Priory Community School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils like coming to Priory Community School. Pupils are generally kind, empathetic and respectful. One pupil's comment echoed that of many others, 'You can be whoever you want to be at this school'.

Pupils feel safe and well cared for. They have strong relationships with staff and, if they have a concern, they are confident that staff will support them. Pupils with education, health and care (EHC) plans receive effective support to enable them to flourish.

Through the curriculum, pupils develop their characters well. The personal, social and health education (PSHE) programme is well structured and supports pupils to learn about the world beyond school. Pupils are kn...owledgeable about the concept of consent and healthy relationships.

The careers programme is mapped carefully from Year 7, so pupils develop strong knowledge about their next steps by Year 11.

Most pupils value the rich extra-curricular offer of sports and cultural clubs, such as yoga, football and music. Pupils visit places linked to their learning, such as Vatican City State for religious studies.

The school provides tailored opportunities to meet both pupils' interests and their learning needs. For example, some pupils learn to repair bicycles.

Pupils develop strong leadership skills.

Some pupils become pupil ambassadors and are great advocates of the school. Others are part of the eco committee who support environmental initiatives, such as planting trees around the school site.

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

Pupils learn a well-structured curriculum that supports them to build complex knowledge as they move through the school.

Pupils regularly reflect on what they know, before moving onto more complex concepts. For example, pupils learn about a breadth of texts in English which supports their growing understanding of how writers craft their ideas.

Teachers have strong subject knowledge.

The well-organised programme of professional development for all staff strengthens their teaching skills further. Pupils with complex special educational needs and/or disabilities (SEND) are very well supported by teaching that helps them to succeed. However, some pupils, particularly disadvantaged pupils, do not learn as well as their peers.

This is because their literacy needs are not fully met in some subjects. Although the school teaches phonics and pupils listen to a range of texts, there is not a coherent approach to developing pupils' early reading skills, or their enjoyment of reading. Consequently, some pupils struggle to read, write and talk about what they have learned.

The school's approach to managing pupils' behaviour is effective. Staff adopt a positive and personalised approach. They prioritise the social and emotional well-being of pupils.

Consequently, the behaviour of pupils is good. The impact of the school's work has led to a reduction in the high proportion of suspensions evident historically. However, the school acknowledges that pupils, particularly disadvantaged pupils, do not attend well.

Leaders use a breadth of co-ordinated strategies to improve the attendance of pupils. For example, leaders liaise closely with parents, carers and pupils to ensure that they recognise the correlation between school attendance and future life chances. However, it is too early to judge the impact of this approach.

Governance is very effective. The board of trustees and the academy council gather a plethora of information with which to hold the school to account and to provide support. Staff are overwhelmingly positive about working in the school.

They are very positive about the support they have for their well-being and workload. They are very proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils, including disadvantaged pupils, struggle to learn the curriculum successfully and confidently. They struggle to read, write and talk about what they have learned. The school must ensure that staff support pupils with the reading, writing and talking requirements of their specific subjects so that all pupils achieve well.

• Some pupils, particularly disadvantaged pupils, do not attend school regularly. Consequently, these pupils do not learn effectively. The school must work closely with parents and carers to ensure that such pupils understand the link between school attendance and future life chances so attend regularly.