Quest Academy

Quest Academy

Address: Anderson Avenue, Rugby, Warwickshire, CV22 5PE Unique reference number (URN): 144764

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Personal development and wellbeing Strong standard

The school's personal development programme is a significant strength. Leaders have designed a well-sequenced personal, social, health and economic curriculum alongside a carefully considered preparation for adulthood programme. These curriculums build pupils' knowledge over time and ensure that important themes are revisited regularly. Pupils develop a secure understanding of how to stay safe online and within the community, as well as healthy lifestyles, relationships and personal responsibility.

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Personal development and wellbeing Strong standard

Leaders place a strong emphasis on developing pupils' understanding of equality, diversity and fundamental British values. Pupils speak confidently about concepts such as democracy, mutual respect and individual liberty, and understand their importance in modern society. Pupils also develop a highly secure understanding of different faiths, cultures and backgrounds. For example, the school's cultural calendar provides meaningful opportunities throughout the year for pupils to learn about and experience a range of religious festivals, cultural events and celebrations. As a result, pupils are prepared well for life in modern Britain.

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Personal development and wellbeing Strong standard

Leaders provide an extensive range of enrichment opportunities that broaden pupils' experiences and aspirations. Pupils participate in a wealth of educational visits, including, for instance, trips to the Royal Shakespeare Company, Silverstone and Warwickshire skills show. In addition, pupils benefit from bespoke opportunities such as music tuition and participation in sporting events and competitions. These experiences help pupils to develop their interests, talents and confidence.

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Personal development and wellbeing Strong standard

The school's careers programme is highly effective. Pupils benefit from a wide range of careers-related learning, including visits to employers and providers, encounters with industry professionals and meaningful work experience opportunities in Years 10 and 11. Staff provide tailored support with CV writing, interview preparation and post-16 applications. All pupils have access to independent careers guidance. The school's careers fair is carefully designed to meet pupils' individual needs and aspirations, enabling them to engage with a broad range of local providers and employers. Consequently, pupils are well prepared for their next steps in education, employment or training.

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Achievement Expected standard

Leaders have rightly prioritised the development of pupils' foundational knowledge and skills. Many pupils, including those who are disadvantaged, make positive progress in reading from their individual starting points. Pupils also have regular opportunities to develop their literacy and numeracy skills through activities such as the school's 'Big Write' and in mathematics lessons. However, leaders recognise that there is still work to do to improve pupils' accuracy and fluency in spelling, handwriting and number skills. The school's approach to developing these aspects of pupils' learning is not, at present, as effective as it could be for some pupils.

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Achievement Expected standard

By the end of Year 11, many pupils achieve a range of qualifications across academic and vocational subjects. Leaders ensure that pupils leave school with qualifications in English, mathematics and science. Pupils are also entered for qualifications that match their needs and future goals, including entry level certificates, functional skills qualifications and GCSEs. In the wider curriculum, pupils achieve well in a range of subjects, gaining accreditation in areas such as food and cookery, computer science and music technology.

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Achievement Expected standard

Pupils are prepared well for the next stage of their education, employment or training. Most pupils move on successfully to appropriate destinations that reflect their interests, aspirations and individual needs.

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Attendance and behaviour Expected standard

Leaders have an accurate understanding of the barriers that affect pupils' attendance and behaviour. They work closely with families from the point of admission to develop effective pastoral support and address individual needs. Leaders have rightly prioritised improving attendance and have established clear systems to monitor and track pupils' attendance. They meet regularly as an attendance team and work closely with the local authority to identify strategies that encourage pupils to attend school more regularly. As a result, many pupils improve their attendance following their admission to the school.

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Attendance and behaviour Expected standard

The school's approach to behaviour is thoughtful and rooted in a clear understanding of pupils' individual needs. Effective transition arrangements ensure that each pupil has a behaviour support plan that is tailored closely to their circumstances. Staff review and update these plans regularly to ensure that they remain relevant and reflect any changes in pupils' needs or circumstances.

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Attendance and behaviour Expected standard

Leaders ensure that staff receive appropriate training in behaviour management and de- escalation strategies. Clear expectations for behaviour are established and applied consistently. Incidents of inappropriate behaviour and bullying are dealt with promptly and fairly. Staff develop warm and positive relationships with pupils, helping them to feel safe, valued and understood. Consequently, the school is calm and orderly. Pupils are respectful towards staff and each other, and most engage positively in learning.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of education across the school. The curriculum is well planned and carefully sequenced, enabling pupils to build their knowledge and skills over time. Leaders have established a consistent teaching approach that provides pupils with regular opportunities to revisit prior learning and practise new knowledge. Typically, teachers implement this approach effectively and promote pupils' communication and language skills well.

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Curriculum and teaching Expected standard

Leaders have established effective whole-school systems to assess pupils' knowledge and understanding over time. Staff generally check what pupils know, understand and can do well. However, in some instances, assessment information is not used effectively by staff to address gaps in pupils' knowledge or tackle misconceptions. When this occurs, pupils do not build on prior learning as securely as they could.

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Curriculum and teaching Expected standard

Leaders have rightly prioritised the teaching of early reading. Staff receive appropriate training and deliver the phonics programme consistently. Reading books are closely matched to pupils' phonics knowledge, enabling them to practise and apply the sounds that they know. Leaders monitor pupils' progress in reading carefully and ensure that timely extra teaching is put in place to address gaps in learning. As a result, pupils are supported to develop confidence and fluency in reading.

