The Priory Primary School

The Priory Primary School

Address: Dorsett Road, Friar Park, Wednesbury, Wednesbury, West Midlands, WS10 0JG Unique reference number (URN): 131212

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders actively promote positive pupil attitudes to attendance through the strategies they employ to enhance pupils' engagement in school. Pupils understand the importance of attending regularly. Attendance is carefully monitored and the school intervenes effectively to support individuals who face barriers to attending. Oversight and leadership of attendance are very effective, with tailored support continuing to drive positive outcomes. Attendance continues to rise over time. Considerable improvements have been made to the attendance of pupils who were previously persistently absent. Vulnerable groups of pupils attend above national average.

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Attendance and behaviour Strong standard

Behaviour expectations are consistently applied by staff. Routines for behaviour are very well embedded and understood. Pupils behave extremely well. Pupils take responsibility for their actions and the choices they make. They are self-disciplined and manage their emotions well. Teachers are positive role models and if things do go wrong pupils appreciate how they take time to talk through what has happened.

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Attendance and behaviour Strong standard

Bullying and discriminatory incidents are very rare and addressed swiftly when they do occur. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive highly effective, tailored support, which helps them to engage well with learning. Staff promote respect and cooperation during lessons and social times. The school's culture of high expectations and personalised support enables pupils to develop academically and socially.

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Curriculum and teaching Strong standard

Leaders have an accurate and informed understanding of the quality of the curriculum and teaching. They make well ‑ judged decisions that strengthen practice over time. The curriculum is ambitious, rich and engaging. Each subject is deliberately mapped and sequenced so that essential knowledge builds securely, step by step.

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Curriculum and teaching Strong standard

Effective teaching is consistently embedded across the school. Teachers have strong subject knowledge, and leaders ensure this stays sharp through regular training, focused coaching and the sharing of best practice. This creates a unified and purposeful approach in every classroom.

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Curriculum and teaching Strong standard

Leaders place a strong emphasis on early reading and other foundational skills. Staff deliver phonics, spelling, vocabulary and early mathematics with precision. The consistency of approach to the teaching of handwriting is having a marked impact, particularly for the youngest children.

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Curriculum and teaching Strong standard

Vocabulary and spoken language are developed through clear, familiar routines, including structured talk activities and competitions. Pupils are encouraged to ‘talk like a linguist, historian, geographer'. This is having a rapid improvement on pupils’ confidence and accuracy in speaking clearly for different audiences and purpose. Staff are acutely aware of pupils’ individual needs. They make thoughtful, well ‑ judged adaptations so that all pupils can access the curriculum fully. Strong communication, responsive checks on learning and shared expectations ensure that teaching remains highly consistent, purposeful and effective.

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Inclusion Strong standard

Leaders place inclusion at the centre of their work. They identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately. As a result, pupils receive the right support at the right time. Leaders use a clear, well ‑ established and evidence ‑ based approach to identifying needs from the very start of a pupil’s journey.

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Inclusion Strong standard

Staff benefit from regular, high ‑ quality training. This enables staff to expertly tailor work to pupils’ individual needs and starting points. Gaps and misconceptions are addressed quickly. Staff check pupils’ progress closely and ensure that pupils work towards their individual targets. Pupils with SEND achieve well from their starting points and flourish alongside their peers.

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Inclusion Strong standard

Leaders maintain strong oversight of provision. Pupils with the highest levels of need receive highly personalised learning that is well matched to their starting points. This helps them to feel reassured and build their understanding over time. Leaders use additional funding effectively. Support for disadvantaged pupils is bespoke and wide ranging. This ensures that pupils achieve well, both academically and in their personal development.

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Leadership and governance Strong standard

Leaders have an acute understanding of the school’s strengths and priorities. They take swift action to sustain and enhance provision and outcomes, particularly for disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and pupils known to children’s social care.

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Leadership and governance Strong standard

Leaders and governors make astute decisions that put pupils’ learning, safety and wellbeing first. Governors are highly knowledgeable and hold the school to account effectively. They are fully involved in the life of the school and have detailed understanding of the school’s context.

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Leadership and governance Strong standard

Staff morale is high. Leaders are conscious of workload, reducing this where possible. They carefully consider staff wellbeing. Staff feel valued and are proud to work at the school. The school offers a responsive training programme to develop staff expertise. Those in the early stages of their career benefit from a comprehensive induction programme. As a result, new staff feel welcome and prepared. Staff have meaningful opportunities to share effective practice through regular ‘masterclasses’. This supports the development of their professional knowledge, as well as driving whole-school improvement.

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Personal development and wellbeing Strong standard

The school's approach to personal development is highly effective. The school understands the difficulties that pupils and their families may encounter. The school ensures that pupils

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Expected standard

overcome these barriers and experience a curriculum that extends far beyond the classroom. There are many opportunities for pupils to demonstrate fundamental British values, such as democracy when voting for rewards and pupil leadership roles. Pupils feel important because their opinions are used to influence decisions that the school makes. A broad suite of visits, trips and clubs extends pupils' artistic and musical talents. Pupils with special educational needs and/or disabilities can participate fully in the offer due to the well- considered adaptations in place.

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Expected standard

There is a wide range of clubs open to every pupil. These include choir, martial arts, rugby and sewing. Leaders remove financial and social barriers that vulnerable pupils may face. As a result, enrichment opportunities are available to all pupils. Pupils represent the school in public performances and sports fixtures, which helps them to gain confidence and resilience. The school's personal, social, health and economic education is very well sequenced. The school regularly reviews the curriculum to ensure that it reflects up-to-date content, including risks linked to social media platforms and safety in the community.

