Queen Elizabeth’s Grammar School, located in Ashbourne, Derbyshire, has been recognized as a good school following its recent inspection on January 23 and 24, 2024. The headteacher, Scott Garrity, leads the school, which is part of the QEGSMAT multi-academy trust, overseen by CEO Anne Martin and a board of trustees chaired by Sue Hall. The school serves a diverse student body of approximately 1,360 pupils, including 252 in the sixth form, and caters to students aged 11 to 18.
Pupils express positive sentiments about their educational experience, appreciating the dedication of the staff who strive for their success. The school promotes a vision encapsulated in the phrase we care, therefore we question, we explore, we give, and as a result, we succeed. Safety is a priority, with most students feeling secure and confident that staff address bullying effectively, although some students remain hesitant to report issues. The overall behavior of students is commendable, contributing to a purposeful learning environment, although a minority of students occasionally disrupt this atmosphere.
Extracurricular activities are a highlight for many students, who regard them as the best aspect of the school. The variety of clubs and events fosters community engagement and participation, exemplified by events like the Race for Life, which involves both students and local community members. The school has implemented a well-structured curriculum that builds knowledge and skills progressively across subjects, reflecting the local context. Students achieve commendable results, and teachers demonstrate strong subject knowledge, employing effective questioning techniques to enhance understanding.
Teachers utilize recall activities to reinforce prior learning, and constructive feedback helps students reflect on their progress. Many students produce high-quality work, understanding the role of assessments in their learning journey. The school has established a robust approach to supporting reading, with collaboration between the English department and the school librarian to foster a love for reading among students.
While the school is ambitious for students with special educational needs and disabilities (SEND), the support provided is inconsistent. Some staff members do not adequately adapt the curriculum to meet the needs of these students, which can lead to gaps in their knowledge. However, the school has introduced a transition group for Year 7 pupils with SEND, ensuring their integration into school life and receiving positive feedback from participants.
In the sixth form, students are encouraged to reach their full potential, producing high-quality work that reflects their accumulated knowledge and skills. They feel well-supported in their studies and confident about their future educational and career paths. The school has seen an increase in the number of students progressing to university, including prestigious institutions, as well as high-level apprenticeships.
Although most students behave well, there are instances of low-level disruption, particularly when students are not with their regular teachers. The school is actively working to improve behavior standards, especially in key stage three. Leaders prioritize staff well-being and workload, resulting in a supportive environment where staff feel valued and appreciated, contributing to strong staff retention.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all students. However, the school must continue to enhance the support for pupils with SEND and ensure that all students feel confident in reporting bullying and behavioral concerns. The new behavior management policy is making a positive impact, but consistency in its application is essential to further improve the overall school experience. The inspection confirms that Queen Elizabeth’s Grammar School continues to provide a good education, with clear areas for ongoing development.
