Queen Elizabeth's Girls' School

A long-established girls’ secondary with a sixth form, Queen Elizabeth’s Girls’ School combines traditional school identity with a modern, high-expectation academic culture. It opened on 20 September 1888 and still leans into that heritage, without feeling stuck in it.

The most recent Ofsted inspection took place on 21 and 22 September 2021 (published 12 January 2022) and confirmed the school continues to be Good. In day-to-day terms, that is reflected in a calm learning climate, a clear emphasis on kindness, and teaching that is structured to help pupils remember more over time.

For families weighing fit, the key headline is balance: a comprehensive intake and a purposeful tone, GCSE performance that sits comfortably above the England average when benchmarked through FindMySchool rankings, and a sixth form that remains a real option rather than an afterthought.

This is a school that places self-belief front and centre, with a culture designed to help girls aim high and keep going when work gets demanding. Kindness is not treated as a soft add-on; it is embedded as a behavioural and pastoral expectation, with a clear stance on bullying and a strong emphasis on respectful peer relationships.

The school’s history is unusually visible. Beyond the headline founding date, the school documents specific moments that still shape the site today, including practical wartime improvisations and later redevelopment. One of the most memorable details in the school’s own historical storytelling is a surviving dumbwaiter linked to how food was moved around the building in wartime, a small detail that says a lot about continuity and the way the school preserves its story.

Leadership is stable. The headteacher is Mrs Violet Walker; the school’s published profile of leadership indicates she has been in post since 2015. That matters in a high-performing comprehensive, because consistency tends to show up in clear routines, coherent curriculum planning, and staff confidence about expectations.

The atmosphere, as described through formal external evidence, is focused but not brittle. Pupils are expected to work hard and behave sensibly, and the social tone is intended to be inclusive. For many families, that combination is the appeal: ambitious without requiring selection.

GCSE outcomes

On GCSE measures, the school sits in a strong band by FindMySchool’s England ranking, which is based on official outcomes data. Ranked 825th out of 3,895 schools in England for GCSE academic outcomes and 10th in Enfield for secondary performance (FindMySchool ranking), performance places the school comfortably within the top 25% of schools in England.

The Progress 8 score of 0.74 indicates that, on average, pupils make well above-average progress from their starting points by the end of Year 11. Attainment 8 is 58.6, reflecting generally strong achievement across a broad set of subjects. The EBacc average point score is 5.4, and 36.3% of pupils achieved grades 5 or above across the EBacc measure.

To translate this into parent-facing implications, the numbers point to a school where strong outcomes are not limited to a narrow group. Progress 8 in particular suggests that pupils who arrive with different prior attainment can still do very well here, as long as they can match the pace and expectations.

A-level outcomes

The sixth form picture is different, and the school’s own positioning aligns with the data. Ranked 2,027th out of 2,549 providers in England for A-level academic outcomes, and 1,886th nationally and 17th in Enfield for broader sixth-form performance (FindMySchool ranking), the sixth form sits below the national mid-point on the current academic ranking.

A-level outcomes in the 2025 dataset show 0% of entries at A*, 10% at A, and 30% achieving A* to B across 220 exam entries. The implication is practical: sixth form remains an option for students who value continuity and the school’s culture, but families targeting the very highest A-level outcomes should look closely at subject-level strength, teaching approach, and the fit of the option blocks.

Teaching is anchored in an ambitious curriculum offer, and there is clear evidence that the school expects pupils to build knowledge in a sequenced way rather than simply prepare for tests. External evidence highlights that in most subjects the planning is strong, with new ideas taught logically and built on prior learning, so that pupils develop deeper understanding over time.

Two areas stand out as distinctive.

First, languages. Pupils study two languages in Years 7 to 9, a significant curriculum commitment in a comprehensive context. The implication is a stronger linguistic foundation by the time GCSE choices arrive, and a school environment where language learning is normal rather than niche.

Second, reading. Reading is treated as a whole-school priority, with structured support for pupils who need extra help and an emphasis on reading for pleasure supported through guided book choices and regular library use. For parents, the practical benefit is that literacy is not left to chance, which tends to support performance across humanities, sciences, and extended writing at GCSE.

Subject breadth is also protected in Key Stage 4. Pupils are supported to take a wide range of subjects including languages and the arts, and many opt to study all three sciences. That speaks to a culture that values academic breadth alongside depth.

In a few subjects, external evidence suggests that the school’s expectations for curriculum delivery are not always embedded as consistently as leaders intend. Families for whom a specific subject is mission-critical should therefore take a subject-by-subject approach, asking what curriculum sequencing looks like, what enrichment sits behind it, and how revision and feedback are structured in that department.

Sixth form destinations and progression

The school’s own messaging emphasises progression to higher education, with an expressed aspiration towards Russell Group destinations and Oxbridge colleges, but it does not publish a full statistical breakdown on its public-facing pages.

For the 2023 to 2024 cohort (46 students), 59% progressed to university. A further 9% went to further education, 2% started apprenticeships, and 17% entered employment.

Oxbridge outcomes, in the same measurement period used here, show three applications, one offer, and one acceptance, specifically through Cambridge. The practical implication is that Oxbridge is achievable for a small number of students, but it is not a dominant pipeline. For high-attaining students aiming at the most selective universities, the best fit will usually come down to subject combinations, academic mentoring, and how effectively the sixth form supports super-curricular preparation and admissions tests.

