Drapers' Pyrgo Priory School

Inspection of Drapers’ Pyrgo Priory School Settle Road, Harold Hill, Romford, Essex RM3 9RT

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Inspection dates: 28 February and 1 March 2023

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Requires improvement Previous inspection grade Good 28 February and 1 March 2023

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What is it like to attend this school?

Pupils enjoy attending Drapers’ Pyrgo Priory School. They work hard to demonstrate the school’s values of responsibility and respect. Leaders’ assemblies teach pupils what these mean and how they may show them, in and out of school. For example, older pupils happily support younger pupils in the playground with their play.

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What is it like to attend this school?

Pupils are respectful of others. This includes those of other faiths, and those in all different kinds of families. Pupils understand what bullying is. They know how to report any incidences that might arise. Staff resolve any problems quickly and this makes pupils feel safe and well cared for. Most pupils behave well. This is because staff regularly remind pupils of the schools’ systems that support behaviour.

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What is it like to attend this school?

Leaders and governors are ambitious for pupils to succeed. However, the quality of education, particularly for pupils with special educational needs and/or disabilities (SEND) is not as effective as it could be.

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What is it like to attend this school?

Sometimes, children in the early years do not have access to purposeful learning experiences. This limits the opportunities for them to practise early mathematics and writing skills.

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What is it like to attend this school?

Leaders provide a range of clubs, including Latin, chess, and ‘drop and draw’. These are well attended.

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better?

Leaders want every pupil to learn to read fluently and without delay. Staff read to pupils daily. This is to foster a love of reading. Staff are well trained in early reading. This means they are consistent in their teaching. In the early stages of reading, teachers check the sounds that pupils know regularly and systematically. This means that pupils who may find reading difficult are given help to catch up. Pupils’ reading books are matched to the sounds they have learned. This helps to improve pupils’ confidence and fluency. However, in the early years, teachers do not ensure that children have frequent opportunities to practise early reading or writing skills.

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better?

Leaders have put a well-structured curriculum in place. They have identified what they want pupils to learn, and this is broken down into logical steps. For example, pupils in Year 4 make detailed collages inspired by the book, ‘The Iron Man’ because they were first given the opportunity to explore an artist’s style, practise their use of materials and to plan their designs. Teachers teach subject content clearly and usually identify those pupils who need extra support.

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better?

In some subjects, however, leaders have not identified the key vocabulary they expect pupils to learn. This means that pupils do not secure the language they need to expand their learning as they move through the school. In addition, adults in the 28 February and 1 March 2023

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early years do not routinely demonstrate language effectively or extend children’s vocabulary and sentence structure. This means that children miss out on opportunities to hear and practise new language in readiness for Year 1.

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Pupils with SEND are accurately identified, and leaders seek appropriate advice from external agencies. However, too often, teachers do not make use of this guidance when adapting their teaching for pupils with SEND. Some pupils with SEND are not given the necessary support to access the curriculum effectively. Some do not have the same access to the broad curriculum as their peers. This impacts on their progress across the curriculum.

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Pupils collaborate well. They share resources, take turns and are learning to manage their feelings. This includes children in the early years. Leaders have established systems to support pupils’ behaviour. This means that adults deal with behaviour consistently and fairly, so learning is not interrupted.

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Personal, social, health and economic education is well structured. Leaders aim for pupils to become responsible and respectful citizens. Pupils value and explore others’ views. For example, pupils discuss and debate whether women in ancient Greece were treated as second class citizens. Lessons across the curriculum help pupils to understand how to identify risks, and how to recognise healthy and unhealthy relationships. Pupils learn about democracy through voting in school council elections.

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Governors and trustees are ambitious for the school. They understand the school’s strengths and weaknesses. They fulfil their statutory duties. They ensure that the well-being of both staff and pupils is a priority. Staff feel well supported by leaders. They value the opportunities they have to develop professionally.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that safeguarding is a key priority. Staff are well trained. Leaders provide regular and relevant training. This helps staff to identify and report concerns swiftly. Leaders respond quickly to concerns raised. Leaders work closely with outside agencies to secure the necessary support for pupils and families. Governors and trustees understand their statutory duties. They carry out robust checks on staff before they are appointed.

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Safeguarding

Pupils have a good awareness of staying safe in different ways, including online safety. They know they should report concerns to an adult and know not to share personal information with strangers. 28 February and 1 March 2023

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(Information for the school and appropriate authority)

 In the early years, children do not routinely benefit from a sufficient range of purposeful experiences across the curriculum. This means that children have limited opportunities to practise and apply early skills independently. Leaders should check that staff provide a sufficient range of learning experiences so that children develop the skills and understanding needed for future learning.

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(Information for the school and appropriate authority)

 In some subjects, leaders have not set out the key vocabulary they expect pupils to learn. In the early years, adults do not demonstrate language effectively, or extend children’s vocabulary and sentence structure. This means that pupils do not develop an increasingly complex vocabulary as they move through the school. Leaders should ensure they precisely identify the key words they want pupils to learn. They should make sure that staff demonstrate language accurately and effectively.

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(Information for the school and appropriate authority)

 Sometimes, pupils with SEND do not progress successfully through the curriculum or have access to a broad curriculum. This is because leaders do not check thoroughly enough that the provision set out in support plans is in place. Leaders should check that the strategies provided by specialists are implemented consistently in the classroom.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28 February and 1 March 2023

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School details

Inspection number 10255388 Type of school Primary

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School details

Chair of governing body Priscilla Turner

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School details

Date of previous inspection 9 January 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Drapers’ Multi-Academy Trust.  Leaders do not make use of any alternative provision.  The school operates a breakfast club.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with members of the senior leadership team to discuss school development, behaviour logs and attendance.  Inspectors met with members of the governing body and board of trustees. They also met with representatives of the local authority. 28 February and 1 March 2023

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, science and geography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, spoke to teachers, spoke to some pupils about their learning and looked at pupils’ work.  Inspectors also spoke to leaders and looked at samples of pupils’ work in French, history, and art and design.  The views of parents and carers, and staff were also considered, including through Ofsted’s surveys.  Inspectors reviewed the arrangements for safeguarding by scrutinising records and through discussions with pupils and staff.  Inspectors reviewed a wide variety of documentation provided by the school. This included leaders’ self-evaluation, curriculum information and school policies.

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Inspection team

Deborah Walters, lead inspector His Majesty’s Inspector

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Inspection team

Kieran Bird His Majesty’s Inspector 28 February and 1 March 2023

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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