Queen Elizabeth's Girls' School

Reproduced with permission from the Good Schools Guide following a visit in late 2024

 

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 learn.

Nobody could doubt her affinity with the school – she was a student here herself back in the ’70s, returning for some of her maths teacher training in the early 2000s. ‘I told myself that if I didn’t like teaching, I could always become an educational psychologist, but I loved it so much I stayed.’ She rose rapidly, working as assistant head at Park High School, Harrow, then deputy head of Northolt High School (which she helped move on from special measures).

Her arrival saw a rapid turnaround of the school’s academic fortunes, but that’s not the only reason parents rate her. ‘She has a calm energy,’ said one, ‘and she’s an advocate for all-rounded, strong independent women, not just the academic ones.’ ‘The message is they can be anything they want to be.’ No longer teaches but helps train PGCE graduates as maths and physics teachers.

She is a grandmother and has two grownup sons who attended independent schools. ‘I believe it’s good to have choice,’ she says, ‘and it’s helped me follow aspects of the independent model, including a varied extracurricular programme and ensuring sixth formers have a form tutor who either teaches them or teaches their subject – so they can share a passion.’

Interests include reading – currently Birds Without Wings by Louis de Bernières – as well as theatre, art galleries and museums. ‘Nothing too kooky,’ she laughs.

 

Entrance

Academically non-selective, with three to four applications for each of the 210 year 7 places. Entrance by Barnet’s community criteria (looked-after children, then siblings, then distance from the gates). But because many applications come from families who wind up going private or who are allocated the Ark Pioneer Academy or The Totteridge Academy despite QEGS being their first choice, the head advises unsuccessful families to appeal – and they often win. Year 7 appeals are always successful.

The girls come from over 70 primary schools (including out of borough in eg Borehamwood and Enfield) – the former mainly in walking distance, the latter using the local buses or neighbouring tube station. Some (eg those from Cromer Road, Underhill and Whittings Hill) arrive with eight to 10 of their old form; others in just ones or twos – either way, the school splits them up to foster new friendship groups.

Up to five external applicants join at sixth form – they need five grade 6s at GCSE, and there’s some subject specific criteria.

 

Exit

Of all the London boroughs, Barnet has the largest number of 16+ students moving borough to finish their education – and this school is not immune, with the 35 per cent of girls who leave after GCSEs tending to head to eg Harrow, with its excellent co-ed comps or sixth form colleges – though others stay closer to home in eg Fortismere, Barnet College. Vast majority of sixth formers to university – all but three in 2024, and even they were gap years. Over half get places at Russell Group universities, though not all take them up, usually for financial reasons or because they think the London universities will be a better cultural fit. So, UCL, Imperial, King’s College London all popular, with those further away including Nottingham and Durham – and a few go to Oxbridge some years. Three medics in 2024, and two overseas (Hong Kong and Lithuania). Lots study science; maths, psychology and English also get high take-up. ‘The big subjects,’ says head. Sometimes a few high-level apprenticeships (recently to ForeignOffice).

 

Latest results

In 2024, 38 per cent 9-7 at GCSE; 70 per cent 9-4 in both English and maths. At A level, 17 per cent A*/A (44 per cent A*-B).

 

Teaching and learning

We saw well-planned and engaging lessons delivered by supportive teachers. Debates galore in RS, practical maths and plenty of bubbling, fizzing and smells of burning across the seven science labs. ‘Shame you weren’t here for dissection week,’ said our guides, ‘it was so gory!’ We noticed a lot of pair work, with girls immersed in collaborative problem-solving. ‘They never make you go through the whole hour without some talking work,’ our guides explained. Following Rosenshine’s principles, every lesson starts with a retrieval quiz – all part of the head’s focus on metacognition. Parents of girls right across the ability range say the school gets the best out them and told us there’s ‘an expectation to do well but it’s not pushy’. ‘They draw on their strengths and there’s a lot of support.’ No piling on the homework, and this is also appreciated. ‘Yet they somehow get them ready for the inevitable ramp-up in year 10,’ said one mother.

Spanish and French from year 7, with both offered at GCSE. We dropped in on a Spanish ‘word games’ lesson in a computer suite where girls wore headphones and were immersed in pronunciation. Setting only in maths, from year 7. Many students take 10 GCSEs – but triple science (taken by about half the girls) and a home language can bump it up to 12. DT gets huge take-up, and art and humanities also attract big numbers – a few girls told us they’d chosen both geography and history. Everyone does RS – ‘the philosophy aspect feeds into the other subjects,’ says head. Best results in sciences and English, both praised by the girls – ‘If you don’t like science when you start, you will by year 11,’ said one, another telling us that they finish the English syllabus six months early, ‘so you get masses of time to revise’. Level 2 BTEC in health and social care offered.