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Expected standard

Pastoral support is highly effective. Pupils who need a therapeutic approach receive help to manage their feelings and worries. The school shares these approaches with parents and carers to develop a joined-up approach between school and home.

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Expected standard

Pupils show a high level of respect towards others of different faiths, beliefs or with disabilities. They know the difference between right and wrong and understand the need for rules. They demonstrate their deep understanding of these concepts through interactions with others. By taking on leadership roles, for example, as head boy or head girl, and through fundraising events, pupils learn how to have a beneficial impact on the lives of others.

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Expected standard

Pupils leave school as resilient, confident and considerate individuals.

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Achievement Expected standard

Pupils learn and achieve well from their starting points. They progress through the curriculum successfully, remembering what they have been taught. Pupils have a deep understanding of subject-specific content. Younger pupils secure their knowledge of phonics, mathematics and writing skills to help them learn the curriculum as they move through the school.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities make effective progress from their varied starting points. They develop the important knowledge and skills they need through carefully planned adaptations, high-quality interventions and rigorous checks on progress.

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Achievement Expected standard

At the end of key stage 2, pupils achieve broadly in line with national averages. Phonics results, at the end of year 1, remain consistently above national averages although outcomes in reading for older pupils have not been as consistently strong. Most pupils are ready for their next stage of education.

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Early years Expected standard

Children get off to a positive start in their early education. Staff build warm, secure relationships with children and their parents or carers. As soon as children join the school, they settle quickly into calm and familiar routines. They arrive happily, put their belongings away independently and take part in a range of engaging morning activities.

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Early years Expected standard

Leaders have planned a clear and thoughtful curriculum that supports children to develop their knowledge and skills. Staff have high expectations and provide rich experiences, such as interactive workshops, which spark children’s curiosity. They encourage independence and self ‑ care, and children enjoy learning alongside their friends. These experiences help prepare children well for the move into Year 1.

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Early years Expected standard

Communication, language and reading are given high priority. Children enjoy many stories, songs and opportunities to talk. Staff choose books carefully to give children a wide range of vocabulary, and they create a language ‑ rich environment, where children learn and use new words. Phonics is taught in a clear sequence, and books match the sounds children know. Staff check progress often and give prompt support to any child struggling to keep up. Early mathematics is also taught consistently well.

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Early years Expected standard

Parents and carers are kept well informed about their child’s learning and how they can support this at home.

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What it's like to be a pupil at this school

There is a deep sense of belonging and community at The Priory Primary. Pupils are nurtured and their talents are fostered. Pupils are greeted warmly every morning. This sets pupils up well for the day. Pupils who join the school quickly feel part of the community. The school celebrates difference and diversity. The school's ‘Priory 8’ values are woven into the school's curriculum and beyond. Pupils learn to be responsible, resilient and empathetic citizens.

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What it's like to be a pupil at this school

Pupils take on a range of leadership roles, including head boy and head girl. A highlight at the Priory is the morning announcement from these pupils. Everybody listens to the motivational speech for the day, alongside Priory news and weather forecast. It is truly special, bringing the whole school community together.

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What it's like to be a pupil at this school

Pupils follow an ambitious, rich and broad curriculum. They are highly engaged and achieve well from their starting points. Most pupils are ready for their next steps in education.

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What it's like to be a pupil at this school

There is a highly inclusive ethos at the school. Staff work thoughtfully together to support and care for pupils who may have barriers to their learning or wellbeing. Carefully thought- out provision, tailored to individuals, enables pupils to fully access learning. Pupils who are disadvantaged and those with special educational needs and/or disabilities flourish.

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What it's like to be a pupil at this school

Pupils are proud of their school and attend regularly. Pupils are highly respectful, well mannered and responsible. There is a calm buzz about the school. Bullying is not tolerated. As a result, pupils feel safe and happy in school.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Stephanie Peters, Ofsted Inspector Christian Hamilton, Ofsted Inspector Benjamin Taylor, Ofsted Inspector

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Facts and figures used on inspection

Pastoral care is integral to the school’s approach to personal development. Pupils are fully supported to play a part in their school and local community. All pupils benefit from an extensive range of clubs and enrichment opportunities, including fitness workouts, sewing, first aid and virtual reality experiences to bring learning to life.

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Next steps

• Leaders should ensure that all pupils are consistently well prepared for the next stage in their education through sustaining strong reading outcomes at key stage 2.

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About this inspection

The chair of the board of governors in this school is Mrs Diane Holden.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, assistant headteacher, the special educational needs coordinator, the designated safeguarding lead, the deputy designated safeguarding leads, subject leaders, chair of governors, members of the governing body, school improvement advisor, virtual school, staff, parents and pupils during the inspection.

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About this inspection

The school runs a nursery for 3- and 4-year-old children.

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About this inspection

Headteacher: Mr Phillip Butcher The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 63% 62% Close to average

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average

2023/24 (final) 66% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 70% 75% Close to average

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average

2023/24 (final) 71% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 73% 72% Close to average

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average

2023/24 (final) 78% 72% Close to average

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average

2022/23 (final) 69% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 75% 74% Close to average

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average

2023/24 (final) 80% 73% Close to average

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average

2022/23 (final) 72% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 45% 47% Close to average

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average

2023/24 (final) 58% 46% Close to average

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average

2022/23 (final) 38% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 65% 62% Close to average

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national average

2022/23 (final) 49% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 55% 59% Close to average

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average

2022/23 (final) 59% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 65% 61% Close to average

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average

2022/23 (final) 62% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.4% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 14.1% 13.3% Close to average

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national average

2023/24 (3 term) 14.4% 14.6% Close to average

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national average

2022/23 (3 term) 16.8% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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