The Priory CofE School

Age group 3–11 Inspection date(s) 16–17 November 2011 Inspection number 376751 The Priory Church of England Primary School Inspection report

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Unique Reference Number 102672 Local Authority Merton Inspection number 376751 Inspection dates 16–17 November 2011 Reporting inspector Brian Netto

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 469 Appropriate authority The governing body Chair Sharon Higgins Headteacher Jane White Date of previous school inspection 19–20 March 2007 School address Queen’s Road Wimbledon London SW19 8LX Telephone number 020 85408059 Fax number 020 85427014 Email address school@thepriory.merton.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by four additional inspectors. They visited 23 lessons or part lessons, and observed 16 teachers. They met with the headteacher and deputy headteacher, members of the governing body, and pupils. They observed the school’s work, and looked at school development plans, records of pupils’ progress, policies, minutes of meetings and school self-evaluation documents. They received and analysed 162 questionnaires from parents and carers, as well as surveys from pupils and staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 The inspection team evaluated the consistency in achievement between different groups of pupils in different subjects, including girls, and pupils of lower and middle ability in mathematics.  The effectiveness of middle and senior leaders in ensuring that the quality of teaching and assessment maintains good progress for all groups of pupils; and the extent to which pupils are involved in their own learning, particularly through assessment and the use of targets.  Inspectors examined the impact of all leaders in driving improvement and accelerating progress.

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Information about the school

The school is larger than the average-sized primary school. Pupils from minority ethnic backgrounds make up the majority of the population, and the number of pupils who speak English as an additional language is much higher than the national average. An increasing number are known to be eligible for free school meals so that the proportion is now just below the national average. The proportion of pupils with special educational needs and/or disabilities is above the national average, with the number of pupils with a statement of special educational needs also above the national average. Recently, staff turnover has been high. The school runs a breakfast club and an after-school club. In September 2011, the school took on an additional class in the Reception Year. The school hold several awards including Healthy Schools status and Arts Mark Gold. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Information about the school

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school. It has some outstanding features. The headteacher’s leadership has promoted effective teamwork between staff, governors and parents and carers, based on a shared understanding of the school’s role in the local and wider communities. This has enabled the school to make significant improvements since the previous inspection, particularly in attainment which is now above average, and in attendance which is now high. The quality of governance has also improved. The governing body is supportive of the school, and makes good use of the information provided by the headteacher to evaluate the school’s strengths and priorities. As a result the school has a good capacity for sustained improvement.

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Main findings

Pupils are known as individuals, and strong relationships across the school ensure that their personal development is well supported. Pupils whose circumstances make them vulnerable receive excellent support from a wide range of specialist agencies, which work in close partnership with the school, and as a result, they make good progress.

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Main findings

Children are given a good start in the Early Years Foundation Stage, where they make good progress in all areas. All groups of pupils are now making good progress across the school, including those with special educational needs and/or disabilities and those with a statement of special educational needs. Girls are now achieving at least as well as boys, and pupils of average ability are making are making improved progress. Pupils’ attainment at the end of Year 6, is above average but fell slightly in 2011, particularly in mathematics. Pupils’ participation in sports and arts-related activities provides them with exceptionally well-rounded experiences. A creative curriculum, which includes residential experiences in the United Kingdom and France for pupils in Year 4 and Year 6 respectively, contributes well to pupils’ excellent spiritual, moral, social and cultural development. Projects like the Year 5

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Main findings

‘MicroSociety’ provide good support for their future economic well-being.

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Main findings

Teaching is largely good, and contributes to good overall progress. Most teachers use assessment well to inform their planning and promote pupils’ progress. Variations in teaching result from some teachers not engaging pupils in using mathematical skills and concepts in different contexts, and applying these skills to help solve problems. This sometimes means that not all pupils are given challenges, which engage their attention. The curriculum has been designed to enable many links across different subjects so pupils’ learning is coherent. There are particular strengths in the way that literacy is taught, as pupils are given many opportunities to Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

write in different contexts. However, school leaders are aware that opportunities for pupils to practise and apply their mathematical skills in different areas of the curriculum are more limited.. Pupils are encouraged to develop their speaking and listening skills regularly, and in the best teaching this is further promoted by effective questioning by teachers and other adults.

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What does the school need to do to improve further?

 Raise achievement in mathematics to at least the levels achieved in reading and writing by June 2012, by:  ensuring that the quality of teaching and learning in mathematics is consistently good or better, and challenges pupils of all abilities  developing the curriculum in mathematics so that pupils have regular opportunities to practise and apply mathematical skills and concepts in different parts of the curriculum and in varying contexts.

