Educating Women of the Future Founded in 1888
Queen Elizabeth’s Girls’ School In this all-female environment, pupils con dently share their views and take an active role in lessons. They value the school’s long history and enjoy positive, professional relationships with sta , some of whom attended the school themselves. Ofsted February 2026 In this all‑female environment, pupils confidentl s their views and take an active role in le sons. They value the sch ol’s long history and enjoy pos tive, profe sional relationships wit t ff, t ded the scho l themselves. Ofsted February 2026
Ofsted WELCOME TO QUEEN ELIZABETH’S GIRLS’ SCHOOL Thank you for taking a considered interest in our school. Here at Queen Elizabeth’s Girls’ School in Barnet, founded in 1888, we have a strong tradition of excellence. Our vision for the future is quite simply to continue to develop our school to be sustainably outstanding; an inspiring school, at the forefront of girls’ secondary education. Students and staff are proud to be a vibrant part of our learning community. We encourage the development of each girl’s inner resources, so that she acquires the wisdomand integrity tomake positive choices in a rapidly changing world. Most importantly, girls leave our school as well-qualified, confident, caring and happymembers of their community, equipped to be capable of supporting themselves financially and contributing economically and socially to wider communities. Having been a student at the school myself from 1969 and then returning here to completemy PGCE training as amathematics teacher, it is very exciting to return oncemore, to lead the school in its continuing development. I strongly believe that all students are individuals; each should pursue excellence and develop their talents in academic, creative, physical and social skills. Collectively we are a community. Students and staff at our school have a love of learning; a process which is constant, regardless of time or place. For students that means an environment in which their education can flourish and be enjoyed not just as ameans to good academic results but as an interest for life, nurtured by the school’s commitment to provide the girls with access to a full range of study and enrichment experiences. For staff that means an environment where they can develop professionally and excel in their practice. Academically and pastorally, the school is consistently strong. Our girls build enduring friendships; they benefit fromexcellent facilities includingmany acres of grounds with a series of swales and a wetland habitat for wildlife which also provide an enriching outdoor learning experience, amulti-purpose gymand dance studio, a sports hall, an indoor swimming pool, eight tennis courts and extensive playing fields. I hope that the information in our prospectus and further information on our website, will support your visit, to confirmQueen Elizabeth’s Girls’ School as the school of choice for your daughter. I look forward to welcoming you to our school. Mrs Violet Walker Headteacher Educating Women of the Future Queen Elizabeth’s Girls’ School "Being kind is central to the school's culture. Bullying is not tolerated. Pupils are taught to be respectful and inclusive of their peers. The curriculum is ambitious for all." Pupils get along well toget er, and the house system strengthens their sense of belonging. The school’s pastoral support is highly effective. Pupils develop deep knowledge and skills across the curriculum because teaching builds securely on what they have learned before. Pupils are well prepared for life beyond school. Ofsted February 2026 for taking the t me to find out mo e ab ut Qu en Elizabeth’s Girls School. It is a genuine privilege to welcome you to a school with such a strong tradition of academic excellence, kindness and ambition. From the moment I first visited, I was struck by the warmth of the community, the calm and purposeful atmosphere, and the pride our students take in their school. These qualities create an environment in which young people feel known, valued and inspired to achieve their very best. At Queen Elizabeth’s Girls’ School, we believe that an outstanding education is about much more than examination success. Academic excellence matters deeply, but so too do character, integrity, curiosity and compassion. We want every student to d velop the confidence to think independe tly, the resilien e to persevere when learning is demanding, and the wisdom to make a positive difference in the lives of others. My vision is that every girl experiences school as somewhere she truly belongs: a community where she feels safe to be herself, encouraged to aim high and supported to flourish. When young people know they are valued, they are more willing to embrace challenges, discover their strengths and develop the confidence to make a meaningful contribution to the world around them. Girls’ education has always been important to me, both personally and professionally. I believe that schools like ours provide a unique opportunity for young women to find their voice, discover their passions and develop the confidence to lead with kindness, courage and conviction. None of this happens by ch nce. It is made possible by talented and dedicated staff, suppor iv famil es and students who encourage one another every day. Together we foster a culture of high expectations, mutual respect and genuine belonging, where every member of our community is encouraged to flourish. Whether you are considering Queen Elizabeth’s Girls’ School for your daughter or joining us as a member of staff, I hope this prospectus gives yo a ense of what makes our school such a special place. I look forward to welcoming you and sh i g with you all that our emarkable community has to offer. Our shared ambition is simple: that every girl who walks through our doors leaves us not only with outstanding qualifications, but with the confidence, wisdom and compassion to shape the future with purpose. Stephanie Rodgers Interim Headteacher
