Queens’ School, located in Bushey, Hertfordshire, has been recognized as a good school following its inspection on September 17-18, 2019. The school is committed to fostering an environment where pupils are encouraged to excel academically and personally. Senior leaders promote a culture of ambition, urging students to embrace challenges and strive for greatness. This ethos is reflected in the wide array of extracurricular activities available, including clubs and special-interest groups that enhance the educational experience beyond the classroom.
The sixth-form students play an active role in school life, organizing debates that engage pupils in discussions about contemporary social, moral, cultural, and political issues. Events such as the inter-house music competition and drama productions are highlights of the school calendar, fostering a sense of community and creativity among students. The ‘dare to know’ program provides valuable insights into the world of work, preparing pupils for future endeavors. The school also emphasizes the importance of sports, promoting the idea that it is acceptable to be different and encouraging students to develop into responsible citizens.
The school environment is generally positive, with most pupils reporting good relationships with their peers and trust in staff to address any issues, including bullying, which is reported to be rare. While behavior is typically good, there are instances where some pupils do not meet the expected standards. School leaders are aware of this and are actively working to ensure that all students adhere to the high behavioral expectations set by the school.
In terms of educational quality, Queens’ School continues to provide a solid curriculum. Leaders are dedicated to ensuring that all pupils achieve their potential, and most do. Teachers across various subjects are well-prepared and organized in their lesson planning. In English, for instance, the curriculum is thoughtfully structured to introduce students to a diverse range of literature, enhancing their understanding of the connections between different forms of art and literature.
However, there are areas for improvement. While the planning in English is strong, other subjects such as modern languages, mathematics, science, and geography are at different stages of development. The business studies team is newly established and is beginning to implement necessary changes. The support for vulnerable pupils, including those with special educational needs and disabilities, is effective, but there is a need for further training and better utilization of information to enhance planning and support.
At key stage three, pupils benefit from a broad curriculum that encourages extensive reading and engagement in various subjects. While most students perform well by the end of key stage four, disadvantaged and vulnerable pupils often do not achieve as highly as their peers. Recent changes to subject pathways aim to address this issue, but there is still a need for more pupils to study foreign languages at the GCSE level.
The sixth-form students are confident and serve as role models for younger pupils, with many continuing their education successfully after leaving school. Careers guidance has improved, and most students progress to further study or training. However, there have been historical challenges in subjects like business studies and social sciences, which are now being addressed through new course offerings.
Leaders and governors are aware of the school’s strengths and weaknesses and are taking steps to improve the curriculum and ensure that all pupils, particularly those who are vulnerable, receive the support they need to succeed. The school is on a positive trajectory towards further improvement, with effective safeguarding measures in place to protect the well-being of all students.
