Co-op Academy Priesthorpe

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About Co-op Academy Priesthorpe

Name Co-op Academy Priesthorpe
Ofsted Inspections
Headteacher Martin Blacoe Louise Pratt
Address Priesthorpe Lane, Farsley, Pudsey, LS28 5SG
Phone Number 01132574115
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1091
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Co-op Priesthorpe Academy are proud to be part of an inclusive community. All pupils are members of small coaching groups where they can maturely consider current affairs and develop strong bonds of friendship. These groups also help to foster the strong relationships between pupils and staff that inspectors saw throughout the inspection.

Sixth-form students know that they are an integral part of the Priesthorpe community. They receive targeted help and advice which means they are well prepared for the steps they want to take as they leave the sixth-form provision.

Behaviour across the school is calm and orderly.

Pupils know that bullying and deroga...tory language will be dealt with quickly but it is rare for such incidents to occur. Teachers' consistent application of high expectations means that pupils know what is expected of them. Pupils treat each other with respect and feel safe.

Pupils with special educational needs and/or disabilities (SEND) are effectively supported. Teachers receive clear information about the needs of all pupils. They use this information well, for example, by considering how they might help pupils to take advantage of the extensive extra-curricular clubs and activities that are offered.

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

The development of a strong Priesthorpe community is at the heart of leaders' vision for this school. This is evident in all aspects of the school's work. For example, subject leaders work together to create links across subjects for the benefit of pupils.

In science, for example, the work pupils cover on 'healthy living' in Year 7 is explicitly linked to other learning about health and well-being in 'personal, social and health education' (PSHE) lessons. This learning is then revisited and built on in lessons about cancer cells in key stage 4.

Across all subjects, teachers use precise vocabulary connected to important ideas.

In Religious Studies, for example, pupils use and understand ideas around relativism and utilitarianism. This helps them to discuss and express themselves maturely. Students in the sixth form can understand and process complex ideas quickly due to the design of a curriculum which makes clear the important knowledge needed to be ready for every stage of education.

The development of the curriculum in recent years means that pupils have access to a wide and ambitious programme, including in the subjects of the English Baccalaureate.

Leaders quickly and systematically identify pupils who need support with reading. Interventions to develop phonics, reading fluency and comprehension are targeted and carefully designed.

Inspectors saw some pupils reading with expression and enthusiasm in interventions that took place during the inspection.

Staff have a strong understanding of pupils' needs. For example, in lessons, teachers use the information they receive about disadvantaged pupils to organise their classrooms, adapt activities and ensure that all pupils are involved in lessons.

Where pupils may feel anxious about trips and visits, teachers run virtual sessions so pupils understand what will happen to help them prepare for these opportunities. This means that all pupils can access the school's detailed programme of wider development opportunities.

In lessons, pupils focus on their learning.

They want to do well. Leaders take steps to support the small number of pupils that need help to make the right choices in lessons. For example, pastoral managers have nurtured positive relationships with pupils.

When visiting lessons, they use this to encourage pupils to focus and always do their best. This is part of wider strategy to ensure that all pupils are supported to become highly motivated. Leaders have a range of systems to encourage good attendance at school.

One striking example is the use of pupil mentors. Pupils with improving attendance mentor their peers to encourage them to come to school. This helps pupils to develop their leadership skills and adds to the sense of a supportive environment.

Leaders know that they need to maintain their focus to continue to raise attendance.

A particular strength of the school is the personal development offer. There are a huge range of clubs, trips and activities for pupils.

These range from small clubs such as 'computer coding' to entry into national competitions and opportunities to experience high quality art installations. Leaders' work to ensure that all pupils can take advantage of this contributes strongly to the sense of community and cohesion. Sixth-form students learn Makaton and first-aid to help prepare them for life after school.

The strong careers provision ensures that all pupils experience the world of work. For many pupils, this means going on work experience. Subject leaders' curriculum design enhances this personal development offer.

In English, for example, lessons develop pupils' cultural knowledge through consistent exposure to high-quality literary texts.

Governance is a strength of the school. Governors provide robust challenge.

Teachers and adults in the school are overwhelmingly positive about working at the school. 'Community circles' for staff mean that staff have a strong voice and feel listened to. Training is woven into the school day so that staff understand what is expected of them.

Many staff are proud members of what they describe as the 'Priesthorpe family'.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some cases, a small number of pupils need support from teachers and adults to regulate their behaviour at social times.

A small number of pupils do not demonstrate the thirst for knowledge that leaders expect in lessons. This means that some pupils are not able to take full advantage of the curriculum offer. Leaders should continue to develop strategies and actions to build high levels of motivation and engagement from all pupils.

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