Queen Elizabeth's Grammar Alford - A Selective Academy Review 2026: One Heart, One Way

Queen Elizabeth's Grammar School in Alford carries within it nearly 460 years of educational continuity, tracing its roots back to 1566 when a local merchant donated £50 and Queen Elizabeth I granted a charter. Today, under the leadership of Mr Glen Thompson, it stands as a co-educational selective academy serving approximately 530 students aged 11-18 in rural Lincolnshire. The school motto, Cor Unum Via Una (One heart, one way), captures the ethos that threads through daily life: a tight-knit community of selective-entry grammar students, united in purpose and academic aspiration. Ranked 598th in England for GCSE performance (FindMySchool ranking), the school sits comfortably in the top 13%, delivering results that consistently outpace local peers. An Ofsted inspection in November 2021 rated the school Good, emphasising strong relationships between staff and students. For families seeking a genuine grammar school education with meaningful pastoral care and selective academic rigour in a market town setting, Queen Elizabeth's delivers on all fronts.

The school occupies Station Road in Alford, a market town on the edge of the Lincolnshire Fens. The campus blends historic stone buildings with modern facilities, including a recently added sports hall, activities studio and science laboratory funded by government investment. The atmosphere is purposeful without being austere. Students move between lessons with clear focus, and staff know pupils individually, an advantage, the school notes, of being a "relatively smaller" institution.

Mr Glen Thompson's leadership is evident in the welcome letter displayed on the school website, which emphasises that students are "well-known individually and valued as such." The school values "mutual respect" and positions itself firmly as a place where young people "have fun and enjoy their time at school, building strong friendships." This balances the selective admission criteria (entry via the 11+ examination) with genuine warmth. The 2021 Ofsted inspection highlighted that "relationships are positive between pupils, and with staff," and importantly, "pupils feel confident that when bullying occurs, staff will deal with it effectively." The anti-bullying system is multi-layered, including form tutors, dedicated heads of school, sixth form student committees, and designated anti-bullying representatives in every form group.

The motto carries real meaning here. In an assembly setting, the school celebrates collective achievement rather than simply individual excellence. Drama productions and musical performances are accessible to students across ability ranges, not reserved for an elite. The school radio station, run entirely by students, offers genuine leadership responsibility from Year 7 upwards. This combination of selective entry with inclusive co-curricular access creates a particular tone: academically demanding but emotionally intelligent.

GCSE Performance

The school ranks 598th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 13% of secondary schools. This reflects consistent academic strength. The Attainment 8 score of 59.1 sits above the England average of 45.9, demonstrating that the cohort enters with selective ability and makes strong progress. Progress 8, measuring pupil advancement from Key Stage 2 to Key Stage 4, stands at +0.28, indicating pupils make above-average progress from their starting points. In 2024, 68% of pupils achieved grade 5 or above in both English and Mathematics GCSE, a metric that reflects readiness for further study. The English Baccalaureate (EBacc) performance shows 39% achieving grade 5 or above across the suite of subjects (English, mathematics, sciences, languages, history/geography), compared to the England average of 41%.

What this data shows in practical terms: Year 11 students here typically secure places at strong sixth forms (many remain at QEGS itself, others move to larger providers). The school is neither a pressure-cooker chasing every A* nor a school where ambition is tempered, expectations are high and pitched appropriately to the selective cohort.

A-Level Performance

In the sixth form, the school ranks 887th in England (FindMySchool ranking), sitting in the typical performance band, broadly in line with the middle third of sixth form providers. At A-level, 57% of grades achieved A*-B, compared to the England average of 47%. This demonstrates sustained academic performance into the upper secondary phase. The school offers approximately 20+ A-level subjects, allowing breadth of choice while maintaining specialist teaching.

Sixth form progression rates are strong. The 2023-24 cohort shows 54% progressing to university, with smaller numbers into further education (2%), apprenticeships (9%), and employment (20%). The proportion entering university is solid for a selective state school, though lower than some independent or highly oversubscribed state sixth forms, reflecting a cohort with diverse post-school ambitions and local employment opportunities in Lincolnshire.

