The Queen Elizabeth Academy
- The Queen Elizabeth Academy
- Head: Dan Watts
- T 01827 712477
- F 01827 715 253
- E [email protected]
- W tqea.attrust.org.uk
- A state school for boys and girls aged from 11 to 16.
- Boarding: No
- Local authority: Warwickshire
- Pupils: 587
- Religion: None
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 9th May 2017
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Our team of dedicated teaching assistants, led by the special educational needs co-ordinator (SENCo), aim to support the inclusion and needs of our pupils with special educational needs. We support pupils with a broad range of needs including: communication and interaction; cognition and learning; social, emotional and mental health; and sensory and/or physical needs . We have a wide range of specialist knowledge covering autistic spectrum disorder (ASD), specific learning difficulties such as dyslexia and dyspraxia, and hearing and visual impairments. We also support pupils with social, emotional and mental health difficulties. Our support can be classroom based, in small nurture groups, or in 1:1 settings, depending on the needs of the pupil. We also co-ordinate external specialist support from educational psychologists, learning mentors, speech and language therapists, autism support teams and teachers of the blind and deaf. All of our SEN pupils have a learning passport which outlines their individual areas of difficulty and suggests practical teaching strategies that will help ensure their inclusion and progress. Learning support can help screen for difficulties following discussions with parents/carers and teaching staff. We also formally assess reading, writing and spelling to grant formal examination support for pupils in exams, for example, by providing them with a reader, scribe or word processor. This is usually undertaken at the end of year 9. We will help ease transitions (such as entry to TQEA in year 7 and post 16 provision) for SEN pupils by undertaking visits and enhanced communication from professionals. Learning support is open to all pupils from 8.15am until 3.45pm.
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
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:
sometimes, but not in this year