Sixth formers take three A levels (four if they’re taking further maths) and a staggering 80 per cent do an EPQ, most getting A or A*. Sciences popular, and plenty take psychology, English, sociology and history. Level 3 BTECs no longer offered: ‘Nobody was doing them and they’re offered by colleges anyway.’ Biggest sixth form classes are 17, but many are under 10 and the school will run some subjects for just one or two (but not MFL ‘where you need the conversation’). All sixth formers get fortnightly lessons in life skills.

Students are proud of their teachers’ professional backgrounds, many reeling off their Oxbridge credentials – and it’s clear they feel comfortable in their classes. ‘I disagree!’ said one girl in a philosophy debate. ‘Good,’ said the teacher, ‘tell me more!’

 

Learning support and SEN

Eight per cent on the SEN register, mainly for dyslexia, ADHD and autism. Ten EHCPs when we visited, with another one pending (school will support applications). Learning support is mainly classroom based, but some KS3 students get additional literacy and numeracy sessions (instead of a language). ‘That usually closes the gap by KS4, but it’s an option then too if needed,’ says SENCo. Lots of screening (eg reading age, CAT scores) to identify and intervene early, and it’s good to see a school willing to support students without a formal diagnosis – they are all too aware that girls mask and of long NHS waiting lists.

Strong links with pastoral care – ‘We have different responsibilities but do not see ourselves as separate aspects of the school,’ says SENCo. The hub is an example and was pulled out by several students as the single best thing about the school. Primarily for girls with autism and ADHD (but also anxiety), this large room has fidget toys, blackout tent, jigsaws and there will soon be a blackboard for wall art.

One parent told us the school ‘goes out of its way to make life more comfortable for my child – most recently by giving her a doodle notepad’. Another praised the music department for ‘getting an entire audience to stay on and watch her play when she’d misunderstood the timings’. But one parent wished she didn’t have to ‘regularly remind the teachers to adapt or reduce homework – although once I reach out, it does get done’. Students take assemblies – one recently did a talk on her Tourette’s. ‘It was really powerful,’ said a student. Specialist support available for EAL.

 

The arts and extracurricular

Over 40 clubs run at lunchtimes and after school – foreign film club, LAMDA, Latin and drama etc – though some girls feel there could be more and report that ‘some fizzle out, which is a shame’. Competitions regularly entered – we met a girl who’d entered a pollution-themed art competition and another who’d travelled to Birmingham ‘to meet scientists on the back of entering the Big Bang competition’.

Musically minded girls will be happy here. ‘It’s not like those schools where everyone in the orchestra is playing to grade 8, and they’re not playing Shostakovich every week – but it’s inclusive and everyone is welcome,’ said a parent. The orchestra, choirs and bands (jazz, drumming, guitar etc) play at the summer concert and everyone enjoys the carols at St John Baptist (where girls of different faiths are now allowed to read out affirmations – ‘again, important for inclusion’). We sat in on a year 7 keyboard lesson – ‘Gently does it, it’s all about the emotion,’ said the teacher aiming to avoid any pounding of keys. The school is developing an organ scholarship. Around 11 take GCSE, and one or two (or none in the year we visited) A level.

Drama is heavily merged with English, ‘so it really helps bring books alive, as well as getting us to delve deep into character analysis,’ said a student. Big musical production most years – Matilda last up, running over three nights, including a matinee for local primary schools. ‘We didn’t know what to expect but I’ve never witnessed anything like it,’ said a parent. School hires in tiered seating for real deal feel, and there are two large black box rehearsal areas. Backstage opportunities for those less keen on treading the boards, and lots of staff involvement. Around 22 take GCSE, and six do A level.

Stunning artwork from across all ages displayed in the corridors – plenty to aspire to. ‘Look at this portrait of a student, that’s literally what she looks like,’ we heard. The school is blessed with multiple art, textiles and DT studios, including a sixth form only area where a couple of girls were beavering away with paintbrushes, and a larger classroom where year 7s were making posters ‘about everything we love’ for a graphic design project. Behind them, textiles demonstrated imagination and skill. Around 40 take art at GCSE and seven at A level.

Decent food tech facilities – on rotation with textiles and DT in the early years. Our guides reminisced about making burgers, cookies and chicken soup.

Good range of trips – battlefields for history, Paris for English and MFL and, our favourite, a Thomas Hardy trail in Dorset. Iceland is up next, for geographers. Plus, all the usual day visits – one of our tour guides reeled off three recent theatre trips.

