Priory CofE Academy

Priory CofE Academy

Address: Jubilee Road, Trentham, Stoke-on-Trent, Staffordshire, ST4 8EF Unique reference number (URN): 150003

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Leaders promote a clear and shared message that attendance is everyone's responsibility. They recognise that pupils attend well when they feel safe, valued and have exciting learning opportunities. Attendance is consistently high for all groups of pupils. Leaders' actions are effective and persistent absence remains low. Absences are explored swiftly, and leaders go above and beyond to support families who may have challenges in getting pupils to school. Leaders consider the needs of different groups carefully. Pastoral support is effective in improving attendance for individual pupils, including those who are disadvantaged or face additional barriers.

p.2

Attendance and behaviour Strong standard

Leaders have developed a behaviour approach that focuses on positive choices, with staff always modelling respectful behaviour. This has resulted in pupils behaving consistently well. They are polite, kind and respectful. Classrooms are calm and orderly, with pupils quickly settling and focusing on their learning. Pupils with additional needs receive the support they need, and their classmates show understanding. Pupils also understand what is expected of them at social times and when moving around the school. Cooperation and kindness are clearly evident. Staff deal with any rare incidents of poor behaviour, including bullying, quickly. Leaders monitor pupils' behaviour closely and act on any concerns. Pupils therefore feel safe.

p.2

Inclusion Strong standard

Leaders and staff create a highly inclusive, nurturing environment where every pupil feels welcomed and understood. This enables them to flourish and succeed, particularly those who face challenges in their lives. Leaders take time to learn about each pupil's background, needs and interests. Staff carry out precise assessments and identify emerging needs quickly. The curriculum is adapted thoughtfully so that everyone can succeed. Visual prompts and tailored resources strengthen communication, confidence and independence. Effective monitoring evaluates the impact of adaptations and refines support where needed.

p.2

Inclusion Strong standard

Leaders draw upon specialist advice, including collaboration with the virtual school. They work closely with families to plan next steps. This careful approach enables pupils, including disadvantaged pupils, those with special educational needs and/or disabilities and those known to children’s social care, to participate fully in their learning and progress well. ‘The Hive’ provides a calm and well-tailored provision for pupils with more complex needs. Leaders have appropriately used alternative provision where needed.

p.2

Inclusion Strong standard

Leaders invest in ongoing training, which is highly responsive to the needs of their school community. This ensures that the whole team develops strong knowledge of inclusive practice. Leaders use funding purposefully, including pupil premium. Pupils develop the skills they need to thrive both in the setting and beyond.

p.2

Leadership and governance Strong standard

Leaders set a purposeful and ambitious direction for the school. They model professionalism and integrity. They know the community well and use this insight to identify the right priorities for improvement. Their actions are timely, strategic and always focused on improving standards while not losing sight of the whole child. As a result, the quality of education continues to improve and pupils achieve well. Leaders place a clear focus on supporting vulnerable pupils to reduce barriers to learning and wellbeing and improve their outcomes.

p.3

Leadership and governance Strong standard

Ongoing professional development that is closely linked to the school's development priorities is central to the school’s work. This strengthens teaching across the school. Staff at all stages of their career benefit from training that deepens their subject knowledge and sharpens their practice. Leaders also seek opportunities to learn from others, connecting with schools across the trust and seeking advice from external professionals. This outward- facing approach contributes to a culture of continuous improvement.

p.3

Leadership and governance Strong standard

Staff consistently report that leaders listen to them and take meaningful steps to reduce unnecessary workload and promote wellbeing. They are proud to work at the school and are passionate about their roles. Partnerships with families and external professionals further enhance the school’s work. Parents are extremely positive about the school.

p.3

Leadership and governance Strong standard

Governance is effective and well informed. Governors and trustees understand the school’s context and priorities. They hold leaders to account with rigour and fairness and check leaders’ work through regular visits. This provides appropriate challenge and support. Trustees meet their statutory duties and ensure clear accountability. They are determined to have a positive impact on pupils’ lives.

p.3

Personal development and wellbeing Strong standard

Personal development is at the centre of the school’s work. Leaders provide an impressive, coherent programme of personal development that embraces the school's local context. The programme is planned thoughtfully to make sure that all pupils, including those who have special educational needs and/or disabilities (SEND) and those who face other difficulties, take part and benefit fully.

