Queen Elizabeth's Grammar School, Ashbourne

GCSE

GCSE outcomes place QEGS in the middle band of schools in England, with solid performance that reflects its comprehensive intake from across the rural catchment area. The average Attainment 8 score of 46.5 sits slightly above the England average of 45.9. The school ranks 2,112th in England for GCSE outcomes (FindMySchool ranking based on official data), and 1st among schools in the Ashbourne area. This places QEGS in the middle 35% of schools in England (25th to 60th percentile), reflecting solid performance in line with the typical range for comprehensive schools.

Progress 8 shows a score of -0.25, indicating students make slightly below average progress from their Key Stage 2 starting points compared to similar students elsewhere in England. The January 2024 Ofsted inspection noted that some students did not perform as well as others nationally in certain subjects, partly due to historical weaknesses in how the curriculum was designed and delivered. The school has begun addressing these shortcomings, and the 2025 monitoring visit confirmed that in some subjects the curriculum is now organised well and helps pupils build on prior learning. However, inspectors found that in other areas the curriculum still lacks sufficient breadth and depth, meaning some students do not gain the knowledge they need to move successfully to the next stage of their learning.

The English Baccalaureate entry rate stands at 11.2% with an average EBacc point score of 4.1, broadly in line with England averages. The school encourages language study, with 70% of students targeted to study one modern foreign language and 20% to study two, though the relatively low EBacc entry figure suggests uptake of the full suite of traditional academic subjects remains limited.

A-Level

The sixth form tells a significantly stronger story than the main school GCSE outcomes might suggest. At A-level, 59% of grades were A*-B, well above the England average of 47%. Grades at A*/A reached 30%, again exceeding the 24% England average by a comfortable margin. Around 10% of grades reached the top A* level, with a further 19% at A grade and 29% at B grade.

The school ranks 693rd in England for A-level outcomes (FindMySchool ranking based on official data), placing it just outside the top 25% of sixth forms in England and 1st in the Ashbourne local area. This represents strong performance for a rural comprehensive school drawing from a wide geographic area with varied socioeconomic backgrounds.

The combined GCSE and A-level ranking of 713th in England (FindMySchool composite ranking) reflects a school where post-16 provision punches above the weight of its main school results. For families primarily interested in sixth form provision, this disparity is worth noting; students who arrive at QEGS for Year 7 and stay through to Year 13 appear to accelerate their progress in the later years.

The curriculum follows five core principles articulated in the school's published documentation: embedding QEGS values into teaching, maintaining a broad and balanced curriculum with real-world relevance, valuing academic and vocational pathways equally, preparing students for employment and post-secondary success, and prioritising mental and physical wellbeing as foundational to effective learning.

Modern languages form a notable focus within the curriculum. Spanish is the primary modern language taught from Year 7, with the majority of students expected to pursue a second language during Key Stage 3. French, Spanish, and German are all available at GCSE and A-level, and the school has set ambitious targets for language uptake. The intention is for 70% of students to study at least one language through to GCSE, with 20% studying two languages, though current EBacc entry figures suggest these targets remain aspirational rather than fully achieved.

The QEGS Reads programme in Years 7 and 8 provides dedicated reading time supported by a librarian and bookmark clubs. Reading receives priority across the school through the library, dedicated lessons, and regular encouragement. Most students read frequently and confidently according to inspection evidence. Younger students who struggle with reading receive phonics and literacy intervention support. However, the March 2025 inspection noted that reading support and literacy intervention for secondary-age and sixth form students who arrive with weaker literacy skills requires further development to ensure these students can access the full curriculum effectively.

Teachers demonstrate genuine commitment to students' academic and personal development. In subjects where the curriculum has been well-developed, content is carefully sequenced and helps students build systematically on prior learning. However, the 2025 inspection found that assessment practices vary across departments. Some teachers do not check sufficiently what students know and retain, limiting their ability to design effective future learning sequences. As a result, some students lack clear awareness of what they need to do to improve.

