Priory School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils experience a personal development curriculum which is exceptional. This includes a vast array of clubs, visits and residential trips.

Leaders have thought carefully about what to offer to ensure that it enriches the lives of all pupils.

These wider opportunities have been well designed by staff to tie into the work that pupils do in class. This work is challenging and reflects the high ambitions that staff have for pupils.

Pupils, including those with special educational needs and/or disabilities (SEND), are well supported by the school. Leaders ensure that pupils are well known and that their needs are carefully identified and then acted upon.
.../>Leaders take effective steps to make sure that pupils are well cared for in school.

Pupils have access to a new well-being suite, which supports their mental health through the work of experienced professionals. Pupils at the school feel safe and most are happy. However, some pupils are not as kind or thoughtful as they should be.

Leaders are already working on changing the behaviour of these pupils. Bullying is rare and it is taken seriously when it occurs. Lessons are usually calm and focused.

Pupils can concentrate on their work and achieve well.

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

Leaders have thought carefully about the design of their curriculum. Although key stage 3 is condensed, leaders have ensured that it is ambitious and goes beyond the national curriculum.

Pupils have access to a wide range of options at key stage 4. The extra time here is used to make sure that what is taught goes beyond the exam specifications as well as to continue giving access to a broad wider curriculum. All pupils have access to the English baccalaureate and the numbers choosing these subjects are rising each year.

Teachers use assessments well. They use them to identify where pupils are not making enough progress and then put in place effective support to help them catch up. The use of assessment also means that the identification of pupils with SEND is strong.

Pupils who struggle to read are identified early and plans to help them are rigorous. As a result, pupils quickly grow in confidence with reading.

Most pupils are achieving well.

However, despite recent improvements, pupils from disadvantaged backgrounds are not achieving as well as they could. Leaders are already putting in place targeted help for these pupils. There is also well-planned support for pupils with SEND.

Leaders work with teachers to make sure that needs are well understood and catered for.

Poor behaviour rarely disrupts lessons. This is because leaders have put in place effective systems, so that pupils behave well.

Leaders have also prepared a comprehensive curriculum to teach pupils about issues, such as respect and tolerance. However, some pupils use unkind language. Leaders are addressing this but more needs to be done to make sure that pupils are consistently considerate towards each other.

Attendance at the school is generally good but some pupils are missing too much of their education. Leaders have put in place measures to tackle this, and the situation is already improving.

There is an excellent programme for personal development.

While this includes a well-selected array of extracurricular opportunities it goes beyond this. Leaders have ensured that pupils are exceptionally well prepared for life by putting together an exemplary curriculum for personal, social, health and economic education as well as for citizenship. Pupils also receive timely and high-quality careers guidance and advice on next steps in their education.

Leaders have made sure that they meet the requirements of the Baker Clause. Through all of this, leaders have checked that the most disadvantaged students get the best of what is on offer.

The school is extremely well led and managed.

Teachers are well supported by leaders, and they benefit from well-planned training that meets the needs of their pupils. The school and the trust work closely together and this strengthens what the school offers their pupils. School governors and trustees know the school well and consistently challenge leaders to keep making improvements.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Staff are well trained in identifying pupils who might be at risk and are proactive in reporting any concerns.

These are quickly followed up on by leaders who involve external agencies when needed to make sure that pupils receive the right help.

Leaders make sure that pupils are taught about how to keep themselves safe, including how to keep safe online and issues of consent. They adapt these plans to reflect local needs.

Pupils know where to go if they do not feel safe or want to talk and feel confident in doing so.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils use derogatory language to other pupils, or they behave unkindly towards them. This leaves some pupils feeling unhappy.

Leaders need to address this culture of unkindness, so it is eradicated from the whole school ? Pupils from more disadvantaged backgrounds are not making the progress that matches the ambitions that leaders have for them. As a result, these pupils do not achieve as highly and so have fewer opportunities in the future. Leaders need to accurately identify the barriers that these pupils face and then put in place effective mitigation, so that they can achieve in line with their peers.