p.3

Personal development and wellbeing Strong standard

Pastoral support is extensive and sensitively delivered. Pupils are supported to develop resilience and patience and to think about how their actions make others feel. Staff know pupils well and make sure they always have someone to talk to. Initiatives such as regular check-ins, worry boxes and dedicated time in the ‘The Bubble’ with a trusted adult help pupils feel safe, listened to and supported. Alerting staff to worries via the ‘Hear Me Hub’ on a tablet encourages pupils to ask for help in a way that meets their needs best.

p.3

Personal development and wellbeing Strong standard

Pupils benefit from a vast range of clubs and enrichment activities that nurture their talents and interests and build confidence, for example, performing to an audience in the school show. They attend clubs such as sewing, athletics and digital art.

p.3

Personal development and wellbeing Strong standard

All pupils build secure knowledge of healthy lifestyles, including mental wellbeing and respectful relationships. They understand how to stay safe in the community and online.

p.3

Expected standard

Pupils also benefit from the school’s wider wellbeing work, including staff training on sensitive topics such as bereavement and pupils’ workshops on managing emotions.

p.4

Expected standard

Pupil leadership is a real strength of the school. Pupils excitedly talk about the impact of their work as ‘advocates’. They aspire to take on other responsibilities and to make a difference in the world. For example, they take action to support the homeless. Through this leadership, alongside discussions in lessons and collective worship, pupils develop a clear understanding of fundamental British values, speaking confidently about tolerance, individual liberty, respect and democracy.

p.4

Achievement Expected standard

Pupils gain appropriate knowledge and skills across subjects. This is reflected in the school's published results in national tests at the end of Year 6, which are broadly in line with national averages. Leaders’ actions have secured improved outcomes over time in English and Maths. Disadvantaged pupils are well prepared for the next stage in their learning, achieving above national outcomes.

p.4

Achievement Expected standard

Leaders make sure that pupils acquire the important skills and knowledge they need, including handwriting, spelling and number facts. Phonics is taught effectively. As a result, most pupils gain the skills they need to learn to read. Pupils have regular opportunities to practise their multiplication skills. Outcomes in the multiplication check in Year 4 are above the national average.

p.4

Achievement Expected standard

Pupils, including those who face barriers to learning, can explain their learning clearly. Leaders check regularly how well pupils are making progress through the curriculum. Staff take prompt action to support pupils who find learning difficult to make sure that they are ready for their next stage of learning.

p.4

Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and teaching. They have designed a curriculum that is ambitious, broad and balanced. It is carefully sequenced so that over time it supports pupils to build knowledge. Ongoing refinements to the curriculum have a positive impact on pupils’ achievement.

p.4

Curriculum and teaching Expected standard

Leaders have prioritised the mastery of the basics that pupils need to learn in reading, writing and mathematics. This is generally consistent. However, increased opportunities for written practice would benefit the younger pupils. Language and vocabulary are prioritised.

p.4

Curriculum and teaching Expected standard

Teachers generally demonstrate secure subject knowledge and use a range of effective teaching strategies. Scaffolds, prompts and modelling enable pupils to learn and make progress in all subjects. Pupils are given opportunities to explain their ideas and recap prior learning. Typically, teachers check on pupils’ understanding of new concepts. However, at times, this lacks precision. Teachers adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). This ensures that pupils with SEND and those with other challenges progress well through the curriculum and typically learn alongside their peers. Where needed, pupils learn from a bespoke curriculum, based on their learning needs and starting points.

p.4

Early years Expected standard

Leaders design the early years provision with care. Staff build warm, nurturing relationships and effective partnerships with parents and carers. This supports children to settle quickly. Routines are clear and consistent, which builds confidence. Leaders identify children’s starting points quickly and address gaps through timely interventions and high-quality teaching.

p.5

Early years Expected standard

The curriculum is ambitious and well sequenced, building secure foundations for children across all areas of learning. Activities are creative and purposeful and provide challenge through play, such as design and technology and sewing. Children develop early language, number and physical skills through planned experiences. Outdoor learning adds further opportunities to explore and practise skills. Adults model language well and introduce new vocabulary. Adult interactions are skilled and appropriate. Phonics begins early and is taught consistently well. Teachers model sounds accurately and support children to work out what simple words say. A love of reading is developed through storytelling and songs.

