Queens Park Community School Review 2026: Where Inclusion and Academic Ambition Intersect

When the three tree logo was adopted in 1989, it represented something bold: the fusion of three neighbourhood schools into a single, shared vision. That spirit remains. Queens Park Community School sits in a pocket of North West London where nearly half of the intake speaks English as an additional language, yet the school's January 2025 Ofsted inspection confirmed consistently good ratings across all key areas including quality of education, behaviour and attitudes, and personal development. The school serves 1,311 students aged 11-19, operating as a comprehensive non-selective academy within Brent. Pupils experience a genuine sense of belonging here, according to recent findings, and staff maintain high behavioural expectations across all year groups. With an Attainment 8 score of 49.8, outcomes sit in line with the England average. The sixth form delivers A-level results that exceed expectations for value-added progress, with 56% of students progressing to university upon completion.

The warm, supportive environment that inspectors noted reflects something real on the ground. Pupils report feeling safe, valued, and able to approach staff with concerns. Anti-bullying ambassadors, drawn from the student body, exemplify the culture of peer responsibility that leadership has cultivated. The school actively promotes diversity and maintains a zero-tolerance stance on prejudice, which matters in a community where 75% of pupils are from ethnic minority backgrounds.

Most students exhibit commendable behaviour in lessons and throughout the building, though inspectors noted that recent behaviour management systems, while showing promise, have not yet been uniformly embedded across all classrooms. This is being addressed as a school improvement priority. The atmosphere during lessons tends toward calm and purposeful, with clear expectations established by teaching staff.

The school's founder Mary Norton set the tone for inclusivity, a value that persists. In fact, Ofsted inspectors described the school as among the most inclusive institutions they had visited when assessing SEN provision. The school supports approximately 300 students at school action or school action plus levels, alongside 35 with statements, with dedicated SENCO oversight and 14 teaching assistants embedded across departments. Ms Jude Enright has led the school since September 2016, maintaining this commitment to inclusion alongside academic rigour.

GCSE Performance

At GCSE in 2024, the school achieved an Attainment 8 score of 49.8, in line with the England average of 46. The school ranks 1,780th in England (FindMySchool ranking), placing it in the middle 35% of schools nationally. Locally, it ranks 14th among Brent secondaries.

23% of GCSE entries achieved grades 8 or 9, with a further 9% reaching grade 7. The stronger standard performance (grade 5 and above) saw approximately 49% of pupils achieve this threshold in English and mathematics combined, slightly below the England average of 56%. In the English Baccalaureate (EBacc), just 13% of pupils achieved the required grades, suggesting the curriculum offers broad subject choice but with modest take-up of the traditional academic pathway.

Progress 8 analysis reveals a score of +0.08, indicating that pupils progress slightly above expectations from their starting points at Key Stage 2. This positive momentum, even if modest, reflects the school's focus on raising achievement across all ability groups.

A-Level Performance

At A-level, the picture is notably stronger. The school ranks 1,000th in England (FindMySchool ranking) for A-level outcomes, within the middle 35% nationally. In the 2024 cohort, 24% of entries achieved grades A* or A, with 45% achieving B and above. These figures suggest meaningful value-added progression at sixth form, where the school demonstrates particular strength.

The sixth form received a "good" rating in its own right during the recent Ofsted inspection, with inspectors noting that students are treated as young adults and offered authentic leadership opportunities. Pastoral care at sixth form is strong, with students expressing appreciation for this balanced approach.

Teachers across the school possess solid subject knowledge and establish clear structures for learning. The curriculum is broad and ambitious, designed so that knowledge builds over time within subjects and connections develop across disciplines. English remains a particular strength, with the school's Artsmark Gold status (awarded in 2012) reflecting sustained investment in the arts. Recent literacy initiatives, including "word of the week" sessions, have been implemented to strengthen vocabulary development across the student body.

Mathematics teaching is personalised, allowing students to progress according to individual mastery. A new science curriculum is being embedded, with careful monitoring by leaders to identify and address gaps in understanding. The school also specialises in Business and Enterprise, a designated pathway that shapes some aspects of curriculum choice and enrichment.

Special educational needs are woven into teaching across departments rather than separated out. English language learners benefit from dedicated support systems designed to help new arrivals settle quickly into the community. For students with the most significant needs, individualised programmes replace traditional curriculum, tracked through appropriate assessment frameworks.

In 2024, 56% of sixth form leavers progressed to university, 18% entered employment, 3% secured apprenticeships, and 1% moved into further education. This breadth of destination reflects the school's emphasis on preparing students for multiple pathways.

One sixth form student secured an Oxbridge place in the 2023-24 cohort, out of 8 applications to the combined universities. While Oxbridge representation remains modest, the school's focus on higher education progression at Russell Group level is evident. The school works closely with higher education providers through Career Ready and other partnership schemes to support students navigating post-18 choices.

The school operates a remarkable variety of extracurricular activities, with clubs running throughout the week. The QPCS Drama Department frames its mission around the principle that "a school without drama is a school without a soul," and production opportunities are abundant. Musically, the school boasts Artsmark Gold status, indicating sustained excellence in arts provision, with access to performance groups and instrumental tuition through visiting specialists.

The sports programme spans multiple disciplines. The school benefits from a 3G Pitch, MUGA (multi-use games area), and Sports Hall, all available for both internal fixtures and community hire. Students engage in competitive sport across traditional team sports alongside contemporary dance. The contemporary dance offering, in particular, reflects the school's commitment to diverse physical activity options.

