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  • 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: 1,043; sixth formers: 142
  • 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 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 22nd April 2016
  • Previous Ofsted grade: Requires improvement on 28th March 2014
  • Ofsted report: View the Ofsted report

What 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...

Read review »

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 (50s). 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 QE Girls has been...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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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