Quarry Hill Academy Review 2026: Elite primary outcomes with strong wraparound and a big-club culture

For a state primary, Quarry Hill Academy delivers results that sit among the highest-performing in England. Its most recent Key Stage 2 outcomes show exceptionally high proportions reaching expected standards, plus an unusually large share working at the higher standard. That academic profile is paired with a busy enrichment calendar, including sports fixtures, trips, and a structured programme of clubs that runs before and after school.

The academy serves a diverse local community and offers provision from age 2 through to Year 6. Leadership and staffing are organised within Catalyst Academies Trust, and the school’s published materials emphasise high expectations alongside calm routines and inclusive practice.

The most distinctive thread running through Quarry Hill’s official reporting is clarity of expectation. The language is consistent across documents, assemblies, classroom routines, and the school’s wider culture. Behaviour and relationships are framed as a shared responsibility, not simply a set of rules. The “Big Question” assemblies are a good example, pupils are routinely invited to discuss moral and spiritual themes, practise respectful disagreement, and develop confidence in speaking to an audience.

The latest published inspection material describes a calm, inclusive environment where pupils feel safe and where positive conduct is the default expectation. It also points to bullying being rare, which matters to parents because it speaks to both supervision and the social norms among children. This is also a setting where staff are expected to intervene early, whether that is academic gaps or emerging pastoral needs, rather than letting issues drift.

Leadership is currently led by Mrs S Wakeling (Executive Headteacher). The wider staffing and early years leadership structure is set out clearly in school documentation, which is useful for parents who want to know who is accountable for nursery, safeguarding, special educational needs support, and family support.

Nursery and pre-school culture

Because Quarry Hill accepts children from age 2, a significant part of its “feel” is shaped by early years routines. The nursery and pre-school handbook emphasises a key-person model, structured safeguarding procedures at the gate, and continuity of planning with Reception. For families considering a start at age 2 or 3, that continuity matters, it reduces the sense of a hard reset at Reception and can make the move into full-time school less abrupt for some children.

Quarry Hill’s published performance indicators place it in the elite tier, meaning it sits among the highest-performing in England (top 2%). In the FindMySchool ranking for primary outcomes, it is ranked 232nd in England and 1st in the Grays local area (FindMySchool ranking, based on official data).

At Key Stage 2, 97.67% of pupils met the expected standard in reading, writing and mathematics combined. The England average is 62%. At the higher standard, 48.67% achieved greater depth in reading, writing and mathematics, compared with the England average of 8%. Reading and mathematics scaled scores are also very high, at 110 for reading and 110 for mathematics, with strong performance in spelling, punctuation and grammar.

What this means in practice is that Quarry Hill is not only getting almost all pupils over the expected threshold, it is also pushing a large share beyond it. For parents, that usually translates into faster pacing in Year 5 and Year 6, more stretch work embedded into normal lessons, and a greater likelihood that high-attaining pupils find enough challenge without relying on external tutoring. The trade-off is that expectations can feel intense for some children, particularly those who are confident socially but need more time to master core skills.

To compare these outcomes with nearby schools, parents can use the FindMySchool Local Hub page and the Comparison Tool to view results side by side using the same measures.

The most recent inspection narrative describes a curriculum that is ambitious across subjects and carefully sequenced, with teaching designed to help pupils build knowledge securely over time. It also highlights frequent review of pupil progress, with extra support put in place quickly where needed, and tutorial-style interventions helping children catch up fast.

Reading is treated as a whole-school priority, with planned support for families through workshops and guidance so that practice at home aligns with classroom expectations. This is a practical, parent-facing approach: it reduces guesswork and can be particularly helpful for families newer to the English education system or those supporting children who speak English as an additional language.

Early years practice is presented as deliberately aligned with the rest of the school. The nursery and pre-school handbook sets out a play-based approach guided by Early Years Foundation Stage expectations, but with clear routines and high expectations for independence. The key-person system is explicit, and home visits are described as part of transition arrangements, which can be reassuring for families whose children are starting formal education at a young age.

For a primary school, the most meaningful “destinations” evidence is how well pupils leave Year 6 prepared and how the school manages transition. The published inspection material describes pupils leaving exceptionally well prepared for secondary school, both academically and socially.

Transition support is also visible in practical planning. For example, the Year 6 activity-week planning explicitly accounts for multiple secondary schools’ transition days, indicating that pupils progress to a variety of receiving schools and that the academy works around those schedules to keep attendance and participation high. One named example within school materials is Kelvedon High.

For pupils with additional needs, the school’s special educational needs documentation states that liaison with secondary schools includes opportunities for the Inclusion Manager or SENCo to share relevant information and plan visits or meetings, which is often where transition succeeds or fails for children who need consistency.

Reception entry is coordinated through Thurrock’s local authority process, not directly through the academy. For Reception entry in 2026 to 2027, the school publishes that applications open on 01 November 2025 and must be received by 15 January 2026.

