The Quay School

Inspection of The Quay School 160 Herbert Avenue, Poole, Dorset BH12 4HU

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Outstanding

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The headteacher of this school is Russell Arnold. This school is part of The Delta Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), John White, and overseen by a board of trustees, chaired by Andy Baker.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since March 2015. The school received an ungraded inspection under section 8 of the Act in March 2019. Since September 2024, schools have not been awarded an overall effectiveness grade. 29 and 30 April 2025

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What is it like to attend this school?

Many pupils have been out of education for some time before starting at The Quay School. Due to the high aspirations and expectations of the school, pupils re-engage with learning and thrive. Pupils are happy, safe and nurtured with understanding and expertise. Across the different sites, pupils delight in learning a range of subjects. This helps them to make informed decisions about their next steps and flourish.

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What is it like to attend this school?

The curriculum is expertly designed enabling pupils to learn very well. Each pupil’s learning needs and interests inform the design of the curriculum and the way in which it is taught. This highly personalised approach to the curriculum enables and supports pupils to excel. As a result, pupils develop high aspirations for their future. For example, pupils gain a breadth of accredited examinations to support them in accessing the next stage of their education.

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What is it like to attend this school?

Pupils’ behaviour in lessons and around the school is exceptional. Pupils follow the routines of school and learn to regulate their emotional responses to the world around them. Positive relationships with staff are pivotal to the development of pupils’ character. Through these relationships, pupils learn about the importance of friendship, respect and kindness.

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

The social, emotional and academic needs of pupils are at the centre of all the school does. The school prioritises the holistic development of pupils to build their confidence and self-esteem. This ensures pupils are enabled to learn with success. For example, through the impressively designed outdoor education programme, pupils develop strong decision-making skills alongside physical agility in a range of sports. Pupils were observed navigating difficult terrain on mountain bikes with expertise.

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

Teachers have excellent subject knowledge. They check each pupil’s starting points to ensure that the curriculum is designed to address gaps in their knowledge. Staff continually check what pupils know and do not know to ensure that they build progressively on their prior knowledge.

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

Reading is given the utmost consideration in all areas of the curriculum. Pupils who need help with reading are given expert support. Pupils read well and enjoy a breadth of texts. Through reading, pupils extend their knowledge of vocabulary and grammar very well. Therefore, they learn to communicate their views about the world both in writing and verbally very well.

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

Each campus across the school has been expertly designed to support pupils to learn and re-engage with education. Pupils value the opportunities to learn in calm, highly personalised settings. Pupils’ attitudes to learning are very strong. The school manages the complex attendance issues posed by some pupils on a bespoke basis. This results in notable improvements. 29 and 30 April 2025

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Pupils’ personal development is prioritised in all areas of the curriculum. The personal, social and health education is well planned and highly responsive to the needs of pupils. Pupils learn about the world around them in depth. For instance, pupils access local parks and learn about their maritime heritage through coasteering and sea swimming. Through the curriculum, pupils learn about the importance of individual liberty and democracy. Pupils voice their views about the school through the student council. The school supports pupils to learn how to become exemplary citizens of modern Britain.

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Pupils receive informed and insightful guidance on further education, apprenticeships and work. They have many opportunities to engage with local employers and colleges. The school tailors this carefully to pupils’ interests and learning needs. Pupils are supported to learn key knowledge and skills to enable them to progress to their next steps. This enables pupils to plan their futures and aspire to do well.

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Leaders’ vision for the school is shared unanimously by staff. Leaders and staff have expert knowledge of the complex and broad range of special educational needs and/or disabilities. They use this knowledge impressively to inform the development of the curriculum and the wider experiences they provide. Those responsible for governance are very knowledgeable about the school. They pose challenge and support in equal measure. Parents and carers are overwhelmingly positive about the transformative role the school plays in their child’s development.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 29 and 30 April 2025

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School details

Local authority Bournemouth, Christchurch & Poole

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School details

School category Academy alternative provision converter

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School details

Date of previous inspection 21 March 2019, under section 8 of the Education Act 2005.

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Information about this school

 The Quay School is an alternative provision academy for pupils who have been permanently excluded or who are at risk of permanent exclusion. It also provides for pupils with medical needs, including hospital inpatients.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 29 and 30 April 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held discussions with the headteacher and other members of the leadership team.  An inspector held discussions with the chair of the governing body, the chair of the board of trustees and the CEO of the trust.  An inspector held a telephone discussion with the education officer from the local authority.  Inspectors carried out deep dives in English, mathematics, physical education and business education. In each subject, inspectors met with senior and curriculum leaders, talked to pupils, visited lessons, spoke to teachers and looked at examples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the views of parents and carers who responded to the confidential survey, Ofsted Parent View. They evaluated the views of staff and pupils through discussions.

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Inspection team

Susan Aykin, lead inspector His Majesty’s Inspector

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Inspection team

Sean McKeown Ofsted Inspector 29 and 30 April 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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