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A re rell ax axee d su succe ccessf ssfuu l independent s chool

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Nursery and Pre Prep



Sixth Form

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What makes Queen’s special? Everyo Ever yone ne who visit visitss Queen’s comment commentss on th the e frien riendly dly,, rela re laxed xed at atmo mosphe sphere. re. Ther There’ e’ss a real sense of purpos purpose e and a passi assion on for lea learning, rning, bu butt pupils and staff enjoy one ano an oth ther’ er’ss co compan mpany. y. Thi Thiss is a school where everyone coun counts. ts.

“Every “Eve ryon onee seems to be smiling at Que ueen’s” en’s” Girll, Yea Gir Yearr 8

“Queen “Qu een’s ’s is a sc schoo hooll that helps peo peopl plee find their talen talent” t” Boy,Y Boy, Yea earr 7

“The “T he teac teachers hers are good, and so some me are funn funny” y” Boy,Y Boy, Yea earr 8

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Christian attitudes are central to the school’s daily life, firmly rooted in our Methodist heritage.

Communication Communication with other people is about far more than the words that are spoken. Body language, attitude and manners tell us just as much. Everyone who visits Queen’s comments on how relaxed yet purposeful the school feels. Staff and pupils operate in a atmosphere where relationships are straightforward, direct and truthful. This creates an ethos where each member of our community feels able to rely on the others. Commitments are to be kept and trust in others is the bedrock of behaviour. Christian values are both part of our heritage at Queen’s and a constant thread in the everyday life of the school. We aim to produce adults who can be depended upon, whether it is in their private or professional lives.

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We aim to foster the development of pupils who are keen to learn.

Enthusiasm We aim to foster the development of pupils who are keen to learn, keen to help one another make academic and social progress. This is learning not teaching. Pupils come to Queen’s as children but they should leave, if not as fully-fledged adults, then as young people who can function independently. This becomes essential when they enter the often bewildering world of university. Queen’s prides itself that our former pupils enter higher education full of confidence, enthusiasm and well-prepared for the new challenges they will face.

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Time management and the creation of a balanced internal work ethic is one of our highest priorities.

Independence Even the youngest children in the school are encouraged to see themselves as individuals, responsible for their own achievements and progress. Work assignments are given manageable deadlines and pupils encouraged to keep to them. Time management and the creation of a balanced internal work ethic is one of our highest priorities. Motivation has to come from within and when school and its internal rules are left behind, the adult with that drive and self-discipline will flourish. Good work and sustained effort are recognised with a system of commendations and informal prizes.

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Almost every individual will need to understand and exercise leadership at some point in their life.

Leadership Few of us will ever become Prime Minister or head a global business. However, almost every individual will need to understand and exercise leadership at some point in their lives. It might be running a project group in business or chairing a children’s playgroup. The same skills of tolerance, defining goals, and organising resources are required whatever the task. One reason Queen’s puts a large emphasis on the Duke of Edinburgh’s Award scheme (almost every Year 10 pupil takes part at Bronze level) is the opportunity it provides to develop leadership skills in small groups. Countless other chances arise in the wide range of co-curricular activities on offer at the college, from public speaking to kayaking. Because of the breadth and inclusivity of sports at Queen’s, many pupils will find the opportunity to help run a team themselves – as independently as possible from the staff coach in overall charge.

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Individuals are valued and enjoyed irrespective of their status within the school.

Friendliness Everyone who visits Queen’s is struck by its friendly, informal atmosphere. A glance at the lively throng outside the Café des Amis or an indoor football match in the sports hall shows that the different age groups mingle and mix together happily. Staff contribute to the ethos by involving themselves as participants rather than teachers in activities ranging from the jazz band to indoor hockey. Lessons are delivered in a conversational, low-key style rather than as lectures delivered from the front of the classroom. Much of the learning takes place in discussion-based group work, with the teacher acting as advisor and guide (facilitator) rather than lecturer. We still have a traditional structure at Queen’s but it is far more of a team than a hierarchy. Individuals are valued and appreciated irrespective of their status within the school’s organisation.

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Every pupil can find an activity to match their interests and talents.

Inclusiveness At Queen’s we avoid the “sheep and goats” syndrome. We celebrate every pupil’s achievement, whether it is Oxbridge entrance or maths GCSE at the third attempt. In some schools a small number of multi-talented and energetic pupils may come to dominate sports and co-curricular activities. Not at Queen’s. Our sports activities give almost every pupil the chance to play in a team. We enjoy winning – but results don’t dominate our attitude to the sports field. An extraordinary proportion of pupils play in musical groups or sing in choirs – often on an equal footing with staff musicians. The musical standards are always high – but equally important is the mutual trust and respect these activities develop. Our drama productions often feature a “cast of thousands” because staff know the value to individual pupils of being included in a complex and demanding group effort.

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Activities range from kayaking in Norwegian rivers to choral singing in Tuscan piazzas.

