Reigate Priory Community Junior School

Inspection of Reigate Priory Community Junior School Bell Street, Reigate, Surrey RH2 7RL

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Education Act since July 2012. 11 and 12 June 2024

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What is it like to attend this school?

Pupils here are ‘proud to be Priory’, just as the school intends. As they dash through the gates at the start of the day, pupils are full of enthusiasm for their time in school. They know that the school is ambitious for them to achieve their best, both academically and in a more rounded sense. As a result, they put their best efforts into learning. This is evident from the high standards pupils achieve by the end of key stage 2, and from the contribution pupils make to school life. Through the ‘pupil parliament’ and its ministries, pupils take responsibility for areas such as environmental issues.

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What is it like to attend this school?

In class and around the school, pupils are polite and respectful. Having come up with their own playground ‘charter’, pupils share the space thoughtfully. ‘Make a difference’ days help pupils to explore themes like anti-bullying. This gives them confidence that staff will help them if they have any worries.

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What is it like to attend this school?

The school’s outdoor learning programme helps pupils to develop resilience and determination. Each year group attends residential trips including to Snowdonia. Disadvantaged pupils, including those with special educational needs and/or disabilities (SEND), are fully included in these experiences. They, like their peers, flourish because of what the school provides for them.

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better?

Pupils’ learning goes beyond what would typically be expected for their age. The curriculum introduces them to thought-provoking and complex ideas. For example, pupils in Year 5 explore the theme of deception in Shakespeare’s Twelfth Night. As part of their learning in modern foreign languages, pupils write to pen-pals in France. At each stage, teachers build pupils’ understanding in a clear sequence. Pupils revisit important ideas to help make connections and comparisons. For example, they can identify similarities and differences between religions. This means that over time, pupils develop a deep understanding of what they have learnt. Disadvantaged pupils, although few in number, learn exceptionally well throughout the curriculum.

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better?

Teachers are highly skilled in their delivery of the curriculum. They set tasks that inspire pupils to extend and apply their learning. ‘Knowledge catchers’ give teachers a clear picture of what their pupils know and should learn next. Staff are quick to identify the needs of pupils with SEND. Where necessary, they adapt the work set so that all pupils can access the full extent of learning on offer.

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better?

An ambitious reading programme is central to the school’s success. Weaker readers receive targeted support lessons. They are given books that match their reading capability precisely. Together, this helps them to develop fluency and a real enjoyment of reading. All pupils benefit from the school’s focus on high-quality texts and rich vocabulary. This is reflected in the strong published outcomes for reading. Leaders have acted sharply to address weaker writing outcomes. For example, 11 and 12 June 2024

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teachers’ modelling of the writing process is strongly evident in the work pupils produce. This enables pupils to use a range of punctuation and grammatical structures with accuracy.

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Attendance is strong, thanks to clear strategic thinking by leaders. Staff understand the issues some families face. They do everything they can to overcome these potential barriers, resulting in high attendance across the school. Pupils’ conduct in lessons contributes strongly to the focused atmosphere in classrooms. As a result, staff and pupils make the most of time for learning.

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The school helps all pupils to develop attributes such as curiosity and commitment. These are woven through the curriculum, and also the programme of clubs. From gardening to coding, these are very popular with pupils. The school ensures that disadvantaged pupils benefit fully from this breadth of offer. Teachers guide pupils in weighing up moral issues, and exploring different cultures. This helps to strengthen the welcoming and inclusive ethos of the school.

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Leaders make sure that staff workload is considered thoughtfully. This helps to foster a sense of commitment amongst the school community. Despite the challenges the school faces, leaders and governors maintain a clear focus on delivering high-quality education for every pupil.

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Safeguarding

The arrangements for safeguarding are effective.

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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' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at 11 and 12 June 2024

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any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route).

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School details

Chair of governing body Pamela Hutchinson

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School details

Date of previous inspection 4 and 5 July 2012, under section 5 of the Education Act 2005

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Information about this school

 The school does not currently use any alternative providers.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 11 and 12 June 2024

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 Inspectors met with school leaders including the headteacher and deputy headteacher. The inspectors also met representatives from the governing body, and spoke with a representative from the local authority.  The inspectors carried out deep dives in these subjects: English, art and design, mathematics, reading and religious education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspectors also discussed the curriculum and provision for pupils with SEND.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, governors, staff, parents and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts the pupils’ interests first.

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Inspection team

Daniel Botting, lead inspector His Majesty's Inspector

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Inspection team

Kirstine Boon Ofsted Inspector 11 and 12 June 2024

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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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