Priory Primary School

Priory Primary School

Address: Priory Road, Hull, HU5 5RU Unique reference number (URN): 140290

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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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Achievement Strong standard

Leaders have created an environment in which learning is tailored to pupils' individual needs effectively. This ensures that pupils achieve well. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Over time, results in national tests show that above average numbers of pupils learn to read, write and become numerate. If pupils’ outcomes are not secure, leaders take impactful action to ensure improvements.

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Achievement Strong standard

In lessons, pupils focus on their learning. They quickly secure reading and writing skills. Pupils know how to apply these skills to other areas of learning. The school's focus on oracy supports pupils to speak confidently about their learning and to explain it to others. For example, in history, pupils speak eloquently about past events in Hull and the impact they have had on the fishing industry today.

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Achievement Strong standard

Pupils are very well prepared for their next steps in education. They achieve highly and have secure knowledge across subjects. Pupils are proud of the work they produce.

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Attendance and behaviour Strong standard

Leaders have ensured that attendance has risen significantly over time. Pupils enjoy coming to school, and, consequently, they attend regularly. Leaders use robust systems to monitor attendance figures closely. If a pupil's attendance is a concern, the causes are analysed with great accuracy and support swiftly put in place. Leaders and other staff build strong relationships with families. They seek ways to overcome barriers and ensure that pupils' attendance improves.

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Attendance and behaviour Strong standard

Leaders have extremely high expectations of pupils' behaviour. Everyone knows the importance of showing courtesy and respect. The school's expectations for pupils to 'be kind, be safe, be ready' are followed with great consistency by all pupils. Pupils value the structure and consistency of approaches used across the school. These enable them to feel safe and secure. In lessons, pupils show overwhelmingly positive attitudes to learning. They have fun as they learn but remain calm and focused. Clearly established routines are embedded and understood. Whether pupils are transitioning between learning groups or going to the playground, they walk calmly and quietly so they don't disturb other pupils' learning.

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Attendance and behaviour Strong standard

This is a kind school. Pupils show mature understanding about why some pupils may find it more difficult to follow the school's high expectations. Bullying is rare, but, if it happens, it is taken seriously and dealt with quickly.

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Curriculum and teaching Strong standard

The curriculum is highly ambitious. It clearly sets out what pupils will learn across all year groups and in all subjects. Leaders and staff discuss curriculum development regularly. Leaders work with class teachers and support staff to plan individualised learning for pupils with special educational needs and/or disabilities. They have a crystal clear view of what is working and what they may need to adapt or change in order to meet the needs of the pupils in the school.

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Curriculum and teaching Strong standard

Regular and effective training and guidance supports staff to utilise highly consistent teaching approaches across the school. Staff have secure subject knowledge. They teach the curriculum well and quickly identify and address pupils' misconceptions. Staff speak with enthusiasm about teaching in 'the Priory Way'. They use common approaches to support pupils to focus on the important parts of the learning, for example how to use key vocabulary in correctly formed sentences. Ongoing development opportunities ensure that all staff have a secure understanding of inclusive teaching practices. This enables them to adapt learning effectively.

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Curriculum and teaching Strong standard

The well-constructed curriculum places great importance on ensuring that all pupils develop language, vocabulary and oracy skills. High-quality phonics teaching helps pupils to learn to read quickly and fluently. Pupils also develop fluency in mathematics. Teachers revisit key foundational knowledge in every lesson. They constantly check that pupils' knowledge is secure and address any gaps in understanding.

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Early years Strong standard

Leaders and staff value and celebrate the importance of early years education. Consequently, children build firm foundations for future learning. Staff understand children's needs well. Children settle into school quickly due to the warm, caring adults that listen to them and help them to learn. This is a welcoming place for children to begin their learning journey.