Adventure Our pupils are encouraged to seize opportunities and take risks. An outstanding staff are there to coach – and catch them if necessary. The range of co-curricular activities is startling, from kayaking in remote Norwegian rivers to choral singing in Venetian piazzas. The Duke of Edinburgh’s Award plays a central role in the outdoor life of the school but many less target-based pastimes such as climbing, horse-riding or watersports figure in the calendar. Of course, not all adventures happen in the fresh air. Our sixth-form produce their own play each year, many young musicians risk improvising in a jazz band. Creative excitement is a key ingredient of the Queen’s recipe.

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Nursery and Pre Prep



Sixth Form

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One college: four schools Nursery


Pre Prep: 3-7

Between the ages of three and seven the vital building blocks of any child’s education are laid. As well as learning basic number and language skills they need to develop a sense of school as a wholly encouraging and secure environment. Queen’s Nursery and Pre-Prep does all this and more in a wonderfully child-friendly set of facilities within the main campus.

Junior: 7-11

By now our children are developing fast, both intellectually and physically. Junior school is where horizons widen by the week. Whilst lessons deepen in content, opportunities outside the classroom multiply. New games such as rugby and hockey appear on the timetable. More than two-thirds of the junior pupils at Queen’s are learning a musical instrument. Outings and trips, some overseas, enrich the classroom experience.

Senior: 11-16

Here pupils develop the confidence to become individual young people and interact with the outside world. Even the academic programme reflects this with its emphasis on the National Curriculum and GCSE courses. Standards and expectations are high – but so too is the level of teaching and support. In sport, the creative arts – where Queen’s has a deservedly high reputation – and activities such as the Duke of Edinburgh’s award, the pupils will be stretched and challenged.

Sixth Form: 16-18

This is where our pupils make the crucial transition from school to the world of university and adult life. Their entrance ticket is likely to be the excellent A-level grades that Queen’s achieves annually. However, the maturity to function independently and make informed decisions is just as crucial and here the combination of an outstanding academic programme combined with a supportive pastoral and social programme gives Queen’s students that vital edge.

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Queen’s nursery provides the ideal launch pad for our children.

Nursery & Pre Prep Queen’s Nursery offers the ideal launch pad for our

In Key Stage 1 there is a two-class entry, based on

youngsters. From the age of three the children can

classes of up to 16, with a teacher and classroom

attend flexible sessions in the happy, safe and

assistant for each class. The dynamic and creative

inspiring environment which our highly qualified staff

topic based teaching provides a broad, balanced and

provide. Our exciting Early Years Foundation Stage

inclusive curriculum for all children.

achieved ‘Outstanding’ in the latest OFSTED inspection, which recognised the excellent child

Children at Queen’s Pre-Prep enjoy a wide range

centred curriculum that we offer, with a high emphasis

of after–school activities and clubs and the

on outdoor learning through our Forest School

communication between home and school is both


frequent and effective. The facilities are outstanding, matching the excellent individual relationships

We also have a thriving Parent and Toddler group that offers a range of activities - an excellent first step into the Queen’s College family.

between teachers and children.

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Our aim is to produce happy, inquiring children with a wide range of interests and the confidence to make the most of new challenges.

Junior Much of the emphasis in Queen’s Junior School is on

Sport is varied and inclusive, with most children

Our aim is to produce happy, mature, inquiring

breadth of experience. Hand-in-hand with the

having the opportunity to represent the school and

children with a wide range of interests. The Junior

children’s academic development is a wide and varied

experience the buzz of competition and team

School gives them the confidence to make the most

co-curricular programme aimed at developing

loyalties. The trips out of school that team sports

of every opportunity put before them and prepares

confidence, creativity and individuality.

provide, contribute to the relaxed, informal

them for the new challenges that Senior School will

relationships between teachers and pupils. So too, do


The majority of pupils play at least one musical

the many educational trips that are a regular part of

instrument. They are encouraged to play and perform

the curriculum. Their number and frequency is

with others in choirs, orchestra and many other

matched only by the regular visitors who bring their

musical groups. Drama is a focal point within the

experiences into the school – everything from World

school, and performances vary from assemblies to

War II pilots to Senegalese drummers.

musical shows.

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Pupils have access to a broad and interesting curriculum, taught by an outstandingly committed staff.

Senior Senior school really is at the heart of the Queen’s

The facilities are impressive by any standards. A high-

Pastoral care is based on the house system. Every

campus. A group of buildings ranging from elegant

speed IT network links over 300 computers to both

pupil will belong to one of eight boarding or day

19th century to state-of-the-art science labs houses

the internet and the school intranet. The majority of

houses. Within that structure are tutor groups based

the 11-16 age group. Average class sizes are around

PCs are grouped in one of four dedicated suites

on the child’s academic year. Tutors are responsible

17, depending on the subject and the set. Pupils have

around the site but there are also computers in

for an average of 12 pupils and are easily

access to a broad and interesting curriculum, taught

individual classrooms, each of which has an LCD

contactable both within the school and by parents.

by an outstandingly committed and enthusiasic staff.

projector. Many also have interactive whiteboards.