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Inclusion Expected standard

Leaders have established effective systems to identify pupils' needs and barriers to learning when they join the school. Through robust transition arrangements, pupils undertake a range of assessments that help staff to establish accurate starting points and identify the support required. Leaders ensure that staff have access to relevant information, including pupils' education, health and care plans, so that provision is tailored effectively to meet individual needs. Typically, staff use this information well to support pupils' learning, communication, social and emotional development. They adapt learning activities appropriately, enabling pupils to make progress from their individual starting points.

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Inclusion Expected standard

Leaders demonstrate a strong commitment to supporting vulnerable pupils, including those who are looked after and those who are known, or have previously been known, to children's social care services. These pupils benefit from high levels of pastoral support that help them to engage positively with school life and learning.

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Inclusion Expected standard

Leaders ensure that additional funding for disadvantaged pupils is used appropriately to address barriers to learning and support pupils' wider development. They also commission alternative provision effectively for the small number of pupils who access it. Leaders maintain appropriate oversight of these placements to ensure that pupils receive suitable support and continue to access education that meets their needs.

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Leadership and governance Expected standard

School and trust leaders, together with those responsible for governance, are knowledgeable, reflective and ambitious for pupils with special educational needs and/or disabilities. They place pupils' needs at the heart of decision-making and have established a clear vision for the school's continued development. Leaders have an accurate understanding of the school's strengths and have identified the right areas for further improvement.

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Leadership and governance Expected standard

Leaders have fostered a highly effective culture of collaboration and teamwork. Staff speak overwhelmingly positively about the support they receive and value leaders' approachable and supportive manner. Staff appreciate the consideration given to their workload and wellbeing. This contributes to high levels of morale and a shared commitment to improving outcomes for pupils.

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Leadership and governance Expected standard

Parents and carers hold the school in high regard. They value the care, support and guidance provided by staff and speak positively about the difference the school has made to their children.

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Leadership and governance Expected standard

Leaders have established a comprehensive programme of professional development. Staff benefit from regular training covering areas such as safeguarding, curriculum development and effective teaching practice. Professional development is informed by robust quality assurance processes and reflects the school's priorities for improvement. For example, the school's 'Teaching Assistant Academy' further strengthens provision by ensuring that support staff receive high-quality training that enables them to fulfil their roles effectively and contribute positively to pupils' learning.

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Leadership and governance Expected standard

Trustees and local academy governors have an accurate understanding of the school's work. They provide an appropriate balance of support and challenge, holding leaders to account while remaining focused on securing the best possible outcomes for pupils. Those responsible for governance fulfil their statutory duties effectively and ensure that safeguarding, finance and educational performance are monitored closely.

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What it's like to be a pupil at this school

Quest Academy is a welcoming and nurturing school that helps pupils to re-engage successfully with education. All pupils who attend the school have special educational needs and/or disabilities. Many join having experienced disruption to their education and gaps in their learning. Staff develop positive relationships with pupils and understand their individual needs well. As a result, pupils settle successfully and develop confidence in themselves as learners.

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What it's like to be a pupil at this school

Pupils say that they feel safe and well supported. They know who to speak to if they have any worries and are confident that staff will help them. Staff deal with incidents of bullying appropriately when they occur. Pupils behave well around the school and respond positively to the clear expectations that staff set. During social times, pupils enjoy spending time with their peers, participating in sports activities and interacting with staff. Many pupils attend school more regularly over time. They develop a strong sense of belonging and engagement.

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What it's like to be a pupil at this school

Pupils benefit from a personalised curriculum that supports both their academic and personal development. Leaders have established a strong focus on reading and ensure that pupils are supported to address gaps in their learning. Pupils develop important knowledge and skills that prepare them for adulthood, including through practical learning opportunities such as cookery. By the end of Year 11, pupils achieve a range of qualifications that help them move successfully to further education, employment or training.

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What it's like to be a pupil at this school

The school provides a wide range of opportunities to enrich pupils' experiences beyond the classroom. Pupils enjoy visits to galleries, exhibitions and workplaces, as well as whole- school events such as 'Questival', which celebrate their talents and achievements. A variety of extra-curricular clubs, including music, sport and art, help pupils to develop their interests, discover new strengths and broaden their horizons.

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Team inspectors:

Ian Tustian, Ofsted Inspector Darren Lennon, Ofsted Inspector

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Next steps

Leaders should embed greater consistency in the way that teaching uses assessment information to further close gaps in pupils' knowledge, skills and understanding. Leaders should continue to focus on ensuring that pupils develop greater accuracy and fluency in spelling, handwriting and mathematics.

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About this inspection

This school is part of MacIntyre Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Emily Hopkins-Hayes, and overseen by a board of trustees, chaired by Neil Fraser.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

During the inspection, inspectors spoke with the principal, other senior leaders, staff, pupils and those responsible for governance.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school caters for pupils with autism spectrum conditions and those with social, emotional and mental health needs. All pupils have education, health and care plans.

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About this inspection

The school currently makes use of 3 unregistered alternative provisions.

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About this inspection

The principal was appointed in January 2024. Since that time, there have also been several changes to the school's leadership team.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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