School report

Inspection of Queensmead School

Queens Walk, Ruislip, Middlesex HA4 0LS

Inspection dates: 13 and 14 July 2022

Overall effectiveness Good

The quality of education Good

Behaviour and attitudes Outstanding
Personal development Good
Leadership and management Good
Sixth-form provision Good
Previous inspection grade Outstanding

Ofsted has not previously inspected Queensmead School as an academy school

under section 5 of the Education Act 2005 as, until November 2020, the school was
exempted by law from routine inspection, so there has been a longer gap than usual
between inspections.

Judgements in this report are based on the current inspection framework and also
reflect changes that may have happened at any point since the last inspection of the
predecessor school.
What is it like to attend this school?

There is a strong culture of respect and tolerance at the school. Pupils are calm and
mature. The school’s values of kindness, respect, resilience and independence shine
through when staff and pupils interact. Pupils want to learn and are confident that
their teachers will help them to do so.

Leaders are focused on encouraging pupils’ academic excellence and pupils are
ambitious to reach leaders’ expectations. This includes pupils with special
educational needs and/or disabilities (SEND). Pupils progress rapidly through the
planned curriculum.

Behaviour around the school is excellent. All staff are supported by leaders and
school systems to maintain high expectations of pupils’ behaviour. Pupils feel safe
and supported. While bullying is rare, should it occur staff address it at once. In the
online survey, parents and carers made a point of expressing their appreciation for
leaders’ work to ensure pupils’ welfare.

All pupils are encouraged to participate in activities outside of lessons. For example,
all students in the sixth form take part in volunteering. Staff encourage pupils to
look after their mental health. Sports clubs are popular and some students take on
responsibility in the school council. Pupils learn about the different cultures through
activities such as South Asian heritage month.

What does the school do well and what does it need to do

better?

Teachers have high expectations of pupils’ work. In most subjects, the curriculum is
well-planned. For example, in science, the curriculum is broken down into connected
concepts and is logically ordered. In history, the teaching of historical events
through time is carefully planned. This supports pupils to gain strong subject
understanding.

In a few subjects, the curriculum is not as ambitious in Years 7 to 9. This is because

leaders’ expectations of what pupils can achieve are not as high as in other subjects.
In the school’s timetable, leaders have allocated little time for these subjects, which
limits how securely pupils develop their knowledge.

Subject leaders and teachers are experts. They explain new information clearly and
build on what pupils already know. In the sixth form, teachers’ subject knowledge is
strong. Sixth-form subject courses are well-structured. Throughout the school,
teachers often check that pupils understand what has been taught. This helps
teachers to identify and address gaps in pupils’ knowledge. All this has created a
culture where pupils try their best, without fear of failure. In mathematics, for
example, pupils attempt the most challenging questions with skill and confidence. In
a few subjects, assessment is time consuming for teachers and does not specifically
assess the subject content that pupils have learned.
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13 and 14 July 2022 2
The previously high proportion of pupils studying the English Baccalaureate
combination of subjects at GCSE has recently declined. This is because the number
of pupils studying modern foreign languages at GCSE currently is low. Leaders and
governors have plans in place to increase the proportion of pupils who study modern
foreign languages.

Pupils who enter the school with weak reading skills are given effective support to
improve and build reading fluency. They quickly gain the knowledge they need so
that they can access the curriculum.

Pupils with SEND are well supported. Staff are provided with relevant and regular
training to help them to support the learning of pupils with SEND. Teachers are
aware of pupils’ needs and take these into account when planning and teaching the
curriculum.

Pupils settle quickly in lessons, contribute when asked and listen to one another.
This enables learning in lessons to proceed without hinderance. Between lessons
and at breaktimes, pupils are equally as respectful and caring. Leaders have
effective processes to support any pupils who may struggle to meet leaders’
expectations. In the sixth form, professional relationships between students and
staff are strong. Sixth-form students felt supported. A high number of students
move on to higher education after leaving the school.

Pupils receive impartial careers advice throughout their time at the school. They
attend careers fairs and have access to a careers adviser in school. In the sixth
form, students are well guided to enrol on the right course. Leaders have thought
carefully about the personal, social and emotional education (PSHE) programme and
made sure that it is responsive to world events. Leaders organise a broad range of
extra-curricular clubs. These include mindfulness and diversity club. Leaders are
working currently to track and increase the number of pupils taking part in
enrichment opportunities.