Support for students with special educational needs and disabilities is identified as a strength. Strong identification and support systems help most students with SEND access the curriculum effectively. The school employs specialist staff and maintains robust communication with families about individual needs and provision.

Religious Education remains part of the core curriculum through to Year 11, reflecting the school's foundation as an institution of Christian religious character. Parents retain the right to request withdrawal from RE lessons. Core IT skills are integrated through fortnightly sessions in Years 10 and 11.

The sixth form sends a clear majority of leavers to higher education. In the 2023/24 cohort of 124 students, 57% progressed to university. A further 5% started apprenticeships, combining workplace learning with continued education. 26% entered employment directly, while a small number pursued other pathways including gap years and further education courses.

Oxbridge applications reflect the school's academic ambition and demonstrate that a rural comprehensive can successfully prepare students for the most competitive university applications. In the measurement period, five students applied to Cambridge, three received offers, and one secured a place. The school ranks 381st in England for combined Oxbridge placements (FindMySchool ranking), a notable achievement that places it among the top 400 schools in England for elite university access despite its comprehensive intake and rural location.

The school does not publish detailed Russell Group breakdown or specific university destination lists on its website, making it difficult to assess the full breadth of university destinations beyond the headline Oxbridge figures. Parents seeking detailed information about where recent leavers have progressed should contact the sixth form team directly.

For students who complete GCSEs without achieving Level 4 in English or Mathematics, resit provision is available within the sixth form. This enables students to continue their A-level or vocational studies while retaking these essential qualifications.

The Sixth Form Centre occupies a dedicated building approximately 400 metres from the main campus on The Green Road, providing a distinct environment for post-16 study that physically separates older students from the main school while keeping them connected to shared facilities. The centre was extended in 2010 with additional classrooms and upgraded private study areas, creating purpose-built spaces for independent learning.

Mrs L Allen leads the sixth form as Head, supported by Deputy Head Mr L Walker and KS5 Learning Coach Mrs H Thrupp. This dedicated leadership team operates an open-door pastoral policy, making themselves available to students throughout the school day. Students pursue either A-level or vocational programmes, with each subject receiving five hours of taught lessons per week across a two-week timetable totalling 50 teaching hours per fortnight.

Independent study expectations are made explicit from the outset. Students are expected to complete approximately four hours of independent study per subject per week outside timetabled lessons. Private study areas include designated spaces with PCs at the Sixth Form Centre, the main school library, and teaching rooms available during free periods. Specialist subjects requiring practical facilities, such as Art, Music, Performing Arts, and practical science work, are delivered at the main school site rather than the Sixth Form Centre.

A professional business dress code distinguishes sixth formers from the main school uniform. All students join tutor groups with specialist sixth form tutors who know sixth form students and their needs specifically rather than covering the full age range. Tutorial meetings serve as regular progress reviews and pastoral check-ins rather than purely administrative sessions. The fortnightly KS5 personal development programme supplements academic study with content on university applications, careers planning, wellbeing, and life skills.

Financial support is available through the 16-19 Bursary Fund for students from lower-income households. Three funding tiers are available based on family income, with the highest support level for households with annual income equal to or below £16,190, and discretionary support available for households earning up to £37,000 annually. Support prioritises travel to school, equipment costs, and study materials. Every qualifying student receives an interview with a member of the pastoral team to determine the most appropriate allocation of support.

Entry from external schools is welcomed without limit on external applicant numbers. Students must complete an Initial Enquiry Form and attend an interview with a member of the sixth form team, bringing a reference from their current school. Entry requirements vary by subject and are detailed in the sixth form prospectus. The school emphasises that the programme is fully inclusive, with no prioritisation given to students from any particular feeder school. Internal QEGS Year 11 students apply through a separate internal procedure.