Queen Elizabeth’s Girls’ School I never believed I could achieve so highly. The ave inspired me to excel. Student I nev r believed I could achieve so ighly. The staff have inspired me to excel. Student
Innovating a CURRICULUM FOR OUR TIME Our curriculum is designed to challenge the girls, to support them in their education to acquire knowledge and understanding and also to develop their skills and flexibility so that they can participate confidently in the rapidly changing and increasingly technological society of the 21st century. Our girls are expected to show an increased maturity and a growing sense of responsibility for their own work and progress so that they develop as resilient and self reliant young women. The broad and balanced curriculum offers girls a wide platform of learning opportunities to facilitate excellent outcomes and to foster an excitement about learning for its own sake. For the first three years, all the girls study a broad range of subjects which includes English, mathematics, science, history, geography, modern foreign languages, design and technology, art and design, music, physical education, computing, religious education and drama. Personal, social, health (including sex and relationships education) and economic education, citizenship and mindfulness programmes complement the curriculum and encourage wide discussion to support the girls’ personal and social development. At KS4 there is an emphasis on academic subjects, GCSE core and foundation, with some flexibility to enable students to develop particular aptitudes and interests. Girls study English and English Literature, mathematics and the individual sciences or dual award. The majority of girls study at least one modern foreign language and either history or geography with an expressive art and technology subject completing their course of study. Girls also follow examined subjects in Computer Science and religious studies. The core curriculum in KS4 includes non examined study in PE and PSHE including citizenship. A range of vocational courses is also offered at KS4. Girls are guided towards progression pathways aligned with their future aspiration, aptitudes and talents; pathways that will ensure personal satisfaction and qualifications of integrity. Ofsted Educating Women of the Future Queen Elizabeth’s Girls’ School "Science subjects are particularly popular with pupils. Every pupil learns two languages in Years 7, 8 and 9. Reading is also a whole-school priority. E ective extra help is provided for pupils who need it." Leaders have constructed an ambitious and broad curriculum. It prepares pupils well for their next steps. Teachers skilfully adapt resources and strategies to support disadvantaged pupils. Pupils enjoy learning. Ofsted February 2026
Complementing our Curriculum EXTRA-CURRICULAR ACTIVITIES The school offers a varied programme of activities which run alongside the taught curriculum. Such activities complement the taught curriculum and extend the learning, engagement, and personal development of our students. For this reason these activities are highly valued. They take place during the break for lunch, before or after school and are often the result of student initiatives, developed through interests and enthusiasm and often led by the students themselves. Clubs are offered in a wide range of sports; our teams regularly compete with other schools in the borough and also in competitions further afield. Music, dance, drama and art contribute to a vibrant and energetic programme of activities in the performing arts which is recognised through the school’s achievement of the Artsmark Award. Recent school productions have included dramatizations of The Lion, the Witch and the Wardrobe by C.S. Lewis, Oliver Twist by Lionel Bart and A Midsummer Night’s Dream by William Shakespeare. The last of these was performed in the school grounds; their natural beauty enhancing the audience’s picnics and appreciation of Shakespeare’s fantastic reality of the fairy world and its happenings. The school has a proud tradition of music showcased throughout the year in a series of calendared events. There is a variety of choirs, orchestras and musical ensembles to interest musicians of all abilities and tastes. There are also subject specific clubs and societies with some that are crosscurricular such as the Debating Society. The school’s diverse programme of extra-curricular activities also gives the girls opportunity to take part in the Duke of Edinburgh Award. Educational visits during and outside of the school day extend opportunities for learning and therefore personal development. These include visits to museums, art galleries, the theatre, foreign language journeys abroad and history, geography, religious education and science fieldwork in the UK and abroad. Equal in popularity and educational value, the school year ends each summer term with a programme of on and off site activity and visits on planned Activity Days. Queen Elizabeth’s Girls’ School Educating Women of the Future rama and art cont ibute to a vibrant and energetic programme of activities n p rformanc arts. Recent sc ool productions have incl ded A Midsummer Night’s Dream by William Shakespeare performed in the school grou ds, The Sound of Music by Rodgers and Hammerstein and the RSC version of Roald Dahl’s Ma ilda; most recently students performed the RSC version of The Wizard of Oz which was nother huge succ ss and greatly enj yed by its audi nces. Of course suc produc ions enabl wide participation both the stage and behind the scenes where students e encouraged and taught to fulfil all the necessary technical skills of staging each performance.