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Early years Strong standard

The well-thought-out curriculum has been carefully designed. It supports children to learn effectively from their earliest days in school. Learning is carefully sequenced, and children are encouraged to revisit past ideas and activities. This helps them to build knowledge over time. Adult-led learning sessions are carefully matched to children's starting points. Activities are well chosen to interest and engage children. Children show high levels of engagement and independence in their learning, both inside and outside of the classroom. The environment is welcoming and well resourced.

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Early years Strong standard

Throughout the early years, staff focus on supporting children's language development. Story and snack times are used effectively to model high-quality speech. Staff encourage children to extend and consolidate their ideas. High-quality texts are read and re-read to deepen children's understanding and broaden their vocabulary. In Reception Year classes, reading is prioritised. Staff support all children to succeed. They are passionate in ensuring that every minute counts. No time is wasted when supporting children to be ready for their next stage in learning.

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Inclusion Strong standard

This is a highly inclusive school. Leaders are committed to supporting every pupil to succeed. They use well embedded systems to quickly identify pupils with special educational needs and/or disabilities or other barriers to learning. Highly personalised learning opportunities are created to enable pupils to achieve. New approaches, such as the use of flexible learning groups, are proving highly effective in making sure that pupils get the support they need to learn successfully. Leaders monitor these approaches carefully. They have a secure understanding of how to adjust or change approaches should they need to. This results in a dynamic offer for pupils and tailored learning opportunities. These are used flexibly to ensure that all pupils experience success and make progress.

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Inclusion Strong standard

All staff, including those working with specific groups of pupils, benefit from regular and targeted training from within the school and trust. Leaders seek expert advice from external agencies, when needed. This helps to ensure that provision for pupils with the most complex needs is effective.

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Inclusion Strong standard

Leaders have an effective understanding of the challenges faced by children who have had adverse childhood experiences or who are disadvantaged. They work closely with parents and carers to remove barriers and to support pupils' wellbeing. Highly effective deployment of pastoral support and the strategic use of the pupil premium funding is benefiting pupils well.

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Leadership and governance Strong standard

Leaders keep the wellbeing of pupils at the centre of all decision-making. They are crystal clear and extremely strategic in their planning to continually improve the school. Any issues or challenges are quickly identified and swiftly dealt with. Leaders know the school and its pupils, inside out.

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Leadership and governance Strong standard

There is a close working relationship between the trust and the school. Changes in roles at the trust have led to more effective quality assurance procedures being introduced. The school has welcomed this. Leaders work well with key trust leaders and are positive about the refinements being made to embedded practices. This has led to rapid improvements being made in a short space of time. All leaders have a laser-sharp focus on supporting pupils to achieve.

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Leadership and governance Strong standard

Senior leaders are passionate about their roles. They provide excellent support for their colleagues. They lead with integrity and purpose. This ensures that all staff are well supported and feel valued. Carefully planned professional development opportunities ensure that the innovative approaches used to support pupils with barriers to learning are effective. Staff value the support they are given by leaders to carry out their roles and manage their workload and wellbeing. They seek to do their best and are proud to work at the school.

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Leadership and governance Strong standard

Trustees and governors are committed to continuously supporting the school to improve. Key trust staff are knowledgeable about the school. They use this knowledge to support and challenge leaders. This is welcomed. The shared commitment to continuous improvement is palpable. All stakeholders, including parents, have a shared determination that all pupils learn successfully.

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Personal development and wellbeing Strong standard

Leaders are passionate about ensuring that the school supports pupils' personal development and wellbeing. They are determined to support pupils to develop confidence, resilience and independence during their time at the school.

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Personal development and wellbeing Strong standard

The personal development programme is well established and embedded across school life. Weekly lessons follow a carefully structured personal, social and health education programme. Important themes, such as learning to build relationships or look after your own mental health, are revisited as pupils move through the school. Pupils show maturity and knowledge when talking about their learning. For example, they can articulate detailed reasoning about keeping themselves safe online. Leaders emphasise the importance of pupils acquiring knowledge to prepare them for life beyond the school.

