Priory School

Highlights from Latest Inspection

What is it like to attend this school?

Priory School is highly inclusive.

Pupils feel nurtured and safe. A strong sense of community means that pupils trust adults to support them if they have a worry. 'Buddy' leaders help pupils make friends so they can join in with games at playtimes.

Pupils of all ages play happily together, making the most of the outdoor spaces at breaktimes.

The school is ambitious to ensure pupils flourish. While pupils try their best, not all achieve as well as they could.

Leaders know this and are swiftly making rapid improvements to what pupils now learn across the curriculum. The school provides effective education for pupils with special educational needs and/o...r disabilities (SEND) who attend the Woodland and Orchard provision. Most staff are highly skilled in knowing how to meet the individual needs of pupils who access these provisions.

They receive effective training to help them support pupils with complex needs.

Most pupils behave very well because staff have high expectations and use consistent routines and strategies. Pupils typically pay close attention to their teachers.

They enjoy learning because teachers make lessons interesting. A sharp focus on communication ensures that pupils know how to interact with each other and share their ideas.

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

Before children join the school in Nursery and Reception, staff work closely with parents, carers and professionals to provide the support children need to learn well.

Many children speak English as an additional language or have SEND. The school's early years curriculum develops pupils' communication and interaction skills well. Most children learn to read confidently.

Staff receive regular training to ensure that they provide pupils with expert support. Children learn Makaton through singing and signing along with familiar songs and rhymes. This helps them communicate while they develop language skills.

The school is in the process of refining the curriculum to ensure that the important knowledge and skills that pupils need to learn have been identified and ordered. In most subjects, teachers typically ensure that pupils routinely remember and practise the most important knowledge and skills. In some subjects, particularly those in review, teaching is less precise.

Teachers do not consistently check that all pupils have confidently grasped new ideas before moving on to new learning. This limits how well that pupils can apply their knowledge to new concepts.

A large, expert SEND team ensures that staff are aware of the strategies that pupils need to learn alongside their peers in mainstream lessons.

Not all staff use this information to adapt learning to make sure lessons are fully accessible to pupils with SEND. This means some pupils with SEND struggle to learn as well as they should. The school is in the process of providing further training to address this issue.

A number of pupils with education, health and care (EHC) plans receive their education in the Orchard and Woodland classes. Many of these pupils have complex learning needs and require a high level of support. Teachers quickly learn the preferred ways that pupils use to communicate.

They use a range of communication tools such as symbols and visual aids to help pupils participate fully in learning. Teachers develop ambitious learning goals that help pupils work towards the aims in their EHC plans. Pupils learn to pay attention and listen to instruction.

This enables them to sustain focus so they can learn well. Pupils are very settled. They receive support that helps them to achieve their potential.

Staff help pupils recognise and manage their feelings. They praise pupils for trying their best, showing them the upmost kindness and care. Pupils follow the clear routines because staff are consistent in their high expectations.

Bullying is very rare as staff help pupils understand the impact of unkind behaviour. The school works closely with families and professionals to help pupils overcome barriers to regular attendance. An increasing number of pupils are now attending school with greater regularity.

The school utilises the rich cultural tapestry of its pupils. Pupils learn first hand from their peers about different cultures and faiths through events such as World Religion Day. The school encourages pupils to be proud of who they are.

Pupils share their own traditions, such as performing traditional dances during Diwali, and colour run for Holi. Pupils learn to make a positive contribution to school life. The school council and house captains ensure that pupils' views are expressed and acted upon by staff.

The school has undergone a number of changes since the last inspection. Staff have been well supported throughout, and speak highly of the positive and open culture in school. Staff receive regular training to develop their expertise so they can meet the needs of pupils.

Governors know the school priorities well. They provide effective support and challenge to ensure decisions are always made in the very best interest of pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always check how well that pupils understand concepts before moving on to new ideas. This means that some teachers do not adapt learning to address gaps in pupils' understanding. The school must ensure that all staff have the expertise that they need to routinely identify and close gaps in learning, so pupils know and remember more over time.

• Sometimes, teachers do not always make appropriate adjustments that enable pupils with SEND to access learning in mainstream provision. This means some pupils with SEND do not learn as well as they could. The school must ensure that staff have the training they need so they know how to implement strategies in the classroom that help pupils with SEND achieve well.

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