Queen's College, London[1]

Independent · ages 3–19

Headline results

A-level average grade: AL A- A- 2024/25[2]

Results

GCSE (key stage 4)

Attainment 8: 28 2025/26[3]
Grade 5+ in English & maths: 0% 2025/26[3]
Grade 7+ in English & maths: 0% 2025/26[3]
Progress 8, 2025/26: Not calculated[4]
Progress 8, 2024/25: Not calculated[4]

IGCSEs don't count towards Attainment 8, so it understates many independent schools.

Earlier years
Year	Attainment 8	Grade 5+ in English & maths
2024/25	28.2[5]	0%[5]
2023/24	27.5[6]	0%[6]
2022/23	27.4[7]	0%[7]
2021/22	26.7[8]	0%[8]

A level (16–18)

A-level average grade: A- 2024/25[2]
AAB or better, at least two in facilitating subjects: 40.7% 2024/25[2]
All results, 2020/21: Not published (exams cancelled, COVID-19)[9]
All results, 2019/20: Not published (exams cancelled, COVID-19)[9]

Earlier years
Year	A-level average grade	AAB or better, at least two in facilitating subjects
2023/24	A[10]	35.7%[10]
2022/23	B+[11]	29.3%[11]
2021/22	A-[12]	33.3%[12]
2018/19	B+[13]	27.8%[13]

Destinations after 16–18 study

Sustained education, apprenticeship or employment: 79.6% 2023/24[14]
UK higher education: 67.3% 2023/24[14]
Education: 67.3% 2023/24[14]
Apprenticeship: 0% 2023/24[14]
Employment: 12.2% 2023/24[14]

Earlier leavers
Left in	Sustained education, apprenticeship or employment	UK higher education	Education	Apprenticeship	Employment
2022/23	80.4%[14]	66.7%[14]	72.5%[14]	2%[14]	5.9%[14]
2021/22	88.6%[14]	71.4%[14]	80%[14]	0%[14]	8.6%[14]

Shares of the pupils who left in the year shown. Russell Group and Oxford or Cambridge figures were published for leavers up to 2019/20 only.

For independent schools the DfE publishes destinations after 16–18 study only: no destinations after GCSEs and no university progression figures (top third, Russell Group, Oxbridge).

Ofsted

Inspected by: Independent Schools Inspectorate (ISI)[15]

Inspected by the Independent Schools Inspectorate (ISI), not Ofsted. ISI publishes its reports on its own website (isi.net), not as open data, so they aren't shown here.

Competition to get in

Admissions

Sibling policy: pupils with a family connection to Queen's (e.g. a sister currently at the College) have to gain entry on their own merit; there is no guaranteed right of entry 2026-10-14[16]

Character & practicalities

Fees

Day: £4,995 a term 2026/27 · Corgis Fee, 8.30am-3.20pm (with 15 hours funding · VAT not stated[17]

As published by the school on its own website for the year shown, quoted from our archived copy. Ranges run from the lowest to the highest fee the school lists for that stage. Check the school's current fees before deciding: extras (lunch, trips, exams) and bursaries are not included. Fees are never used to rank schools.

Type: Other independent school[1]
Ages: 3–19[1]
Boys / girls: Girls[1]
Sixth form: Yes[1]
Boarding: No boarders[1]
Capacity: 670[1]
Local authority: Westminster[1]
Website: www.qcl.org.uk [1]
Nursery classes: Has Nursery Classes[15]
Special classes: No Special Classes[15]
Section 41 (can be named in an EHC plan): Not approved[15]
District: Westminster [18]
Postcode: W1G 8BT[1]
URN: 101157[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll: 635 2024/25[19]
SEN support: 30.7% 2024/25[19]
EHC plan: 0.2% 2024/25[19]
Free school meals in the last 6 years: 0% 2024/25[19]

Practicalities

Admissions contact: The admissions contact information for Queen's College is provided as email: admissions@qcl.org.uk and phone: 020 7291 7000. 2026-10-14[20]
Occasional places: Queen's College occasionally has places available in other year groups besides 11+ and 16+. Entry Sept 2027[20]

In the inspectors' and the school's words

Academic: However, in some subjects and some lessons, the more able pupils in Year 7 to Year 11 are not sufficiently challenged and so do not make the progress they could.[21]
Warmth: Relationships between staff and pupils are noticeably warm and friendly. The emphasis on being kind permeates all aspects of school life.[21]
Pastoral care: Effective pastoral care systems ensure that pupils with mental health or emotional needs are quickly identified and prompt action taken. Both school sites have ‘thrive centres’ which provide a haven for those pupils who need some quiet during the school day.[21]
Behaviour: Pupils’ behaviour is exemplary in both the prep school and college.[21]
Learning support: Pupils who have SEND and those who are neurodiverse make good and sustained progress from their different starting points.[21]
Enrichment: Pupils across all phases, including the early years and sixth form, benefit from a wide range of activities, enrichment trips and challenging opportunities.[21]
Pupil voice: Leaders encourage, listen and act upon pupils’ views, for example through the work of the school councils and parliaments.[21]
Independence: Teachers’ enthusiasm in subjects such as English, mathematics, physics and religious studies (RS) inspires pupils to learn, think for themselves and to achieve well. teachers’ written feedback does not always identify nor clearly explain to pupils what they need to do to improve their work and learn more.[21]
Collaboration: Pupils are highly supportive of each other. Pupils have a keen sense of right and wrong and work collaboratively to try and resolve conflict when it occurs.[21]
Structure: Teachers make good use of praise and rewards which helps to foster a positive environment. A suitable system of sanctions is employed[21]
Diversity: They appreciate diversity and the positive impact of the many different national and cultural backgrounds represented within the school community. The school has identified English as an additional language for 75 pupils.[21]
Sport: Pupils from both school sites access physical education (PE) and games lessons off-site at local recreational facilities, a local swimming pool and within recreational areas of Regent’s Park. Pupils achieve well in individual and team sporting pursuits, some obtaining both regional and national success.[21]
Performing arts: Pupils’ participation in music and music-making is of a high standard and they engage readily in regular school productions.[21]
Visual arts: Pupils’ high-quality artwork is evident in the displays of their work across both school sites[21]

