Statutory Information
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School Contact information
Our school is located in Lichfield, Staffordshire. Directions are via the M6 south and A51 or M6 north and A38. The school entrance is situated just off the Birmingham Road.
Full address:
Queens Croft High School, Birmingham Road, Lichfield, Staffordshire WS13 6PJ
Telephone: 01543 227245
Visitors: Car park is for staff only.
Admission Arrangements
Queen’s Croft High School is an inclusive secondary special school for students with a range of additional needs. We are a secondary school with a post-16 provision. We are sited in Lichfield, Staffordshire and are part of the Primitas Learning Partnership.
All students must already have an Education, Health and Care Plan (EHCP) to be admitted into the school. We do not admit students as part an assessment placement. Students aged from 11-16 years old (school year’s 7 to 11) are in the main part of the school. Students aged 17-19 years old (school years 12 to 14) are in our post-16 provision.
Our planned commissioned place number is agreed annually in partnership with the Local Authority. This can vary slightly, year on year depending on our physical capacity to meet the needs of our student population, but this is usually around 200 places across the whole school (Years 7 to Post 16).
Our students’ primary area of need; including their main presenting needs, is:
• Cognition and learning needs and/or
• Communication and interaction need In addition
Some of our students may have additional needs such as;
• Sensory, physical and medical needs
• Social, emotional and mental health needs
• A specific diagnosis such as Autism.
Historically, Queen’s Croft is described as a school for students with Moderate Learning Difficulties (MLD). When considering admissions, we use the following criteria to inform our response. This is based upon an individual student's main area of need and their stage of learning:
✓ Must have an EHCP
✓ The primary area of need (including their main presenting needs) must be Cognition and Learning needs and/or Communication and Interaction needs.
✓ Must be able to learn in groups of approximately 10-15 pupils with support from approximately 2 adults.
NB: Where a pupil requires a higher level of adult support than described above (e.g. 1:1 support), then the Local Authority (LA) would need to agree additional funding and/or resources to meet the child’s needs
You can read our full admissions policy here:
School Uniform
We actively encourage all students to wear our school logo/branded uniform. A non-branded item is also acceptable. We recognise that some students; due to sensory needs for example, that they may only wear a particular fabric or colour. Where this is the case, we will work with parents/carers to adapt our policies where appropriate.
KS3/KS4 uniform
- Grey or black trousers/skirt (no denim)
- Grey, white or light blue plain polo shirt or shirt
- Queen’s Croft sweatshirt (navy blue)
- Grey, black or navy shoes or trainers
- PE kit- White round neck t-shirt or a Queen’s Croft white round neck T-shirt, Black shorts or jogging bottoms (plain, no logos) and a tracksuit top.
- Indoor AND Outdoor Trainers.
Post 16
- Post-16 are able to make a choice for themselves as to what they would like to wear for Post-16. Choices should be suitable and appropriate for the world of further education and/or work.
OfstED Reports
at our last ofsted inspection (February 2024) we continue to be graded a good school.
Ofsted said:
- This is a rapidly improving school. Staff are caring and compassionate. Prior to joining
Queens Croft, many pupils have not had a positive experience of school. Leaders
understand this and are committed to changing this situation for pupils. Increasingly, and
over time, pupils develop into confident and resilient young people, who are suitably
prepared for life after school. - Recently, leaders have begun to pay closer attention to pupils individual needs and build
a coherent picture of the help and support pupils need to be successful. Staff use this
knowledge to good effect to meet pupils academic and therapeutic needs.
- Pupils behave well in lessons. Most clearly embody the school values of kindness,
engagement, resilience and courage. They build strong relationships with staff and with
their peers . A comment from one pupil echoes the views of many "I make good friends
here". Leaders have worked hard to nurture these bonds since their appointment. Pupils
feel safe here and most attend often. - Pupils are well behaved. They display excellent manners and show consideration for others. They are proud of what they have achieved at the school. They grow by being part of a caring community.
