Queen’s Park High School, located in Chester, Cheshire, underwent an inspection from January 8 to January 9, 2020. The overall effectiveness of the school was rated as good, with the quality of education, behavior and attitudes, personal development, and leadership and management all receiving the same rating. However, the sixth-form provision was noted as requiring improvement. This was the first inspection for the school since it became an academy in April 2017.
The inspection revealed that leaders and staff maintain high expectations for all pupils. Feedback from older students indicated that teaching and behavior have improved significantly in recent years, leading to enhanced learning and achievement. The school environment is described as calm and welcoming, fostering positive and respectful relationships between staff and pupils. Most students demonstrate good behavior during social times and are committed to their studies, with many expressing appreciation for the support they receive from staff. The sixth-form students serve as excellent role models for younger pupils.
Pupils reported feeling safe at school, with leaders taking a strong stance against bullying. The majority of students confirmed that bullying is infrequent and that any incidents are addressed promptly by adults. New students are welcomed and integrated smoothly into the school community. The school offers a variety of extracurricular activities, including drama productions, music groups, and a robotics club, which contribute to the development of pupils' confidence and resilience. The school has seen success in STEM competitions and regional rowing events.
The headteacher and governors are ambitious for all pupils, ensuring a broad and rich curriculum. The number of pupils taking the English Baccalaureate is increasing, particularly in foreign languages. Most teachers demonstrate strong subject knowledge and effectively use assessments to gauge pupil understanding. Pupils generally achieve well across a range of subjects by the end of key stage four. Curriculum planning is well-structured, allowing pupils to build on their prior knowledge. However, some subjects, such as modern foreign languages and computer studies, have recently introduced plans that are not yet consistently implemented.
Pupils with special educational needs and/or disabilities are provided with equal opportunities and are supported effectively, leading to improved progress. Behavior is generally good, with teachers feeling supported in managing misbehavior. Although the number of exclusions increased last year due to heightened expectations, most pupils behave well in lessons and throughout the school.
Attendance is improving and aligns with national averages, although some disadvantaged pupils attend less frequently, hindering their academic progress. Leaders aim to cultivate well-rounded individuals who understand the wider world, promoting respect and tolerance among pupils. A wide range of activities, including sports and overseas trips, are available to students, enhancing their leadership skills and employability through work experience opportunities.
Despite recent efforts to broaden the sixth-form curriculum, students have not achieved as well as expected. Leaders are addressing this by enhancing subject offerings and providing staff training to improve subject knowledge. While progress is being made, consistent delivery of the planned curriculum across all subjects remains a priority for improvement.
Overall, the school is well-led and managed, with staff expressing pride in their work environment. The majority of parents and carers support the school, highlighting its nurturing atmosphere and inclusivity. Safeguarding arrangements are effective, with staff receiving regular training and maintaining awareness of potential risks to pupils. The school is committed to ensuring the safety and well-being of all students.
