The Priory Ruskin Academy

The Priory Ruskin Academy

Address: Rushcliffe Road, Grantham, Lincolnshire, NG31 8ED Unique reference number (URN): 136194

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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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Inclusion Strong standard

Inclusion is a priority for all staff. Leaders understand the needs of pupils quickly and accurately, including before new pupils start at the school. Teachers have the information that they need about pupils’ barriers to learning, attendance and wellbeing. Staff, including pastoral leaders, take effective steps to remove these barriers for pupils. Leaders often do this by building effective relationships with families. They ensure that specialist support is provided when appropriate. Pupils with the lowest starting points are identified and receive personalised support to ensure that they develop the basic skills they need to support their learning. Students in the sixth form receive the support they need to select appropriate courses of study, and participate effectively in lessons.

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Inclusion Strong standard

Leaders have established clear, well-structured support for pupils known to social care. They ensure that these vulnerable pupils have the academic and pastoral support they need. Additional funding is used precisely to support pupils who face disadvantage. Strategies are well considered and informed by knowledge of what works best to support pupils’ progress and wellbeing.

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Inclusion Strong standard

Leaders use of alternative provision is in the best interests of pupils with specific needs. It is carefully planned and monitored to ensure that is effective and purposeful.

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Achievement Expected standard

Across the school, most pupils secure the key knowledge and qualifications they need to prepare them well for their next steps in education, employment or training. Leaders provide personalised support for pupils, who need to secure their foundational knowledge. These programmes support pupils to close gaps quickly. Pupils’ contributions in lessons, and work that they produce, shows that they are making progress through the planned curriculum. Pupils typically achieve close to national averages at the end of key stage 4. Pupils who are disadvantaged progress well from their starting points.

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Achievement Expected standard

Students in the sixth form demonstrate commitment to their learning. They receive the support they need from teachers to achieve well in their qualifications. In the sixth form, students achieve particularly well in vocational subjects. Outcomes in academic qualifications have improved over time and are typically in line with national averages.

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Attendance and behaviour Expected standard

Leaders monitor attendance closely. They use information effectively to identify patterns of absence and barriers to attendance that some pupils face. This means that staff can offer targeted support early, including effective pastoral support. All staff are involved in promoting good attendance. Leaders have created a sense of belonging and community within the school. As a result, attendance is broadly in line with national averages. The attendance of pupils with special educational needs and/or disabilities has been above national averages over time. Disadvantaged pupils do not attend as regularly as they should. Leaders’ work with families and other professionals is helping more disadvantaged pupils to attend well.

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Attendance and behaviour Expected standard

Leaders have created a calm and positive environment. There are clear expectations and consistent routines. The school focuses on rewarding positive behaviour through a wide range of strategies. Students appreciate the recognition they get. Additional support is provided for pupils who struggle to meet the school's high expectations. Consequently, pupils behave well across the school and benefit from classrooms, where learning can take place. Sixth-form students approach their studies with maturity and independence. Pupils develop respectful and positive relationships with others. This means that bullying and discrimination are rare.

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Curriculum and teaching Expected standard

Pupils benefit from a well-organised curriculum that helps them to build knowledge and develop confidence over time. In the sixth form, leaders have designed a curriculum that reflects students’ skills, interests and aspirations.

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Curriculum and teaching Expected standard

Teachers are knowledgeable about the subjects they teach and typically explain new ideas clearly. They make helpful adaptations in lessons to support the learning of all pupils, including those with special educational needs and/or disabilities. Pupils’ work shows that they secure key knowledge in many areas of the curriculum and develop their understanding of increasingly complex content.

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Curriculum and teaching Expected standard

Approaches to assessment help teachers to identify common errors and provide effective whole-class feedback. There is a focus on developing pupils’ subject-specific vocabulary, as not all pupils build this consistently well. Where assessment is most precise, for example, in some creative subjects, pupils receive specific guidance to close gaps in their learning.

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Curriculum and teaching Expected standard

Pupils who need help to secure their foundational skills, such as reading, receive targeted support. Teachers include activities in lessons that support the development of these skills for all pupils. Most pupils develop these basic skills over time. However, errors in some pupils’ work are not identified as quickly as they could be.

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Leadership and governance Expected standard

Leaders know their school and community well. They reinforce the school's values and underpin the positive culture at the school. Leaders have high expectations of staff and pupils. Their decisions are in the best interests of pupils at the school, particularly the most vulnerable.

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Leadership and governance Expected standard

Leaders have a clear vision for the school. They use a range of information to ensure that they understand the school’s strengths and areas of development. Their actions are well considered to secure improvements. Where leaders’ analysis is most precise, it results in well-targeted strategies, including those that support disadvantaged pupils. Those responsible for governance have the expertise they need to carry out their statutory duties and responsibilities. They share leaders’ passion for the school community and feel valued in their role. Governors know the school well. They use a range of information to support and challenge leaders effectively.

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Leadership and governance Expected standard

Staff feel well supported and valued by leaders. They are proud to work at the school. Teachers, including those in the early stages of their career, benefit from a well-structured programme of professional learning and support. This develops their expertise effectively. Leaders are considerate of staff's wellbeing and workload. They have established approaches that support staff to use their time effectively.

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Leadership and governance Expected standard

Parents and carers are supportive of the school. They appreciate leaders’ approach to pastoral care and communication. The school engages positively with a wide range of external agencies and partners. These relationships ensure that pupils receive the support they need.

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Personal development and wellbeing Expected standard

Leaders have developed purposeful opportunities to support pupils’ personal development. The personal, social and health education (PSHE) programme provides opportunities for pupils to discuss and debate. Teachers are supported to deliver more complex topics. Pupils develop an understanding of the modern world, including fundamental British values, current affairs and how to stay safe online. Younger pupils have a more secure and detailed knowledge of the taught PSHE curriculum.

