The Quest Academy Review 2026: Croydon secondary with a strong sixth-form focus

A secondary school can feel most convincing when the day is structured, expectations are explicit, and students know what the next step looks like. That is the clearest thread running through The Quest Academy’s published materials, from a tightly timetabled school day to a deliberate approach to enrichment and careers education.

The most recent Ofsted inspection (12 and 13 March 2024) judged the school Requires Improvement overall, with Behaviour and attitudes, Personal development, and Sixth-form provision graded Good.

For families, the headline is simple: the sixth form is a comparative strength, while Years 7 to 11 are the improvement priority. That has practical implications for who it suits, and how much weight you place on post-16 opportunities versus current GCSE trajectory.

The school frames its culture around values and routines rather than grand claims. The school day begins with the site open at 8:00, then registration and tutor time from 8:45, with teaching periods running through to 15:25. That shape matters, because it supports consistency for students who benefit from predictable rhythms and clear transitions.

Leadership is also presented as a layered model. The Ofsted report describes an executive headteacher, Andy Crofts, alongside a head of school, Thomas Beecham, and places the academy within The Collegiate Trust. The trust-wide context is not just governance detail; it signals that improvement work is likely to be approached with shared systems and oversight rather than isolated initiatives. That may appeal to families who value standardisation and well-defined lines of accountability.

The current leadership appointments are traceable. A trust letter to parents in September 2022 states that Andy Crofts was appointed Executive Principal, and Thomas Beecham was appointed Head of School. In practice, this means the school has been operating with the same top leadership model for several years, long enough for families to expect that the next phase should be about embedding quality in classrooms rather than reorganising structures.

Historically, this is a comparatively modern academy story. Ofsted correspondence from 2012 notes that the academy opened in September 2010 on the site of its predecessor school. For parents, that is useful context because the school’s identity is strongly tied to change and rebuilding, with the academy narrative centred on improvement, standards, and new provision rather than long-standing tradition.

The performance picture is best understood in two layers: GCSE outcomes sit around the middle of England schools on the available ranking, while A-level outcomes sit well below England average on the available ranking. Both points can be true at once, because a sixth form can be a different experience in curriculum quality, entry profile, and support.

GCSE (Key Stage 4)

Ranked 2,329th in England and 26th in Croydon for GCSE outcomes (FindMySchool ranking based on official data). This places the school broadly in line with the middle 35% of schools in England (25th to 60th percentile).

On the available measures, the school’s Attainment 8 score is 43.8, and Progress 8 is -0.36. A negative Progress 8 score indicates that, on average, students made less progress than pupils nationally with similar starting points. In practical terms, this tends to show up as variability between subjects, and inconsistent consolidation of key knowledge across Year 7 to Year 11.

EBacc outcomes are also a useful signal for curriculum access and success. The proportion of pupils achieving grades 5 or above across the EBacc measure is 12.4 on the available data, alongside an EBacc average point score of 3.96. For families focused on a strongly academic EBacc pathway, this is a prompt to ask detailed questions about subject take-up, support, and how the school closes gaps for students who are behind in literacy or have weak foundations.

The current inspection narrative aligns with the Progress 8 and attainment picture, describing an ambitious curriculum intent that is not being realised consistently in Years 7 to 11. The implication is not that ambition is absent, but that implementation and classroom practice are the main constraint.

A-levels and post-16 outcomes

Ranked 2,324th in England and 21st in Croydon for A-level outcomes (FindMySchool ranking based on official data). This places the school below England average on the available ranking.

Grade distribution reinforces that picture. On the available measures, A* is 0.76%, A is 6.87%, and B is 17.56%, meaning A* to A totals 7.63%. The A* to B measure is 25.19%, compared with an England benchmark of 47.2% on the available comparison field.

That looks challenging on paper, but it should be read alongside two important contextual points. First, the school’s own published table shows A*-B at 26% in 2024, which aligns closely with the 25.19% figure above. Second, the inspection narrative explicitly distinguishes the sixth form as well taught, with demanding tasks and strong subject knowledge.

For parents, the practical takeaway is to treat Quest6 as a structured sixth form that may suit students who respond well to high support and clear routines, but to examine subject-by-subject outcomes and entry requirements carefully.

