Queen Elizabeth’s Grammar School in Horncastle, Lincolnshire, has recently undergone its first inspection since becoming an academy. The inspection took place on June 4 and 5, 2024, and the overall effectiveness of the school was rated as good across all areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and sixth-form provision. The headteacher, Simon Furness, leads the school, which is part of the Horncastle Education Trust, overseen by CEO Sandra James and a board of trustees chaired by Wendy Ireland.
The school has a positive reputation among pupils and parents, who describe it as friendly and welcoming. Relationships between pupils and staff are strong, contributing to a supportive learning environment. Most pupils feel happy and safe, and the school maintains a calm and orderly atmosphere. Attendance and behaviour are generally good, with high expectations set for all students.
The curriculum at Queen Elizabeth’s Grammar School is ambitious and inclusive, offering a wide range of subjects across all key stages. Pupils achieve well, particularly in humanities subjects, although there are instances where the quality of routine classwork could be improved. Some work is left unchallenged, which can lead to inconsistencies in presentation and completeness. The school provides numerous extracurricular activities, including sports, music, and the Duke of Edinburgh Award scheme, which pupils actively participate in and enjoy.
The school has developed a well-structured curriculum that exceeds national requirements, ensuring that pupils are well-prepared for their future educational and career paths. All pupils study dual modern foreign languages and citizenship, and the sixth form offers enrichment courses that prepare students for independence and further academic study. Teachers demonstrate strong subject knowledge and utilize a variety of resources to effectively teach new concepts. However, there is a need for teachers to ensure that all pupils consistently produce high-quality written work before progressing to new tasks.
Support for pupils with special educational needs and disabilities is generally effective, with staff going the extra mile to provide necessary assistance. Reading is actively promoted, although plans to support pupils needing additional help with reading accuracy and comprehension are still in early development stages.
The school places significant emphasis on personal development, with programs in citizenship and personal, social, health, and economic education. Pupils gain a strong understanding of diversity and are taught about fundamental British values. The school has a clear careers advice program that supports pupils from Year 7 through to the sixth form, with most students moving on to further education or training. However, some sixth-form students have expressed a desire for more support regarding non-university pathways, and leaders are addressing this feedback.
Recently, the school has implemented a new behaviour policy that has been positively received by both staff and pupils. New tracking systems are in place to address low-level disruptions and lateness. Staff morale is high, and they appreciate the professional development opportunities provided by the school.
Governance is strong, with local governors and trustees actively supporting the school and holding leaders accountable. The school contributes to the wider trust and provides specialist support to other local schools. Safeguarding arrangements are effective, ensuring that pupils' welfare is prioritized.
In summary, Queen Elizabeth’s Grammar School demonstrates a commitment to providing a high-quality education and fostering a positive school environment. While there are areas for improvement, particularly in ensuring the consistency of pupils' work quality, the school is well-regarded by its community and is making strides in its educational offerings.
