Queen Elizabeth High School A GSG School
- Queen Elizabeth High School
Whetstone Bridge Road
Hexham
Northumberland
NE46 3JB - Head: Neil Seaton/Graeme Atkins (exec head)
- T 01434 610300
- F 01434 610320
- E admin@qehs.net
- W www.qehs.net
- A state school for boys and girls aged from 13 to 18.
- Boarding: No
- Local authority: Northumberland
- Pupils: 1,287; sixth formers: 373 (183 boys; 190 girls)
- Religion: Non-denominational
- Open days: Open Evening September 26th; Open days October 3rd and 4th
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 30th April 2024
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Some schools are all about the window-dressing, this one isn’t. In fact window-dressing is something on which it could do better, but that may well be a funding issue and therefore low on the priority list. Crucially, it would appear to be getting all the important things right: results very good and rising, if offers plenty of sport, art, music and other activities all wrapped up with high quality care and teaching – 'exemplary,' in fact, say parents...
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What The Good Schools Guide says
Head of School
Since 2021, Neil Seaton MA MEd PGCE, previously deputy head pastoral at George Heriot's School, Edinburgh. Mr Seaton's academic and teaching career in history and modern studies - a blend of political, social and economic issues - has taken place entirely in Scotland until he ventured (not very far) south of the border to take up his first headship in Northumberland.
Entrance
Based on LA catchment criteria. The best and most obvious route in is via one of the three feeder middle schools: its own partner school in Hexham plus St Joseph’s and Corbridge. Lots of work done on transition, so pupils coming into year 9 are familiar with the surroundings and settle quickly and easily. Parents out of catchment happy to pay their own transport costs and 'feel lucky' to gain a place,...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Inclusion is high on our agenda. We have a deputy head in overall charge supported by a SENCO who leads a team of teachers and classroom assistants. There is an in-house behaviour support unit, learning mentor in each year in main school and a youth service based in school. Support is individualised but there are also groups such as an xl club and a garden group. ASDAN awards are offered as well as qualifications in literacy and numeracy. Provision extends to adults through the Gatehouse, a basic skills and open learning centre. THe Hexham Partnership has a leading aspect award for training of classroom assistants. 10-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
Who came from where
| School | Year | Places |
|---|---|---|
| Mowden Hall School | 2024 | 1 |
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