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Fifty of QE’s younger pupils joined four sixth-formers to learn together about the Normandy landings in a new activity arranged especially for their summer visit to France.

The Lower School boys and French A-level students were on the School’s long-running trip to the Château de la Baudonnière in Normandy – an action-packed week of French language, culture, history, and adventure.

In previous years, QE groups have visited the Bayeux Tapestry, but since that is currently on loan to the British Museum, this year’s trip organisers seized the opportunity to take a close look at D-Day – the Allied landings on 6 June, 1944 – and other aspects of France’s World War II history.

Their excursion day started with a visit to the Mémorial de Caen museum.

French & German teacher Fiona McAndrew, who led the trip, said: “This provided a useful introduction for the Year 7s, and gave valuable context to the A-level students, who study Un sac de billes by Joseph Joffo, a novel set during the Nazi occupation of France.”

In the afternoon, a museum guide accompanied them to see the American Cemetery – which is close to one of the landing beaches – and a German gun emplacement, where the pupils learned more about the German defences.

“Having a guide with us really brought this critical period of modern history to life for the students and gave them a better understanding of the importance of the Normandy landings to the outcome of World War Two and of the human sacrifice that required,” Mrs McAndrew added.

Set in 100 acres of beautiful woodland and countryside, the château provided an immersive environment in which boys could practise their spoken French while taking part in a wide range of activities and working together as a team.

The pupils were encouraged to challenge themselves. The programme included raft-building, archery, and climbing.

There was also the somewhat infamous assault course, offering opportunities aplenty to get wet and muddy. Jason Xu, who has just entered Year 8, said: “There were moments when it was tempting to give up, but everyone encouraged each other and kept going. Finishing the course felt like a real achievement.”

Naturally enough, the trip featured French cuisine, including croissants, baguettes, cheese and even snails.

Beyond developing their confidence in French, the week encouraged the boys to work collaboratively, experience a different culture, and live communally with their peers. For the younger boys, it was an introduction to learning beyond the classroom, while the Year 12 students were able to put their A-level French into practice in an authentic setting.

Lele Cen, of Year 8, said: “It is very different using French in a classroom compared with hearing people speak it in France! I tried to listen carefully, recognise familiar words and use French whenever I had the opportunity. Even when I was not completely sure what to say, it was good to have a go.”

Afterwards, Kush Thakore, also of Year 8, reflected on the whole experience: “The Normandy trip proved that a challenge does not always have to be something huge. Sometimes it is about stepping outside your comfort zone, trying something difficult and being willing to make mistakes.”

The pupils were accompanied by Mrs McAndrew and by: Assistant Head (Destinations & Progress) Robert Hyland; French & German teacher Elisa Perra; QE Flourish tutor & Biology teacher Sam Acors; and Biology teacher Darren Goffin.

• Click on the thumbnails to view the images. 

They may have won a prestigious environmental award, but QE’s army of gardeners are showing no signs of resting on their laurels.

This month is the Soil Association’s Organic September – and pupils are playing their part in supporting nature by getting busy with early-autumn jobs on the School’s new plot in the Byng Road community allotments.

The allotment and the boys’ organic approach to raising produce are in line with QE’s commitment to nurture pupils in becoming sustainability-literate and community-orientated – two of the six priorities in the Boundless School Plan. The School’s sustainability programme encourages the boys to think globally, while taking positive action locally.

Assistant Head (Co-curricular & Partnerships) Crispin Bonham-Carter, who heads the QE Flourish co-curricular programme, said: “It’s only been a few months since we started work at the allotment, but we quickly progressed from Level 1 to Level 2 in the Royal Horticultural Society’s School Gardening Awards.

“More recently, we won the Eco-Schools Green Flag, with Distinction – a fitting tribute to the hard work of Maths teacher & QE Futures co-ordinator Nadeem Kydd, of Head of Biology Gillian Ridge, and of her Biology colleague & QE Flourish tutor Sam Acors, whose enthusiasm and commitment have been key to the success of the project.”

