Academic ambition for all

When I first visited Queen Elizabeth’s School in Barnet, back in January 2025, I arrived with an assumption, driven by the exceptional outcomes and the stellar destinations of its students, that the school would have a very narrow conception of who could succeed within it. That assumption lasted less than an hour. I was interviewed by a student panel, part of the school’s interview process for prospective staff. Sitting at the table was the Head Boy, articulate, perceptive, on his way to Cambridge to read Law. Alongside him was another pupil, equally assured and fully engaged in the discussion, questioning me with clarity and confidence. The difference was that the second boy was deaf. Aside of a hearing aid, there was no sense of accommodation that set him apart, no lowering of expectation, no quiet adjustment of standards. He held his own completely, in one of the most demanding academic environments imaginable and was clearly on his way to becoming the confident, able and responsible young man that the school is famed for.

The inclusive culture at QE Barnet is about removing barriers so that every child can access the same opportunities and aim for the same standards. I needn’t have had this experience to understand this culture; it is clear from the government-published data about the school. The government’s data places it close to the top nationally for the progress that students make from their starting points, meaning that Elizabethans, on average, get more than one grade higher per GCSE than had they attended another school. The culture of free-thinking scholarship and academic ambition applies to all pupils, regardless of their start points.

An inclusive culture begins in the classroom; the most powerful lever we have is the quality of teaching itself. How well lessons are planned, how thoughtfully they are adapted, and how effectively teachers understand the individual learners in front of them. Well planned lessons are each an opportunity to remove barriers before they take hold, to ensure that every child can access learning and make progress.

Around this sits a structured and responsive system of support. Students’ needs emerge at different times, and at different paces, through assessment, observation, and dialogue with families. Whether a child requires additional support, is learning English as an additional language, or is identified as gifted and talented, our responsibility is the same: to ensure that provision is tailored, purposeful, and continually refined.

Our approach is deliberately graduated. For many students, thoughtful classroom practice will be sufficient. For others, targeted intervention may be required. And for a smaller number, more specialised support will be needed. The principle is simple: the right support, at the right time, designed not to create dependence, but to build independence over time.

We also see inclusion as inseparable from wellbeing, from behaviour, and from the broader experience of school life. A truly inclusive school is one where every child feels safe, understood, and valued and where differences are respected and embraced.

Partnership is equally vital. The most effective provision is built through collaboration with parents, who know their children best, and with specialist professionals who bring additional expertise. Our partnership with King’s College Hospital London Dubai, for example, allows us to access specialist support in areas such as speech and language and occupational therapy, ensuring that our students benefit from a network of care that extends beyond the classroom.

That same belief sits at the heart of our approach at QE Dubai Sports City, which aims to be a truly inclusive school. Inclusion for us is not a team, nor is it a part of the building; it is a whole-school commitment, rooted in the understanding that every child should have access to high-quality teaching, meaningful opportunities, and a genuine sense of belonging.

It is about the expectations we set and the messages we send. It is about ensuring that every child understands that they are capable, that they are valued, and that they have a place within our community. It is about creating an environment where difference is normalised, where support is seamless, and where belonging is not something that has to be earned.

I often return to that moment in Barnet. Not because it was extraordinary, but because it was not. It reflected a school where inclusion had become so deeply embedded that it no longer needed to be named. A school where academic ambition and inclusion are not in tension, but in alignment and where expectations are high for every child, and where the support to meet those expectations is equally strong. Where success is measured not only by outcomes at the very top, but by the progress made by every student along the way.

The most obvious development this week is the superstructure being erected for the Swimming Pool and Games Area changing rooms. Work is also ongoing on the E-Sports and Robotics labs, which I couldn't be more excited about - the next generation of Elizabethan Entrepreneurs will come from Dubai, for sure!

Until next time, 
Dan Clark