Queen Elizabeth High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1315
AGES
13 - 18
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01670 624889

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(21/3/19)
Full Report - All Reports
73%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Whetstone Bridge Road
Hexham
NE46 3JB
01434610300

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your highly determined leadership underpins your pursuit of high standards. You, your head of school and other senior leaders lead by example. You are all determined to provide a high-quality educational experience for all pupils, regardless of their ability or background. As a result, the ethos that permeates the school enables a high proportion of pupils to make exceptional progress and attain highly over time. However, you and other senior leaders, including trustees, recognise that some disadvantaged pupils’ outcomes and attendance need to urgently improve. Consequently, you have clear plans in place so that these priority areas are addressed with swiftness and vigour. You and other leaders have created an inclusive school community that is underpinned by strong pastoral care and safeguarding of pupils’ welfare. As a result, pupils’ behaviour is excellent. They are courteous and respectful towards each other and visitors. Pupils enjoy coming to school and told inspectors that they feel that teachers care about them and will support them if they have a worry or concern. You have placed high priority on pupils’ well-being and their personal development, particularly social, emotional and mental health support. Pupils are self-assured. They can confidently express their opinions and ideas. A high number of parents who responded to the survey are positive about the school. Most agree that their children are happy, safe and well looked after. Leaders carefully monitor pupils’ progress. This ensures that any pupil who may be falling behind with their studies is quickly identified. Some pupils benefit from additional help and support that is provided to help them catch up. For example, specific groups have been identified so that pupils can access additional, bespoke, support in English and mathematics. Leaders’ information regarding current pupils’ progress and learning indicates that a high proportion of pupils continue to make substantial and sustained progress across a range of subjects, including English and mathematics. Despite this, while showing signs of improvement, the progress of some disadvantaged pupils remains variable in comparison to that of other pupils. Trustees provide a strong level of challenge and support to you and other leaders. They are well informed and examine information provided to them thoroughly so that the most pertinent questions can be asked. As a result, they have a sound understanding of the school’s many strengths, but also a candid understanding of those areas needing urgent improvement. Trustees are highly skilled and take a reflective approach to their roles. Like you, they care deeply about the school and the community it serves. Safeguarding is effective. Leaders and trustees ensure that safeguarding arrangements are fit for purpose. Staff and trustees’ training is regular, relevant and up to date. All records contain relevant information and detail. The school’s single central register is meticulously kept. There is a culture of vigilance and support across the school to ensure that pupils remain safe. Pupils who responded to the online questionnaire, and also those who spoke to inspectors, said that they feel safe in school. They understand the different forms of bullying that can take place. Pupils are confident that on the rare occasion that bullying may happen if they speak to an adult it will be dealt with. The personal, social, health and economic education programme prepares pupils effectively for managing risk and their own safety. Pupils are articulate when discussing equality and how people should be treated with respect. However, some pupils in the main school, and students in the sixth form, did mention to inspectors how they would welcome more opportunities to explore topics in further detail as they progress throughout the school, particularly relating to mental health issues. Inspection findings During the inspection, a key line of enquiry which inspectors focused on was around how leaders’ actions were contributing to improvements in the progress and attainment of disadvantaged pupils currently in the school. This was particularly the case taking into account the historical underachievement of disadvantaged pupils. Inspectors looked closely at the progress made by current disadvantaged pupils. Leaders have initiated a range of strategies to raise their achievement. These are starting to pay off. For example, bespoke mentoring for individual and small groups of disadvantaged pupils is benefiting them socially and emotionally.

Queen Elizabeth High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 39% Agree 44% Disagree 10% Strongly Disagree 6% Don't Know 1% {"strongly_agree"=>39, "agree"=>44, "disagree"=>10, "strongly_disagree"=>6, "dont_know"=>1} Figures based on 196 responses up to 16-05-2019
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Figures based on 196 responses up to 16-05-2019

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Figures based on 196 responses up to 16-05-2019

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Figures based on 196 responses up to 16-05-2019

unlock

Figures based on 196 responses up to 16-05-2019

unlock

Figures based on 196 responses up to 16-05-2019

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Figures based on 196 responses up to 16-05-2019

unlock

Figures based on 196 responses up to 16-05-2019

unlock

Figures based on 196 responses up to 16-05-2019

unlock

Figures based on 196 responses up to 16-05-2019

unlock

Figures based on 196 responses up to 16-05-2019

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Figures based on 196 responses up to 16-05-2019

Responses taken from Ofsted Parent View

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