The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident academic best.

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Quay Academy

Our school's friendly, communal atmosphere was noted by Ofsted with them describing us as, 'a happy and inclusive school where pupils behave well and develop strong relationships'.


We try to give each pupil the opportunity to make excellent progress in each of the National Curriculum subjects.

To do this we use a Learning Challenge approach which aims to develop transferable skills, a curiosity about the world as well as a broadening knowledge bank.

The full range of the National Curriculum is covered in a broad and balanced way. All children are provided with opportunities to develop English and Maths skills across all curriculum areas.

To see a breakdown of the curriculum subjects by year please click on the documents below.

The curriculum jigsaws are reviewed each year to ensure the curriculum content is relevant and meets the ever changing needs or our children as well as the world they live in. After all, we are preparing our children to be the adults of the future and have jobs that may not yet exist!

Further information about our approach to Reading, Writing and Maths can be found in our Prospectus.

If you would like further information about the curriculum followed at Quay Academy please contact us.

Key Stages 1 & 2

On leaving the Early Years Foundation Stage, children transfer to Key Stage 1 (Years 1 & 2) where the school follows the compulsory National Curriculum. Please click here for further details.

It is our aim to develop the moral, spiritual, cultural, physical and intellectual potential of every child. With this in mind we provide a programme appropriate to the needs of each individual pupil. All classes are taught through a mixture of whole class and group teaching methods.

As part of this, the following common elements are taught:

Mathematics; English / Literacy, including guided reading, phonics and Spelling, Grammar and Punctuation sessions; Science; Computing; Art and Design; Music; Design and Technology; History; PE; Geography and Languages; Personal, Social, Health & Citizenship Education and Food Technology.

For more information on our curriculum planning for this academic year please download the documents below. Here you will find a breakdown of what your child will be covering by year group.

Phonics / Read Write Inc

At Quay Academy we choose to teach phonics through a scheme called ‘Read Write Inc’. We invest in this award winning programme as we believe it is the most effective and engaging way to teach children how to Read and Write.

In Reception the pupils begin to learn a sound (letter) a day and once they have learned just six sounds, we introduce blending the sounds together to read words. After a few weeks, the children are assessed and placed into groups where bespoke teaching of the programme can take place.

Once pupils have grasped reading simple words, the scheme introduces stories and writing simple sentences. By the end of year 1, Read Write Inc enables pupils to have the skills to pass the Year 1 Phonics Screening test and be able to read and write at a high standard. Our phonics check results at Quay Academy have dramatically improved since the introduction of Read Write Inc in 2018. 

If you would like further information about Read Write Inc please visit the following web site and click on the parent tab to view short videos and tips how to help your child with reading and writing at home.

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Reading is a central part of the curriculum and we expect that all pupils develop their reading both in school and at home. With such high expectations, we recommend pupils read at least three times a week at home and that reading records are completed by parents and guardians so that progress can be monitored and there is a positive home-school link. Challenging, aspirational texts are read in class in our ‘Active Reading’ sessions (Key Stage 2).  This session involves all children having a copy of the class book and listening to each other read while the teacher has the valuable opportunity to enhance and develop comprehension skills through questioning relating to the text. Children are also given the opportunity to read their scheme reading books in class - which they do independently or with a teacher or teaching assistant.

By the end of Key Stage 2 we expect children to be competent and confident readers who can read a wide range of texts and show an understanding through proficient comprehension skills.


Writing is taught using a Talk 4 Writing approach from Reception to Year 6. This allows pupils to learn a quality story or text that they can then imitate in their own writing before innovating in a different context. We look at many different forms of writing across the school such as stories with imaginative settings, instructions, recounts, humorous poems and so on. We apply these writing genres across the curriculum to ensure the children gain lifelong skills and are prepared for writing in the wider world.

SPAG (Spelling, Punctuation and Grammar)

SPAG is taught across the school in literacy lessons and is embedded into the writing. We focus on spelling patterns and common exception words, how to use the different forms of punctuation and how to construct sentences using the appropriate grammar. There are SPAG tests in the Year 2 and Year 6 national tests.


We include speaking and listening skills in most of our lessons. This may be through class discussions, drama activities, paired talk, oral rehearsal and in many other forms.


At Quay Academy, we believe that every child should achieve in mathematics. To drive us towards this goal, we follow the ‘Effective Maths’ programme – a mastery approach to the teaching of mathematics that aims to ensure every child reaches his or her full potential. Mathematics is essential to everyday life. It teaches children how to make sense of the world around them by developing their ability to calculate, reason and problem solve. The ‘Effective Maths’ programme consists of a number of non-negotiable elements.

These include:

  • Mastery
  • Procedural and conceptual understanding
  • Variations
  • Mathematical patterns, relationships and connections
  • Clear use of instructional routines to maximise pupil participation

The mastery approach focuses on depth rather than breadth from early on. Children from the earliest opportunity are given a comprehension diet of core number facts and concepts. Mastering these early on means that other concepts can be taught quickly in other year groups.

Following each unit of work, children are tested to assess their knowledge and identify gaps. This helps us to focus on interventions and allows up to keep the learning at the same pace.

In addition to the daily maths lessons, there is a fluency lesson to help develop rapid recall of number facts. This is done by using an online programme that all children can access to test their skills - this can be done while at home, promoting parental involvement.