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Outcomes for individuals and groups of pupils 2

All groups of pupils are now making good progress in all subjects. Girls are now achieving at least as well as boys and closing previous gaps in achievement. Pupils of average ability performed better in reading and writing than in mathematics in 2011, but recent curriculum initiatives in mathematics are beginning to close the gap. Pupils with special educational needs and/or disabilities make progress in line with their peers, as do the small numbers of pupils who are at the very early stages of learning to speak English as an additional language. This is because the school has well-targeted provision including one-to-one support, and effective induction arrangements for newly arrived pupils. Detailed marking and regular feedback enable pupils to understand their targets and feel confident about what they need to do to improve. This is especially so in literacy work. Pupils are articulate and have a wide

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Outcomes for individuals and groups of pupils 2

vocabulary because of the emphasis placed on developing pupils’ communication skills.

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Outcomes for individuals and groups of pupils 2

Pupils say they feel safe, and a large majority of parents and carers agree. Pupils are polite to and respectful of each other. Their behaviour in lessons often makes a strong contribution to their learning, and staff deal well with any minor lapses in concentration. Pupils were seen to work effectively in pairs and small groups, and showed keen attitudes to their learning. They enjoy taking on a range of responsibilities around the school. For example, Year 6 pupils talked enthusiastically about their experience of running small businesses in the ‘MicroSociety’ project. This enabled them to learn about how societies work, and about the roles of different people in government and business. With help from business partners, they developed new skills in managing money, and using it to the benefit of others. Year 6 pupils run a fair trade tuck shop, and this helps them learn about making choices around healthy lifestyles within a moral and social context where they can consider

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Outcomes for individuals and groups of pupils 2

the needs of others. They also take part in local activities through the Wimbledon Guild, for example supporting local older people and the homeless, and raising Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 2

money for a number of charities. This is helping pupils to understand how faith works in action to support the more vulnerable members of society. Pupils benefit from a wide range of sporting opportunities with their local partner schools, The Trinity Triad. This helps them to develop a good awareness of healthy lifestyles, as reflected in the Healthy Schools award. Pupils in Years 1, 2 and 3 enjoyed participating in a theatre production that helped them to understand how they can be helped to combat bullying and deal with difficulties through sharing a problem with others. They also learnt about the differences between right and wrong. The pupils’ spiritual, moral, social and cultural development is outstanding. This is reflected, for example, in the way that faith and prayer are integrated into each day. Pupils sing in assemblies and in lessons with a genuine sense of enjoyment. They are able to reflect deeply on personal and moral issues.

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Outcomes for individuals and groups of pupils 2

Pupils enjoy coming to school and this is reflected in their high attendance and punctuality.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 1

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How effective is the provision?

The curriculum is enriched by a wide range of after-school clubs, with excellent provision for sports and physical exercise as well as music and the arts, as reflected in the award of Arts Mark Gold. There is a very high take-up for these clubs, which make a strong contribution to pupils’ enjoyment of learning. There are opportunities for residential visits, and the school’s proximity to a range of cultural and artistic sites further enriches the pupils’ experience. As one parent commented, ‘We love the

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

creative elements of the Priory which help the curriculum to become so much more stimulating and fun. As a result my child’s learning is very varied and engaging.’

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How effective is the provision?

Opportunities for pupils to use language in different contexts are varied and speaking and listening skills are used well to support improvements in writing. There are fewer opportunities for pupils to use and apply their mathematical skills. On occasions, these skills are taught well, for example when a class in Reception Year learnt about subtraction, and through skilful questioning by the teacher and teaching assistant they were able to make outstanding progress. Year 6 pupils investigated how different solutions dissolve in water. The pace and challenge in the lesson promoted strong engagement from the pupils, and probing questions from the teacher provoked some exceptional thinking and predictions. Pupils showed confidence in using and applying new vocabulary in different contexts. In a Year 4 lesson, effective modelling by the teacher helped pupils work well in groups to develop mathematical language skills in solving a problem. Pupils were able to talk in pairs and small

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How effective is the provision?

groups, with adult support, about different ways of understanding a problem. However, the use and application of mathematical skills is not yet consistent across the school. Teaching is good, though inconsistencies remain, and as a result, pupils are not always provided with work at a suitable level of challenge, particularly in mathematics.

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How effective is the provision?

The Studio Club offers after-school care for a small number of pupils, and along with the breakfast club ensures that the needs of these pupils and their families are being met. Both sessions have good staff support, and a range of activities for the pupils to engage in.

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How effective is the provision?

Pupils whose circumstances make them vulnerable benefit from the outstanding care, guidance and support provided by the school, which works closely with a range of specialist agencies to meet specific needs. An outreach programme extends this support to vulnerable families. Staff know pupils well as individuals and show great sensitivity to their needs so that pupils feel very well cared for and confident that they can turn to an adult if they have any concerns. This strength was expressed by one parent who said, ‘I selected the Priory because I wanted a school with excellent pastoral care. They seek to really understand their children and adapt their approaches accordingly.’

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 1 Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

The school has sustained improvement since the previous inspection, even though there have been significant recent staff changes, especially in posts of responsibility in mathematics. This is because of careful planning and the astute leadership of the headteacher. Leadership is shared with key staff. The senior leadership team is effectively supported by teams of governors, parents and carers, and staff each with a specific strategic focus. As a result staff morale is high. Monitoring and evaluation are rigorous, and there is a strong commitment to the headteacher’s vision. Governance is good because governors’ skills are well matched to the key areas of the school and the curriculum. They know the school’s strengths and priorities, and they use their close links with the wider community to support school improvement. Relationships with parents and carers are strong, and the school regularly involves

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How effective are leadership and management?

them in special events and visits. Parents and carers work closely with teachers and governors through the governor teams.

