Queen Elizabeth School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1083
AGES
11 - 16
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
Not Rated

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
01582 548016

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
(16/1/18)
Full Report - All Reports
48%
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 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% 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

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

Crawley Green Road
18
Luton
LU2 9AG
01582436100

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You provide highly effective, visionary leadership that is rooted in a passion for every pupil to achieve their very best. The ethos you promote is based on the school being ‘one large family’, having high aspirations for all pupils. Since the previous inspection, you and your senior leaders have maintained a strong focus on implementing sustainable improvement. You are very clear that, for your school, quick fixes are not the answer. Through your chosen strategy to develop a coaching programme that makes the most of your staff’s strengths and supports their areas to develop, you have successfully created a whole-school culture where pupils’ needs are at the heart of all decision-making. Pupils are proud of their school. They show maturity around the school and have an in-depth understanding of the school’s aims to be ‘respectful, responsible and resilient’ in their day-to-day school life. For example, pupils have many opportunities to take on responsibility as prefects, sports and house captains, which you encourage. This is helping pupils to gain skills that will readily prepare them for life in the wider society. Pupils achieve well at Ashcroft High School because of your ambition to make sure that they all make good progress. This is resulting in disadvantaged pupils, those pupils who speak English as an additional language and lower-attaining pupils all making good or better progress during their time with you. This is further verified because generally, pupils enter the school with the knowledge and skills below that of pupils of the same age. In 2017, overall results show pupils’ attainment was average. This represents pupils making good progress from their starting points. You have identified that there are still areas to improve. You and leaders were disappointed, as were some parents, governors and pupils, with the 2017 GCSE results in English and humanities. Leaders’ forensic analysis of the results has been quick. Actions have been taken to support areas to develop and manage underperformance. As a result of your rapid intervention, assessment information shows that the improvements you have undertaken are already making a difference in English and humanities. Pupils behave well in and out of lessons. The previous inspection stated that pupils’ attitudes were good and this has been maintained. Pupils are able to explain clearly how they are supported to do well in lessons. Pupils value the rewards and responsibilities they are afforded and feel that the pastoral ‘house system’ cares for them well. This was confirmed when inspectors heard pupils debating among themselves how they could improve their chances of receiving more rewards for attendance and behaviour. Pupils are motivated to do well, and this is reflected in the way they work together and with their teachers. The school’s own parent, staff and pupil surveys, along with Ofsted’s online survey, Parent View, are, in the main, very positive. While they reflect the views of a small minority who have mixed views about behaviour, you and your staff are working hard to improve the information that parents receive so they feel more informed. An example of this is your successful web-based system. This is providing more accurate up-to-date information for parents. Your governors provide effective challenge and support. They understand the school very well and take opportunities to visit the school and meet with parents. Governors understand the strengths of the school and where there is a need to improve. They are clear about the need to make improvements in humanities, English, and also the outcomes for the most able pupils. Governors share your passion for further developing a school that gives pupils a suite of qualifications that will serve them well after leaving school. Leaders have an accurate understanding of the strengths and weaknesses of the school. This is demonstrated in your well-focused improvement and development plans that you and your leaders closely monitor and regularly review to ascertain progress. Consequently, as was recommended in the previous inspection, you have successfully focused on increasing the proportion of outstanding teaching and learning and increasingly raised achievement for disadvantaged pupils in mathematics.

Queen Elizabeth School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 35% Agree 46% Disagree 10% Strongly Disagree 9% Don't Know 0% {"strongly_agree"=>35, "agree"=>46, "disagree"=>10, "strongly_disagree"=>9, "dont_know"=>0} Figures based on 79 responses up to 25-03-2019
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Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

unlock

Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

unlock

Figures based on 79 responses up to 25-03-2019

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Figures based on 79 responses up to 25-03-2019

Responses taken from Ofsted Parent View

Your rating:
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