STEM is supported through dedicated clubs and activities, though specific named programmes are not publicised in detail online. Problem-solving clubs encourage analytical thinking outside the formal curriculum. The school has participated in robotics and engineering competitions, and science clubs offer deeper engagement with subject matter.

Leadership roles are encouraged beyond academics. Students take up responsibility as school newspaper managers, creating a publication that reflects student voice. Anti-bullying ambassadors provide peer support and training. The Jack Petchey Achievement Awards scheme, run at the school, recognises students who demonstrate effort, overcome personal challenges, or contribute to the school community — not solely academic attainment. Award winners receive a medallion, certificate, and a £300 grant to spend on school-benefiting projects.

The global link with Kayamandi High School in Stellenbosch, South Africa, offers students perspective beyond their immediate environment. This partnership extends the school's commitment to international awareness and charitable giving (the school has partnered with the Lexi Cinema to raise funds for the Lynedoch Community in South Africa).

The school also operates a Children's Centre, supporting early years education within the community, and maintains structured links with local primary schools, easing transition and building continuity in student experience.

Applications to Year 7 are coordinated through Brent local authority. The school is non-selective, accepting students across all ability ranges. In recent years, demand has been exceptionally strong: the reception class (primary entry) received 585 applications for 212 places in 2024, with an oversubscription proportion of 2.76 (meaning nearly three applications for every place).

The last distance offered for primary entry was 0.9 miles in 2024. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families should verify current distances with Brent's admissions service before making property decisions.

Secondary entry (Year 7) has no published distance data, though the school remains popular across the local authority. The non-selective policy means children from all attainment levels are admitted, providing genuine diversity within mixed-ability teaching.

Sixth form entry is open to both internal and external candidates. Requirements include a minimum of five passes (grade 5 and above) at GCSE, with specific subject prerequisites for certain A-level options (for example, A-level mathematics typically requires GCSE grade 7 or above, though contextual decisions are considered).

Safeguarding arrangements are effective, with a well-trained team and a whole-school approach to safety education. The school's inclusive culture explicitly encourages students to voice concerns confidently, and staff actively listen. Pupils with special educational needs and disabilities receive carefully tailored support, enabling them to achieve alongside peers. The inspectorate noted that support for these students is particularly effective.

Mental health and wellbeing are prioritised through dedicated staff and structured programmes. The school offers access to counselling and peer support networks. An ambitious personal development programme spans Years 7–13, encompassing healthy relationships, financial literacy, prejudice awareness, and decision-making about safety. Collective worship and religious education operate on an inclusive basis (the school is non-denominational), with all students invited to participate.

Attendance is commendable across all year groups, reflecting an environment where students feel valued and secure. The school works actively with families and external agencies to support persistent absenteeism where it occurs.

School hours run from 8:50am to 3:20pm for main school. The school day follows a structured pattern with lessons, registration, and pastoral time allocated carefully. Detailed information about any breakfast or after-school provision should be confirmed directly with the school. The school is within walking distance of five public transport stations and seven bus routes (including buses 302 and 52 to Sidmouth Parade or Okehampton Road), making it accessible across the Brent borough and beyond.

The campus comprises modern and traditional buildings. The £34.3 million Millennium Lottery-funded block opened in the 2000s and remains the school's architectural centrepiece. The former City Learning Centre building (completed in 2003) now houses part of the school's teaching accommodation, which includes state-of-the-art music and ICT facilities. The Assembly Hall, Board Room, and Common Room are available for school-based activities, and facilities are also hired to community organisations.

Behaviour consistency across classrooms. Inspectors noted that while recent behaviour management systems show promise, implementation is still bedding in. Some students occasionally struggle to focus during lessons when protocols are not uniformly applied. Families should be aware that the school is actively addressing this as a priority, but variation is currently experienced across different teaching areas.

Sixth form selectivity. Sixth form entry requires minimum GCSE attainment (typically five grade 5s), which is applied consistently. For students targeting highly selective universities, the school's value-added A-level performance is a strength, but Oxbridge representation remains modest. Students with aspirations toward these universities may benefit from additional external support to develop competitive profiles.

English as an additional language context. With over half the student body speaking English as a first additional language, the school is genuinely multicultural and inclusive. For families where English is the home language and the only language of instruction, this rich diversity offers exposure and perspective. For families where additional language development is important, the school provides support but operates primarily in English.

Oversubscription at primary entry. If entry in Reception or early Key Stage 1 is your target, place securing is highly competitive, with nearly three applications per place. Families should live within or expect to move within approximately 0.9 miles of the school gates to have reasonable chance of admission.

Queens Park Community School delivers a genuinely inclusive education that values academic progress without sacrificing belonging. With consistent good Ofsted ratings across all areas, pupils report feeling safe and supported, and sixth form students benefit from particular strength in pastoral care and value-added progress. The school's specialist status in Business and Enterprise, combined with sustained Artsmark Gold status, confirms that vocational and creative pathways are equally valued alongside traditional academics. This is a school that lives its motto — or at least its three-tree logo — with authenticity: it truly honours multiple paths and diverse needs.

Best suited to families across Brent (and beyond, given strong demand) who value inclusion, cultural diversity, and a warm school community over selective academic filtering. The school's open-door approach is genuinely executed, not performative. For students who thrive in supportive, personable environments where their voice is heard, this school creates the conditions for meaningful progress.