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Personal development and wellbeing Expected standard

The school provides a range of activities that support and develop pupils’ talents and interests. These include the Duke of Edinburgh's Award scheme, creative arts clubs and sporting opportunities. There is a targeted enrichment offer for students in the sixth form. This includes the opportunity to support the wider school community. Leaders are refining their monitoring of pupil engagement in wider opportunities across the school to make sure that all pupils benefit fully from these.

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Personal development and wellbeing Expected standard

Pupils receive careers education and guidance that helps them reflect on their futures and make the right choices regarding their next steps. An increasing number of pupils engage with experiences of the modern workplace. Many pupils remain in full time education at the end of key stage 4. At the end of their time in the sixth form, most students go to university or into apprenticeships.

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Personal development and wellbeing Expected standard

Pastoral support is a strength of the school. Pupils experience well-structured and inclusive pastoral care. Leaders provide targeted support, when it is needed. Pupils appreciate the care and support they receive. They feel known by staff, which develops a sense of belonging in the school community. As a result, pupils develop positive and respectful relationships with others. Instances of bullying, discrimination and derogatory language are rare. Pupils are confident that staff will take swift action to address any concerns they may have. This includes some adaptions to the taught curriculum.

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Post-16 provision Expected standard

The sixth-form study programme is designed to meet the needs and aspirations of students. Staff guide students on to programmes of study that build on their starting points and support their chosen next steps. This helps students join courses that suit them well, including students with special educational needs and/or disabilities.

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Post-16 provision Expected standard

Students benefit from high-quality teaching across a range of study programmes in the sixth form. Staff provide extra support for students who need it. This means that students enjoy their studies and achieve well. They can apply what they learn accurately in their writing and discussions with staff. Achievement in vocational subjects has been consistently above national averages over time. Leaders have taken deliberate steps to improve academic pathways. As a result, outcomes in these subjects are in line with national averages.

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Post-16 provision Expected standard

Students in the sixth form can engage in a range of activities in addition to their programme of study. Some students complete 'the Ruskin Award', which encourages them to commit to volunteering activities. These wider activities, alongside the planned curriculum to support personal development, enables students to be prepared for their next stage of education, employment or training.

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

The Priory Ruskin Academy is a positive and inclusive community. The school’s values of wisdom, curiosity, generosity, courage and passion are reinforced and celebrated regularly. Pupils are known well by staff, particularly the most vulnerable. They are positive about the support they receive from staff.

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

The school has a calm and productive atmosphere. Leaders have established clear routines that pupils understand and follow. This supports pupils’ learning. Across the school, the curriculum is broad and well planned. It is designed effectively to build pupils’ knowledge over time. Staff understand the barriers to learning that some pupils face and make sure that they are supported effectively to make progress from their starting points. As a result, the achievement of pupils is in line with national averages. Sixth-form students are taught well and receive personalised support from teachers. This helps them understand complex ideas and achieve well, particularly in vocational subjects.

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

Pupils feel safe and build positive relationships. There are few instances of bullying. Pupils feel confident that adults will take effective action to help them, particularly when they report concerns. This means that pupils have a clear sense of belonging and many, including those with special educational needs and/or disabilities, want to attend school. The attendance of disadvantaged pupils is improving, and more pupils are now attending school regularly.

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

Leaders have developed a personal development curriculum that enables pupils to learn about life in modern Britain and how to keep safe and healthy. Opportunities and activities beyond the curriculum are designed to develop pupils’ talents and interests. Careers education is structured and accessible. Sixth-form students have opportunities to contribute to the school and act as positive role models for younger pupils. This helps them develop skills that prepare them for their next steps in education, employment or training.

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Next steps

Leaders should continue to develop assessment strategies that teachers use across the curriculum, so that they consistently identify and address any gaps in pupils' key knowledge and basic skills quickly. Leaders should continue to embed strategies to ensure that more disadvantaged pupils attend school regularly. Leaders should ensure that they have detailed analysis of pupils’ engagement with activities and wider experiences beyond the curriculum, so that these opportunities have a positive impact on all pupils and help them prepare well for their next steps.

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About this inspection

This school is part of The Priory Federation of Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ian Jones, and overseen by a board of trustees, chaired by Howard Gee.

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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 school leaders, staff and pupils. They also spoke with representatives of the trust, including the CEO, and those responsible for governance, during the inspection. Information was gathered from parents.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The school currently makes use of 6 alternative provisions, including 4 that are unregistered.

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Team inspectors:

Alexandra Jane Burton, Ofsted Inspector Alison Davies, Ofsted Inspector April Wright, Ofsted Inspector Gary Carlile, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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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 6 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 needs support 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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 41.4 46.1 Close to average

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national average

2023/24 (final) 41.3 45.9 Close to average

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national average

2022/23 (final) 43.7 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.22 -0.03 Close to average

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national average

2022/23 (final) 0.15 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 16.4% 25.8% Close to average

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national average

2022/23 (final) 18.3% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 35.7 34.9 Close to average

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national average

2023/24 (final) 35.5 34.6 Close to average

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national average

2022/23 (final) 36.5 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (final) 32.11 35.00 Close to average

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national average

2023/24 (final) 31.22 34.38 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) -0.1 0.0 Close to average

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national average

2023/24 (revised) -0.1 0.0 Close to average

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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) 8.6% 8.4% Close to average

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national average

2023/24 (3 term) 9.6% 8.9% Close to average

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national average

2022/23 (3 term) 9.4% 9.0% 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) 26.8% 23.4% Close to average

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national average

2022/23 (3 term) 29.1% 26.5% 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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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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