Old Priory Junior Academy

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About Old Priory Junior Academy

Name Old Priory Junior Academy
Website http://www.oldpriory.com/
Ofsted Inspections
Headteacher Mrs Suzie Ottewell
Address Ridgeway, Plympton, Plymouth, PL7 1QN
Phone Number 01752338199
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 206
Local Authority Plymouth
Highlights from Latest Inspection

What is it like to attend this school?

The school's values of collaboration, individuality, resilience, ambition, respect and honesty are shared by everyone. Pupils love coming to Old Priory Junior Academy.

They talk with pride and excitement about their learning. Staff know their pupils well and work closely with their families. This means that pupils thrive.

Pupils understand the routines. They know what is expected of them, so they feel safe and well supported. Pupils are highly motivated and benefit from an ambitious and engaging curriculum.

Pupils attend school regularly. Behaviour, attitudes and relationships within the school are exceptional. Leaders have created a culture of reflection and... kindness in their community.

Pupils learn to support and care for each other. They are respectful and contribute positively to the school. Pupils work and play together harmoniously.

They are supported to sort out their differences. Everyone is included and everyone has a voice.

Staff go 'above and beyond' for pupils and their families.

Parents are overwhelmingly positive about the work staff do to support their children, including parents of pupils with special educational needs and/or disabilities (SEND).

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

Leaders have made substantial improvements to the curriculum, so that it is broad and relevant. Pupils learn well-sequenced content in every subject.

As a result, they enjoy making links between prior and current learning. These connections often help them develop a deep understanding of the world around them. Staff swiftly identify pupils who have gaps in their learning or have misunderstood something.

These pupils are supported to catch up. Some subject-specific knowledge and skills, such as undertaking an historical enquiry, have only just been planned for. This means that pupils are not yet able to demonstrate their knowledge fully.

There is a strong focus on oracy. Pupils work effectively together. They are articulate and confident when giving answers.

This has also helped improve the quality of their writing. Pupils' work in books is extensive and well presented. Leaders have ensured that pupils become fluent in mathematics.

There is a relentless focus on reading. Those who struggle are supported to catch up. Pupils have daily opportunities to read to adults, in groups and to themselves.

Pupils with SEND are accurately identified by leaders. They receive timely and appropriate support, including additional teaching when needed. Plans to support these pupils are regularly reviewed.

Staff are skilful at adapting activities. This ensures that pupils with SEND progress through an ambitious curriculum.

Pupils have a strong sense of right and wrong.

They are confident and polite around the school site. When adults need to intervene, pupils respond positively and take responsibility. This means there is no persistent unkind behaviour.

Staff are vigilant. They focus on rewarding positive behaviour and celebrating success. Pupils understand why others may need more attention or additional help and they are deeply respectful of this.

Pupils develop their talents and interests through a number of extra-curricular activities. Many pupils, including those with SEND, are involved in sports. There are also opportunities to take part in music workshops and an increasing number of trips into the local community.

Disadvantaged pupils do not miss out. Pupils remember most of the important messages from the personal, social and health education curriculum. They have a strong understanding of how to stay safe online.

Leaders also ensure pupils meet a variety of employers and learn about the world of work.

Leaders, including governors, work with drive and compassion to ensure the achievement and happiness of everyone in the school community. The school has a distinctive character.

Pupils sit at the heart of leaders' discussions and decisions. Staff feel valued and proud to work here. Many have significant expertise and support other schools in the trust.

There is an exceptionally strong sense of shared purpose.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding.

Staff understand that this is 'everyone's business'. Leaders ensure that reporting and record-keeping is robust. Leaders have developed strong relationships with external agencies.

This means they can support the most vulnerable children effectively, ensuring they secure the right support when needed.

Pupils feel safe and cared for and know there are many adults to turn to if they feel worried.

Staff carry out the required checks on the suitability of staff to work with pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, elements of the curriculum are in the early stages of implementation. As a result, pupils have not yet developed the knowledge and skills leaders have identified in their plans. Leaders must continue to improve and embed their ambitious curriculum, so that pupils consistently know and remember more.

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