Year 11 to Year 12 progression

This sixth form is not unlimited in capacity for external entrants. The school indicates that new entrants are admitted up to a maximum of 25, subject to subject availability and entry criteria. For current pupils, the benefit is that the sixth form is designed to be a coherent continuation rather than a separate institution; for external applicants, it means availability can become the key constraint rather than willingness to admit.

Year 7 entry

Year 7 admissions are coordinated through the Pan-London secondary admissions process rather than directly through the school, with the London Borough of Barnet operating the coordinated system for local families.

Year 7 entry is coordinated through the Pan-London secondary admissions process via the family’s home local authority. Families should use Barnet’s current secondary-transfer timetable for application deadlines, national offer-day arrangements, and any later-round or waiting-list steps for their entry year.

Families applying outside the main secondary-transfer timetable should focus on late application routes and understand the implications for allocation and waiting lists. It is also important to treat oversubscription as a realistic possibility; the school notes that it is normally fully subscribed and that waiting lists are usually in operation.

Sixth form entry (Year 12)

The sixth form has explicit academic entry expectations. The school states a general requirement of at least four GCSEs at grade 6 or above, plus GCSE English Language and Mathematics at grade 4 or above, alongside subject-specific requirements that typically expect at least grade 6 in the relevant GCSE.

The structure is also distinctive. Students choose three A-levels within a blocked timetable, with the option of taking four subjects in some cases, for example adding Further Mathematics to Mathematics. The implication is that subject combination flexibility exists, but it is constrained by blocks, so applicants should check whether their intended trio fits cleanly.

Open events and timings

The school has previously scheduled an open evening in late September, which suggests a typical autumn pattern for Year 7 entry events. Families should check the school calendar for the current year’s arrangements and booking requirements.

For admissions planning, FindMySchool’s Map Search can be useful to model realistic travel times and compare options across Barnet and nearby boroughs, especially when families are weighing several comprehensives and considering how daily travel affects homework, enrichment, and wellbeing.

Pastoral systems are designed around safety, relationships, and confidence. External evidence indicates that pupils feel safe, behave sensibly, and are well supported, with an explicit stance that bullying is not tolerated and is dealt with effectively when it arises.

Wellbeing is treated as part of staff training and safeguarding practice. Staff are trained to spot vulnerability and mental health needs, and leaders work with external professionals where needed. The practical implication is that families should expect clear reporting pathways and a system that is used routinely rather than only in crisis.

Support for pupils with special educational needs and disabilities is framed as inclusive rather than separate. Pupils with SEND follow the same ambitious curriculum as their peers, with early identification of needs and classroom support that aims to keep learning disruption low. For many families, that combination is ideal: high expectations, with scaffolding when required.

A key strength is that enrichment is linked to academic identity rather than treated as optional entertainment. Examples given through formal evidence and school materials include participation in the Big Bang science fair and additional classes in science, technology, engineering and mathematics designed to deepen learning and encourage further study.

The school also documents structured cultural and curriculum-linked trips, including science and design museum visits, theatre trips, and a Year 8 French trip. The implication is that enrichment is used to expand academic reference points, which can strengthen writing, aspirations, and subject motivation, particularly in humanities and STEM subjects.

For students who want societies that feel sixth-form specific, published examples include a Philosophy and Ethics Club, an Eco Council, a Spanish Debate Club, and a Maths Club, alongside the Duke of Edinburgh Award and subject masterclasses. For some students, these kinds of activities matter as much as sport, because they create a sense of intellectual identity and provide credible material for personal statements and interviews.

The school also encourages pupil responsibility and leadership. The combination of responsibilities and academic ambition tends to suit pupils who like structure and are motivated by clear expectations.

The school day is clearly structured. Pupils can arrive from 8.00am, and lessons finish at 3.15pm for all year groups. Homework Club and private study are supported through the School Learning Resource Centre, with pupils expected to leave the site by 4.15pm.

Transport links are a genuine advantage. The school describes itself as being within a short walk of High Barnet Underground station (Northern line), with multiple bus routes stopping outside, and rail access via New Barnet. For families driving to events, it is sensible to assume local parking constraints typical of High Street locations; checking event guidance in advance is advisable.

Because this is a secondary school, wraparound care is not usually provided in the way primary families expect. Where supervised study and enrichment are offered, they are positioned as homework and co-curricular time rather than childcare, and families should check current availability and timings.

• Sixth form outcomes are solid rather than elite. FindMySchool’s current A-level academic ranking places the sixth form 2,027th out of 2,549 providers in England, with 30% of grades at A* to B in 2025. For students with top-tier university ambitions, subject-level strength and academic mentoring should be explored carefully.

• A purposeful culture can feel intense for some pupils. Strong progress and high expectations usually come with a faster pace and a higher volume of independent work. Families should consider whether their child thrives with that level of structure and academic pressure.

• External sixth form places are capped. The school indicates admission of up to 25 external entrants, subject to subject availability. For applicants coming from other schools, timing and subject combinations can become the deciding factor.

• Year 7 admissions are LA-coordinated, with a current timetable. Year 7 entry follows the Pan-London secondary admissions process via the family’s home local authority, and families should use the current secondary-transfer timetable for deadlines, offer-day arrangements, and late application routes.

Queen Elizabeth’s Girls’ School offers a high-expectation, non-selective girls’ secondary with a credible academic track record at GCSE and a sixth form that works well for many students who value continuity, structure, and a broad subject offer. It suits pupils who respond well to clear routines, like academic breadth (including languages), and want enrichment that supports serious study as well as confidence-building. The main constraint for many families is not what happens after entry, it is navigating admissions timelines and finding the right personal fit for pace and workload.