Queensmead School Review 2026: High-expectations comprehensive with strong progress and a purposeful culture

Queensmead School is an 11 to 18 mixed academy in South Ruislip, serving families across the London Borough of Hillingdon and beyond. It is a state school with no tuition fees, so value is determined by culture, teaching quality, and outcomes rather than price.

The latest Ofsted inspection (13 to 14 July 2022, published 29 September 2022) judged the school Good overall, with Behaviour and attitudes graded Outstanding.

On performance, the school’s GCSE outcomes sit above England average in a way that is visible in the rankings rather than a single headline figure. Queensmead is ranked 849th in England and 7th in Hillingdon for GCSE outcomes (FindMySchool ranking based on official data), which places it comfortably within the top 25% of schools in England.

The sixth form is sizeable and structured, with a Good inspection grade and a curriculum designed around both academic and applied pathways. A level outcomes are ranked 1,013th in England and 6th in Hillingdon (FindMySchool ranking based on official data), which is in line with the middle band of schools in England.

Queensmead’s defining feature is how seriously it takes day-to-day standards. The inspection evidence points to calm routines, mature behaviour, and a culture where pupils want to learn, paired with clear adult expectations. That combination matters, because it changes what lessons feel like for the median pupil: more time on task, fewer distractions, and fewer “behaviour as background noise” moments that can quietly erode progress.

Values are not treated as decorative language. The school sets out kindness, respect, resilience and independence as explicit expectations for how pupils and staff interact, and that matters most in corridor transitions and lower-stakes moments. A culture of respect is also practical protection for learning, especially in a large secondary where crowding and anonymity can otherwise become the norm.

Leadership continuity is another anchor. Rhona Johnston has been head teacher since 2009, which is an unusually long tenure for a London secondary and tends to correlate with consistency in standards, staff development routines, and a stable approach to behaviour policy. Continuity does not guarantee quality, but it does reduce the risk of strategic whiplash for families who want predictability across seven years.

There is also an interesting physical and historical dimension. Local authority planning documents describe a cluster of school buildings originally designed by Yorke, Rosenberg and Mardall Architects in 1953, which were locally listed and described as forward-looking for the time, including design choices responding to proximity to Northolt Airport. That heritage does not affect day-to-day teaching directly, but it does explain the distinctive, planned estate feel that sets this site apart from many piecemeal-expanded schools.

Queensmead’s GCSE picture is best understood through the combined “outcomes plus progress” lens. The school’s Attainment 8 score is 56.2, indicating a strong overall level of GCSE attainment across subjects. More importantly for many families, Progress 8 is 0.68, which signals that pupils, on average, make well above average progress from Key Stage 2 starting points through to GCSE.

The FindMySchool ranking provides a clean summary of what that means at scale. Ranked 849th in England and 7th in Hillingdon for GCSE outcomes, the school sits above England average, placing it comfortably within the top quarter of schools nationally. This is a helpful way for parents to compare like-for-like locally, especially when nearby schools can look similar on paper but deliver different levels of progress in practice.

For EBacc, the available data suggests a mixed but improving picture. The school’s average EBacc APS score is 4.98, above the England average figure given, and 30.1% of pupils achieved grades 5 or above in the EBacc measure. Inspection commentary notes that modern foreign language uptake had declined at the point of inspection, with plans to increase participation. In practical terms, parents who value a strongly academic EBacc profile should ask direct questions about language take-up and staffing stability, because this is one area where intent and delivery can diverge quickly year to year.

At A level, outcomes are solid rather than super-elite, and that is consistent with a sixth form that serves a broad ability range and offers both academic and vocational routes. The A level grade distribution shows 6.63% A*, 17.58% A, and 28.53% B, with 52.74% achieving A* to B. Compared with the England average A* to B figure provided (47.2%), this is a positive position.

The FindMySchool A level ranking adds needed context: 1,013th in England and 6th in Hillingdon, which sits in line with the middle band of schools in England (25th to 60th percentile). For families, that typically means a sixth form with credible outcomes and good structure, even if it is not primarily an “all A*” destination.

If you are comparing local options, two practical tools can help. Use the FindMySchool Local Hub comparison view to benchmark GCSE rank, Progress 8, and Attainment 8 against nearby schools in Hillingdon, then sanity-check the short list by reading the most recent inspection evidence side-by-side.

Queensmead’s teaching story is strongest where curriculum sequencing and expectations are clearly defined. Inspection evidence highlights well-planned curriculum structures in subjects such as science and history, supported by subject experts who explain new content clearly and build on prior knowledge. The practical implication is that pupils are less likely to experience the “topic carousel” effect, where learning feels disconnected and recall fades between units.