All Year 7 admissions are processed through Derbyshire County Council rather than directly to the school, following the coordinated admissions process for secondary schools. The standard application deadline falls in late October each year, with parents of Year 6 students informed of the process by their primary schools in early September. Families moving to the area can contact the Derbyshire County Council Admissions and Transport Team directly.

In the most recent admissions cycle, QEGS received 249 applications for 201 Year 7 places, making it oversubscribed with a subscription ratio of 1.24. When oversubscribed, places are allocated according to the published Admissions Policy criteria approved by the Local Authority. The specific oversubscription criteria are detailed in the policy documents available from the school and council websites.

The school accepts students at three standard entry points: Year 7 at age 11, Year 10 at age 14, and Year 12 at age 16 for sixth form entry. Mid-year admissions are also available for families relocating to the area, processed through the same council coordination system. Parents refused admission have access to a formal appeals process with documentation available from the school.

Sixth form entry is open to external applicants without any cap on numbers, providing candidates meet the entry criteria for their chosen subjects. Requirements vary by subject and are published in the sixth form prospectus available from the school website. The application process for external sixth form applicants runs separately from the council-coordinated Year 7 process.

Parents can contact the school to arrange visits, tours, or taster days throughout the year. Ms K Morgan coordinates visits for prospective families. Open evenings typically run in the autumn term for Year 7 prospective families; contact the school directly for specific dates as these are not published far in advance. A virtual open evening resource remains available on the school website, allowing families to view prospectuses, learn about bus routes, and understand the transition programme remotely.

Staff demonstrate deep commitment to students' academic and personal development, a strength explicitly noted in both the 2024 and 2025 inspections. Students report feeling supported and safe at school. The house system provides a vertical pastoral structure where students from all year groups mix within their house, creating natural mentoring relationships between older and younger students. Positions of responsibility in mentoring and student societies are available from younger year groups, building leadership skills progressively.

The school operates an open-door pastoral policy, particularly from the sixth form leadership team who make themselves accessible throughout the school day. Tutorial meetings serve as genuine progress reviews and pastoral check-ins rather than purely administrative registration sessions. House assemblies and inter-house competitions provide community touchpoints throughout the year.

Support for students who struggle with behaviour has been strengthened in recent years, recognising that some students need additional help with self-regulation. The school has enhanced its systems to provide more targeted intervention for these students rather than relying solely on sanctions. The January 2024 inspection confirmed safeguarding arrangements are effective, though the March 2025 visit noted that a minority of students with persistent behavioural difficulties continue to affect the experience of others.

The school maintains links with external support services and has counselling provision available for students who need it. The focus on wellbeing extends beyond crisis support to proactive approaches including the QEGS Reads programme, extracurricular opportunities, and the sixth form personal development programme.

Extracurricular life reflects the school's comprehensive character, offering something for students across different interests and ability levels. The Duke of Edinburgh Award programme runs from Bronze through Gold level, providing structure for outdoor adventure, volunteering, and skill development. Academic clubs include chess and the astronomy club, the latter supported by the school's observatory facility which also offers community access for local astronomy enthusiasts.

More unusual offerings set QEGS apart from schools that stick to conventional extracurricular menus. Warhammer club caters to students interested in tabletop gaming and miniature painting. A darts club provides another alternative to traditional sports. The running club offers a less competitive route into physical activity for students who do not enjoy team sports. Music ensembles and academic support clubs round out the programme.

Arts and Performance

The school holds Artsmark Gold status, recognising sustained commitment to arts education and cultural engagement. Annual productions showcase student talent through school shows that involve students in performance, technical, and production roles. Music concerts feature the various ensembles and individual performers throughout the year. Arts exhibitions display visual arts work from across the year groups.

Beyond performance, the school arranges theatre visits and cultural trips to supplement in-school provision. These experiences form part of the school's commitment to developing cultural capital, ensuring students from rural backgrounds have access to experiences they might not otherwise encounter.