Demand is high. In the most recent admissions data provided, 339 applications competed for 60 offers for the Reception entry route, and the school is recorded as oversubscribed. That equates to 5.65 applications per place, and the first preference pressure is also strong. For families, the practical implication is that living locally can matter, but demand levels mean it is sensible to plan for realistic alternatives as well.

The academy’s published admissions policy also spells out how places are prioritised when applications exceed places. Priority begins with looked after and previously looked after children, then exceptional social, medical, or educational needs supported by evidence. It also includes a defined allocation of places for children eligible for Early Years Pupil Premium in the catchment area, subject to the required supplementary form and process. Subsequent criteria include staff children, catchment siblings, catchment children, then non-catchment siblings and non-catchment children, with distance used as the deciding factor within several criteria and a random allocation tie-break where needed.

Nursery and pre-school admissions

Nursery arrangements are different from Reception. The admissions policy states that nursery applications are handled via the school office, with places allocated on a first-come, first-served basis, and a waiting list used to fill vacancies. The policy also makes clear that attendance in nursery does not guarantee a Reception place, so families should treat nursery and Reception as two separate admissions routes.

The nursery and pre-school handbook also notes that children become eligible for funded early education hours based on age and criteria, and that parents should obtain the relevant eligibility code where applicable. For nursery and pre-school fees and session costs, check the school’s published early years information directly.

As a general England-wide reference point, local authorities issue primary offers on 16 April each year, and families then respond by the deadline set in the offer letter.

Parents who want to assess the practical likelihood of a place should use the FindMySchool Map Search to check distance from home to the school gates, but should also keep in mind that admissions outcomes depend on cohort distribution each year.

Pastoral work at Quarry Hill is shaped by two practical features: early intervention and structured routines. The inspection narrative emphasises quick identification of pupils who need extra help and the use of additional sessions to close gaps rapidly. This approach tends to suit children who respond well to clear structure and prompt feedback, and it can also support pupils who need confidence-building after earlier setbacks.

For early years, the nursery and pre-school handbook describes safeguarding routines, controlled handover at gates, and a key-person model designed to build trust quickly. That matters because at age 2 to 4, family confidence in routines often shapes a child’s ease of settling. The handbook also highlights a family support worker role within the staff team, signalling that parental engagement and early support are part of the planned model, not an afterthought.

Quarry Hill’s enrichment offer is unusually concrete for a primary school, largely because it publishes detailed club schedules. For Spring 2026, the club programme includes named options such as Running Club, Archery, Tag Rugby, Dance Club, GLEE Club, Board Game Club, Cross Stitch Club, Poetry Club, Movie Club, and invite-only options including Panathlon and squad-based football. The timings also show that some clubs run before school as well as after school, which can be a significant help for working parents.

The school’s external opportunities extend beyond the usual primary pattern. The latest inspection material references pupils attending events such as the Wimbledon tennis championships and the Wheelchair Rugby League World Cup, alongside broader educational visits and visiting authors and speakers. For pupils, these experiences often become the “memory moments” that sustain motivation, and for parents they are a signal that enrichment is planned and funded as a priority rather than a bonus when time allows.

Assemblies also play a role in enrichment, not simply as celebration. The school publishes that “Star of the Week” recognition sits alongside discussion of news stories and the weekly Big Question, linking personal development to routine practice.

The school day for Key Stage 2 includes registration from 8.40am, with the final session running until 3.15pm.

Wraparound provision is clearly defined. Before School Provision operates from 7.30am to 8.45am during term time, and After School Provision runs from 3.15pm to 6.00pm. The school notes that session costs are available via its documentation and from the office, so families should check current charges directly.

For travel, accessibility guidance for the Thurrock Council area notes that the nearest National Rail station is Grays, and it also outlines that parking is restricted locally and that parent access to on-site parking is typically limited.

This is a state school with no tuition fees. Families should still budget for the usual extras such as uniform and some trips, with details set out in school communications.

• Admission pressure. Reception entry is oversubscribed, and the volume of applications relative to places means families should keep alternative options open while applying.

• High expectations. The academic profile suggests fast pace and high ambition. This suits many children well, but some may find the intensity challenging without steady support at home.

• Nursery does not guarantee Reception. Early years places can be a good starting point, but they do not provide priority for the main school. Families should plan for Reception admissions separately and on time.

• Drop-off practicalities. Local parking constraints are worth checking early, particularly if you expect to drive regularly.

Quarry Hill Academy combines elite primary outcomes with structured routines and a genuinely detailed programme of clubs and wraparound care. It is a strong fit for families who want a high-expectation academic culture, clear behaviour norms, and practical childcare coverage around the school day. It particularly suits children who enjoy routine, respond well to challenge, and will take advantage of the breadth of enrichment. The main constraint is securing admission at Reception, given the level of demand.