p.5

Early years Expected standard

The continuous provision encourages curiosity, awe and wonder while providing plentiful opportunities to practise and strengthen foundational skills. Children listen attentively, participate eagerly and engage purposefully in their learning. They are confident talkers who like to explain what they are doing and exploring. By the end of Reception, most children are well prepared for Year 1.

p.5

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

Pupils feel valued and develop a sense of belonging at this highly positive and nurturing school. Staff are fully committed to getting to know their families and community. Relationships between pupils and staff are positive, warm and respectful. Pupils feel safe. Pupils attend regularly and arrive at school happy and ready to start each day. From the early years, children learn to be considerate of others. This is because staff model expectations clearly.

p.5

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

Pupils recognise what it means to embody the school values and to be part of the school community. They demonstrate respect for others and understand the importance of tolerance and fairness. In lessons, pupils are focused and calm and exhibit positive behaviours for learning. They want to do well and show enthusiasm. Bullying is rare. Pupils are confident that staff will help resolve any concerns they have.

p.5

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

Wellbeing and pastoral support are a strength of the school. They are at the heart of pupils’ daily experiences. Staff help pupils to manage their emotions well, settle quickly and be ready to learn. ‘The Hive’, which supports pupils with special educational needs and/or disabilities (SEND), is a carefully designed, warm and inclusive area with highly skilled staff. This allows pupils to thrive.

p.5

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

Pupils benefit from a wide range of activities that develop their interests and talents, including opportunities to visit the Houses of Parliament and clubs such as sewing and 'Music Squad'. Pupils are extremely proud of the leadership roles they have at school, for example, the school's ‘Advocates’ programme. Through these roles, pupils develop confidence, a sense of responsibility and aspirations for who they want to be and the difference they want to make.

p.6

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

Pupils generally achieve well at this school and there has been a notable improvement in standards of achievement over time. From the early years, most pupils make appropriate progress from their starting points. This is reflected in published outcomes, which are in line with national averages. Pupils who are disadvantaged and those who have SEND are supported very effectively through carefully planned and tailored actions. Disadvantaged pupils achieve above the national average in many areas by the end of Key Stage 2. This prepares them well for the next stage of their education.

p.6

Next steps

Leaders should ensure that younger pupils have sufficient opportunities to practise accurate letter and number formation and sentence structure. Leaders should ensure staff use checks on learning consistently to spot mistakes and misconceptions quickly, so pupils can correct these accurately, therefore building secure, foundational understanding. Leaders should improve pupils’ achievement and outcomes to be consistently above the national average, including those pupils working at a higher standard.

p.6

About this inspection

This school is part of St. Barts Multi Academy Trust (SBMAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Lisa Sarikaya, and overseen by a board of trustees, chaired by Jonny Anderson.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the acting principal of the school during the inspection, as well as senior leaders, the CEO, trustees and trust team members, members of the local governing board, parents, staff and pupils.

p.6

About this inspection

Inspectors reviewed documentation about the school, as well as plans for improvement.

p.6

Lead inspector:

Karen Hambleton, His Majesty's Inspector

p.7

Team inspectors:

Christopher Wright, Ofsted Inspector Susan Ray, Ofsted Inspector Nina Sangha, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.7

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.

p.7

487

The inspectors confirmed the following information about the school:

p.7

487

The school includes a SEND unit for pupils with special educational needs and/or disabilities.

p.7

487

The school currently uses alternative provision.

p.7

487

Acting Principal: Mrs Emma Woolliscroft Well above average

p.7

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.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

What does this mean?

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

p.9

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.9

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.

p.9

average

2024/25 (final) 67% 62% Close to average

p.9

average

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

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.10

average

2024/25 (final) 75% 75% Close to average

p.10

average

2023/24 (final) 77% 74% Close to average

p.10

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

2024/25 (final) 75% 72% Close to average

p.10

average

2023/24 (final) 79% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 77% 73% Close to average

p.10

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.

p.11

mathematics

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

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.14

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.

p.14

Persistent absence

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

p.14

Exceptional

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

p.15

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.16