Drapers’ Pyrgo Priory School

About Drapers’ Pyrgo Priory School Browse Features

Drapers’ Pyrgo Priory School

Name Drapers’ Pyrgo Priory School
Website http://draperspyrgo.com/
Ofsted Inspection Rating Good
Inspection Date 21 May 2012
Address Settle Road, Harold Hill, Romford, Essex, RM3 9RT
Phone Number 01708342165
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 524 (48% boys 52% girls)
Number of Pupils per Teacher 25.5
Academy Sponsor Drapers' Multi-Academy Trust
Local Authority Havering
Percentage Free School Meals 28.1%
Percentage English is Not First Language 30.3%
Persisitent Absence 15.5%
Pupils with SEN Support 13%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Pupil numbers are rising in this large primary school. A quarter of pupils are from a wide range of minority ethnic backgrounds, including a small number of Traveller children. Few pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is above average as is the proportion with disabilities and those with special educational needs supported with additional help at school action plus or with a statement of special educational needs. More pupils than in other primary schools join or leave other than at the usual times. Children in the Early Years Foundation Stage are taught in a Nursery and two Reception classes and pupils at Key Stage 2 are taught in six mixed-age classes. The school has received the Primary Quality Mark for Basic Skills teaching. The school meets the current floor standards, which set the government’s minimum expectations for attainment and progress. The headteacher has been appointed since the last inspection, as have several other members of staff. The school hosts a privately run after-school club. This provision is not managed by the governing body and as such is inspected separately.

Key findings

This is a good school. The engagement with parents and carers is one of its key strengths and contributes significantly to the pupils’ successful learning and development. The school is not outstanding because progress is only satisfactory in the Early Years Foundation Stage and boys achieve less well than girls, especially in writing. Not all teaching is consistently of good quality across the school. Pupils make good progress by Year 6 from their starting points and from whatever time they join the school. Attainment is broadly average in English and mathematics by the end of Year 6. The pupils’ writing has improved and become more imaginative because of changes introduced this year. Pupils deepen their mathematical understanding when applying their skills in solving problems, although questioning skills to check pupils’ understanding could be improved. At its best, teaching is engaging and stimulates the pupils’ imaginations. Most lessons move learning forward at a fast pace in calm and well-managed classrooms. However, not all teachers are clear in planning and explaining to pupils what they are to learn in lessons rather than what they are to do, and marking in mathematics does not consistently help pupils improve their work. Pupils feel safe in school and their good behaviour and positive attitudes make the school a harmonious and purposeful environment in which to learn and develop. Pupils respond well to their teachers, enabling lessons to flow smoothly. They undertake responsibilities as prefects, school council representatives and play leaders with pride. The school is well placed to improve further. The headteacher is building on the school’s successes in recent years, ably supported by skilled subject leaders and an effective governing body. Teaching is improving through the continuous drive on managing the performance of staff and by teachers working closely together to share their expertise.