 

Sport

Netball has the edge on football, but it’s marginal – and the girls love their dodgeball. Plenty on offer besides, especially athletics, though some girls and parents feel the variety could be greater. Good facilities include large on-site pool (‘where they don’t just teach swimming but water safety – I could save someone in the water now,’ said one girl), plus sports hall, fitness suite and gym, eight tennis courts and 29 acres of grounds which include a walking track and athletics field. Teams and individuals compete at borough and county level, but it’s not just about the top players – ‘If you want to play, they let you,’ said a mother.

 

Ethos and heritage

Named for Elizabeth I, who agreed to the school on the back of Robert Dudley, Earl of Leicester, requesting a charter for ‘the education, bringing up and instruction’ of boys, and – at a future date – a school for girls. The boys’ school was founded in 1573, the girls had to wait until 1888, when a small school of just 40 girls was eventually opened.

Originally a grammar school, the school became a comp in 1977. It remains one of the oldest girls’ state schools in the country, still enjoying the county council-funded high street building of 1909, with its lovely wide corridors and some well-kept parquet flooring. But the school is much bigger now, joined mainly by 1960s additions – all in surprisingly good nick. Highlights include the spacious library (with big round tables, silent study area and a fabulous banned books display), tech rooms, drama studios and large dining hall, where we enjoyed delicious sweet and sour chicken (though there was such choice that not one of our seven dining companions went for the same thing). ‘It’s pretty good, I’ve got to admit,’ declared one between mouthfuls, although many bring their own (‘more convenient’ and ‘avoids the long queues – important as we don’t get very long breaks’, they told us).

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.’ ‘And we get all the leadership roles!’ Many of the noticeboards celebrate women – women in STEM and notable female mathematicians were our favourites.

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 school,’ says head, ‘but while we have our characters, they tend not to disrupt learning – we work with them to find the root cause, often anxiety.’

Former pupils include Jane Duncan, president of the RIBA, singer Phildel, actress Stephanie Beacham, writers Ann Thwaite and Tracey Warr.

 

Pastoral care, inclusivity and discipline

Excels pastorally, in large part thanks to the head’s psychotherapeutic background. She has employed a child and adolescent clinical psychologist to visit twice-weekly for girls on long waiting lists for CAHMS, as well as a qualified paediatric school nurse and senior mental health lead who was a clinical psychologist with CAHMS. These are seriously well-qualified experts who are not only on-hand for individual attention but who affect the whole feel of the school. One mother, who has another child a partially selective state school, said QEGS is ‘more nurturing at every level – they understand that these are children coming into their school and don’t expect them to behave like young adults, it makes such a difference’. We noticed lots of discreet transition work for year 7s, and the school runs projects like Be Bold to help girls to find their voice. The girls get daily form time, and parents feel the lack of academic pressure ‘keeps a lot of pastoral issues at bay’.

Still, school takes no nonsense, with detentions from 15 minutes upwards, and there are up to 20 suspensions and a couple of exclusions a year. Where they really lay down the law is around mobile phones and uniform. As far back as 2017, the school banned smartphones – only bricks allowed, and even they’re confiscated if they’re seen within the school gates. ‘I don’t care if they have their plane tickets on them and they’re flying the next day, they’re gone for two weeks,’ says the head, ‘and yes we do have regular sweeps.’ As for uniform, the head smiles mischievously as she tells us about the new kilts with the school badge that must be fully visible and buckles at the top and bottom so you simply can’t roll them up! But the girls are rewarded bountifully at sixth form when girls can wear jeans, leggings, T-shirts, hoodies etc.

We visited on European Day of Languages and a lot was going on – ‘I’m doing an Italian workshop,’ said one girl. But the biggest calendar highlight is international day, when girls come in cultural dress and bring in food etc. ‘They put a runway in the hall and there’s loads of dancing,’ said one, excitedly. We spotted noticeboards about diversity and noticed the rich ethnic diversity of the students reflected among the staff body, right up to senior level. At one time, there was an LGBTQ+ lunch group, but the girls don’t feel it’s needed now. ‘We are comfortable being who we are, why would we need a special group?’ one said.

Plenty of leadership roles in the sixth form, and they also mentor younger girls, run clubs (one told us she’d started a theatre club), provide support lessons and act as reading mentors, which all helps create strong sense of cohesion across the school.

 

Pupils and parents

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. ‘There are children of professionals right through to children of refugees and everyone mixes really well.’ Parents describe their children as being ‘really aware of what’s going on in the world’ and ‘sophisticated in her cultural awareness.’ One parent on the PTA told us it’s ‘very difficult to get parents involved’.

 

Money matters

Funds from the original endowment still provide financial aid for those who could not otherwise afford it to participate in activities and trips, as well as supporting small capital projects.

 

The last word

A diverse, inclusive and friendly all-ability school that’s ambitious for its girls, while keeping pastoral care and a sense of joyfulness at its heart.