We are delighted to have signed up to the Boarding Schools' Association's COVID-Safe Charter.
Our Admissions Department remains open and, although we cannot arrange visits at present, we would be pleased to organise online meetings to discuss inquiries and registrations.
We look forward to hearing from you.
In Years 7-9, pupils follow the Key Stage 3 curriculum – a broad-based curriculum which provides all the necessary learning skills and foundation knowledge to enable them to succeed in their subsequent GCSE years. Subjects are studied in small class sizes (Art, Biology, Chemistry, Design and Technology, Drama, English, Geography, History, IT, Mathematics, Modern Languages, Music, PE, Physics and Religious Studies). Pupils are also introduced to a second Modern Language, taught basic study skills and follow a PHSME (Personal, Health, Social and Moral Education) course.
You can read more about individual subjects in Key Stage 3 in our academic handbook ... CLICK HERE ... or by using the drop-down menu, headed Key Stage 3 subjects, in this area of the website.
At Queen’s College the health, wellbeing and academic development of every child is at the heart of all we do. Our student support services are part of our continued drive to fulfil our core belief that “We educate not for school, but for life”.
The following specific services are available to support pupils during their time at Queen’s. This is in addition to the integrated pastoral and academic tutoring system and programme of PSHME education, medical support and chapel that takes place across the college.
We liaise closely with our feeder Junior schools so we are in a position to support pupils from the moment they start Senior school. Regular baseline testing at KS3 enables us to monitor your pupils’ academic progress as they move through the school and we work closely with departments, tutors and houseparents to ensure any academic or pastoral difficulties are identified as quickly as possible. Once a potential difficulty has been identified a member of our team will meet with a pupil and may carry out further assessments or interviews to build a picture of need, and develop a personalised package of support if needed. Sometimes we may suggest a referral to an outside specialist for further investigations to take place, we have close links with many specialists and will fully support families with this process should we feel this to be necessary. Assessments by an outside agency are sometimes at an additional cost.
Our aim is to enable pupils to fulfil their potential and access the full range of curriculum and co-curricular activities on offer at Queen’s. For this reason we will usually try to ensure that a pupil’s time spent outside the mainstream classroom is minimalised. Children that require intervention at KS3 will initially come out of a non-linear subject for half a term to enable targeted intervention work to take place, and then return to their normal curriculum once accelerated progress has been achieved. Where possible we aim to avoid giving a child a permanently reduced timetable throughout their time
Pupils that require 1:1 intervention or small group academic support, due to a specific need that cannot be initially met within the classroom, are placed on the school’s SEN register (in line with the SEND code of practice: 0 to 25 years). They remain on this register whilst intervention work takes place. Some pupils may have needs that do not require additional support outside of the high quality differentiated teaching they receive inside the classroom. These pupils are closely monitored by teaching staff in liaison with our specialist staff. Key information on all of these pupils, alongside strategies to assist with their learning and wellbeing within the school is shared with teaching and pastoral staff to enable a whole-school approach.
Pupils that receive academic or pastoral 1:1 intervention will have a termly review meeting with a member of the student support team to which parents are encouraged to attend. This meeting focuses upon the progress made towards the individual’s personalised SMART targets and discusses the wellbeing of the child as a whole. The impact of all interventions are closely monitored and reviewed on a regular basis using a wide range of data and information from both school and home.
As well as termly interventions we also offer booster sessions for study and revision skills. These are usually a course of three or four 1:1 lessons which look at how pupils can make the best use of revision strategies, and plan their revision timetables. This is also delivered to pupils through their PSHME programme so, should a parent wish for their child to have 1:1 personalised sessions, they are available, but at an additional cost.
Should a parent have a concern regarding their child, then they are encouraged to talk to their child’s tutor who will then consult with teaching staff and student support. The pastoral and academic departments in the school all have strong links with pupil support which enables us as a school to take a holistic approach to a child’s development.