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  • Queen Elizabeth's School, Barnet
    Queen's Road
    EN5 4DQ
  • Head: Mr Neil Enright
  • T 020 8441 4646
  • F 020 8440 7500
  • E [email protected]
  • W
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Barnet
  • Pupils: 1,260; sixth formers: 325
  • Religion: None
  • Open days: Virtual open day please see website. Our 2021 Open Day on Thursday 1st July 2021 from 3pm.
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 9th January 2008
  • Ofsted report: View the Ofsted report

What says..

Consistently top of the academic league tables, rivalling most schools, independent or state, in its exam results. Atmosphere is ordered, focused and positive and even at break times, there’s no casual loitering. At lunchtime, for example, boys wolf down their lunch so they can fit in football or other activities before attending a lunchtime club. Not for boys who may want to challenge the status quo, nor for the non-competitive. But for those who thrive in…

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What the school says...

Queen Elizabeth's is a selective, non fee-paying grammar school for boys with Academy status. Entry to the School is by entrance examination only (factors such as geographical proximity, siblings at the School, interviews or references etc. play no part in the selection process). The Entrance Examination is held in September of the final year of primary School. 180 places a year are available for boys to enter in Year 7. The mission of Queen Elizabeth's is to produce young men who are 'confident, able and responsible', irrespective of their background. ...Read more

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School associations

State grammar school

What The Good Schools Guide says


Since 2011, Neil Enright MA (Oxon) MBA NPQH FRSA (40). Educated at St John's College, Oxford, and has worked here since 2002, rising to become head of department (humanities – a geographer), head of year, deputy head. MBA in 2010 from the University of London Institute of Education, which focused on aspects of leadership, management and systems of effective learning.

Gives a knuckle-crunching handshake and oozes authority, but is cordial, jovial and empathetic. Pupils admit they sit or stand up that bit straighter when he’s around, ‘but more because we want to impress him than assuming we’ll be told off.’ Tellingly, one of the first things he did was put a huge glass window between his (more company boardroom than headmasterly) office and the corridor, with pupils encouraged to drop...

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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

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:

most years
quite often
sometimes, but not in this year

Who came from where

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