Assessment practices are described as broadly effective, with frequent checking for understanding helping teachers identify and address gaps. This matters most for pupils who are borderline secure and can otherwise drift quietly, particularly in large mixed-ability groups. Where checking is frequent and purposeful, misconceptions get caught earlier, and the pupil experience becomes less dependent on confidence or parental intervention.

The main curriculum caution is also clear. In a small number of foundation subjects, ambition and timetable allocation in Years 7 to 9 were not as strong as in the best areas. For parents, that does not mean those subjects are “weak” in a simplistic sense, but it does mean breadth can sometimes be achieved at the expense of depth. If your child is especially arts- or humanities-driven, it is sensible to ask how curriculum time is allocated across Key Stage 3 and whether any subjects have recently been expanded.

Key Stage 3 is structured around mixed ability forms of approximately thirty students, with National Curriculum coverage including English, mathematics, science, modern foreign languages, humanities, arts, and technology-based subjects. The published subject-hours breakdown gives a useful starting point for families who want clarity on what is actually taught, rather than relying on prospectus generalities.

Reading support is also explicitly addressed. Pupils arriving with weaker reading are given targeted support to build fluency so they can access the full curriculum. In a comprehensive intake, that support can be a quiet differentiator, because literacy is the gateway skill for almost every GCSE subject, including those that look “practical” on the surface.

Queensmead is structured around multiple transition points: GCSE options, sixth form entry, and post-18 destinations. The sixth form is not a small add-on; the inspection evidence points to strong professional relationships between students and staff, structured courses, and a high proportion moving on to higher education.

For families assessing university pathways, it is important to separate three different signals: the percentage going to university, the proportion progressing to research-intensive universities, and the small-number pipeline to Oxford and Cambridge. The school reports that 25% of students going to university progressed to a Russell Group university. This is a helpful indicator for families whose child is aiming for selective higher education, but it is not the same thing as 25% of the whole cohort. It is “25% of those who go to university”.

On Oxbridge, the most recent quantified pipeline data available here shows 16 applications in the measurement period, 1 offer, and 1 acceptance, with the acceptance coming via Cambridge. Small numbers are normal for a large comprehensive; what matters more is that there is an active application culture, and that students are supported to attempt highly competitive routes when appropriate.

Volunteering is built into sixth form life, which is a useful practical detail because it shapes personal statement depth and interview readiness, and it also signals that the sixth form expects students to build a wider profile alongside grades.

At age 16, the school also makes it clear that pathways include A levels and vocational routes, and it publishes detailed subject-level outcomes for both. Even if you do not want to anchor decisions on one year of results, the existence of that transparency is valuable, because it shows that departments are accountable for outcomes and that students can make informed subject choices.

Queensmead is an academy, with Year 7 admissions coordinated by the local authority on behalf of the governing body. Applications are made through the Pan London coordinated system, with families applying via their home local authority even when naming Hillingdon schools.

The published admissions criteria for Year 7 are clear and familiar for a non-selective academy. Priority is given to looked-after and previously looked-after children, then siblings, then children of staff (under defined conditions), and then distance from home to school measured in a straight line using the local authority’s system. The distance criterion is the element that typically decides most allocations in practice, especially in areas where multiple schools sit within short travel radii.

For September 2026 entry in Hillingdon, the on-time application deadline was Friday 31 October 2025, with National Offer Day on Monday 2 March 2026. These dates are local-authority specific and can shift slightly year to year, but the pattern is stable: applications in early autumn of Year 6, offers in early March.

Queensmead’s published indicated admission limit was 240 at the time it was last calculated, which gives a useful sense of cohort size and how competitive a place can be when local demand rises. If you are moving into the area or making housing decisions, use the FindMySchool Map Search to check your exact distance to the school compared with recent allocation patterns, then validate assumptions with the council’s annual admissions material.

Open evenings are a key part of the decision process, particularly for families weighing multiple comprehensive options. The school has historically scheduled open evening activity in September, but dates are time-sensitive, so it is best to rely on the school’s calendar and admissions pages for the current cycle.

For sixth form entry, applications are made directly to the school via an online application form. External admissions do happen, but the numbers can be small. In the 2024 to 25 cohort, the school reported admitting 4 external applicants into the sixth form, which implies that most places are taken by internal progression and that external candidates should apply early and meet published entry requirements closely.