Music plays a central role within the curriculum at DRET schools and is fundamental to our wider trust mission of creating aspirational and knowledge-rich pupils. Pupils will perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Pupils will also learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence. Pupil will understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

The DRET Music curriculum aims to ensure that all children:

  • Sing with a wide range and with a variety of expression.
  • Sing confidently in parts.
  • Read staff notation.
  • Experience playing an orchestral instrument in class ensemble (and to be given the opportunity to continue learning the instrument in smaller groups/one-to-one).
  • Hear a youth or professional orchestra live.
  • Hear a youth, church or professional choir live

In addition, there are opportunities for those children showing musical aptitude to be able to develop their musicianship through singing in choirs, playing in instrumental ensembles and joining local (and national) musical groups. The school’s Music Lead, guided by a DRET Primary Music Specialist, will direct these children to such ensembles.


At Quay Academy we understand how vitally important it is that children are digitally literate. We have adopted a topic based approach and computing is used across the curriculum to help consolidate and enhance concepts and ideas. There is ample opportunity for collaborative work, where children are equipped with the programming skills and aspects of computer science which will help them acquire the skills and understanding of how technology is used in society and the wider world. Children will also develop the necessary skills to stay safe online, be responsible and also respectful.

Religious Education

RE at Quay Academy follows the Agreed Syllabus for Religious Education for the Humberside region. This develops children’s knowledge, skills, understanding and attitudes in Religious Education. These are necessary for pupils' self-fulfilment and development as active and responsible citizens. Each of the major world religions are covered within the units for the Agreed Syllabus. 

First-hand experiences, the use of artefacts, visits to local places of worship and visits from local religious leaders are all planned to enhance enjoyment and understanding in RE. We also enable pupils to develop their own sense of identity and knowledge, understanding and sensitivity to the needs and contributions of all citizens and to understand that that we live in a diverse society.

Art and Design

The children’s creative talents are developed through their experiences of Art. The DRET enrichment programmes include many opportunities in the arts. These events are often cross-curricular which deepen learning. Key stage 2 children have the opportunity to perform in the nationwide programme ‘Shakespeare for Schools'. The school is currently working towards the Arts Mark.

Design Technology

(PSHE) Personal Social and Health Education (Jigsaw)

This is a very important cross-curricular strand, which underpins our school ethos. It is regularly covered throughout the school in a structured and incidental way. Activities relate to social skills, collaborative working and independence as well as self-esteem building and healthy lifestyles. Circle Time establishes a safe structure for children to express their views and opinions on life at school. The school follows the 'Jigsaw' scheme looking at the following ‘Jigsaw Puzzles’: Being Me, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me.

Physical Education

We actively encourage physical activity to aid the growth and development of children. Our P.E. curriculum reflects this.

We are following the Horizon Programme in EYFS and KS1 which develops balance, movement and basic skills such as throwing and catching, dribbling and striking. KS2 focus on a Games based curriculum covering the main sports such as football, netball, basketball, athletics and rugby, alongside a comprehensive gymnastics programme.

In Year 2 and Year 4 the children receive swimming instruction to develop the number of

Year 6 children who can swim 25m.

All children must change for P.E. (See School Uniform section). Earrings or studs must be removed for all P.E. lessons. If your child has pierced ears it is best if the studs are left at home on P.E. days.

We run various sports club which run on a lunchtime and after school so your child can pursue their sporting interests and develop their skills.

DRET hold Winter and Summer cup competitions so the children have the opportunity to be part of trials, training sessions and then to represent their school at a high level.  Other sporting opportunities such as masterclasses also arise throughout the year as part of the DRET enrichment programmes.


Science is covered  through the Core Knowledge Curriculum. Each half term every year group works through exciting topics which ensure that the children receive a balance of biology, physics and chemistry at an appropriate level. In addition to exposing children to the knowledge and understanding required for each of these topics, the children also complete hands-on investigations to ensure they are given opportunities to work scientifically and encourage individual scientific enquiry.

Science has changed our lives and is vital to the world’s future prosperity, therefore pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are also encouraged to understand how science can be used to explain what is occurring all around us, predict how things will behave, and analyse causes.


At Quay Academy we develop children’s understanding of Britain’s past, as well as that of the wider world, through a curriculum that inspires their curiosity to know about the past. History equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. It helps children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.


At Quay Academy the children’s understanding of the world is developed through a curriculum that inspires their curiosity and fascination of the world and its people that will remain with them for the rest of their lives. Lessons equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Modern Foreign Languages

At Quay Academy our chosen Modern Foreign Language is French as not only is it the language the pupils will continue to study at secondary school, but it is also the language with which the most staff are familiar. Although MF,L is not statutory at EYFS or KS1, our pupils start their language learning journey as soon as they enter Quay. Our younger children are exposed to French through stories, songs and games in informal, fun sessions. Then, in KS2, more formal French lessons begin, following the ilanguages scheme and Take 10 Phonics. These lessons involve lots of different activities and have opportunities to practice reading, writing, speaking and listening in the target language. Our French curriculum is built on the 3 pillars of language learning - grammar, phonics and vocabulary- but our main aim is to foster a love for learning a new language. Additionally, we have whole school language days each term to enhance the children's cultural capital. 

David Ross Education Trust and British Values

The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain.

A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self-esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted via our extensive house system that lends itself to cultural and sporting competition, democratic principles, social mixing, the development of greater pastoral care and enhanced PSHE.

Click here to find out more about British Values at our academy

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