The school follows the National Curriculum with enrichment aligned to its former specialism in Business & Enterprise. This legacy persists. Students can establish their own businesses, trading within school premises, supported by a venture fund. This isn't tokenistic entrepreneurship, departments maintain active links with the business world, and the school's website references "departments all have good links with the business world."

Teaching is structured and rigorous. The Ofsted inspection confirmed that "relationships in lessons are very good and teachers use a wide range of activities and approaches which encourage pupils to think about their work and to apply their understanding." Assessment is detailed. The school operates a robust KS3 assessment framework, and pupils receive clear feedback on progress and areas for development. The curriculum is broad. Beyond the traditional academic subjects (English, mathematics, sciences, humanities), the school timetables design and technology, media studies, and modern foreign languages (staff teach French, Spanish and German to GCSE level). Religious studies is offered as an optional GCSE.

Science teaching benefits from the recently renovated laboratory (part of government Priority School Building funding). Small class sizes in the sixth form, typically 10-15 students per A-level set, allow for detailed discussion and extended written work. Mathematics is particularly strong, reflected in the school's history of sending mathematicians to competitive universities.

The school's approach to pupils with SEND is inclusive. While selective on entry, the school ensures "appropriate changes are made to support pupils with SEND so they can access the full curriculum." The school recognises rising mental health needs among young people post-pandemic, with structured support built into tutorial lessons and access to Healthy Minds and CAMHS referral pathways.

Sixth Form Pathway

Most Year 11 students either continue at QEGS or transfer to local sixth forms. The school doesn't publish specific progression figures, but the cohort size (approximately 90 Year 11 students feeding into approximately 120 sixth formers annually) suggests that roughly a third of the cohort progresses internally and two-thirds seek places elsewhere. Entry to Year 12 requires GCSE grades 5 or above in English and Mathematics, plus a minimum of four grades at 6 or above, with grade 7 or above generally required for A-level subjects.

University Destinations

The 2023-24 cohort shows 54% progressing to university. While the school does not publish a detailed university destination list on its website, Ofsted and inspection findings confirm that students successfully progress to a range of higher education providers. The sixth form is selective in character, meaning that A-level cohorts typically include students with strong GCSE attainment, many of whom pursue competitive courses. The school reports regular success with Oxbridge applications: in the measurement period, 1 student secured a Cambridge place. This is a modest Oxbridge conversion rate (1 out of 2 applications), but reflects the state school context and the school's rural, non-selective catchment outside any major metropolitan area.

Apprenticeships and Employment

In the 2023-24 cohort, 9% of leavers progressed to apprenticeships and 20% entered employment. This profile suggests that the school's sixth form serves students with varied post-18 pathways, not exclusively university-bound. Local employers in the region include healthcare, manufacturing, retail and hospitality sectors, providing realistic alternative routes for school leavers who prefer work-based learning.

Duke of Edinburgh Award & Leadership

The Duke of Edinburgh Award scheme is well-established and well-supported, operating through Gold level. The Leadership Award Scheme is bespoke to the school, selecting students annually for structured leadership training. The Y12 Study Tour to Australia, described in school materials as an annual expedition, immerses students in international travel and personal challenge. World Challenge Expeditions operate bi-annually to countries such as Nepal (2018) and Ecuador (2020), combining adventure travel with community engagement. These are not luxuries, they are core to the school's understanding of "developing the whole person."

Drama & Performing Arts

The school has a active tradition in drama dating back to 1960, when the first co-educational production, A Midsummer Night's Dream, took place. The school hall has hosted countless productions since. Recent productions have included Sister Act (described in the headteacher's letter as "outstanding") and a planned production titled A Night at the Musicals, bringing student theatre to the community. Involvement is inclusive, productions cast from across the year groups and ability ranges, not limited to a specialist elite. Technical crew, costume and set design roles expand participation beyond acting. The school actively encourages Lower School (Years 7-8) participation in drama lessons and clubs, building confidence early.