Queensmead’s wellbeing model is closely tied to its behaviour culture. Calm behaviour and predictable routines are not just about discipline; they are a form of pastoral protection for pupils who can find secondary school overwhelming. When corridors are orderly and classrooms settle quickly, anxious pupils cope better, and learning becomes more accessible for those with additional needs.

There is also evidence of a wide, structured personal development offer. Pupils take on roles through the school council; sixth form students engage in volunteering; pupils learn about different cultures through specific events such as South Asian heritage month. These are practical indicators that the school is actively designing experiences beyond exam classes, rather than hoping enrichment happens organically.

The second explicit inspection point worth highlighting is safeguarding. The inspection confirmed safeguarding arrangements as effective, with staff trained to identify risks and concerns reported and actioned quickly, while noting that some administrative systems could be more efficient. For parents, the right follow-up question is not “is safeguarding effective”, but how the school has improved recording systems since 2022 and what oversight now looks like within the trust.

Support for pupils with SEND is also described as well established, with staff training and teaching adaptations designed to help pupils access the full curriculum. In a large mixed intake, this matters because strong SEND practice is often the difference between a pupil simply being present and a pupil consistently making progress across subjects.

Queensmead expects participation, not passive optionality. The school states that it runs in excess of 30 extracurricular clubs each week and expects every student to attend at least one club weekly. While families should treat any participation expectation as guidance rather than a guarantee of capacity, the intent is clear: enrichment is treated as part of the educational model, not an afterthought.

Performing arts is one of the more concrete examples. The school lists a vocal choir, songwriting club, and jam session clubs, plus a weekly drama club, and it references practice rooms and performance areas that students can use during break times. The implication is that music and drama are not limited to timetabled lessons, which can make a meaningful difference to confidence, peer group formation, and student identity for those who are not primarily sport-focused.

There is also a visible sustainability strand with specific student leadership. A team originally starting as the Gardening Club is credited with developing broader sustainability activity, and the school lists awards including Eco Schools Silver, a School of Excellence Walking Award, and a Gold level travel accreditation, along with a national recognition for sustainable travel initiative work. Practical details include growing herbs and using them in dishes produced by canteen staff, which is an unusually specific example of enrichment linking to daily school life.

The wider programme also includes named initiatives such as CREST Awards, the Jack Petchey Speak Out Challenge, student leadership, and a Scholars Programme. These are useful signals because they show multiple routes into enrichment: academic extension, communication and public speaking, and structured leadership. Families should ask how places are allocated, whether participation is universal or selective, and how the school tracks take-up across year groups.

The school day begins at 8:25am, with form time and assembly from 8:30am, and supervised dismissal at 3:00pm. Breakfast is listed from 8:00am, which provides a practical option for families managing early starts.

Transport access is a genuine advantage. The school states that it is within walking distance of South Ruislip station, and it positions itself as close to the A40 and the M25 for car travel. For day-to-day reality, it also advises parents to avoid using Queens Walk for drop-off or collection due to parking restrictions, which is the kind of operational detail that tends to matter more than headline travel claims.

Extracurricular activities run after supervised dismissal, and sixth form students have a defined post-16 structure including application, curriculum, and pathways information. Families considering sixth form entry from another school should focus on three practical points: entry requirements, subject availability, and the small number of external places in some cohorts.

• Curriculum depth can vary across subjects. The curriculum was described as less ambitious in a small number of foundation subjects in Years 7 to 9, with limited timetable allocation affecting depth. If your child is particularly driven by a specific subject area, ask how time allocation and sequencing have changed since 2022.

• Distance is the main deciding factor once priority groups are applied. After looked-after children, siblings, and children of staff, places are prioritised by straight-line distance. Families moving into the area should be cautious about assuming a place without checking recent local authority allocation patterns.

• External sixth form entry exists, but places can be limited. The school has reported cohorts where only a small number of external applicants were admitted. External candidates should apply early, align choices with entry requirements, and treat sixth form as competitive even when Year 7 entry is not selective by ability.

• The trust accountability question is worth asking directly. Inspection evidence raised a need for sharper scrutiny of improvement activity at trust level. Parents may want to understand how Partnership Learning now evaluates curriculum consistency and safeguarding administration across its academies.

Queensmead School combines a calm, high-expectations culture with outcomes that indicate strong progress through GCSE, and a sixth form that offers structured routes to university, apprenticeships, and employment. It is best suited to families who want a comprehensive intake with clear rules, strong behaviour standards, and a school that expects students to participate beyond lessons. The primary challenge for many applicants is admissions reality, once priority groups are applied, distance becomes decisive and competition can be significant in a popular London borough.