The school’s published approach emphasises planning, varied lesson lengths, and deliberate structuring of the day. That matters most when it translates into classroom clarity: students know what success looks like, how misconceptions are checked, and what independent practice is expected.

External evaluation indicates a clear split between curriculum intent and classroom experience in Years 7 to 11. The latest inspection describes an ambitious curriculum, but identifies that teaching does not consistently ensure students understand and remember content well, and that expectations are not consistently high enough. This is not a minor nuance. If teaching quality varies, students who can self-organise and push through may still do well, while those who need consistent modelling and systematic checking can fall behind quickly.

Reading is a good example of how this plays out. The inspection describes whole-class reading sessions within English, but notes that for some pupils the texts are not well matched to build fluency and confidence. The implication for parents is to ask very specifically about reading assessment, how books are selected, and what additional intervention looks like for students who are not yet secure.

Support for students with special educational needs and disabilities is described as variable, with clear plans but inconsistent use in lessons. Families considering the school for a child with additional needs should ask to see how plans are translated into day-to-day classroom strategies, and how staff training is focused on practical implementation.

By contrast, the sixth form is described as well taught, with expert subject knowledge, clear presentation, and demanding tasks. If you are choosing primarily for post-16, the key question becomes whether those strengths are available consistently across the subjects your child wants to study, and whether the sixth form entry criteria align with your child’s current GCSE trajectory.

The school publishes destination materials for Quest6 leavers across multiple years, presented as visual destination maps, which signals that progression planning is taken seriously and communicated to families.

Where comparable destination figures are available, the most recent cohort data indicates a mixed set of pathways. For 2023/24 leavers (cohort size 52), 46% progressed to university, 4% to apprenticeships, 2% to further education, and 21% entered employment.

This profile is consistent with a sixth form serving a broad intake, where university progression is substantial but not the only route, and where employment and apprenticeships remain meaningful outcomes. For many families, that blend can be a positive, especially if you value a school that treats post-18 planning as more than a university pipeline.

A key limitation is that Oxbridge destination data is not available in the published fields used here, so families interested in highly selective pathways should ask for subject-level guidance and historical application support within Quest6.

Year 7 admissions are run through coordinated local authority admissions, rather than direct application to the school. The admissions criteria for September 2026 set the planned admission number at 180 for Year 7.

Competition for places

Demand indicators show the school is oversubscribed on the available preference data, with 303 applications for 147 offers, and a subscription proportion of 2.06 applications per place. This does not guarantee that every year is equally competitive, but it is a clear signal that families should not treat admission as automatic.

The school’s published oversubscription criteria for September 2026 place priority, after students with an Education, Health and Care Plan naming the school, in the following broad order: looked-after and previously looked-after children, medical priority, children of staff, siblings, a priority linked to Quest Primary School, then distance.

Key dates for 2026 entry (Croydon coordinated admissions)

For Croydon secondary transfer, the local authority prospectus sets out the standard timeline: online applications open 1 September 2025, the statutory deadline is 31 October 2025, National Offer Day is 2 March 2026, and the deadline to accept or refuse an offer is 16 March 2026.

Open events typically sit in September and October. The Croydon prospectus lists The Quest Academy open evening on 16 September 2025, with open mornings on 22 September, 29 September, 6 October, and 13 October 2025. The school’s own admissions page confirms there were no further open events for September 2026 entry at the time of publication, and invites families to arrange a tour.

Practical tip: if distance is likely to matter for your application, use FindMySchool’s Map Search to measure your precise home-to-school distance and keep an eye on how patterns change year to year.

Sixth form entry (Quest6)

Quest6 admissions are handled by the sixth form itself, which is standard practice for Croydon post-16. The September 2026 admissions criteria describe a sixth form of 215 students overall, with 108 places in Year 12, and an admission number of 5 places offered annually to eligible external applicants, with additional external admissions possible if internal progression is below capacity.

That detail is important. It implies that most Year 12 places are expected to be filled by internal students, and external places may be limited in a given year. If you are applying from another school, treat early engagement as essential, and ask how conditional offers are made and confirmed.