Each house has a set of dayrooms within the school,

Some have written internationally recognised

Pupils have open access to either the Learning

giving pupils a place to socialise and store books and

textbooks on their subjects. Others have vital

Resource Centre or Senior Resource Centre,

equipment. The house system enables senior school

qualifications and experience in co-curricular activities.

depending on age. Games facilities are equally good,

to be both broad and challenging, yet retain the

with a large sports hall and two Astros - one floodlit -

sense of friendliness and family that is so special

complementing the 30 acres of immaculate

to Queen’s.

playing fields.

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The monthly meetings of the Sixth Form Society are crucial in broadening the minds and world view of our students.

Sixth Form At Queen’s our Sixth Form are not just older pupils.

Academically the emphasis is firmly on independent

rugby team toured New Zealand, whilst the netball

This is a school within a school, housed in its own

learning. Teachers see their function as guiding the

and hockey teams played in Singapore and Australia.

distinct building with access restricted to Years 12 &

Sixth Form through their A-level courses, pointing

Activities such as theatre visits, formal dinners and

13. There is a modern state-of-the-art senior resource

them at the right reading and Web resources.

social evenings such as Salsa nights are frequently on

centre, with every PC linked to the school’s high-

A number of more specialised subjects are being


speed IT network. Downstairs is a social centre with

provided through online courses, used in conjunction

comfortable furnishings, satellite television, music

with Queen’s dedicated video-conferencing suite.

The monthly meetings of the Sixth Form Society are

system and an computer area for social networking

Students are closely monitored during their two years

crucial in broadening the minds and world view of our

and informal browsing. There are also vending

in the Sixth Form by their individual tutors to avoid

students. Speakers cover a wide spectrum of activities

machines run by the Sixth Form themselves for

the difficulties that can happen when youngsters fall

from sportsmen to entertainers (not forgetting the

snacks and baguettes

behind with demanding work schedules. Students are

occasional academic).

able to choose their own tutor according to the However, the Sixth Form are very much a part of the

teacher’s subject interest or career specialisms.

main school body through their leadership role. As

By the end of their two year course our Sixth Formers should have qualified for our own broadly based

House and School prefects and as members of the

But it’s not all work. Sixth-formers still make up most

Recognition of Achievement Award and leave

Sixth Form Executive our young people learn how to

of the school’s flagship sports teams. Recently the

prepared for the outside world and wanting to

exercise administrative and judgement skills.

make a difference.

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Out of school hours, life for boarders is stimulating and busy, educationally and socially.

Boarding Around a third of the pupils at Queen’s are boarders.

Out of school hours, life for boarders is stimulating

They come from a wide range of backgrounds: some

and busy, educationally and socially. Communication

from Services families, some from overseas, some just

between House staff and parents is regular and

because their parents value the seven-days-a-week

informal, making it easy to resolve any difficulties

ethos of a traditional English boarding school.

before they become problems.

Certainly their presence gives the campus a constant vibrancy and energy. The four boarding houses (two boys’ and two girls’) are each under the care of a houseparent and a resident tutor.

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The Headmaster I do hope you have enjoyed reading this prospectus.

I am proud of a comprehensive co-curricular

I would encourage you now to make a personal visit

programme that develops leadership qualities,

to Queen’s to experience the relaxed and purposeful

teamwork, confidence and esteem. Music, drama,

atmosphere here.

art, sport, Duke of Edinburgh’s Award and outdoor pursuits provide the backbone for this. The

We are a caring, Christian family community,

enthusiasm and experience of an outstanding staff

committed to fulfilling the potential of each individual.

is the driving force behind all of these activities.

We aim to achieve high standards in all academic and co-curricular activities. It’s very important to me that

The school motto “non scholae sed vitae discimus” –

I still teach in the classroom and get out on to the

“We learn not for school but for life” is as relevant

games field as often as possible. I’m delighted to

today as it was when the school was founded in

have had my two sons pass through Senior and

1843. I see my role as leading Queen’s into the 21st

Junior school. Broad smiles bear testimony to their

century, encouraging those skills and qualities young

enjoyment of life here.

people will need in their future lives.

We are constantly updating the facilities at Queen’s

I look forward to meeting you.

to enhance our teaching and learning. The internet, intranet and video conferencing facilities extend our resource base. Laptops, projectors and interactive whiteboards are transforming classroom practice, exciting intellectual curiosity and promoting independent learning.

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I see my role as leading Queen’s into the excitement and challenge of the 21st century.

Christopher J Alcock BSc, FRGS

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Headmaster: Christopher J.Alcock BSc, FRGS Queen’s College: Trull Road, Taunton, Somerset TA1 4QS Web: Telephone: 01823 272559 Fax: 01823 338430 E mail:

Queens College Prospectus  
Queens College Prospectus