Priory Park Community School

Inspection of Priory Park Community School Meadow Road, Dudley, West Midlands DY1 3JY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils thrive at this nurturing school. Some pupils have had negative educational experiences in the past, but here they develop a strong sense of belonging. This helps them to flourish. Many who once thought they would not return to education, now take pride in their qualifications and look forward to attending college.

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What is it like to attend this school?

Staff know pupils very well and care about them. Pupils trust the adults who teach and support them, knowing that staff have their best interests at heart. These positive relationships are evident in all aspects of school life. As a result, pupils feel happy, valued and safe. They enjoy their learning experiences and look forward to being at school.

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What is it like to attend this school?

Pupils enjoy studying a variety of subjects that ignite their interests and foster their talents. Many achieve GCSEs in key subjects like mathematics and English, while others obtain different qualifications that prepare them for the future. Regardless of their pathway, pupils are well supported to re-engage with their education.

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What is it like to attend this school?

The school has high expectations for pupils’ behaviour. Pupils understand these expectations and work hard to meet them. They show respect towards others and put the school's values into practice.

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better?

Staff have identified the specific knowledge that pupils are expected to know in each subject. They teach this in a logical order that builds over time. Pupils frequently revisit topics and subjects. This helps them retain essential information. For instance, younger pupils are introduced to Shakespeare’s writing. They begin to recognise the features of the English language that he used. They then build on this knowledge when studying Shakespeare’s plays in Years 10 and 11.

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better?

Staff provide clear demonstrations and explanations that help pupils understand new concepts. They teach pupils how to use subject-specific words and phrases when answering questions. This focus on developing language is successfully deepening pupils’ knowledge. For instance, in mathematics, pupils describe the features of trapeziums by using terms such as ‘parallel sides’ and ‘adjacent angles’. Over time, pupils learn to apply what they have learned. They make progress across all subjects in the curriculum.

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better?

Pupils with special educational needs and/or disabilities (SEND) are supported well. Staff regularly review the needs of these pupils and identify ways to assist them. This includes making thoughtful adaptations to help pupils learn the curriculum. For example, pupils are sometimes taught key words before lessons. This aids their understanding of new material and encourages their participation. Additionally, the school works with external agencies to provide specialised support for those who need it. 3 to 5 June 2025 Teachers make regular checks on pupils’ understanding. They provide useful feedback during lessons to address any misconceptions. This supports pupils’ learning. However, occasionally the checks the staff make on what pupils know and can do are not precise. This can mean that teachers do not give pupils activities that are as closely matched to what pupils need to learn over time, including in their

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better?

handwriting and letter formation. When this happens, pupils’ learning is slowed.

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better?

Some pupils struggle with reading fluency when they first join the school. The school prioritises helping these pupils to improve and develop their confidence. Those at the early stages of learning to read take part in the school's phonics programme. The approach is making a positive difference. This is helping pupils to learn the school's curriculum with greater independence.

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better?

The school is a happy community which pupils describe as a family. They are taught how to manage their feelings and emotions, and they understand the school’s rules. Pupils appreciate the praise they receive for their positive actions. For instance, their good behaviour is celebrated each week on the school’s 'Recognition Board’. Although there are sometimes incidents of negative behaviour, staff address these quickly and consistently according to the school’s expectations. All of this creates a calm environment for pupils to learn.

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better?

Pupils eagerly participate in activities that extend their learning beyond academic studies. The quality of this provision is high and offers opportunities that pupils might not get elsewhere. For example, the school has its own workshop where pupils learn car mechanics and bicycle maintenance. Additionally, pupils take part in the Duke of Edinburgh programme and attend various trips, visits and residential experiences. Throughout these activities, staff mentor, coach and model behaviours that help students develop trust, respect and responsibility. This work is making a significant positive difference to pupils.

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better?

Pupils learn a well-considered careers curriculum. Some participate in work experience with employers, and when this is not possible, the school takes additional steps to provide alternative opportunities. A key aspect of the school’s commitment to pupil support is the provision of 'transition mentors' for all Year 11 pupils. These mentors assist pupils to prepare for interviews and navigate their first days at college. All this means that pupils are supported effectively to move on to the next stage of their education, employment or training.

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better?

The proprietor maintains able oversight of the school. This oversight has ensured that the independent school standards are met and the school fulfils its statutory duties. The school is compliant with schedule 10 of the Equality Act 2010.

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better?

The school promotes the well-being of its staff diligently. Staff feel well supported and valued. Parents also acknowledge the positive experiences their children receive. The school engages positively and collaboratively with the community. This benefits greatly the pupils who attend. 3 to 5 June 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Sometimes the checks that staff make on what pupils know and can do are too broad. This can mean that teachers do not identify the key knowledge pupils need to learn, and so give pupils activities that are not precisely aimed at what pupils need to improve. The school should tighten the checks that are made on pupils’ learning, to ensure that the activities given help pupils to learn more, remember more and do more successfully.

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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. 3 to 5 June 2025

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School details

Unique reference number 148642 DfE registration number 332/6012

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School details

Inspection number 10391812 Type of school Other independent school

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School details

Proprietor Priory Park Community School CIC

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School details

Annual fees (day pupils) £19,500 to £60,840

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School details

Email address office@prioryparkschool.co.uk

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School details

Dates of previous inspection 1 to 3 November 2022 3 to 5 June 2025

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Information about this school

 The chair of the proprietor board is also the school’s headteacher.  The school’s leadership structure changed in September 2024 when the deputy headteacher became the head of school. The head of school has responsibility for the day to day running of the school. At that time a new deputy headteacher was appointed from within the school.  The school is registered to admit 35 pupils.  The school provides education for pupils with SEND linked to social, emotional and mental health. Most pupils have an education, health and care plan.  Some pupils are educated at mainstream settings but attend the school on a part- time basis, in order to benefit from elements of its provision. These pupils take part in the school’s ‘box clever’ initiative.  The school does not use any alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The lead inspector held meetings with the chair of the proprietor board and members of the school’s governing body.  Inspectors also met with other members of the senior leadership team.  Inspectors carried out deep dives in these subjects: Early reading, mathematics, and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also reviewed samples of pupils’ work in some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single

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Information about this inspection

central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 3 to 5 June 2025  Inspectors reviewed a range of documents, including school policies and the school’s website.  Inspectors made checks relating to the independent school standards, including checks on the school’s premises.  Inspectors considered responses to Ofsted’s survey of staff and pupils. They also considered responses to Ofsted Parent View surveys.

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Inspection team

Jonathan Leonard, lead inspector His Majesty's Inspector

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Inspection team

Martin Spoor Ofsted Inspector 3 to 5 June 2025 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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