Students benefit from clear routines and a visible pastoral structure. The school publishes named pastoral and SEND leadership roles, including a Pastoral Director and a SENDCo, which signals that pastoral work is a defined leadership responsibility rather than an informal add-on.

One practical wellbeing feature is the daily free breakfast offer, available to all students including sixth form, served from 08:00 to 08:30. For some families, that is more than a convenience. It can support punctuality, reduce morning stress, and give students a calmer start, particularly where home routines are complex.

Ofsted confirmed that safeguarding arrangements are effective. Beyond that headline, the inspection narrative also points to a focus on attendance improvement and a personal, social and health education programme that covers relationships, consent, and staying safe.

Student leadership opportunities are also clearly defined. The student handbook describes Academy Captains selected from Quest6, including Head Boy, Head Girl and House Captains, chosen through a multi-stage process. This matters because leadership programmes can be a strong motivator for students who engage best when they have responsibility and status within a structured framework.

The school treats enrichment as a planned part of the timetable, rather than an optional afterthought. The published enrichment model allocates two periods per week for Years 7 to 10 and one period per week for Years 12 to 13, with activities shaped by student voice through a council and annual survey.

The most useful detail for parents is the specificity of the offer. Examples given include coding, golf, anime, Greek, yoga, and an introduction to medicine. This is a strong signal that enrichment is being used to broaden horizons and build cultural and academic curiosity, not simply to fill time. The likely implication is that students who are open to trying unfamiliar activities can build confidence quickly, while students who prefer a narrow set of interests may need encouragement to engage.

The school’s wider cultural offer is structured through a Cultural Capital Curriculum framework, described as combining enrichment, academy days, and an activities week. The school also states that Years 9, 10 and 11 complete the Duke of Edinburgh’s Award, with community service embedded as part of that programme.

Facilities support the breadth. The Quest6 centre is described as a purpose-built building with seminar-style classrooms, a sixth form library and social areas, a theatre-style performance hall, science labs, dedicated music rooms, and an art suite with an outdoor art studio. For students, that matters because post-16 motivation is often linked to having adult-appropriate spaces and a clear sense that sixth form is different from lower school.

Sport is a visible strand, with a post-16 football academy programme run in partnership with Teknika Pro. The school describes UEFA-qualified coaches, training two to three times per week on astroturf pitches and in the sports hall, and opportunities for league competition and representation links. For a student who is serious about football but also needs a structured academic pathway, this kind of integrated programme can be a strong fit, provided the academic timetable remains realistic.

The day runs from an 8:00 site opening to a 15:25 finish, with registration and tutor time starting at 8:45.

For travel, Croydon’s school directory lists bus routes 433, 64, 130, 359, 466, and notes the Gravel Hill tram stop as a local link.

Families comparing options should use FindMySchool’s Local Hub Comparison Tool to place the school’s GCSE and A-level profile alongside nearby alternatives, then use Saved Schools to keep a clear shortlist as open events and application deadlines approach.

• Current improvement journey: The 2024 inspection outcome is Requires Improvement overall, with curriculum delivery in Years 7 to 11 identified as the key weakness. Families should ask how teaching consistency is being strengthened, and what changes students will notice this year.

• Progress 8 is negative: A Progress 8 score of -0.36 suggests students, on average, are not making the progress expected from their starting points. If your child needs consistent scaffolding to stay on track, ask what targeted support looks like in core subjects.

• External sixth form places can be limited: The published Year 12 admission number for external applicants is 5 for September 2026, with additional places only if internal progression is below capacity. If you are applying from another school, treat this as competitive and engage early.

• Enrichment expects participation: The enrichment model is built into the timetable and encourages students to rotate through unfamiliar activities. That suits students who enjoy variety; it may feel demanding for those who prefer a narrower comfort zone.

The Quest Academy offers a structured school day, a deliberate enrichment model, and a sixth form with strong facilities and a clear identity. The current challenge is improving consistency of teaching and learning in Years 7 to 11, which is central to shifting GCSE progress. Best suited to families who value routines and a broad programme, and whose child is likely to respond well to clear expectations, enrichment participation, and a defined post-16 pathway.