Drapers' Pyrgo Priory School

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

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

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The executive principal of this school is Trudy Spillane. This school is part of Drapers’ Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Darren Luckhurst, and overseen by a board of trustees, chaired by Tim Page. 17 and 18 June 2025

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What is it like to attend this school?

Pupils are supported to be kind, keen and considerate at Drapers’ Pyrgo. For example, they support the well-being of their peers through roles such as ‘young interpreters’, ‘eco- committee’ members and school council representatives. Pupils appreciate the help and support they receive from staff, who listen to any worries they may have. Pupils know they are safe and valued here. They demonstrate respectful attitudes to other pupils and cultures. ‘Empathy week’ helps to highlight the school’s inclusive atmosphere.

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What is it like to attend this school?

From the early years onwards, staff have high expectations for pupils’ learning. The school has made substantial changes to what pupils study. Pupils currently in school follow a broad and carefully considered curriculum. They produce work of high quality and are well prepared for the next stage of their learning. Pupils behave well in lessons and show high levels of focus. They understand and appreciate the new behaviour system.

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What is it like to attend this school?

Pupils, and children in the early years, engage with regular and thoughtfully chosen visits, including to museums, art galleries, the beach, Drapers’ Hall and the Houses of Parliament. Pupils take part in a range of additional clubs and activities to further enhance their learning. These include singing, badminton, cricket, and an arts and crafts club.

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

The curriculum for all pupils matches what is expected nationally. From the Nursery Year onwards, leaders have identified the key knowledge and vocabulary that they want pupils to learn. This is sequenced to ensure that pupils build on their knowledge over time. In art, for example, pupils practise line drawings and begin to explore tints and tones. By Year 6, pupils use a more sophisticated understanding of line and pattern to create complex pieces of art, evaluating their work against the work of other artists. Previously, pupils have not benefited from these changes to the curriculum. As a result, published examination results do not reflect the achievements of current pupils.

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

Teachers have strong subject knowledge. They present information clearly and use a variety of resources to bring the curriculum to life. They frequently emphasise subject- specific vocabulary, such as ‘friction’ and ‘economic crisis’. Teachers regularly check pupils’ understanding. As a result, they are well placed to address any misconceptions. Leaders have rightly identified that in a small number of instances teaching does not precisely match the intended curriculum. As a result, pupils do not fully secure the knowledge and understanding that they need on these occasions to tackle more complex ideas.

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

The school prioritises supporting all pupils to read with increasing accuracy and fluency. From the early years onwards, children have regular opportunities to practise and revisit their phonics knowledge. Parents and carers are invited to play a key role in supporting their children’s reading. Staff are well trained to deliver the agreed phonics programme, with regular support from reading experts within and beyond the school. Staff prioritise making regular checks on pupils’ knowledge. There is a sharp focus on ensuring any necessary support is put in place to help pupils to catch up. Pupils read books that are 17 and 18 June 2025

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appropriately matched to the sounds they know. From the Nursery Year, the school supports pupils to build a purposeful and broad vocabulary.

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New systems are in place to identify pupils with special educational needs and/or disabilities (SEND). The school ensures appropriate information and strategies are shared with staff. Staff regularly discuss how to best support pupils with SEND. This helps pupils, where possible, to access the same ambitious curriculum as their peers. The school regularly reviews the learning of pupils with SEND. Pupils with SEND are typically well supported to build on their knowledge over time.

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The school sets the highest expectations of behaviour. Staff and pupils alike understand these expectations. Staff consistently build effective classroom routines, such as taking turns in the Nursery. Lessons are calm and purposeful. The school provides a range of support for pupils and families to ensure that pupils’ attendance continues to improve.

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Leaders have given careful thought to the provision for personal development. The personal, social, health and economic education curriculum is sequenced effectively to allow pupils to revisit and understand important content. For example, pupils talk confidently about how to keep themselves safe online.

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Staff enjoy working at the school. They are positive about the efforts made by leaders to manage their workload and well-being effectively. Those responsible for governance use their knowledge of the strengths and the context of the school to provide effective challenge and support. For example, when published outcomes do not match leaders’ expectations, those responsible for governance support new leaders to have a transformational impact.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There are aspects of the curriculum in some subjects that are less clearly implemented. As a result, pupils’ knowledge and skills are not as secure as in other areas. The school should continue its plans to strengthen the taught curriculum so that each subject is consistently implemented.

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How can I feed back my views?

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. 17 and 18 June 2025

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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 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). 17 and 18 June 2025

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School details

Principal Trudy Spillane (Executive Principal)

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School details

Dates of previous inspection 28 February and 1 March 2023, under section 5 of the Education Act 2005

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Information about this school

 The school does not currently use any alternative provision for pupils.  The current executive principal took up post in May 2024.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 17 and 18 June 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, inspectors held meetings with the executive principal and other senior leaders. The inspectors met with members of the trust board, governing body and a representative from Drapers’ Multi-Academy Trust.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, and art and design. 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 curriculum in other subjects was considered as part of the inspection.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors gathered the views of pupils, parents and carers and staff through both discussions and responses to Ofsted’s online surveys.

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Inspection team

Hannah Glossop, lead inspector His Majesty’s Inspector

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Inspection team

David Worrall Ofsted Inspector 17 and 18 June 2025

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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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