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Personal development and wellbeing Strong standard

Pupils benefit from a broad and carefully planned range of opportunities that extend beyond the classroom. There is a strong extra-curricular offer including a wide variety of clubs. These include gardening, wellbeing and sports clubs. Leaders analyse attendance at these opportunities carefully in order to ensure that all groups of pupils, including disadvantaged pupils, are supported to attend. Learning is further enriched through educational visits, residential experiences and enterprise opportunities.

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Personal development and wellbeing Strong standard

Pupils' voices are heard. There is a culture where pupils feel safe to share ideas. Pupils are proud to take on roles such as being part of the junior leadership team or being a house captain. These give pupils the chance to take on meaningful responsibilities and to contribute to decision-making within the school. Pupils benefit from planned opportunities to discuss important thoughts or ideas about topics such as tolerance or difference to enhance and develop their thinking skills and to ensure that they are well prepared for life in modern Britain.

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Personal development and wellbeing Strong standard

There is a strong focus on pupils’ wellbeing. The highly effective pastoral team works closely with staff and pupils. There is an open-door culture that encourages pupils to seek support from trusted adults if they need it. Staff have received training to manage these conversations supportively.

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

Priory Primary is a school that pupils, staff and parents are proud to belong to. Pupils are rarely absent from school because they enjoy learning there. Each day starts with a smile, as staff greet pupils at the door. The school's high expectations are well understood, and all pupils play their part in living up to them. Pupils focus on their learning from the moment they enter the classrooms. They enjoy the challenges that teachers set. This is due to the varied learning opportunities pupils are given, which engage and interest them.

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

This is a kind school where respect is shown to everyone. Pupils show high levels of consideration for each other and adults. They conduct themselves well as they move around school, holding doors open for each other. Bullying is extremely rare, but if it occurs, pupils are confident that it will be dealt with quickly. Pupils feel safe there.

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

Every corner of this school is dedicated to learning. As well as the main classrooms, additional spaces have been created to enable pupils to focus on their learning in smaller groups. Pupils in these groups, such as Forest, Meadow or Orchard, work on activities that are tailored to match each individual pupils' needs. This focus on inclusion and ensuring that

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Team inspectors:

David Horrigan, Ofsted Inspector Kim Bradshaw, His Majesty's Inspector Alison Oxtoby Oxtoby, Ofsted Inspector learning is carefully matched to individual pupils’ needs is a strength of the school. It ensures that all pupils, including those with special educational needs and/or disabilities, or with other barriers to learning, experience success.

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Team inspectors:

All staff know pupils and families well. Every pupil is seen and valued as an individual. Pupils speak with enthusiasm about the many clubs and activities they take part in. Pupils show a mature understanding of the importance of caring for others and taking responsibility for their own actions. This makes the school a happy, caring place for pupils to learn.

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Next steps

Leaders and those responsible for governance should continue to extend the positive work they have started to quality assure the systems and practices that are supporting the school to strive for exceptional outcomes for all pupils.

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About this inspection

This school is part of Thrive Co-operative Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jane Nolan, and overseen by a board of trustees, chaired by Ken Battye.

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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 and other school leaders, as well as representatives from the trust. They also spoke with staff and pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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Facts and figures used on inspection

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. National average: 26.3%

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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 (final) 69% 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

2023/24 (final) 76% 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 (final) 76% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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average

2022/23 (final) 77% 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 (final) 72% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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average

2022/23 (final) 79% 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

2023/24 (final) 54% 46% 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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average

2023/24 (final) 71% 62% 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

2023/24 (final) 64% 58% Close to average

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average

2022/23 (final) 65% 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

2023/24 (final) 61% 59% Close to average

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average

2022/23 (final) 70% 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 (3 term) 4.7% 5.2% Close to average

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national average

2022/23 (3 term) 6.5% 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 (3 term) 10.0% 13.0% Close to average

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national average

2023/24 (3 term) 15.6% 14.6% 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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