- Leaders are developing an ambitious curriculum. Pupils take part in a wide range of
activities such as community Makaton performances and enterprise activities. These
opportunities help pupils to develop their communication and language skills, while also
pushing the boundaries of pupils comfort zones in a safe and supportive way
See below to read the full report from February 2024 or click here
Exam Results & Arrangements
During a young person’s time here at Queen’s Croft, they may be entered for various formal qualifications or awards to support their journey in to adulthood.
There are many different levels and types of qualification that we are able access to ensure the young person has the most appropriate outcome from their education and journey onwards.
These qualifications/awards take place at different times of the year, with GCSE exams always taking place in the summer term.
Students (Candidates) will receive a statement of entry that will show the subjects and level of qualification/award they have been entered for.
Lead Examinations staff:
- Head of Exams Centre: Sam Wood (Co-Headteacher)
- Access Arrangements for Exams: Emma Staples (SENDCo)
- Exam Officer: Current Vacancy
Curriculum
At Queen’s Croft High School, leaders have designed a GREAT curriculum that is ambitious, broad and balanced. Our curriculum is aligned with the National Curriculum and carefully adapted to meet pupils’ SEND and EHCP needs, ensuring learning is matched to pupils’ stages of development, not just their chronological age.
Our curriculum is designed to support pupils to make progress academically, socially and emotionally, while preparing them for adulthood.
For full details on the Queen's Croft High school curriculum
For full details on the Queen's Croft Post 16 curriculum
BEhaviour policy
Good behaviour is key to a good education. Here at Queen's Croft High School, we provide our students with a calm and orderly place to learn. The positive and nurturing relationships between staff and students very much sets the ethos and culture within our school.
We have three core behaviour for learning principles (rules) which we refer to as KERC:
- We expect everyone to show Kindness
- We expect everyone to Engage in Learning
- We expect everyone to show Resilience and Courage
Queen's Croft is proud to have created a culture where students and staff flourish and this culture is set by the governors and leaders of our school. Staff are guided, supported and trained to make sure that they collectively embed this school culture, upholding the schools’ behaviour policy at all times and responding to misbehaviour consistently and fairly.
As part of our curriculum, pupils are taught at an appropriate level to their needs, what good behaviour looks like. Some pupils will need additional support to reach the expected standard of behaviour.
Queen's Croft High School promotes Readiness for Learning throughout our curriculum and the school day. We provide an environment which fosters students’ achievements, talents and interests and ensure they have the knowledge and skills to be ready for the wider world.
Pupil Premium
Pupil Premium funding is provided to help pupils who may face additional challenges that affect their learning. As a special school, all of our pupils have identified SEND, and many also qualify for Pupil Premium or Pupil Premium Plus. We use this funding to improve outcomes, increase engagement, and remove barriers to learning.
Our approach focuses on:
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high-quality teaching and curriculum access
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targeted academic and communication support
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social, emotional and mental health interventions
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close work with families and external agencies
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improving attendance, engagement and wellbeing
You can read our current Pupil Premium documents below, which outline our long-term strategy and how we plan, implement and review support for our disadvantaged pupils.
Public Sector equality duty
Under the Public Sector Equality Duty (PSED), Queen’s Croft High School is required to publish information demonstrating how we meet our responsibilities under the Equality Act 2010.
Our approach to equality aims to ensure that all pupils and staff are treated fairly and have equal access to opportunities.
Our most recent Equality Duty information and related policies can be found in the Policies & Key Information section of our website.
👉 Please visit the Policies page to view these documents.
SEND
At Queen’s Croft High School, we are committed to meeting the needs of all pupils with special educational needs and disabilities (SEND). Our approach is centered around understanding each child as an individual and ensuring the right provision is in place to support their learning, communication and personal development.
Careers
Careers at Queen’s Croft High School are delivered through our Aspire Curriculum, as part of our Preparation for Adulthood approach.
Aspire supports pupils from Key Stage 3 onwards to develop aspirations, explore future pathways and build the skills and confidence needed for adulthood. Our careers education is inclusive, personalised and closely aligned with pupils’ Education, Health and Care Plan (EHCP) outcomes.