Staff spoke highly of leaders. They said that leaders are approachable and mindful
of their workload. Professional development programmes for new and experienced
teachers are well-regarded. However, leaders and members of the governing body
are overconfident in their assessment of some aspects of the school’s provision. This
is because members of the trust do not scrutinise the impact of leaders’ actions
routinely and in sufficient detail.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the pupils well and are trained to identify possible safeguarding risks.
Once identified, concerns are swiftly reported to leaders and leaders with
responsibility for safeguarding take appropriate action to safeguard pupils’ welfare.
Leaders offer a range of support to pupils when they need it. This includes support

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13 and 14 July 2022 3
from outside agencies where appropriate. Decisions taken are written down.
However, some aspects of administration and record-keeping are not as efficient as
they could be.

What does the school need to do to improve?

(Information for the school and appropriate authority)

◼ In a few foundation subjects, curriculum content is not covered as deeply in key

stage 3 as in other subjects. This limits how securely pupils develop their
knowledge. Leaders should ensure that the curriculum is equally ambitious in all
subjects.
◼ Processes for scrutinising the effectiveness of the school’s work lack rigour. This
limits the ability of senior leaders, members of the governing body and trustees to
identify quickly where further improvement may be needed. Members of the trust
should sharpen the processes of accountability further to support leaders to
provide a consistently high-quality education across all subjects.

How can I feed back my views?

You can use Ofsted Parent View to give Ofsted your opinion on your child’s school,
or to find out what other parents think. We use information from Ofsted Parent View
when deciding which schools to inspect, when to inspect them and as part of their
inspection.

The Department for Education has further guidance on how to complain about a
school.

If you are the school and you are not happy with the inspection or the report, you
can complain to Ofsted.

Further information

You can search for published performance information about the school.

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government
pupil premium funding: pupils claiming free school meals at any point in the last six
years and pupils in care or who left care through adoption or another formal route.

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School details

Unique reference number 136711

Local authority Hillingdon

Inspection number 10228594

Type of school Secondary comprehensive

School category Academy converter

Age range of pupils 11 to 18

Gender of pupils Mixed

Gender of pupils in sixth-form Mixed

provision
Number of pupils on the school roll 1435

Of which, number on roll in the 240

sixth form
Appropriate authority Board of trustees

Chair of trust Joan Greening

Headteacher Rhona Johnston

Website www.queensmeadschool.org.uk

Date of previous inspection 4 March 2008, under section 5 of the

Education Act 2005

Information about this school

◼ The school became part of the QED Trust on 30 April 2011.

◼ The school places a small number of pupils with one of three registered
alternative provision providers.
◼ The school meets the requirements of the Baker Clause, which requires schools to
provide pupils in Years 8 to 13 with information about approved technical
education qualifications and apprenticeships.

Information about this inspection

◼ The inspectors carried out this inspection under section 5 of the Education Act
2005.

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13 and 14 July 2022 5
◼ This was the first routine inspection the school received since the COVID-19
pandemic began. Inspectors discussed the impact of the pandemic with leaders
and have taken that into account in their evaluation of the school.
◼ Inspectors carried out deep dives in mathematics, science, history, art and
modern foreign languages. For each deep dive, they discussed the curriculum
with subject leaders, viewed their curriculum plans, visited lessons, looked at
pupils’ work and talked to teachers and pupils.
◼ Inspectors considered the school’s policies and procedures for safeguarding and
supporting pupils’ health and safety as well as their welfare and well-being. This
included looking at case studies and reviewing the school’s record of pre-
employment checks. Inspectors spoke with a representative of the local authority
safeguarding team.
◼ Inspectors held meetings with the headteacher and staff, as well as a range of
pupils. Inspectors also met with leaders with responsibility for SEND, careers
education, PSHE, behaviour, early reading and pupils’ wider development.
◼ The lead inspector met with the chair of the local governing body, the trust’s chief
executive officer and the chair of trustees. Inspectors considered responses to
Ofsted’s online surveys for parents, staff and pupils.

Inspection team

Guy Forbat, lead inspector Her Majesty’s Inspector

Verity Lane Cartledge Ofsted Inspector

Susan Maguire Ofsted Inspector

Jasper Green Her Majesty’s Inspector

Gary Phillips Her Majesty’s Inspector

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 The Office for Standards in Education, Children’s Services and Skills (Ofsted)
regulates and inspects to achieve excellence in the care of children and young
people, and in education and skills for learners of all ages. It regulates and
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Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher
training, further education and skills, adult and community learning, and education
and training in prisons and other secure establishments. It assesses council
children’s services, and inspects services for children looked after, safeguarding and
child protection.

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