Sources

Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Performance tables schools data (explore education statistics). Period 2025/26, provisional, published 2026-10-15. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Key stage 4 performance 2024/25: data guidance. Period 2024/25. Archived copy; original. Licence: OGL-3.0.
Quote
It is not possible to calculate Progress 8 for academic years 2024/25 and 2025/26 due to gaps in the baseline caused by COVID-19 disruption.
Department for Education: Compare School Performance download: KS4 final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: A level and other 16 to 18 results 2020/21. Period 2020/21. Archived copy; original. Licence: OGL-3.0.
Quote
Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes were set up to award grades.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: 16-18 destination measures: 16-19 study leavers institution level destinations. Period 2023/24. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Get Information About Schools: all establishments (independent schools' inspectorate and provision). Period 2026-10-17, published 2026-10-17. Publication page. Data file. Licence: OGL-3.0.
qcl.org.uk: qcl.org.uk — Admissions Policy v Approved Summer 2026 (PDF). Period 2026-10-14. Licence: copyright-quoted.
Quote
pupils with a family connection to Queen's (e.g. a sister currently at the College) have to gain entry on their own merit; there is no guaranteed right of entry (p. 2)
qcl.org.uk: qcl.org.uk — Fees. Period 2026-10-14. Licence: copyright-quoted.
Quote
Corgis Fee, 8.30am-3.20pm (with 15 hours funding) £4995 + lunch (p. 1)
Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
qcl.org.uk: qcl.org.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
Quotes (4)
Admissions: 020 7291 7070 / admissions@qcl.org.uk (p. 1)
Main Office: 020 7291 7000 / queens@qcl.org.uk (p. 1)
Although our main entry points are at ages 11+ and 16+, places occasionally become available in other year groups. (p. 1)
If your family is relocating or you are considering a change of school, we would be delighted to welcome you for a private tour of Queen's. It's the best way to experience the school, meet our Admissions Team and discuss current availability in your daughter's year group. (p. 1)
qcl.org.uk: qcl.org.uk — ISI report Feb 25 357497153 (PDF). Period 2026-10-14. Licence: copyright-quoted.
Quotes (20)
Pupils from both school sites access physical education (PE) and games lessons off-site at local recreational facilities, a local swimming pool and within recreational areas of Regent's Park (p. 3)
Pupils achieve well in individual and team sporting pursuits, some obtaining both regional and national success (p. 8)
Relationships between staff and pupils are noticeably warm and friendly (p. 9)
The emphasis on being kind permeates all aspects of school life (p. 9)
However, in some subjects and some lessons, the more able pupils in Year 7 to Year 11 are not sufficiently challenged and so do not make the progress they could (p. 3)
Effective pastoral care systems ensure that pupils with mental health or emotional needs are quickly identified and prompt action taken (p. 3)
Both school sites have 'thrive centres' which provide a haven for those pupils who need some quiet during the school day (p. 10)
Pupils' behaviour is exemplary in both the prep school and college (p. 9)
They appreciate diversity and the positive impact of the many different national and cultural backgrounds represented within the school community (p. 3)
The school has identified English as an additional language for 75 pupils (p. 15)
Teachers make good use of praise and rewards which helps to foster a positive environment. A suitable system of sanctions is employed (p. 9)
Pupils across all phases, including the early years and sixth form, benefit from a wide range of activities, enrichment trips and challenging opportunities (p. 8)
Leaders encourage, listen and act upon pupils' views, for example through the work of the school councils and parliaments (p. 11)
Pupils' high-quality artwork is evident in the displays of their work across both school sites (p. 7)
Teachers' enthusiasm in subjects such as English, mathematics, physics and religious studies (RS) inspires pupils to learn, think for themselves and to achieve well (p. 7)
teachers' written feedback does not always identify nor clearly explain to pupils what they need to do to improve their work and learn more (p. 7)
Pupils are highly supportive of each other (p. 3)
Pupils have a keen sense of right and wrong and work collaboratively to try and resolve conflict when it occurs (p. 11)
Pupils' participation in music and music-making is of a high standard and they engage readily in regular school productions (p. 7)
Pupils who have SEND and those who are neurodiverse make good and sustained progress from their different starting points (p. 8)