff handle bullying incidents effectively.
Support for pupils facing challenges in learning or behavior is generally strong, although a small number of pupils experience difficulties that hinder their progress. The sixth form is well-regarded, with students actively contributing to the school's ethos of respect and tolerance. They are well-prepared for their future endeavors, whether that involves university, further education, or apprenticeships.
Leaders have maintained a strong focus on curriculum development, creating conditions for pupils to engage with an ambitious curriculum. This has led to increased ambition among pupils regarding their subject choices for GCSEs, particularly in modern foreign languages. The curriculum is designed to help pupils retain knowledge from Year 7 through to the sixth form, with teachers providing clear explanations and checking for understanding.
However, some pupils enter the school with underdeveloped reading skills. While leaders provide support, they do not always identify specific gaps in knowledge that would help all pupils become fluent readers. Pupils with special educational needs and disabilities receive appropriate support, allowing them to progress successfully through the curriculum. Nevertheless, following the COVID-19 pandemic, some vulnerable pupils, including those with SEND, have not attended school as consistently as they should, which affects their learning and motivation.
The personal, social, and health education curriculum teaches pupils to build positive relationships and respect diverse backgrounds. Sixth-form students lead initiatives promoting equality, and pupils participate in various extracurricular activities that enhance their social development. The school provides valuable careers advice, and leaders actively seek feedback to improve their careers program.
Leaders, including trust leaders and governors, are ambitious for the school and its pupils. They have facilitated improvements by providing necessary leadership support and encouraging staff collaboration. While most staff enjoy working at the school, some express a desire for more assistance in managing their workload.
The safeguarding arrangements are effective, with leaders proactively addressing risks and ensuring pupils are informed about safety. Staff are appropriately vetted, and safeguarding practices are continuously reviewed.
To improve further, leaders need to evaluate how certain behaviors impact pupils' ability to engage with the curriculum, particularly for those with SEND. Additionally, there is a need for more precise assessment of reading skills to identify gaps in phonics knowledge and to implement a well-structured phonics curriculum where necessary. Overall, Queen Elizabeth's School demonstrates a commitment to providing a supportive and effective educational environment for its pupils.
