Priory Primary School, Bicknacre

What Ofsted said

From the inspection on 3 March 2026

Pupils arrive happily to school. They are welcomed by staff who know them well. Belonging is an important part of school life. Pupils feel supported and valued by staff who know them as individuals. Pupils are positive about their learning and find lessons enjoyable. They take pride in their work. Children in the early years make a positive start when they learn to read and write. This helps them to feel confident from the very start. The curriculum generally prepares pupils well for the next stages of their education. However, some groups of pupils do not yet make the progress they should in mathematics. Whether through pastoral support, adaptations or resources, staff identify and remove barriers to pupils’ learning. This helps pupils, particularly those with special educational needs and/or disabilities, to make appropriate progress from their individual starting points. Pupils use the ‘butterfly book’ to share things they feel proud of or are important to them. Staff praise and recognise these accomplishments. Friendships between pupils are positive. If pupils fall out or need support, staff respond kindly and sensitively. Pupils know staff will help them and that any worries are quickly and effectively dealt with. Pupils’ behaviour is calm, respectful and guided by the clear routines established by leaders. Pupils feel safe. Pupils typically attend school regularly. Staff work closely with pupils and their families when their attendance is low. Leaders plan a growing number of leadership opportunities for pupils. This helps them to contribute their ideas to the school community. Pupils are proud about their roles as councillors, ambassadors or librarians. Pupils take part in a broad range of experiences. These include sports clubs, music, coding and enrichment days. Through the personal development programme, pupils learn about and understand how to stay safe. They talk confidently about respect, equality and the diverse world they are growing up in.

What the school should improve

• Leaders should ensure that actions to improve pupils’ achievement, especially in mathematics, are well implemented so that by the end of key stage 2, all pupils achieve as well as their peers nationally and are ready for secondary school.
• Leaders should continue to develop the personal development programme, particularly around engagement in opportunities beyond the classroom, to maximise pupils' school experience.

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