|Name||The Quest Academy|
|Ofsted Inspection Rating||Good|
|Address||Farnborough Avenue, South Croydon, CR2 8HD|
|Religious Character||Does Not Apply|
|Number of Pupils||825 (48.1% boys 51.9% girls)|
|Number of Pupils per Teacher||14.1|
|Academy Sponsor||The Collegiate Trust|
|Percentage Free School Meals||33.4%|
|Percentage English is Not First Language||36.4%|
|Pupils with SEN Support||13.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (03 June 2015)
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Information about this school
The Quest Academy-Coloma Trust is much smaller than most secondary schools, but is growing rapidly. The academy expects the total number of students on roll to exceed 600 from September of this year. This includes a sharp rise in the total expected to be on roll in the sixth form, which is currently very small. The sixth form opened in September 2012. The academy became a sponsored academy as part of the Coloma Trust in September 2010. The Trust comprises three secondary schools in total. Each school retains a separate governing body but the Trust oversees governance in all three. The proportion of disabled students and those who have special educational needs in the academy is above the national average. The proportion of disadvantaged students for whom the academy receives the pupil premium is well above average; it represents the majority of students on roll. Pupil premium is additional government funding for those students known to be eligible for free school meals and those who are looked after. Students come from a wide range of minority ethnic groups. For just under one third of the students on roll, English is an additional language. There are no students following courses with other providers. The academy meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The academy’s Executive Principal is also the headteacher of one of the other schools within the Trust, Coloma Convent Girls’ School. The Principal of the Quest Academy- Coloma Trust has recently become Executive Principal of the third school within the Trust, Archbishop Lanfranc Academy-Coloma Trust. There have been extensive changes in leadership posts since the previous inspection, including with regard to those middle leaders responsible for subjects. The academy moved into new accommodation in September 2014 on a site adjacent to the previous building.
Summary of key findings for parents and pupils
This is a good school. Leaders and the governing body have ensured that the academy has improved significantly since the previous inspection and is now good in all areas. The Principal provides strong leadership to the academy. He and other senior leaders have created a culture where success is expected from students of all abilities. Plans for further improvement are clear and sharply focused. Teaching is strong across the curriculum and is much improved. High-quality marking makes a strong contribution to students’ accelerating progress. Students behave well both in lessons and around the new academy site. They are proud of their accommodation and treat the environment with respect. Students’ enjoyment of academy life is reflected in the rising level of attendance, which is now above average. Students confirm that they feel safe in the academy. They know about the risks which young people may encounter. Students achieve consistently well. From below average starting points, they make at least good progress in a range of subjects. With only minor variations, all groups, including disadvantaged students, achieve as well as others. Achievement in English is especially strong. Teachers also ensure that students’ basic literacy and numeracy skills are well promoted across the curriculum. The well-led sixth form provides students with a good education. Students are increasingly successful in their studies and benefit from effective teaching and good quality support form teachers and tutors. In almost all cases, students move on to higher education or suitable work-related alternatives. It is not yet outstanding because: In a small minority of lessons, students are not given the right level of challenge. This limits the ability of the most able, especially, to attain the highest grades in some subjects. Students’ skills in speaking and listening are not as well developed as they are in reading and writing. Not all leaders responsible for subjects are able to contribute as well to rapid school improvement as others with greater experience.