The allotment, which was central to the granting of the Green Flag, has become a living classroom. Through practical, hands-on activities, pupils are learning about community growing, biodiversity, organic food production, plastic pollution, and other key environmental issues.

Having already gathered in a harvest including potatoes, carrots, courgettes, chilli, tomatoes and marrows, this term they will be getting ready for spring by flattening the ground, preparing beds, and removing unwanted plants, while also planting some winter crops, such as onions and garlic.

The Green Flag award recognises QE’s commitment to sustainability and environmental education. To secure it, the School completed the Eco-Schools Seven Steps framework, an internationally recognised programme that empowers young people to lead environmental initiatives in their schools, local communities and beyond.

The RHS Level 2 award came with a £50 National Garden Gift Voucher, which will help support the continued development of the allotment and expand opportunities for outdoor learning.

For further information on Organic September, click here.

• Click on the thumbnails to view the images, where Dr Acors (among the sunflowers) and Mr Kydd are pictured showing some of the produce.

Five QE sixth-formers have scored multiple successes in Cambridge University competitions.

Wen Lee, who has just started Year 13, was named runner-up in the Homerton College Essay Programme for his composition on Can renewable energy save us from a climate catastrophe?

Four other students were among the top-ten winners in the Cambridge Biology Challenge – also associated with Homerton – after impressing the judges across the competition’s four rounds. Shashank Pothuganti, of Year 13, entered as an individual and came fifth out of 941 entries, while a Year 12 team comprising Akein Abeysinghe, Felix Chen and Pranay Thokala finished just behind him, in sixth place.

Deputy Head (Academic) Anne Macdonald said: “The success of our five students in these highly demanding competitions is due reward for their intelligence, their thoughtful approach, and their impressive degree of commitment. At QE, in the words of our Boundless School Plan, we seek to nurture ‘deep thinkers and compelling communicators’: what better example of that could there be than these pupils? Our congratulations go to them all.”

After applying to the essay programme because of his interest in the topic and the opportunity it gave him to bring together his A-level studies in Economics and Geography, Wen’s first success was in being selected to take part. For his essay, he researched the complex relationship between energy, economics and climate change.

One of only 50 young people selected to take part in the conference held for the parallel essay and design programmes, he enjoyed a tour of Homerton College and the insight he was given into life there.

He took part in a series of activities designed to encourage students to think critically about global challenges. One of the highlights was a ‘mini Model United Nations’ activity, where conference delegates worked in groups representing different countries and considered how global warming could be addressed from their country’s individual perspective.

The conference concluded with an awards ceremony, where Wen was only one of two students to receive a prize for his essay category. He received a plaque, certificate and a book.

In the Cambridge Biology Challenge, Shashank took part as an individual, which meant he was competing against teams of up to five. He was awarded a distinction in all four rounds, as well as a badge of merit in three rounds. In the third, he was overall runner-up.

The demanding challenge required teams to respond to four questions over the course of eight months:

1. Can new life be created?
2. Why is Maths a gift for biologists?
3. What does it mean for a non-human organism to be intelligent?
4. What skills are needed for success in Biology?

Not only did Shashank contribute essays, he also submitted videos and a visual novel. The latter two media were a new departure for him, involving him “stepping out of his comfort zone”, as he put it.

As well as all the research, critical thinking and problem-solving he deployed across the rounds, Shashank faced the added challenge that the final round came just before his AS exams, so he had to juggle his entry with his School studies.

It was his debut in the challenge, whereas his three fellow QE entrants had all entered the previous year. Determined to build on their previous performances – when Pranay’s team finished 11th and Felix and Pranay’s team placed 17th– their combined approach this year saw them rise up the leader board to take their sixth spot.

The QE entrants were invited to a special conference and awards ceremony at Homerton, where they attended a lecture, toured the college and took part in a series of activities and puzzles.

Like their fellow competitor Shashank, Felix, Pranay and Akein are passionate about Biology, with Pranay and Akein hoping to pursue careers in medicine.

Queen Elizabeth’s School, Barnet, is today celebrating the publication of a glowing Ofsted report that comes with a complete set of seven ‘exceptional’ ratings – the new top grading.