We are all always learning LEARNING AND TEACHING In Year 7 students are organised into seven mixed ability form groups of 25 or 26 students. This supports each girl to benefit from individual attention. Teaching is largely in mixed ability groups. Mathematics is taught in sets from Year 7 and modern foreign languages are taught in sets from Year 8. Talented linguists take up French in Year 8, all girls having started Spanish in Year 7. Information Technology is delivered through discrete subject lessons as well as through other subject areas. Quality First Teaching is our priority; staff benefit from a planned programme of continuing professional development to model innovative and rigorous practice. Learning and teaching are closely and systematically monitored to ensure girls are supported to achieve their best and secure the highest outcomes. A variety of learning and teaching strategies are used to engage and stimulate learning and the learning experience is continually developed in response to systematic data checks on potential, prior attainment and student learning needs. In this way the school ensures maximum intellectual challenge for each student, regardless of ability or educational needs; as a result, students make excellent progress. Ofsted Educating Women of the Future Queen Elizabeth’s Girls’ School their views and identity. Pupils value this." A diverse, inclusive and friendly allability school that’s ambitious for its girls, while keeping pastoral care and a sense of joyfulness at its heart. The Good Schools Guide 2024 We are all always learning LEARNING AND TEACHING In Year 7 students are organised into seven mixed ability form groups of 25 or 26 students. This supports each girl to benefit from individual attention. Teaching is largely in mixed ability groups. Mathematics is taught in sets from Year 7 and modern foreign languages are taught in sets from Year 8. Talented linguists take up French in Year 8, all girls having started Spanish in Year 7. Information Technology is delivered through discrete subject lessons as well as through other subject areas. Quality First Teaching is our priority; staff benefit from a planned programme of continuing professional development to mod l innovative and rigorous practice. Learning and teaching are closely and systematically monitored to ensure girls are supported to achieve their best and secure the highest outcomes. A variety of learning and teaching strategies are used to engage and stimulate learning and the learning experience is continually developed in response to systematic data checks on potential, prior attainment and student learning needs. In this way the school ensures maximum intellectual challenge for each student, regardless of ability or educational needs; as a result, students make excellent progress. Ofsted Educating Women of the Future Queen Elizabeth’s Girls’ School their views and identity. Pupils value this." We are all always learning LEARNING AND TEACHING In Year 7 students are organised into seven mixed ability form groups of 25 or 26 students. This supports each girl to benefit from individual attention. Teaching is largely in mixed ability groups. Mathematics is taught in sets from Year 7 and modern foreign languages are taught in sets from Year 8. Talented linguists take up French in Year 8, all girls havi g started S anish in Year 7. Information Technology is d livered through discrete subject lessons as well as through other subject areas. Qualit First Teach ng is o r priority; staff benefit from a planned prog amme of continuing professional development to model innovativ an r gorous practice. Learn g and te ching are closely and systematically monitored to e sure girls are supported to achieve their best and s cure the highe outcomes. A v iety of lea ning and teaching strategies are used t engage and stimulate learning a d the l arning experience is continually devel ped in esponse to systematic d ta checks on pote tial, prior tainment and student learning ne d . In this way the school ensures maximum intellectual challenge for each student, regardless of ability or educational needs; as a result, students make excellent progress. Ofsted Educating Women of the Future Queen Elizabeth’s Girls’ School their views and identity. Pupils value this."
Looking to the future SIXTH FORM The Sixth Form provision is an additional strength of the school. All students make progress beyond that which their prior GCSE attainment might dictate and achieve at the highest level in their A Level examinations. The majority of our girls choose to progress to higher education; the impressive destinations list of Russell Group universities includes Oxbridge colleges. The Sixth Form centre, with dedicated social and conscientious study areas, is a friendly, lively environment with a strong ethos of hard work. The Sixth Form offers students a high quality education. This is coupled with support to enable the girls to further discover and enhance their unique talents and strengths. As a result, our girls develop as independent, confident and responsible adults. All students have an experienced Pastoral Mentor who provides personalised, individual support, through information, advice and guidance. The school ensures girls follow a coherent programme of study that will enrich their life and also best support their chosen progression route after Sixth Form. Students are also encouraged to take advantage of the rich educational and social opportunities offered. Work experience and summer internships take place in Year 12. Sixth Form students mentor younger girls and support curriculum areas according to their interests and strengths. This ensures the connection between the Sixth Form and main school year groups, providing aspiration and insight to Sixth Form life for younger girls. At the same time there is opportunity to provide service to the school community, a valuable learning experience for later life. Sixth Form students have opportunity for leadership beyond those opportunities which exist in the main school year groups, such as Form Leader and School Council Representative