Penwortham Priory Academy

What Ofsted said

From the inspection on 25 March 2025

The school creates an environment where pupils feel safe and happy. For example, staff foster respectful and caring relationships with pupils. This helps pupils to feel secure and valued. They express pride in attending this school. Pupils' behaviour is typically positive. The school sets high expectations of pupils' behaviour. Most pupils demonstrate respect for these standards by adhering to the 'Priory Standard'. During social times, pupils enjoy using the outdoor garden spaces and sporting facilities. They also value the 'lunch and learn' activities that nurture and develop their interests. The school's expectations for pupils' academic achievement are typically high. Pupils are motivated to reach their potential. For instance, carefully tailored support helps pupils to progress through the curriculum successfully. In most subjects, pupils achieve well. The school has a strong programme that promotes pupils' wider development. Pupils enjoy taking on leadership roles to develop their independence and confidence. For example, pupils lead eco projects and fundraise for charity. Clubs, trips, and visits enrich pupils' experiences and knowledge beyond the taught curriculum. For instance, pupils take part in sports, birdwatching and art clubs. Many pupils also relished visits to the theatre, museums and international trips. These opportunities ensure that pupils are prepared well for future challenges.

What the school should improve

• Some choices of learning activities do not support pupils to apply and develop their subject knowledge deeply enough. This limits how well pupils, particularly disadvantaged pupils, learn in some subjects. The school should ensure that teaching consistently uses learning activities that help pupils to achieve as well as they should.
• The identification and support for weaker readers in key stage 4 is not fully developed. This hinders how well older pupils build on their reading knowledge and access the curriculum. The school should strengthen its approach to diagnosing reading needs for older pupils and ensure gaps in reading knowledge are addressed and evaluated systematically.
• A small number of pupils are not in school as often as they should be. Consequently, they miss valuable opportunities to develop their learning. The school should strengthen its approach to support pupils, particularly pupils with SEND, so that their attendance improves over time.

Read the full Ofsted report (opens in a new tab)