The Queen Elizabeth Academy

The Queen Elizabeth Academy meets the expected standard across all inspected areas, and safeguarding requirements are met. The school is part of Academy Transformation Trust, and the headteacher took up post in September 2025. Pupils typically achieve in line with their peers nationally, behaviour is usually positive, attendance has improved, and pupils report feeling safe and well supported. Leaders have a clear vision, the curriculum is well planned and sequenced, and staff benefit from trust-led professional development. Notable strengths include strong pastoral support, effective inclusion for pupils with SEND and other barriers, positive relationships between pupils and staff, and a broad personal development offer. However, disadvantaged pupils’ outcomes have varied and were below national averages in recent data. Teaching is not yet consistently adapted to all pupils’ needs, and some lesson delivery does not match pupils’ abilities, leading to misconceptions. The report also flags that the personal development curriculum is not yet fully embedded, with some older pupils lacking secure knowledge of fundamental British values and protected characteristics. Leaders’ monitoring and tracking systems need sharper oversight, and communication with families could be more effective. Overall, the school is performing securely but has clear priorities for making provision more consistent for all pupils.

Strengths

• Pupils typically achieve in line with their peers nationally.
• Attendance has improved and leaders use data well to address barriers.
• Behaviour is usually positive, with clear routines and rare bullying.
• The curriculum is well planned and sequenced to build knowledge over time.
• Pupils with SEND and other barriers are well supported by trained staff.
• Pastoral support is strong and pupils have trusted adults to talk to.
• Leaders, governors and the trust provide clear direction and effective oversight.
• Staff value professional development and feel supported by the trust.
• Pupils have access to a range of extra-curricular activities and leadership opportunities.

Areas for Improvement

• Disadvantaged pupils’ outcomes have been inconsistent and below national averages in recent data.
• Teaching strategies are not consistently adapted to support all pupils’ progress.
• Some lesson delivery does not match pupils’ abilities, leading to misconceptions.
• The personal development curriculum is not yet fully embedded for all pupils.
• Some older pupils have gaps in knowledge of fundamental British values and protected characteristics.
• Oversight of monitoring and tracking systems needs strengthening at all levels.
• Communication with families could be more effective.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at The Queen Elizabeth Academy attended 90.5% of sessions (the national figure for secondary schools was 91.6%). 26.8% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 9.8% of pupils at The Queen Elizabeth Academy were suspended at least once (nationally 7.3%). 2 pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 The Queen Elizabeth Academy had 17.8 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 14.9% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 18.2% of pupils at The Queen Elizabeth Academy were on SEN support (nationally 14.1%) and 3.5% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2024–25 The Queen Elizabeth Academy received £8,396 and spent £7,779 for each of its 724 pupils. It ended the year with reserves of £129,000 (£178 per pupil).

Across all 21 schools of Academy Transformation Trust, income was £9,055 and spending £8,540 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Atherstone · Warwickshire local authority: places and applications

The Queen Elizabeth Academy is part of Academy Transformation Trust, which runs 21 schools. The nearest others:

• Caldmore Primary Academy Walsall
• North Walsall Primary Academy Walsall
• Phoenix Academy Walsall
• Bristnall Hall Academy Oldbury
• Jubilee Academy Mossley Walsall
• Pool Hayes Academy Willenhall
• Sutton Community Academy Sutton-In-Ashfield
• Sun Academy Bradwell Newcastle-Under-Lyme
• Star Academy, Sandyford Stoke-On-Trent
• The Dukeries Academy Newark

What is The Queen Elizabeth Academy's Ofsted rating?

The latest Ofsted rating for The Queen Elizabeth Academy is Expected standard, from an inspection in October 2026.

When was The Queen Elizabeth Academy last inspected by Ofsted?

The Queen Elizabeth Academy was last inspected in October 2026.

How many pupils does The Queen Elizabeth Academy have?

The Queen Elizabeth Academy has 746 pupils on roll.

What age range does The Queen Elizabeth Academy cover?

The Queen Elizabeth Academy for pupils aged 11 to 16.

What are The Queen Elizabeth Academy's GCSE results?

In 2026 its average Attainment 8 score was 46.6, and 44% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is The Queen Elizabeth Academy?

The Queen Elizabeth Academy is at Witherley Road, Atherstone, Warwickshire, CV9 1LZ.