The Priory Primary School

What Ofsted said

From the inspection on 3 June 2025

This is a happy and positive school where pupils enjoy attending. They know that they have trusted adults that they can turn to if they have any worries. The whole-school 'buddy' system is highly effective in helping older pupils learn to be responsible role models. As a result, playtimes are harmonious, there is a wonderful unity across ages and pupils feel a strong sense of belonging. Pupils celebrate differences between themselves and others. They are encouraged to become considerate and tolerant. They benefit from expert speakers who inspire them, such as representatives of the Windrush community and alumni who are world champion athletes. Pupils appreciate the wide range of opportunities on offer to them, such as first aid training, tag rugby, performing in recitals and even den building. The school aspires for all pupils to receive a high-quality education. The school identifies the differing needs of pupils with SEND accurately and swiftly, and children in the early years get off to a strong start. The school expects all pupils to achieve well. However, it does not ensure that all pupils are building a secure body of knowledge. Some pupils are not prepared for their next stages of education as effectively as they could be as a result.

What the school should improve

• Some learning activities do not deepen pupils' learning. This is because they are not always precisely aligned to the intended curriculum. Consequently, some pupils do not learn as well as they could. The school should ensure that staff are suitably equipped to design learning tasks that help pupils to learn the curriculum effectively.
• Subject leaders do not receive sufficient time or training required to conduct their roles. This is a barrier to swift and effective curriculum implementation. The school must ensure that subject leaders receive the professional opportunities needed to carry out their roles expertly.
• Trustees do not have a sufficient depth of understanding of the quality of education that pupils receive. This means that trustees have not challenged leaders sufficiently well about how well pupils at the school are achieving. Trustees should continue to develop their role so that they hold leaders fully to account for the school's performance.

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