roles. The school’s Head Girl and two Deputies are Sixth Formers. They represent the school at appropriate occasions throughout the school year and also lead on a number of annual, enterprise and pastoral projects such as the Year 7 Team Building day and the Christmas Revue. There are also leadership opportunities as Charity Officers, supporting the school’s links with local and national projects such as the school’s sponsorship of a room for homeless young people at Centrepoint. The school’s Community Officer, another Sixth Form student, has a leadership role to promote sustainability, recycling, an eco friendly environment and the maintenance of the school’s beautiful grounds. The Community Officer leads the Eco Council. The School Councillor leads meetings across all years to co-ordinate student voice and raise awareness of school improvements. The school’s Sports Captain works closely with the PE Department and students of all years to promote and organize events during the school year. The Sixth Former School Librarians ensure that the purchase and cataloguing of books meets students’ needs and interests, while supporting younger students to make effective use of the library as a centre for learning. The Sixth Formers play an active role in the Global Student Forum where they have opportunity to hear about and discuss spiritual, moral and cultural issues that underlie global citizenship. Sixth Form students are involved in the Lessons from Auschwitz Project which provides opportunity to visit Auschwitz-Birkenau and pass on learning. We are also proud to be involved with the Women of the Future Ambassadors Programme which provides networking opportunities with successful women in every field of business, commerce and industry. Every year, a group of Year 13 students are invited to attend the prestigious reception for the award winning, inspiring women from diverse industries, Women of the Future. Queen Elizabeth’s Girls’ School Educating Women of the Future
Queen Elizabeth’s Girls’ School Ofsted February 2026 Teachers have excellent subject knowledge and use this consistently well to break down complex ideas, including in post-16 lessons. Sixth-form students move on to ambitious education, employment or training destinations. Post-16 students lead by example through their active roles in student leadership. eachers have cel t s j ct o ledge t i i t tl well to break down complex ideas, including in post-16 lessons. Sixth-for students move on to ambitious education, employment or t aini g destinations. Post‑16 students lead by exa ple through their active roles in student leader hip. Ofsted February 2026
The Association QUEEN ELIZABETH GIRLS’ SCHOOL ASSOCIATION The Association, QEGSA, is the school’s Parents’ Association. It provides one of the links in communication between the school, governors and families. As well as supporting the school through fund raising, the Association also gives parents the opportunity to meet one another through the various social events it organises throughout the course of the school year. Membership for families is automatic and active involvement is encouraged. Through its fund raising activities QEGSA has successfully financed a number of projects within the school. School minibuses, picnic areas in the grounds, ICT equipment and redevelopment of the school Library are all examples of the Association’s successful fund raising activities. The Guild QUEEN ELIZABETH’S GIRLS’ SCHOOL GUILD The Guild is an association for former students and staff. It has existed since 1927 and continues to flourish. It provides regular newsletters for school alumni together with a platform for maintaining contact and networking. The Guild also hosts an annual Commemoration Lunch in May which is always well attended by alumni from recent years as well as those who studied and worked at the school some time ago. The strong and continued membership of the guild is testament to both the enduring friendships developed by the girls at school, to their enduring fondness for the school and to their high regard for the school’s contribution to their lifelong development and The Foundation THE ENDOWMENT FUNDOF THE SCHOOLS OF QUEEN ELIZABETH 1 The school was founded after Queen Elizabeth 1 granted Robert Dudley, Earl of Leicester’s request for a charter for the establishment of a school of Queen Elizabeth “for the education, bringing up and instruction of boys” in Barnet and at a future date, a school for girls in Barnet. A copy of the charter, bearing the Queen’s seal is held as part of the school’s archive collection in our Library. The boys’ school was founded in 1573 and the future date for the girls’ school was 1888. Since our foundation, we have been able to draw upon reserves from an Endowment Fund set up to benefit both the boys’ and girls’ schools. The fund is maintained by trustees who meet twice a year, in October at the boys’ school and in March at our school. The fund supports student participation in school activities which may otherwise be prohibited by cost and also finances small capital projects, such as the Upper Courtyard redevelopment in the Summer of 2016. Queen Elizabeth’s Girls’ School Educating Women of the Future
Queen Elizabeth’s Girls’ School Ofsted February 2026 Leaders at all levels make decisions in the best interests of pupils. They give high priority to pupils’ mental health and wellbeing as well as their academic achievement. Leaders are relentless in their work to improve the life chances of all pupils, including those who are disadvantaged. Leaders at all evels make deci i t i t r sts of pupils. They give high priorit t ’ l lth and wellbeing as well as their a i rs are relentless in their work to improve the life chances of all pupils, including those who are disadvantaged. Ofsted February 2026
Queen Elizabeth’s Girls’ School Telephone: 020 8449 2984 Email: School Office: office@qegschool.org.uk | Sixth Form: sixthform@qegschool.org.uk www.qegschool.org.uk Founded in 1888 High Street, Barnet, Herts, EN5 5RR | Interim Headteacher: Ms Stephanie Rodgers MA
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