Inspectors praised every aspect of education at the School, which is the current holder of The Sunday Times’ State Secondary School of the Year award.

Describing QE as a “remarkable school”, the report stated: “Pupils love coming to school. They enjoy being academically challenged and embrace the extraordinary amount of wider opportunities that they access.”

Headmaster Neil Enright said: “This tremendously positive inspection report is testament to the dedication and expertise of my colleagues in unlocking the boundless potential of our very able pupils. Behind our success also lie the hard work and free-thinking scholarship of the boys, and the constant support of the whole Elizabethan community, including parents, governors and alumni.

“The inspectors identified so much of what makes QE a state school like no other, from the breadth and high quality of our co-curricular activities delivered through the QE Flourish programme to the detailed and inspirational careers and university guidance provided to pupils of all ages by QE Futures. Through our bespoke pastoral and tutorial system we place great emphasis on creating a happy community that supports boys’ wellbeing, so I was delighted to read the inspectors’ comments about the kindness shown by pupils and their ‘exemplary’ behaviour’.”

Lead inspector Simon Conway and his four-strong team visited the 1,320-pupil School in the Summer Term, attending classes, interviewing selected individual pupils (especially those with special educational needs or from disadvantaged backgrounds), and meeting staff. Their report gives ‘exceptional’ ratings for all seven rated categories, namely achievement; attendance and behaviour; curriculum and teaching; inclusion; leadership and governance; personal development and wellbeing; and post-16 provision. The inspectors also find that safeguarding standards are ‘met’ (with the only other possible rating being ‘not met’).

In their report, they used a string of superlatives – including ‘remarkable’ no fewer than eight times – to describe the School’s provision. The document contains no suggestions for what QE could do better, instead stating: “Leaders are absolutely relentless in identifying any small areas in the school that can be improved.”

Here is a further selection of comments from the report:

• “Pupils’ achievements in national examinations at both GCSE and A-level are exceptional. Their academic outcomes have been among the very highest nationally for several years. Although pupils are very able when they enter in Year 7, the school accelerates their progress through the curriculum to ensure that they are extremely well prepared to thrive when they leave the school.”
• “The curriculum is remarkably ambitious…Teachers are subject experts. They carefully design opportunities in lessons to ensure that pupils gain an in-depth understanding of the curriculum. Any gaps in knowledge or misconceptions are precisely identified and swiftly addressed.”
• “Achievement at post-16 is extraordinary…Students apply and synthesise knowledge fluently and articulate their learning with authority…”
• “Students are equipped with the knowledge, resilience and flexibility of thought to succeed in some of the most academically challenging environments in the world.”
• “The careers provision is extremely thorough. Pupils develop very high aspirations. They access a wealth of external speakers and work experience opportunities.”
• “The programme for personal development and wellbeing is remarkable. Every single pupil across the school takes part in a plethora of élite-level co-curricular activities each week.”
• “Pastoral support is extremely precise. Pupils receive bespoke support with their wellbeing. Any concerns are identified extremely swiftly, and highly impactful support is put in place to ensure that pupils continue to thrive.”
• “Leaders rapidly identify any barriers to learning and wellbeing that pupils may have. Leaders put in place highly bespoke packages of support to ensure that barriers are overcome and that all vulnerable pupils achieve and thrive in all areas of school life… Pupils with SEND and other vulnerabilities, such as those known to social care, absolutely flourish in this school. They achieve remarkable outcomes and progress to very impressive destinations when they leave the school.”
• “The pupil premium funding is skilfully used to ensure that every disadvantaged pupil has complete equity of experience.”
• “Behaviour in the school is exemplary. Leaders and staff have extremely high expectations for behaviour, conduct and attitudes to learning. Pupils continuously meet these expectations…Younger pupils speak of the kindness and support shown by older pupils. They are proud of their community and look after each other.”
• “Pupils’ attendance is extremely high… Leaders place the highest standards of attendance at the heart of their work…setting uncompromisingly clear expectations around attendance.”
• “Every single decision is taken in the very best interests of pupils. Leaders know each pupil in the school remarkably well. They regularly meet with them one to one and check the impact of all areas of their work with former pupils to ensure everything they do supports pupils to thrive.”
• “Leaders have extremely high expectations of all staff…Staff are highly appreciative of the support for their workload and wellbeing.”
• “Governors have a deep understanding of the school’s strengths and priorities.”