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How effective are leadership and management?

Safeguarding procedures are robust, and members of the governing body play an active role in ensuring that pupils are kept safe. Documentation is detailed and staff are familiar with policies and procedures. Strong partnerships with local agencies ensure that those pupils experiencing potentially difficult circumstances are exceptionally well supported. The promotion of equality of opportunity is good, and this is supported through the school’s work with local partner schools and with local faith and community groups. The progress of different groups of pupils is tracked effectively.

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How effective are leadership and management?

The school is a cohesive community, with strong links with the church locally and across the diocese. These links are further strengthened by excellent partnerships particularly in relation to agencies which support the pupils’ well-being and personal development. Wider links have been established with a school in a contrasting part of the country, and with a school in Tanzania. The local and international links are now well established. As a result, the school’s contribution to community cohesion is good.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

In September 2011, the school expanded to take on an additional class in the Reception Year. The fact that this class has been effectively integrated is due to the good leadership and team working in the area. Strong and purposeful relationships between adults and children, and a supportive team approach, contribute to an environment in which all children feel safe. The children’s behaviour is outstanding because of the care and attention given to them by the adults. They have many opportunities to be active, and there is a good balance of indoor and outdoor learning and play, and teacher-led and child-led activities. Parents and carers feel welcome and well informed about their children’s learning and progress. They are supported through a well-focused induction programme and follow-up workshops. Children enter the Early Years Foundation Stage with abilities typical for their age, and make good progress so that by the time they move into Year 1 their attainment

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Early Years Foundation Stage

is above expectations. Speaking and listening activities are well embedded in this area, and this is reflected in the fact that they are keen to engage in conversation and express themselves confidently when talking to adults. Children were encouraged to record their singing electronically, and listening to their own voice enabled them to further develop their language skills. However, learning objectives are not always made explicit, so it is not always clear what children are learning across the day.

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Early Years Foundation Stage

Adults work well as a team so that planning ensures that all the children’s needs are met. Careful records are made to track individual steps in progress, so that the staff can then consolidate and extend this learning. Although staff have an accurate understanding of the strengths and weaknesses of provision in the Early Years Foundation Stage, monitoring is not yet regular enough to ensure that the information gathered is used to best effect.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Views of parents and carers

The response rate to the Ofsted questionnaire was around the national average. A large majority of parents and carers who returned the form were very positive in their responses. A small number raised concerns about the behaviour of a few children, the progress of their child, and parents’ and carers’ access through one of the school gates. During the inspection, inspectors found behaviour to be well managed by adults, and that the progress of all groups of pupils is good. Members of the governing body have discussed arrangements for parents and carers to enter the school site, and have planned to rectify the situation with the school gate.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Priory Church of England Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 162 completed questionnaires by the end of the on-site inspection. In total, there are 469 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 109 67 48 30 4 2 0 0 The school keeps my child safe 101 62 54 33 6 4 0 0 The school informs me about my child’s progress 63 39 90 56 4 2 1 1 My child is making enough progress at this school 68 42 72 44 13 8 5 3 The teaching is good at this school 80 49 71 44 4 2 1 1 The school helps me to support my child’s learning 78 48 70 43 10 6 1 1 The school helps my child to have a healthy lifestyle 79 49 74 46 6 4 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 71 44 63 39 6 4 4 2

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 61 38 80 49 11 7 4 2 The school deals effectively with unacceptable behaviour 66 41 64 40 19 12 3 2 The school takes account of my suggestions and concerns 51 31 80 49 18 11 2 1

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 79 49 61 38 8 5 3 2 Overall, I am happy with my child’s experience at this school 85 52 68 42 3 2 2 1

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Responses from parents and carers to Ofsted’s questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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SW19 8LX

Thank you for your warm welcome when we visited your school recently. We very much enjoyed our visit, and enjoyed talking to many of you. We would like to tell you about what we found. Yours is a good school, and it has some features, which are outstanding. These were some of the strengths:

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SW19 8LX

 Most of you make good progress because the teaching is good.  You enjoy learning, and this shows as you attend school very regularly.  You have extremely good personal skills and an excellent understanding of right and wrong.  You enjoy contributing to the school and helping people in your local community.  The youngest children get off to a good start in the Early Years Foundation Stage and are looked after well.  Those of you who find learning hard get extra help and do well.

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SW19 8LX

We have asked the headteacher and her staff to make things even better by ensuring that your mathematics lessons help you to develop the skills you need to make better progress, so that your work in mathematics is as good as it is in reading and writing.

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SW19 8LX

We hope that you all continue to enjoy attending your school and that you all do well in the future.

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SW19 8LX

Brian Netto Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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