Music Programme

Music features prominently. The school employs specialist musicians across the staff and offers instrumental tuition in a range of instruments. Students form ensemble groups, though the school does not publish detailed lists of orchestras or choirs on its public website. Music lessons are timetabled in KS3, and GCSE and A-level music are offered. The school supports student musician progression to higher music education and has produced musicians who have progressed to music degree programmes.

STEM & Enterprise

Computer Science is a dedicated department, with coding and digital technology taught from KS3 upwards. The school's Business Studies and Careers departments are linked, offering genuine pathways into vocational enterprise. Student-run businesses trading in school are supported by a venture fund, meaning students gain practical experience in business planning, finance and customer service. This legacy from the school's former Business & Enterprise specialism remains distinctive.

Sports Programme

Physical Education is compulsory and structured. The school field teams in rugby, hockey, netball, football and cross-country. The headteacher's letter highlights recent achievement: Year 9 and 10 boys placed 3rd in the District Cross Country Competition. Sport participation is expected but not coercive, alternatives like badminton and table tennis are available for students with different interests. The new sports hall and activities studio (completed in recent years via government building funding) include dedicated space for gymnastics, indoor athletics, and fitness activities. A swimming pool is not mentioned on the public website, though the school may have access to a local leisure facility for swimming teaching (standard in Lincolnshire schools).

School Radio & Student Voice

The school radio station is entirely student-run, offering genuine leadership responsibility. Student representatives hold formal positions as anti-bullying representatives in year groups, and the sixth form leads the anti-bullying committee. Student leaders are elected annually to structured roles within student leadership teams. This visible student voice reinforces the school's emphasis on pupil agency and responsibility.

11+ Entry Route (Year 7)

The school is part of the Lincolnshire Consortium of Grammar Schools, meaning entry is via a shared 11+ examination. In 2024-25, registration for the exam opens Friday 10 January and closes Monday 31 March. The examination takes place in September (Papers 1 and 2 on consecutive Saturdays: 13 September and 20 September 2025), with results released in October and places allocated in March the following year.

The 11+ comprises two papers: Verbal Reasoning (80 questions, 50 minutes) and Non-Verbal and Spatial Reasoning (70 questions across five sections, 40 minutes). All questions are multiple-choice. Pupils must achieve a minimum score of 220 to be considered for admission. In 2024, 191 applications were received for 85 places, indicating a 2.25:1 oversubscription ratio. Once qualifying scores are achieved, places are allocated by distance within the designated free transport area (Alford, Huttoft, Mablethorpe, Sutton-on-Sea, Theddlethorpe, Willoughby and Withern, with tiebreak by straight-line distance). Applications from outside this area are considered after the free transport zone is filled.

The school makes clear that passing the 11+ does not guarantee a place. Tutoring is common among candidates, though the Lincolnshire Consortium has redesigned the test to reduce tutoring advantage. Parents considering application should register via the local authority website and verify current qualifying scores with the school.

Year 12 Entry (Sixth Form)

External entry to the sixth form requires GCSE grades 5 or above in English and Mathematics, plus a minimum of four other grades at 6 or above. For A-level subjects, grade 7 or above is usually required. The sixth form operates on an open application process with no separate entrance examination, students are assessed on GCSE outcomes and predicted grades. Places are limited and selective, so meeting minimum criteria does not guarantee admission. External applicants compete with internal Year 11 students for available places.

The pastoral system is embedded. Form tutors know their tutees closely and meet them regularly. Heads of Lower School (Years 7-8) and Middle School (Years 9-11) oversee year-group welfare. The headteacher and deputies are accessible and responsive to pupil concerns. The school emphasises small size as an advantage: "The relatively smaller size of the school is an advantage as it enables us to ascertain the needs of an individual pupil more easily."

