Queen Elizabeth's Girls' School A GSG School
- Queen Elizabeth's Girls' School
High Street
Barnet
Hertfordshire
EN5 5RR - Head: Mrs Violet Walker
- T 020 8449 2984
- F 020 8441 2322
- E office@qegschool.org.uk
- W www.qegschool.org.uk
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Barnet
- Pupils: 1,132; sixth formers: 150
- Religion: Non-denominational
- Open days: Contact school office for details.
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 22nd September 2021
- 2 Full inspection 21st April 2016
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Requires improvement on 27th March 2014
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
‘I watch them going in and coming out,’ said one parent. ‘They always seem very well behaved, with teachers standing by to make sure they are.’ Sixth form class sizes are small (often under 10) and girls get close personal supervision from a ‘pastoral mentor’, a specialist in one of their chosen subjects. Very good facilities include an array of well-equipped science labs, technology rooms, drama studio...
What the school says...
We are a high achieving comprehensive school serving the local community. There is a broad socio-economic and cultural mix in the school which the girls enjoy and are very proud of. There is a real sense of community within the school. Girls have positive aspirations and there is a strong ethos of both learning and wider personal development. The quality of teaching and learning and of relationships are hallmarks of the school. ...Read more
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What The Good Schools Guide says
Headteacher
Since 2015, Violet Walker BSc (UCL), MA (Brunel), NPQH. When Mrs Walker arrived as head at QE Girls’, she must have felt she was returning home. Not only did she attend the school as a pupil in the 70s, she spent time here as part of her training as a maths teacher in the early 2000s. Before qualifying as a teacher, however, she had a pursued a number of other routes, qualifying and practising as both an accountant and a psychotherapist. Once launched in the profession, she rose rapidly, working as assistant head at Park High School, Harrow, and, most recently, as deputy head of Northolt High School for Girls (which she helped move on from special measures). Clearly seen as a 'safe pair of hands', her aim at QEGS has been 'to marry...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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