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 [email protected]
- W www.qegschool.org.uk
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Barnet
- Pupils: 1,170; sixth formers: 165
- 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..
The school is located in a leafy, primarily middle-class commuter suburb, but there’s a wide socio-economic mix and parents say it’s one of the most ethnically diverse schools in the area. ‘My daughter has friends in all camps – that’s part of the charm of the school,’ said one. The single-sex aspect puts some parents off but they soon come round. ‘The girls can just get on in their lessons without any annoying boys, it’s great!’ said one. Students appreciate it too: ‘I’ve got a friend who is the only girl in her computing class – you just wouldn’t get that here.’ The atmosphere is unstuffy, light and fun – ‘the school has a sense of humour,’ as one parent put it. But girls know the boundaries and low-level disruption isn’t an issue. ‘I won’t say it’s perfect, it’s a
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), NPQEL. She qualified as an accountant, then a psychotherapist, before pursuing a career in teaching – and meeting her makes you wonder if this should be mandatory for all heads. Her financial background means she is super-savvy with school resources, managing to stretch them to include the likes of Lyfta, which provides interactive storyboards to enable students to connect with students in different countries. ‘It’s so informative,’ said one girl. Meanwhile, Mrs Walker’s deep knowledge of child and adolescent development is not only apparent in the way she communicates warmly with students (we overheard her helping a student with her EPQ on girls’ education in developing countries), but also in her wider focus on all things pastoral and supporting teachers to break down how young minds...
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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 |
| HI - Hearing Impairment | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| OTH - Other Difficulty/Disability | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| 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
Who came from where
| School | Year | Places |
|---|---|---|
| St Hilda's Preparatory School for Girls | 2024 | 1 |
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