Bullying is taken seriously. The school operates a multi-layered response: form tutor support, anti-bullying representatives in each year group, an anti-bullying committee led by sixth formers, and staff training on responding to incidents. The 2021 Ofsted inspection confirmed pupils' confidence that "when bullying occurs, staff will deal with it effectively."

Mental health and wellbeing support has been expanded post-pandemic. The school recognises "an increasing number of pupils has stress, anxiety or mental health issues" and has put in place "additional measures to support pupils." Tutorial lessons include structured content on emotional wellbeing and resilience. Referrals to external services (Healthy Minds, CAMHS) are made where appropriate. Pupils with identified SEND have individual mentors with whom they meet regularly, ensuring continuity of support.

Uniform is expected. The school maintains a formal dress code, reflecting the grammar school tradition. Details are available on the school website and school uniform shop operates online, allowing parents to purchase uniform pieces within their local area.

The school operates on a standard English school day: Morning registration and lessons begin at 8:50am, with the school day ending at 3:20pm for Years 7-11. The sixth form operates extended hours until 4:30pm on certain days for enrichment activities and private study. The school week includes a full Monday-Friday timetable with no Wednesday afternoons or similar shortened weeks.

Lunch is provided in a dining hall; parents may provide a packed lunch as an alternative. The school's catering provider has been selected for nutritional standards and allergen awareness. Payment for school meals and other costs (uniform, visits, music tuition) operates via ParentPay, a secure online payment system.

Transport to the school is primarily via private car or coach services, as Alford has limited public transport connectivity. The school is situated on Station Road, and the nearest railway station (Alford does not have a functioning railway station; the nearest is at Skegness, approximately 20 miles away). Families outside the free transport catchment should verify travel times and possibilities before committing to application.

The school has a dedicated pastoral office and reception team. Contact the school directly for enquiries. The school website provides prospectuses for Years 7-11 and the sixth form, including detailed information on curriculum, admissions and pastoral structures.

11+ Entrance Pressure. Entry is competitive. Two applications for every place means rejection after preparation is not uncommon. Families should ensure that tutoring or preparation, if undertaken, does not create undue stress. The school takes a balanced view of preparation and does not mandate tutoring, but the reality is that many successful candidates will have received some external support. This is worth factoring into family decisions about whether to apply.

Rural Location. Alford is a market town, not a major urban centre. Families from distant parts of Lincolnshire or beyond will face substantial travel times. The 11+ examination offers a single sitting per year (September), and unsuccessful candidates must reapply the following year. Before applying, families should verify journey times and sustainability.

Sixth Form Competition. While the school is not massively oversubscribed at secondary entry, sixth form places are limited and selective. Year 11 students are prioritised, so external applicants may find limited availability depending on internal progression. Interested external applicants should contact the school early to understand realistic prospects.

Grammar School Ethos. The school is explicitly selective and academically rigorous. This suits students who thrive on academic challenge and enjoy working among high-achievers. Students who struggle with exam pressure or who prefer mixed-ability peer groups may find the atmosphere less comfortable. The school's pastoral support is genuine, but the fundamental character is that of a selective institution where academic success is celebrated and expected.

Queen Elizabeth's Grammar School, Alford, is a high-performing selective state school with a distinctive 460-year history and a clear sense of identity. Results are strong: ranked 598th in England for GCSE outcomes, the school consistently outperforms national averages. The teaching is rigorous, the pastoral care is genuine, and the extracurricular programme is broad and inclusive. The school succeeds because it balances academic selectivity with genuine pastoral warmth, holding the line that grammar school education need not be pressurised or exclusive beyond the initial 11+ selection.

For families seeking a traditional grammar school education in a market town setting, with strong results and meaningful pastoral care, this is an excellent choice. Entry is selective (via 11+ examination), and the school is oversubscribed, so securing a place requires both strong test performance and proximity to the catchment area. For those who achieve places, the school delivers on its promise: a community united in academic aspiration, where students are known individually and supported to flourish. The main challenge is admission itself; the education, once secured, is exceptional.