Sport

The £2.9 million Boothby Campus, completed in September 2023, transformed sporting provision at QEGS. The facility was developed through a joint partnership with Ashbourne Rugby Football Club and the Rugby Football Union, bringing professional-standard facilities to a comprehensive school. The new campus provides dedicated space for rugby alongside facilities for other sports, creating opportunities that few state schools can match.

QEGS Sport offers participation opportunities across ability levels, from recreational activity to competitive fixtures. The annual school-led Race for Life combines physical fitness with charity fundraising, involving the whole school community. Student leaders coordinate additional charity work throughout the year, building on the school's ethos of giving back.

The school's location in Ashbourne provides access to natural environments including the Peak District National Park, creating opportunities for outdoor education and fieldwork that urban schools cannot replicate.

The school day runs from 8:50am to 3:15pm. Form time and registration begin at 8:50am and run for 25 minutes. Four teaching periods of 70 minutes each follow, with a 20-minute morning break, a 40-minute lunch period from 12:00pm to 12:40pm, and a 15-minute afternoon break. The school operates a two-week timetable with 50 teaching hours per fortnight overall.

The total school week runs to 32.5 hours from the official start of registration to the end of the compulsory school day. This includes breaks but excludes optional before-school and after-school activities.

QEGS sits on The Green Road in Ashbourne, serving families from across the Derbyshire Dales and Peak District. The town is a market town rather than a large population centre, drawing students from surrounding villages and rural areas. Bus routes operated by various providers serve the surrounding catchment area; route maps are available on the school website to help families assess transport options before applying.

The Sixth Form Centre is located approximately 400 metres from the main campus, with specialist subjects requiring practical facilities taught at the main site. This split arrangement requires sixth form students to travel between sites during the school day for some lessons.

Curriculum inconsistency. The March 2025 inspection found that while some subjects are well-organised with carefully sequenced content, others lack sufficient breadth and depth. This variation means students' experience depends partly on which subjects they take. The school is actively addressing these gaps, but families should ask about provision in their child's intended subjects during visits and open evenings.

Progress 8 below average. The -0.25 Progress 8 score indicates students make slightly less progress from their Key Stage 2 starting points than similar students elsewhere in England. This matters more for some families than others. The significantly stronger A-level results suggest the sixth form reverses this pattern for students who stay, but those leaving after GCSEs will graduate with outcomes slightly below statistical expectations.

Behaviour minority. A small group of students with persistent poor behaviour affects the experience of others. Both the 2024 and 2025 inspections noted this concern, and some parents and staff have expressed frustration. The school has strengthened its systems and provides enhanced support for students who struggle with self-regulation, but this remains an area of ongoing work.

Rural location. Ashbourne is a market town, not a city. Journey times from outlying villages can be significant, particularly affecting access to after-school activities. Bus routes vary in frequency and coverage. Families should check transport options carefully before applying, especially if not living in Ashbourne itself.

Split sixth form site. The Sixth Form Centre's location 400 metres from the main campus means sixth form students move between sites during the school day. For students taking subjects that require practical facilities, this is part of daily routine rather than an occasional inconvenience.

Queen Elizabeth's Grammar School combines nearly 440 years of heritage with genuine comprehensive values, serving families across the Peak District and Derbyshire Dales regardless of prior attainment or background. The sixth form is a particular strength, consistently outperforming England averages and securing Oxbridge places alongside broader university progression. GCSE outcomes are solid rather than spectacular, with ongoing curriculum improvements addressing identified weaknesses in breadth and depth.

Best suited to families in the Ashbourne area and Derbyshire Dales seeking a non-selective school with strong post-16 provision and distinctive extracurricular opportunities. Students who engage with the house system, Duke of Edinburgh, arts programmes, and sporting life will find a supportive community with traditions stretching back to the Tudor era. The East Midlands State Secondary School of the Year accolade reflects genuine strengths, even as the school works to ensure curriculum quality is consistent across all subjects. For families primarily interested in sixth form provision, the disparity between GCSE and A-level outcomes makes QEGS particularly worth considering.