The report may be read in full here.

QE boys have been flexing their intellectual muscles in pupil-run publications tackling everything from the risks and opportunities presented by AI through to in-depth looks at the latest medical advances.

New editions of Artificial Times, Bioquest and The Political Times – all of them both written and edited by pupils – have just been published.

The first of these contains a wide range of perspectives on AI, examining its impact on education, society, industry, sustainability, and ethics. Its publication comes as industry experts speak out about the risk that AI could pose. They include Microsoft AI’s chief executive, Old Elizabethan Mustafa Suleyman (1995–2002), who warns that unless AI is properly controlled, it could lead to the emergence of a “silicon species” that would compete with humans for resources.

Mustafa co-founded DeepMind with his fellow OE, Sir Demis Hassabis (1988–1990), who in 2024 won a Nobel prize for Chemistry after deploying AI to predict complex protein structures. Demis has also spoken of the risks posed by AI.

Assistant Head Crispin Bonham-Carter said: “With the public discourse on artificial intelligence reaching new levels of intensity, it is good to see current pupils engaging in the debate. Our current School Plan, Boundless, prioritises our pupils becoming ‘deep thinkers and compelling communicators’ who are ‘future-ready’.

“Artificial Times, Bioquest and Political Times – and other regular pupil-run magazines, such as the Economics journal, The Econobethan, and The Arabella, covering the arts – are great examples of free-thinking scholarship in action.

“The boys’ writing in these publications demonstrates not only that our students follow the big issues of our day, but that they are also ready to grapple with them on their own initiative.

“Furthermore, through writing their articles and taking part in the publications’ editorial teams, they not only develop their written communication skills, but also show that they are well on the way to becoming ‘leaders of influence and valued collaborators’ – another of our Boundless priorities.”

Artificial Times was founded last year by Olic Fan and Hussain Hashmi, who are now in Year 13. This term’s edition – the third – features an introduction from Trudi Barrow, a specialist in design education named as AI Specialist Edufuturist of the Year 2026. It includes pupils’ detailed examinations of various aspects of AI and its implications, from Year 13 pupil Dev Malde’s The Hidden Environmental Cost of Artificial Intelligence to Year 11’s Arihaant Venuraju take on Bias in AI: How it Occurs, How it’s Dangerous, and How it can be Avoided. Separately, the risks of AI inspired one Year 11 pupil, Aaryan Prabhaker, to spend part of his summer penning a work of fiction on the subject: he has now presented the book to Headmaster Neil Enright.

The theme and title of the new Bioquest QE pupil publication is Sports, Driven By Biology, a set of articles highlighting biological issues across a range of different sports.

The topics covered include: How are Injuries Caused and How Do They Heal? by Year 13’s Samir Cheema; ADHD: A Curse or a Blessing, by Savya Gupta, of Year 12; Fast and Slow: The Biology of Athletics, by Zoheb Haq, of Year 13; and The Biology and Biomechanics of Mouthguards in Sport, by Taha Sebbar, of Year 13. Sushan Naresh led its eight-strong editorial team, all drawn from Year 13

In its 19 pages, The Political Times reflects on this year’s change of Prime Minister, with Year 8’s Praanaj Rai tracking Andy Burnham’s Road to PM and Adam Ahmed, of Year 9, asking the question, King of the North, or Political Chameleon?

It tackles wider topics, too. In The Political Times‘ biggest section, entitled Westminster Watch, Ehan Rattani, of Year 9, writes about The Politics of Decline and Year 11’s Sri Koustubh Yallambhatla asks How Short-Termism is Plaguing Britain. 

And while most of the publication engages with domestic politics, Year 13’s Vu-Lam Le-Nguyen looks at How Washington Lost Iran, while Year 9’s Hridhaan Joshi explores political aspects of the FIFA World Cup.