Quay Academy

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About Quay Academy

Name Quay Academy
Website http://www.quayacademy.co.uk
Ofsted Inspections
Principal Mrs Caroline Broadhead
Address Oxford Street, Bridlington, YO16 4LB
Phone Number 01262673219
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 358
Local Authority East Riding of Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils talk very positively about the school. They make comments such as, 'Every day is exciting.'

In particular, they love music. One pupil said, 'The music we do is my favourite. Singing just makes us feel so happy.'

Parents and carers say that staff are helpful. They say that any worries they have are quickly dealt with.

Pupils say they feel safe in school and that there is very little bullying.

They say that the best things in school are the choir, music and sports activities. Pupils who go to breakfast club say it gets them off to a good start in the morning, and ready to learn. In class, expectations are high, and pupils are eager to do their... best.

Pupils are proud to take up positions of responsibility. For example, some become members of the 'mini police' or join the junior leadership team.

Pupils are polite to each other.

They behave very well in lessons and concentrate hard. When outside, their play can become a little rough when they do not have things to do.

What does the school do well and what does it need to do better?

The principal and her senior team know the school well.

Teachers are dedicated and very happy working in the school. One teacher said, 'Senior staff really care about our health and well-being.' Leaders have built strong relationships with parents.

Almost all parents would recommend the school to others.

The principal has put reading as her top priority. Phonics teaching starts in the very first week pupils arrive in the Reception classes.

Careful records are kept, which ensures that any pupils who start to struggle are helped to catch up. Children enjoy reading. Staff read stories to pupils, which helps them to improve their vocabulary and inspires them to read their own books.

The books that young children read match the sounds that they are learning in phonics. This means that they have plenty of practice, both at school and at home, to learn how sounds match letters. Staff have had first-class training, so that there are many reading experts in school.

Teachers often watch each other teaching phonics so that they can pick up tips to improve their own teaching.

The curriculum is interesting, varied and a lot of fun. Pupils told us that, 'Every day is different.'

Physical education (PE) is taught by specialist teachers and builds up pupils' fitness well, for example by doing circuit training. Visits bring learning alive for pupils. For example, pupils go to the local beach in Bridlington to study the design of beach huts so that they can design their own.

Works by local artist David Hockney are studied, so pupils understand how the colour wheel works in art. Roquefort cheese, made in Bridlington's twin town of Millau, is sampled by pupils to help them understand cultures other than their own. The shining light in the curriculum is music.

Pupils broke into song to an inspector when describing their work in music. 'Music is absolutely amazing, especially the choir,' one pupil said. The curriculum is well organised and helps pupils to build up knowledge well.

Some subjects are still developing, such as geography. In these subjects, lessons do not develop pupils' knowledge as well, so pupils are less confident to talk about what they know and remember.

Pupils with special educational needs and/or disabilities (SEND) achieve well.

Good support is put in place to help pupils keep up.

In the Reception classes, good routines are in place indoors and outdoors. Children soon become confident in recognising numbers and shapes and making simple mathematical calculations, including those with SEND.

They become curious about books and practise the phonics they have learned. They learn to make friends, be polite and cooperate with each other. Children in Reception achieve well and are ready for the demands of Year 1.

Pupils' behaviour and attitudes are good overall. In school, where there is structure and pupils are crystal clear about expectations, behaviour is impeccable. However, at lunchtimes and breaktimes outside, less structure and activities mean pupils occasionally resort to being boisterous.

Pupils' personal development is strong. Many pupils take on responsibilities, such as being school councillors. They learn about different religions.

Many take part in music and sports activities after school.

Governance is effective. However, when checked the school's website did not have objectives to show how the school promotes equalities.


The arrangements for safeguarding are effective.

There is a good culture of safeguarding in the school. All staff, including lunchtime supervisors, are well aware of what they must do if they have any concerns about pupils.

Their training is thorough and regular. Staff have good relationships with parents. This means parents feel comfortable talking to staff about any worries they may have.

School leaders communicate well with outside agencies when necessary.

Pupils have a good understanding of how to stay safe when using the internet. All pupils say that there is always an adult to turn to if they have any concerns or feel upset.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Younger pupils occasionally resort to boisterous behaviour in the playground at playtime and lunchtime. This is because there is little to do and some lack the skills to organise team games and play cooperatively. Leaders need to ensure that pupils are supported in organising constructive things to do which involve them being physically active and avoiding rough play.

. Some areas of the curriculum, such as geography, are still being developed. Leaders need to ensure that plans sequence knowledge logically so that pupils build on what they already know.

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